"Bearly Over the Mountain"

Videos

GradesK, 1, 2, 3, 4, 5Science, English Language Arts

Scientist Reviewed

Provided by King's Centre for Visualization in Science

Open Resource

What it is

In this illustrated book, students will learn about the benefits and drawbacks of different energy sources and the need for multiple solutions and collaboration to fight climate change.
The book is available as a read-aloud video and a digital text.

Teaching tips

Positives

The story will help young children understand several important ideas about fighting climate change.
The story is available in multiple formats.

Additional Prerequisites

Teachers may want to provide students with basic information about solar, wind, nuclear, and coal energy before using this resource.
Teachers could show students where Venice and Paris are on a map or globe.

Differentiation ideas

Students can listen to the story as they read along if they are struggling with independent reading.
After the story, teachers could ask students the following questions to help them make the connection to climate change:
- What was the main problem in the story?
- How did the children solve the problem?
- Do you think that we could use the children's solution to solve other energy problems?
Classes could make a chart to show the pros and cons of using each of the four trains.
Other resources on this topic include this video on understanding climate change and this ClimateScience digital picture book on sea level rise.

From the scientist review

This resource is recommended for teaching.

How we review resources

Ready to use it?

Hosted on bearly.kcvs.ca

Open Resource

Want this to fit your class?

Add your location for local examples, questions, and action ideas.

At a glance

Grades: K, 1, 2, 3, 4, 5
Subjects: Science, English Language Arts
Other types: Ebooks
Format: YouTube Video
Language: English
Location: Europe
Provider: King's Centre for Visualization in Science
Authors: King's Centre for Visualization in Science, Bill Gunter, Cheryl, Miriam, and Peter Mahaffy, Kalley Lasola
Published: May 20, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · K-ESS3-3. + 53 more

Core

Core Standards legacy

K-ESS3-3.K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
3-ESS3-1.3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
3-5-ETS1-2.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CCSS.ELA-LITERACY.SL.K.2CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.RI.5.10CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

K-ESS3-3.K-ESS3-3. Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
3-ESS3-1.3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
3-5-ETS1-2.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
SL.II.K.2SL.II.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

K.L.2K.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5.RI.105.RI.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
K.ESS3.3K.ESS3.3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
3.ESS3.13.ESS3.1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
3.ETS1.23.ETS1.2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
4.ESS3.14.ESS3.1 Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
5.ETS1.25.ETS1.2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

3-ESS3-1.3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
3-5-ETS1-2.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
K-ESS3-3.K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, or other living things in the local environment.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
SL.K.2SL.K.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.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

K-ESS3-3K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
3-ESS3-13-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
4-ESS3-14-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
3-5-ETS1-23-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
R.5.12R.5.12 Read with sufficient accuracy and fluency to support comprehension.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

K-ESS3-3.K-ESS3-3. Communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.
3-ESS3-1.3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
3-5-ETS1-2.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
KSL2:KSL2: Participate in a conversation about features of diverse texts and formats.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.SL.K.2CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.RI.5.10CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
K-ESS3-3.K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
3-ESS3-1.3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
3-5-ETS1-2.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

K-ESS3-3.K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
3-ESS3-1.3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
3-5-ETS1-2.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

K-ESS3-3K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
3-ESS3-13-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
3-5-ETS1-23-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
RI.5.10.RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently
SL.K.2.SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Illinois Climate Education

Illinois Climate Education Standards legacy

RI.5.10.RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
SL.K.2.SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
K-ESS3-3.K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
3-ESS3-1.3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
3-5-ETS1-2.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Cookie Preferences

What it is

Teaching tips

From the scientist review

Ready to use it?

Want this to fit your class?

Related Teaching Resources