Eat Like a Bear

The book does foster the development processes by encouraging children to make predictions throughout the story and use questioning while they are reading. The book poses questions throughout the story that would make children think about what the bear is going to eat. This also encourages children to make predictions about what the bear might eat, and where it might find its food. The illustrations also help children have a visual of the food and environment where the bear might find its food, aiding the student in making predictions.

• Author: April Pulley Sayre
• Illustrator: Steve Jenkins
• Year Published: 2013
• ISBN: 9780805090390

Science Topics

• Life Science

Minimum Suggested Grade Level

• Kindergarten

Maximum Suggested Grade Level

• 5th Grade

Summary

This story follows the journey of a grizzly bear throughout the year and focuses mainly on what and how it eats.

Evaluation

• Appropriateness: High
• Authority: High
• Accuracy: High
• Liteary Artistry: High
• Appearance: High

Questions

Does the book foster development of processes?

The book does foster the development processes by encouraging children to make predictions throughout the story and use questioning while they are reading. The book poses questions throughout the story that would make children think about what the bear is going to eat. This also encourages children to make predictions about what the bear might eat, and where it might find its food. The illustrations also help children have a visual of the food and environment where the bear might find its food, aiding the student in making predictions.

Does the book provide an opportunity for children to ask and answer their own questions?

The book does provide an opportunity for children to ask and answer their own questions. Children could ask questions based on the title, "Eat Like a Bear". They could ask what kinds of things bears eat and when they eat them, as well as how they obtain their food. The back of the book also provides more information on brown bears and grizzly bears. Students could ask what different kinds of bears there are and compare some of the similarities and differences between black bears and grizzly bears.

Does the book encourage children to think for themselves?

The book does encourage children to think for themselves by asking children questions and allowing children to predict, and then providing an answer on the following page. The book is written from the perspective of a bear and allows children to think about what it would be like to have the perspective of a bear.

Is the science topic addressed in ways that are appropriate to the lesson?

The content in the book is appropriate to a lesson on organisms and their environment, and the information is presented in an interesting way for children.

Is the content based on sound scientific principles? Is it accurate?

The content is based on sound scientific principles and is accurate. It shows the life of a bear throughout the year, and what kind of food it eats as well as how it obtains its food. It mentions the different places where the bear might find food and the time of the year it might find that food. The end of the book also includes more specific information on brown bears and grizzly bears.

Does the book distinguish between fact and fiction?

The book is factual.

Are the illustrations clear and accurate?

The illustrations are clear and accurate. The illustrations are helpful in seeing the different kinds of things the bear eats, as well as the bears' environment. The illustrations have a collage effect to make them aesthetically appealing for children, however they are still comparable to what the objects would look like in real life.

Is the book written at the level of your students?

The book is written at a level for students in grades k-5. The information used could be used to introduce a topic for older grades and have older grades do further investigation on their own. There is some upper level vocabulary as well that could be challenging to younger grades, however if the vocabulary is introduced or talked about throughout the book, younger grade levels would be able to understand what is going on.

Is there a multicultural component? Is it free from stereotyping?

There is not a multicultural component, but the book is free from stereotyping because people are not portrayed in the book, only the bear.

Is the book free from gender bias?

The book is free from gender bias because there are no female or male characters in the book.

Does the book show the close association between science and other disciplines?

The book does not directly show an association between science and other disciplines, however the book is written in a poetic way that would be helpful for students to see rhyming words and expressive language.

Does the book present a positive attitude toward science and technology?

The book does present a positive attitude toward science. It is written in a way that is very explorative and appreciative of the way bears find their food. The book however does not include technology.