Teacher's Guide - Bears Year 2000 and Beyond

Activity 7 - Interview With A Bear

Level
Intermediate

Purpose

To become familiar with bear behaviour

To illustrate the differences between black bears and grizzlies

Materials

Bear ears
Costume piece to identify a grizzly (eg. a sweater rolled to make a shoulder hump)
Costume piece to identify a black bear (eg. a black shirt, ears)
Bear Facts sheet (grizzly bear and black bear )
Paper or notebooks
pens or pencils
Which Bear is Which Bear sheet
Image: Which Bear?

Procedure

Role Play / Creative Writing

1. Bears don’t speak our language, but imagine if they could! What would you like to know most about bears? Imagine questions only a bear could answer.

a) Divide the class into three groups. One group plays black bears, the other plays grizzlies, and the third group interviews both groups of bears.
b) Discuss types of questions you’d like to ask a bear, questions about behaviour, looks, habitat, lifecycle.

2. Prepare for the interview.

a) The interviewer group writes down at least 10 questions they’d like to ask a black bear and a grizzly.
b) The bear groups study the Bear Facts sheet (black bear or grizzly bear) for their species. It will be easier to divide the facts up among members of the group, so that one or two people are responsible for knowing about food, someone else prepares for questions about physical features, etc.
c) Bears should also create some costume pieces to make their roles as bears more believable.
d) When it is time, bears put on their bear costumes, get into bear character, and prepare to answer questions.

3. First, one bear group takes the stage. Interviewers take turns asking questions, paying attention so as not to repeat questions. Repeat the format for the second bear group.

a) The bears respond to the best of their knowledge, taking turns to answer questions in their category. While bears should feel free to have fun with it, they should not make up answers. When stumped, a bear can respond with “I don’t know, no one has ever asked me that before.”
b) While the session may be playful and humourous, it will introduce some basic bear facts. It should also reveal that there is a lot we don’t know about bears.
c) Interviewers should take notes, notice which questions weren’t answered and save them for further investigation.

4. Follow up with the Which Bear is Which Bear? Quiz.

5. Assignments

a) Members of the interviewer group will write reports summing up one or both of the interviews.
b) The bear groups will write reports about what it was like to be a bear.

Evaluation

Thoughtfulness of questions and responses
Demonstrated understanding of the differences between black bears and grizzly bears

Curriculum Connections
Languages Arts, Drama, Science

Introduction – Activities – Glossary – Guided Program
Whyte Museum – Bears: 2000 and Beyond Teacher's Guide

Activity 7 - Interview With A Bear
Level	Intermediate
Purpose	To become familiar with bear behaviour To illustrate the differences between black bears and grizzlies
Materials	Bear ears Costume piece to identify a grizzly (eg. a sweater rolled to make a shoulder hump) Costume piece to identify a black bear (eg. a black shirt, ears) Bear Facts sheet (grizzly bear and black bear ) Paper or notebooks pens or pencils Which Bear is Which Bear sheet Image: Which Bear?
Procedure	Role Play / Creative Writing 1. Bears don’t speak our language, but imagine if they could! What would you like to know most about bears? Imagine questions only a bear could answer. a) Divide the class into three groups. One group plays black bears, the other plays grizzlies, and the third group interviews both groups of bears. b) Discuss types of questions you’d like to ask a bear, questions about behaviour, looks, habitat, lifecycle. 2. Prepare for the interview. a) The interviewer group writes down at least 10 questions they’d like to ask a black bear and a grizzly. b) The bear groups study the Bear Facts sheet (black bear or grizzly bear) for their species. It will be easier to divide the facts up among members of the group, so that one or two people are responsible for knowing about food, someone else prepares for questions about physical features, etc. c) Bears should also create some costume pieces to make their roles as bears more believable. d) When it is time, bears put on their bear costumes, get into bear character, and prepare to answer questions. 3. First, one bear group takes the stage. Interviewers take turns asking questions, paying attention so as not to repeat questions. Repeat the format for the second bear group. a) The bears respond to the best of their knowledge, taking turns to answer questions in their category. While bears should feel free to have fun with it, they should not make up answers. When stumped, a bear can respond with “I don’t know, no one has ever asked me that before.” b) While the session may be playful and humourous, it will introduce some basic bear facts. It should also reveal that there is a lot we don’t know about bears. c) Interviewers should take notes, notice which questions weren’t answered and save them for further investigation. 4. Follow up with the Which Bear is Which Bear? Quiz. 5. Assignments a) Members of the interviewer group will write reports summing up one or both of the interviews. b) The bear groups will write reports about what it was like to be a bear.
Evaluation	Thoughtfulness of questions and responses Demonstrated understanding of the differences between black bears and grizzly bears
Curriculum Connections	Languages Arts, Drama, Science