Skip to product information
1 of 8

Bee Alert

Bee Alert

2-5 players • 15–20 min • 5 & up

Focus: Memory

Regular price $30.00
Regular price Sale price $30.00
Sale Sold out

Find the matching-color bee under the hive in this fun memory game.

Skills: Memory, Fine Motor Skills, Taking Turns

Game Includes

  • 6 Bees
  • 6 Bee Hives
  • 36 Cards
  • 1 Rules Booklet

View full details

Collapsible content

How to Play

There are several bees hiding under the bee hives, each their own color. Players turn over cards to know which bees to look for, so remember where the bees are hidden to claim a hive. The player with the most hives at the end of the game wins!

Educational Standards

Head Start*

Language
Listening & Speaking
Shows progress in understanding and following simple and multiple-step directions.
For non-English-speaking children, progresses in listening to and understanding English.
Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions and for other varied purposes.
Math
Geometry & Spatial Sense
Shows growth in matching, sorting, putting in a series and regrouping objects according to one or two attributes such as color, shape or size.
Builds an increasing understanding of directionality, order and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front and behind.
Patterns & Measurement
Shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as shape or size.
Begins to make comparisons between several objects based on a single attribute.
Science
Reasoning & Problem-Solving
Grows in recognizing and solving problems through active exploration, including trial and error, and interactions and discussions with peers and adults.

Core Standard*: Science

Inquiry
Making Observations
Students learn that scientific investigations involve trying to answer questions by making observations or trying things out, rather than just asking an adult. Children are naturally curious about nearly everything—butterflies and clouds, and why the Moon seems to follow them at night. The essence of this standard is to channel students' natural curiosity about the world, so that they become better questioners, observers, and thinkers, laying the groundwork for increasing understanding and abilities in scientific inquiry in the years to come.Grade Levels K and 1st

Skills

Explore

What Does Child Do To Use Skill In The Game?
Young players will explore how the bees wobble, placing and removing the beehives, and other aspects of the game pieces.

How Parents Can Assist Learning
Encourage children to play with pieces in ways other than defined by the game. Parents could have children close eyes, place one bee under one hive, and then ask children to try different ways to find the bee, such as move hive, pick up hive, or ask questions.

Learning Implications and Educator Support
The educator can point out ways to help remember locations as children explore the game area. For example, "Think of the location of the color of the bee. Blue is on bottom; red is on top." Encourage children to play with pieces in ways other than defined by the game. Have children close eyes, place one bee under one hive, and then ask children to try different ways to find the bee, such as move hive, pick up hive, or ask questions.

Determine

What Does Child Do To Use Skill In The Game?
Each player tries to determine the location of colored bees hidden under bee hive.

How Parents Can Assist Learning
Parents can say what they are thinking as they play. This acts as a model for children. For example, "I think Jose gave the purple bee to Sara, so I'm going to look here."

Learning Implications and Educator Support
Educators can add questions about number ("How many bee hives are left in the middle?") or about location ("Where was that beehive taken from?") to expand the spatial reasoning learning. Use directional words, such as left and right, to help children learn these concepts.

Compare

What Does Child Do To Use Skill In The Game?
Players compare colors to find a match.

How Parents Can Assist Learning
Parents can bring children's attention to the match between the color of the bee and the color on the card. Trying asking, "What color is on the card? Is that the same as the color of the bee?"

Learning Implications and Educator Support
Educators can ask children to compare colors ("Is that the same color?"); request more comparative information (" Who has the most bee hives now? Who has the least?"); and make comparative comments to provide information ("You both have the same number.").

Remember

What Does Child Do To Use Skill In The Game?
This is a key aspect of the game. Players need to remember the location of the various colored bees.

How Parents Can Assist Learning
Parents can help children learn position terms. Describe where the bees are as they are revealed. For example, "The red is in the middle hive." Have children state the color of the bee uncovered. This will aid memory. Give clues if needed, such as "I think it is on the end by your hand."

Learning Implications and Educator Support
Educators can provide clues for children to help them learn about spatial memory. Tell them to "take a picture of the bees and put it in their mind." Also give color directions as an aid. For example, "Think of where the color is in relation to you. Red front, blue back, purple right front, etc." Such clues can help children remember spatial orientation. This can help them with directionality and mapping skills later.

