If you help children connect with their environment and community, add your voice here: 2026 Census of Community-Based Environmental Learning

Sleepy Barry

Videos

Grades3, 4, 5, 6, 7, 8Biology, Earth and Space Sciences

This resource has been reviewed by SubjectToClimate's climate scientists and verified for scientific accuracy and up-to-date information. Learn about our review process →
Provided by Green Ninja
Open Resource

What it is

  • This short animated video teaches students about the effects of global warming on the seasons, hibernation, and wildlife.
  • The video follows a classroom of characters investigating why their bear friend has not been able to hibernate.

Teaching tips

Positives

  • This video is an engaging way to learn how temperature changes affect an animal's ability to hibernate.
  • The video includes a variety of fun characters, learning and investigating in a classroom setting.

Additional Prerequisites

  • Students should be familiar with terms like hibernation and temperature before watching the video.
  • This resource requires access to the Internet.

Differentiation

  • Challenge students to consider how shifts in seasons can affect other animals that rely on hibernation, seasonal changes, or migration.
  • Although not mentioned in the video, discussing solutions to these temperature changes as a follow-up is recommended.
  • Younger students may need to learn the vocabulary terms used prior to watching the video.
  • Science classes could use this video when learning about animal adaptations, habitats, and the seasons.
  • Follow the characters in their efforts to protect the environment by watching this video on plastic pollution and this video on composting.

From the scientist review

This video centers around a group of friends, along with the green ninja, investigating temperature change and the effects on hibernating animals. This video would make a great addition to a classroom discussing climate change and the effects a warming planet has on animals that hibernate.
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