The Bear Sleeps

Ages 3–6 · 5 minutes · English, Science

Explore caves of hibernating bears and go fishing

In this lesson, students will:

- Observe wild bears in their habitats!
- Discuss daytime and nighttime routines
- Interact and make connections to the story
- Explore different types of bears and their favorite foods
- Make scientific observations
- Practice comprehension of non-fiction text

Part of

Science Stories

Standards alignment

Common Core State Standards

K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Alabama

ELA21.K.2 — Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.
ELA21.K.22 — Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.
ELA21.K.29 — With prompting and support, identify the main topic and key details in an informational text.
SC23.K.4 — Use observations to determine patterns of what plants and animals (including humans) need to survive, including light, water, and nutrients.

Alaska

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.1 — With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text.
RI.K.10 — Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed.
Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

Arizona

K.E1U1.4 — Observe, describe, ask questions, and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans).
1.L2U1.8 — Construct an explanation describing how organisms obtain resources from the environment including materials that are used again by other organisms.
1.RI.2 — Identify the main topic and retell key details of a text.

Arkansas

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
K.RC.2.RF — Answer questions about key details in a text.
K.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

California

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

Colorado

SC.P.2.1.a — Observe, describe and discuss living things.
RWC20-GR.PS-S.2-GLE.1-EO.c — Ask and answer questions and make comments about print materials.
SC.P.2.1.c — Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air and light.
SC.P.2.2.a — Identify the common needs such as food, air and water of familiar living things.
SC.P.3.2.e — Observe and describe patterns observed over the course of a number of days and nights (e.g., differences in the activities or appearance of plants and animals).

Connecticut

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.

Delaware

RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Florida

ELA.K.R.2.2 — Identify the topic of and multiple details in a text.
SC.K.L.14.3 — Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
SC.K.N.1.2 — Make observations of the natural world and know that they are descriptors collected using the five senses.

Georgia

ELAGSEKRI1 — With prompting and support, ask and answer questions about key details in a text.
ELAGSEKRI10 — Actively engage in group reading of informational text with purpose and understanding.
ELAGSEKRI2 — With prompting and support, identify the main topic (main idea) and retell key details of a text (supporting details).

Hawaii

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
K.RI.10 — Actively engage in group reading activities with purpose and understanding.
Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

Idaho

K-ESS-2.1 — Students who demonstrate understanding can: Use a model to represent the relationship between the needs of different plants and animals and the places they live.
K-LS-1.1 — Students who demonstrate understanding can: Use observations to describe how plants and animals are alike and different in terms of how they live and grow.
K-ESS-1.2 — Students who demonstrate understanding can: With guidance and support, use evidence to construct an explanation of how plants and animals interact with their environment to meet their needs.

Illinois

INFO-P1 — Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
LS1.C-P1 — All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.

Indiana

K.CC.3 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (E)
K.LS.3 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
K.RC.1 — With support, ask and answer questions about main topics and key details in a text heard or read. (E)
K.LS.2 — Describe and compare the physical features of common living plants and animals.

Iowa

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Kansas

Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Kentucky

Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
RI.K.1 — With prompting and support, ask and answer explicit questions about key concepts and details, and make logical inferences to construct meaning from the text.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
RI.K.10 — With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex informational texts.

Louisiana

RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Maine

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Massachusetts

K-LS1-1 — Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow.
PreK-ESS2-6(MA) — Provide examples of the impact of weather on living things.
PreK-LS2-2(MA) — Using evidence from the local environment, explain how familiar plants and animals meet their needs where they live.
RI.PK.6 — With prompting and support, “read” illustrations in an informational picture book by describing facts learned from the pictures (e.g., how a seed grows into a plant).

Michigan

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Minnesota

0L.1.2.1.2 — Make observations of plants and animals to compare the diversity of life in different habitats. (P: 3, CC: 1, CI: LS4)
0L.2.1.1.3 — Record and use observations to describe patterns of what plants and animals (including humans) need to survive. (P: 4, CC: 1, CI: LS1)
0.1.2.1 — With guidance and support, read and monitor understanding of grade-level text, self-correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.

Mississippi

L.K.3A.2 — Construct explanations using observations to describe and report what animals need to live and grow (food, water, shelter, and space).
L.K.3B.1 — Observe and communicate that animals get food from plants or other animals. Plants make their own food and need light to live and grow.

Missouri

K.R.1.A — With assistance, develop and demonstrate reading skills in response to read-alouds by:
K.R.1.A.b — asking and responding to questions about texts read aloud
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
K.R.1.A.d — connecting the information and events of a text to experiences

Montana

K-LS1-1 — use observations to describe patterns of what plants and animals, including humans, need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

Nebraska

LA.K.RI.1 — With prompting and support, identify the main topic and key details in an informational text.
LA.K.RI.8 — Actively engage in group reading activities with purpose and understanding.
SC.K.7.2.A — Use observations to describe patterns of what plants and animals (including humans) need to survive.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.

Nevada

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

New Hampshire

Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

New Jersey

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

New Mexico

Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.NM.1 — Identify the main topic, retell key details of a text, and make predictions.