Predict

What Does Child Do To Use Skill In The Game?
Players choose a beehive based on their hypothesis of where the colored bees are located.

How Parents Can Assist Learning
Children can increase their ability to predict if they concentrate rather than choose impulsively. Help children by asking them to "Wait. Look. Remember." Using such cues can give children a model for future play.

Learning Implications and Educator Support
Children can increase their ability to predict if they concentrate rather than choose impulsively. Help children by asking them to "Wait. Look. Remember." Using such cues can give children a model for future play.

Practice

What Does Child Do To Use Skill In The Game?
With repetition of the game, players may increase their neumonic strategies.

How Parents Can Assist Learning
Parent encouragement and enthusiasm to persist may make simple repetition of the game into meaningful practice of memory skills. Frequent play of the game will allow practice.

Learning Implications and Educator Support
Educator support may make simple repetition of the game into meaningful practice of memory skills. Allowing children to come up with creative alternatives for finding the bees will give additional practice.

Solve

What Does Child Do To Use Skill In The Game?
Players use trial and error, and deduction, to figure out where a bee is hidden.

How Parents Can Assist Learning
Parents can let children know the strategy they are using, so the children can attempt the same strategy. Ask children to tell you how they remembered. If they said, they guessed. Try to offer a strategy.

Learning Implications and Educator Support
When children make a correct response, ask them, "How did you know that was where the yellow bee was?" Then paraphrase their answer: "So, you remembered it was next to the red one and Jody got the red one on her turn, so you knew it was this one." Let children know when they verbalize a good strategy. For example, "Remembering which colors are close together is a good idea."

Review

What Does Child Do To Use Skill In The Game?
Players may review if encouraged. See Implications for Learning and Adult Support.

How Parents Can Assist Learning
Parents can ask children to think about their decisions and talk about how they make successful choices.

Learning Implications and Educator Support
Educators can ask children to think about their decisions and talk about how they made successful choices.

Demonstrate

What Does Child Do To Use Skill In The Game?
Have children state the color of the bee uncovered. This will aid memory.Players may demonstrate if encouraged. See Implications for Learning and Adult Support.

How Parents Can Assist Learning
Have children state the color of the bee uncovered. This will aid memory. Encourage children to talk about their strategies and help their friends learn how to make decisions.

Learning Implications and Educator Support
Have children state the color of the bee uncovered. This will aid memory. Encourage children to talk about their strategies and help their friends learn how to make decisions.


*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Special Needs

Cognitive

Suggestions for How to Modify Play Experience
Eliminate the bee hive and bear cards from the deck to make the game easier for cognitively challenged children. The game will still require visual memory, but it will offer more opportunity for success. As the child gets better, the adult can add in the bear card or the bee hive card, then both.

Communication

Suggestions for How to Modify Play Experience
Have children tell each other what color bee to find on their turn. For example, one player asks the player on their left to find the purple bee. If the player is right, they are is given a purple bee card. Play proceeds around the circle once, then the beehives are mixed up and players tell the player to their right what color to find.

Sensorimotor

Suggestions for How to Modify Play Experience
The bees rock so are not easy to knock over, and the bee hives are a good grasping size for little hands. The only problem for children with fine motor problems may be picking up a card. A peer can be designated to do this task.

Social Emotional/Behavioral

Suggestions for How to Modify Play Experience
Children can practice social skills by making predictions. The adult points to one of the beehives and asks what color everyone thinks is underneath. Each child says what they think. The children then say why they think it is the color they chose. If only one child is right, that child gets the bee and the hive. If more than one child is right, the adult picks another hive and has the children predict again. Keep moving until all hive are gone.

Vision

Suggestions for How to Modify Play Experience
Place the beehives on a black background to make the hives and bees more easy to see. Let the child with vision problems look at each bee up close before the hive covers it.

Hearing

Suggestions for How to Modify Play Experience
no modifications required

*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Autism

Bee Alert requires children to use visual matching (color of card to color of bee) and visual and spatial memory. They must remember where the different colored bees are and track them when they are moved. The hidden bees are moved often in the game, so children who can mentally recreate actions will have an advantage in this game.

