Bear in Sunshine written by Stella Blackstone and illustrated by Debbie Harter

The book: Bear in Sunshine discusses basic weather concepts and the things that bear likes to do in each kind of weather. Each page has one sentence, which is great for younger kids eager to turn the page. The illustrations are bright and colorful and did a great job keeping my three year old engaged.

The book itself discusses weather and the last page has four frames that are labeled by seasons. I think this is actually a little problematic because the book never discusses seasons until this page so my daughter was excited to label spring as “rain” and winter as “snow”. Of course this is a great teachable moment to introduce the types of weather that happens in each season.  

Target age(s): infants to preschool. Because this book has so little text, it is a quick read for very little kids. But also because this book discusses weather and activities related to weather, it can be expanded for more sophisticated discussions/lessons for older kids. 

Springboard for lessons: 

Having a discussion with students (ages 3+) about some of the different types of weather they have experienced as well as some of the different activities they can do in each kind of weather. Then each child can be asked draw a picture of an activity they like to do in a specific type of weather (such as “I like to make cookies when it rains”).

Common Core Standards for Pre-K addressed:

Writing Standards

Text Types and Purposes

2. With prompting and support, use a combination of drawing, dictating, or writing to compose  informative/explanatory texts in which they name what they are writing about and supply some  information about the topic.

Production and Distribution of Writing 

 5. With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as needed.

Presentation of Knowledge and Ideas 

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Visual Arts 

1. Expresses oneself and represents what he/she knows, thinks, believes and feels through visual arts.

Matching game with weather (3 and up):

Supplies: cut-outs of different items related to weather such as an umbrella, snow boots, sunglasses, etc.

a poster board with three categories of weather (snowy, sunny, rainy).

Objective: students will be able to match items we use in the appropriate weather categories (such as placing the umbrella under the rainy category)

Common Core Standards addressed for Pre-K:

  Vocabulary

5. Demonstrates a growing receptive vocabulary

a)     Understands and follows spoken directions.

b)    Identifies pictures related to words (show me the white dog)

6. Demonstrates a growing expressive vocabulary.

 b) Uses more complex words in conversation.

c) Makes use of new and rare words introduced by adults or peers.

d) Correctly names picture when asked, “What is this?”

e) Begins to use appropriate volume and speed so spoken message is understood. 

Predicting and Charting weather for a month (toddler and older):

Supplies: A chalkboard to write down the predictions of students.

A monthly chart to keep track of weather.

Cutouts of “weather” (sun for sunny, snow for snowing, gust of wind for windy… etc)

Objectives: Students will make predictions about the next day’s weather (teacher will write down predictions on chalkboard)

Students will be able to observe weather at the same time each day and chart their observations

Students will discusses the relationships between actual observations and their predictions.

Students will tally how many days were sunny, rainy, snowy etc. the month and compare the data

Common Core Pre-k standards addressed: 

Science; Earth and Space 

a)     Observes and discusses changes in weather and seasons using common weather related  vocabulary (e.g., rainy, sunny, snowy, windy, cloudy, etc.).

Scientific Thinking 

1. Asks questions and makes predictions based on observations and manipulation of things and events  in the environment.

a) Uses senses to gather, explore, and interpret information.

c) Makes observations and describes changes in objects, living things, and natural events in the environment.

f) Makes predictions based on background knowledge, previous scientific experiences, and observations of objects and events in the world.