New York

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.
P-LS1-1 — Observe familiar plants and animals (including humans) and describe what they need to survive.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

North Carolina

RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
LS.K.2.1 — Analyze and interpret data to compare the characteristics of different types of the same animal to determine individual similarities and differences.

North Dakota

K-LS1-1 — Describe patterns, through observation, of what plants and animals (including humans) need to survive.
K.R.2 — Respond to a variety of texts, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
K.R.3.a — Tell about the informational text, photographs, or illustrations before, during, or after a shared reading or other text-listening experience.
Make observations (firsthand or from media) to collect data that can be used to make comparison._Question

Ohio

K.LS.2 — Living things have physical traits and behaviors, which influence their survival.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.1 — With prompting and support, ask and answer questions about key details in a text.

Oklahoma

PK.3.R.2 — Students will answer basic questions (e.g., who, what, where, and when) about texts, photographs, or illustrations during shared reading or other text experiences with prompting.
PK.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
K.2.R.4 — Students will begin to retell facts and details from an informational text.
K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.

Oregon

K.RI.1 — With prompting and support, ask and answer questions about key details in a text.
K.RI.10 — Actively engage in group reading activities with purpose and understanding.
K.ESS3.1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.][assessment boundary: modeling is limited to describing the relationship and does not include patterns of structure and function to show how needs are met. impact on the environment is beyond the standard.]
K.RI.2 — With prompting and support, identify the main topic and retell key details of a text.

Pennsylvania

CC.1.2.K.L — Actively engage in group reading activities with purpose and understanding.
CC.1.2.PK.C — With prompting and support, make connections between information in a text and personal experiences.
CC.1.4.PK.W — With guidance and support, recall information from experiences or books.

Rhode Island

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

South Carolina

ELA.K.AOR.2.2 — Retell familiar texts by identifying the topic and supporting details in an informational text.
K-LS1-1. — Use observations to describe patterns of what plants and animals (including humans) need to survive. Clarification Statement: Examples of patterns could include that animals need to take in food, but plants make food; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all living things need water. Patterns could be described using multiple modes of representation.
K-LS1-1.SEP.A: — Analyzing and Interpreting Data Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. NRC Framework Link
ELA.K.C.8.1 — Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: a. enter a conversation by greeting, taking turns, and responding to others with statements, phrases, and/or questions; and b. consider the ideas of others while engaging in conversations.

South Dakota

K-LS1-1 — Describe patterns of what plants and animals (including humans) need to survive.
K.RI.1 — With prompting and support, ask and answer questions about key details in a text.
K.RI.2 — With prompting and support, identify the main topic and retell key details of a text.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
K.RI.10 — By the end of the year read and comprehends a variety of informational text.

Tennessee

K.ETS1.1 — Ask and answer questions about the scientific world and gather information using the senses.
K.RI.KID.1 — With prompting and support, ask and answer questions about key details in a text.
K.RI.RRTC.10 — With prompting and support, read informational texts of appropriate complexity for Kindergarten.
K.RI.KID.2 — With prompting and support, orally identify the main topic and retell key details of a text.

Texas

K.12B — observe and identify the dependence of animals on air, water, food, space, and shelter.
2.9B — identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and
K.9B — examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.

Utah

K.2.2 — Obtain, evaluate, and communicate information about patterns in the relationships between the needs of different living things (plants and animals, including humans) and the places they live. Emphasize that living things need water, air, and resources and that they live in places that have the things they need. Examples could include investigating plants grown in various locations and comparing the results or comparing animals with the places they live. (LS2.A, LS2.B, ESS3.A)
K.2.3 — Obtain, evaluate, and communicate information about how living things (plants and animals, including humans) affect their surroundings to survive. Examples could include squirrels digging in the ground to hide their food, plant roots breaking concrete, or humans building shelters. (ESS2.E)

Vermont

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Virginia

K.7.a — Living things need adequate food, water, shelter, air, and space to survive.
K.9.b — The student will investigate and understand that there are patterns in nature. Key patterns include seasonal changes.
K.9.c — The student will investigate and understand that there are patterns in nature. Key patterns include day and night.
K.1.b.i — Make observations to collect data.

Washington

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Washington, D.C.

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.

West Virginia

ELA.K.19 — Actively engage in group reading activities of informational texts with purpose and understanding.
ELA.K.4 — With prompting and support, ask and answer questions about key details in an informational text.
S.K.3 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
ELA.K.5 — With prompting and support, identify the main topic and retell key details of an informational text.

Wisconsin

ELA.K.R.1 — With prompting and support, develop and answer questions about a text. (RI&RL)
ELA.K.SL.2 — With guidance and support, ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Students use observations and texts to communicate new information. This includes the following: Read developmentally-appropriate texts or use media to obtain scientific and technical information. Use the information to determine patterns in or evidence about the natural and designed worlds. Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea. Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering scientific questions or supporting scientific claims. Communicate information or design ideas and solutions with others in oral or written forms. Use models, drawings, writing, or numbers that provide detail about scientific ideas, practices, or design ideas.

Wyoming

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.