Autism Strengths & Interests

Short Summary of Strengths & Interests

  • Can focus the movement of multiple objects at once
  • Has a good memory for visual details
  • Likes to make color matches

Is good at matching visual items

Is This Game Appropriate? Yes

Description
One aspect of Bee Alert is visual matching. Children who are good at that will enjoy playing the game, and, thus, continue to improve their visual matching skills. An unique feature of Bee Alert matching is that children need to match the color on a card with the color of a bee, not merely matching a card to card or bee to bee. And, it takes memory also, because all the bees are hidden under a bee hive.

Has a good memory for sensory details, including visual, touch, taste and smell

Is This Game Appropriate? Yes

Description
One aspect of Bee Alert is visual matching. Children who are good at that will enjoy playing the game, and, thus, continue to improve their visual matching skills. An unique feature of Bee Alert matching is that children need to match the color on a card with the color of a bee, not merely matching a card to card or bee to bee. And, it takes memory also, because all the bees are hidden under a bee hive.

Has a good memory for words, phrases and dialouge

Is This Game Appropriate? Yes

Description
Bee Alert builds on children's visual memory strengths by requiring them to remember where each colored bee is hidden. This is a spatial memory strength builder. Bee Alert has a little extra challenge because the beehives (under which the bees are hidden) are moved around the game area during play.

Has a good memory for pictures, numbers and patterns

This game is not appropriate

Likes to put things in order or a sequence

This game is not appropriate

Learns through visualizing or "replaying" actions in their mind

Is This Game Appropriate? Yes

Description
Bee Alert involves six beehives with one colored bee under each. Players are trying to find the colored bee that matches the color of the cards they draw. During game play, players will slide the beehives around the game area. Thus, children who learn well through visualizing and replaying actions in their minds will be able to recreate how the beehives have been moved. We believe they will enjoy and, often win, at Bee Alert.

Likes activities with rules, such as math and phonics

This game is not appropriate

Is very concrete and literal

This game is not appropriate

Learns in small "chunks" (for example, phone numbers are 3 chunks of number xxx-xxx-xxxx that are combined together)

This game is not appropriate

Is good at nonverbal reasoning and logic

This game is not appropriate

Likes spatial problem solving

This game is not appropriate

Can read well with good vocabulary, though may not fully comprehend content

This game is not appropriate

Likes to use and has good fine motor skill

This game is not appropriate

Likes established routines or set ways of doing things

This game is not appropriate

Likes manipulating, constructing or building things

This game is not appropriate

Likes to use and has good musical abilities

This game is not appropriate

Likes to use and has good drawing skills

This game is not appropriate


Autism Special Considerations

Appears to ignore other's communication and/or has difficulty giving eye contact to a communication partner

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Sit or stand at an angle to the child, so direct eye contact is not needed. Look at the game instead of each other. Rather than speak, sing communication between turns or when giving short directions. Music attracts the child's attention and interest. Use unusual or exaggerated inflection to begin a communication about the game. This attracts the child's attention.

Has difficulty understanding complex verbal directions

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? No

Strategies for Developing Compensatory Skills:
Break down directions into small steps. Don't go through all the directions at once. Combine short verbal instructions with visual and physical examples of each step. Check for comprehension by asking the child to show you what to do next.

Uses vocabulary inaccurately or demonstrates echolalia (repeating another's speech)

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Respond to immediate echolalia (repeating what was just said) by rephrasing the child's response into a correct format, so the child can hear and repeat that phrase. For example, assume you are playing with a child named Andy and you say, "Your turn," and Andy repeats, "Your turn." You can say, "It's Andy's turn. You say, my turn." This allows the child to hear and repeat the correct response. Eventually, the child will pick up the pattern of response. Delayed echolalia (repetition of previously heard comments) may have a hidden meaning or association. Look for connection in the phrase used to the current situation. For example, the child says, "After these messages we'll be right back!" Think what the repeated phrase is associated with for the child. Try to interpret what is meant and rephrase it for the child. For example, you might respond by saying, "It sounds like you want a break for a few minutes. Is that what you mean? You can tell me, 'I need a break.'"

Gets stuck repeating a verbal topic or physical actions and/or has difficulty attending to others' actions or topic.

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Incorporate a preferred topic into the game to increase motivation. For example, if the child is fixated on a particular character, like a favorite super hero, ask what the character would do if they were playing? Practice phrases for commenting on others' play actions. For example, you say to Joe (who is playing with you), "Right on! You found three rings." Then ask the child, "What did Joe find? " Remind children about listening and watching others' before making their own comment or action. Practice turn-taking in conversation. Use a cue, such as a touch on the shoulder, if needed. Use a motivation toy or object to gain the child's attention. For example, a preferred wind-up toy can be placed on the board when it is the child's turn. The child gets to wind up the toy after completing their turn. Extend the child's action to make a correct response. For example, if the child points to a bee hive, say, "Look under and see if you are right." Reinforce attention and actions by commenting on what was done correctly. For example, "You found the red bee. Yay for you!"

Has difficulty producing speech/communication

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Use augmentative communication, such as picture cards. For example, a picture of person pointing to another person means "your turn." Use gestures and sign language to illustrate actions or concepts. For example, use the sign language for each of the island pictures. This way the child and other players can indicate what they are looking for or found. Extend the child's sounds into words or words into phrases to provide a model. For example, if the child says, "neck" the adult can say, "Yes. You found a necklace." Provide at least 10 seconds wait time for the child to process or produce responses. It may take longer to formulate a thought or response for children with special needs.

Has difficulty sequencing multi-step actions and/or doing complex abstract tasks

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? No

Strategies for Developing Compensatory Skills:
Make picture illustrations of the meaning of the bee, hive, and bear cards, so the child can refer to the pictures for the next step in the sequence. For example, the bear picture card could show an arrow from the hive in the child's hand to the middle of the table. The adult can then point to the appropriate picture card when the child doesn't remember the meaning of particular game card.

Demonstrates difficulty initiating and maintaining social interactions

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Develop a social story to be read at the start of a game. A social story is a short booklet that illustrates how a child can use positive social skills. It includes two to five descriptive statements and a directive statement. For example: "When I watch others, I will know when it is my turn. Others like me when I take turns. I will watch what others do with their pieces and listen to what they say. Others like it when I talk about the game." Add photos or drawings of the child doing the actions described in the story. Role play social situations and reinforce appropriate words and actions. For example, role play finishing the game and congratulating the winner. Or, role play commenting on another player's turn. For instance, "Oh, too bad. You found a ring instead of a goblet." Use video feedback of positive social behaviors. Video of actual play enables children to see what they or others did. Appropriate actions and interactions can then be discussed.

Acts out or demonstrates avoidance behaviors when frustrated, overwhelmed, or needs more sensory input.

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? No

Strategies for Developing Compensatory Skills:
Reduce extraneous noise or allow the child to wear head phones or ear plugs if loud sounds cause anxiety. A weighted vest worn during the game may provide additional pressure input and thus reduce fidgeting due to sensory needs. Pressure can be calming when used for no more than 20 minutes at a time. Practice a phrase to ask for help and role play situations in the game where it is needed. Provide techniques for self-calming, such as holding a special toy. Allow time for movement. For example, a child who needs to move frequently can be given an opportunity to 'celebrate' their turn by running around the table or jumping up and down 10 times.

Has short attention span for non-preferred activities

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? No

Strategies for Developing Compensatory Skills:
Play games at the same time every day, so the child anticipates the game routine. Change the location of the game, so the child may play in different rooms, at the table, or on the floor. This will build tolerance for variation. Prepare the child ahead time for the introduction of a new game. Talk about aspects that will be motivating for the child, and let them explore the parts of the game before setting out the whole game. Provide choices for how the child can be involved in set up or clean up. Involve the child verbally and with actions for the transition to the game table or at the end of game play. For example, you might say, "Let's look at the pictures on the game box and guess what it is about." Use an object cue. Let the child hold an object from the game or activity you want to introduce prior to the transition. For example, if you were intending to play Aargh! you would hand the child the ship and say, "Look here is a ship. What game does it go with? Let's go find it."

Needs sameness or consistent routines and/or has difficulty with transitions from one activity to another

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:

Has difficulty understanding others' feelings, intentions, and the reasons for others' actions.

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Model and point out what others are feeling and comment on their facial expressions or words. Discuss what causes feelings in others. For example, "You are happy because you found the red bee. But, look at Joe's face. He is not happy you took his hive." Ask child to explain their own feelings and intentions.

*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Extended Play

Extra Ways to Play the Game
Let children pretend to be in a carnival game called Where's the Bee. Give the Bee Keeper ten pennies and the other players ten pennies. The Bee Keeper puts one bee under one of three cups that are in a line, then tells the other players to "watch carefully," then quickly switches the cups all around many times. The other child places a penny down in order to guess which cup the Bee is under. After the player chooses a cup, the Bee Keeper lifts that cup up to reveal what is underneath. If nothing is underneath, the Bee Keeper takes the player's penny. If the Bell is underneath, the Bee Keeper has to give the child a penny.

Materials Needed
One Bee and 3 cups from the game. Enough pennies (or treats such as raisins or chocolate chips) for each child.

Developmental Benefits
The old fashioned game requires attention and focus as well as visual tracking skills. Tracking skills are important for reading.

Extra Ways to Play the Game
Have children take turns being the Bee Hider. The Bee Hider must hide each bee next to or under an object in the room of the same color while the other players are out of the room. Hide one different colored bee for each child playing. Give each child playing the game one of each of the cards of the same color as the bees that were hidden. Children then take their cards and search for the bees. Once they find a bee they bring it back and hide it under a hive. Children have to check under the hives once in a while to see what colors have been found and what is still missing.

Materials Needed
No additonal materials needed.

Developmental Benefits
Children have to identify colors in the room and match them to the colored cards each child has. Children also have to identify what colored bees are still missing. Both of these skills are important cognitive skills.

Extra Ways to Play the Game
Use the bee hives to hide a sequence of three to six small objects. Have children find small objects or toys that can fit under the hives (for example, a cookie, small toy, cotton ball, etc.). Once children have found the objects they want to use. Start with three items under the hives first. Have children watch carefully as you hide the objects. Then have them close their eyes or turn around. Remove one of the objects from under the hives. Have children watch as you lift the hives. See if they can identify what is missing. Add objects if all the children can identify what is missing. Rotate the hives and try again.

Materials Needed
Hives from the game and small objects that will fit underneath.

Developmental Benefits
Finding objects that will fit under the hives requires children to make size estimations. They will use trial-and-error to determine if it fits. The actual game requires visual memory skills. Visual memory is important for memorization of all concrete and content material in academics.

*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Collapsible content

How to Play Video & Transcript

Welcome to SimplyFun’s How to Play Bee Alert!

A game where players use their memory to try and find the matching color bees hidden under their hives.

You can play Bee Alert with 2-5 players, ages 5 and up.

Bee Alert is good for developing Memory and Observation Skills as players pay attention when hives are chosen, remembering which color bee is under each hive.

Bee Alert also helps with Fine Motor Skills as players chose a hive and lift it up to see the bee. The bees wobble, so place the hive back down carefully to capture the bee.

Arrange the six bees in a circle in the center of the play area. Then, place a hive over each of the bees.

All players should pay close attention to see which color bee is under each hive and try to remember their locations.

Do not move the hives.

Shuffle the cards and place them face-down where everyone can reach them.

Collect hives by remembering the color of the bees hidden underneath. The first player to collect four bee hives wins the game!

On your turn, turn over the top card of the deck and do one of the following:

If you draw a bee card, choose the hive you think has the matching color bee under it. You may choose a hive from the center circle, a hive in front of you, or a hive in front of another player. Lift up the hive.

If the bee matches your card, collect the hive by putting the hive back over the bee and sliding it with the bee inside it in front of you.

If you chose a hive already in front of you and the color matched, you get an extra turn and draw another card.

If the bee does not match your card, put the hive back down and leave it where it is. Place the card face-down on the discard pile. Now it is the next player’s turn.

If you draw a hive card, you may take any hive from the center circle and slide it in front of you. Do not lift up the hive. If there are no hives in the center circle, you may take a hive from another player. Place the card face-down in the discard pile. Now it is the next player’s turn.

If you draw a Beary Bear card, you must return one of the hives in front of you to the center circle. Do not lift up the hive. If you don’t have a hive in front of you, you do nothing. Place the card face-down in the discard pile.

Now it is the next player’s turn.

Players continue taking turns drawing cards, searching for bees and collecting hives.

The first player to collect four hives wins the game. If you run out of cards and no one has four hives, the player with the most hives wins.

Pay close attention, use your memory skills and find out what all the buzz is about with Bee Alert!