Mount Aloysius College

Education Department
Lesson Plan Format

*The descriptions are offered for your information and guidance and
should NOT be included in the lesson plan.*
I. Heading

Lesson Title: Going on a Bear Hunt

Teacher Name: Ms. Tiffany Glass
Date Lesson is Taught: Monday
Subject/Discipline: Physical Education, Science
Grade Level: First
Number of Students: 15-20 students
Allocated Instructional Time: 30 minutes
Multiple Intelligences Addressed: Kinesthetic, Naturalistic, Linguistic
Pennsylvania Common Core Standards or Early Learning Standards:

10.4 1.A Demonstrate coordination of purposeful body movements.

 Move and stop with control
 Use outdoor gross motor equipment

10.4 1.B Exhibit balance, strength, stamina, and agility.

 Walk on a balance beam forward and backward
 Participate in an obstacle course (e .g ., through tunnels, over or under equipment)

3.1 1.A.2 Investigate the dependence of living things on the sun’s energy, water, food/
nutrients, air, living space, and shelter.
 Compare and contrast ways plants and animals acquire basic needs

II. Rationale and Background

1. The students are familiar with what a bear is. They understand what they look like and
where they live. They are also familiar with the story “Going on a bear hunt”. They will use
this book to complete a fun obstacle course.
2. The purpose of this lesson is to demonstrate coordination of purposeful body movements
and exhibit balance, strength, stamina, and agility while completely the obstacle course.

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 They will investigate a bear’s dependence on the sun’s energy, water, food/ nutrients, air,
living space, and shelter.

III. Lesson Objectives

The learner will be able to move and stop with control.

The learner will be able to walk forward on a balance beam.
The learner will be able to participate in an obstacle course.
The learner will be able to compare, and contrast ways bears acquire basic needs.

IV. Materials

1. Teacher Materials
 “Going on a Bear Hunt” by Michael Rosen and Helen Oxenbury
Rosen, Michael and Oxenbury, Helen. (1989). Going on a Bear Hunt. United
Kingdom: Walker Books.
 Gym mats
 Balance bar
 Jump ropes
 Cones
 Scooter boards
 Stuffed bear

2. Student Materials
 Actively prepared students

V. Procedures

A. I will begin by asking students if they have ever gone on a bear hunt. I will ask them if they
have ever gone on any hunt at all. I will ask them if anyone has ever seen a bear. Then I
will tell them interesting information about bears. I will tell them “Brown bears aren’t just
brown. Some are cream or black. Brown bears are omnivores, which means they eat just
about anything. Brown bears dig cozy caves with their long claws. They sleep in the caves
for most of the winter. Their heartbeats slow down to 10 beats per minute. Brown bear
mamas have babies during the winter while they are asleep! The babies drink mama’s milk
and stay warm in their mama’s fur. In the spring, mama wakes up to meet her new cubs.
Tell students that they are going to go on a bear hunt in the gym/classroom/playground.

B. Lesson Body

1. Set up an obstacle course based on the book.

2. Read “Going on a Bear Hunt” to the students
3. Have students walk through cones in a pattern to ‘go through the grass’
4. Have students walk across a balance beam ‘over water’
5. Have students jump across a jump rope ‘jump the puddles’
6. Have students scooter to slide ‘down the mountain’
7. Have students crawl through mats to ‘go into the cave’ to find the bear

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 8. Lastly have the students run back through the course to a ‘safe’ zone to hide from the
bear.
9. Make sure you model the course for the children.
10. Read the book to the students, while you read, they will complete the obstacle course.

C. Simplification and Extensions

1. For a gifted child who needs enrichment the student may use gym supplies or everyday
items to set up their own obstacle according to the book.
2. For a child with special needs obstacles may be made larger or simpler to meet the
needs of those who may be physically challenged.
3. For an English Language Learner, I will hold up signs with the next obstacle they are
supposed to do. On the sign it will have the movement in a picture, the name of the
movement in English and in their first language.

D. Closure/Conclusion

Ask students which part of the course was the hardest? The most fun? Also assess which
skills were the most difficult for the students to allow for further practice of that skill. I will
ask them to tell me a fact they learned about brown bears.

E. “If-Time Activity”
1. If I finish my lesson early, I will have the students offer different ideas for the obstacle
course. We will try all the different ideas provided until we run out of time.

VI. Communicating with Families/Homework Assignment/Independent Practice

I will be taking pictures of the students while they complete this obstacle course. The pictures
of the students will be posted on our classroom web page.

VII. Evaluation

A. Student Assessment

1. Summative assessment: I will have a check list of physical goals the student met. I will
see if they can hop, jump, walk on a balance beam, etc. This will let me assess how far
along the child is toward their physical goals.

B. Reflective Practice/Self-Evaluation

Reflect on your teaching experience and answer these questions:

1. What were two strengths of the lesson? I like the book. It had very nice pictures and had
the children very intrigued. Second, the song fit well with the book. I had props that
allowed the children to move to the places in the song. It let them imagine they were
really on a bear hunt.
2. What are two areas of the lesson that need improvement? When I completed the bear
hunt with the children, I should have reinforced that they needed to be in a line. It would
have been very crazy if I had 20 children like I would in a classroom. Also, I would have
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 put marks on the floor for where the children were to sit during story time. If I would
have had a bigger class some students may not have been able to see the pictures.
3. What would I do differently, if I were to reteach this lesson? If I were to reteach this
lesson, I would have seated myself against the wall so that the mirror was not behind
me. That way their attention was 100% on the book.
4. What biases, if any, existed in the materials, activities, language, or interactions with
children? No.
5. Did anything surprise me? It surprised me how much the students loved the course.
They wanted to keep doing it because the song made it so much fun.

Be sure to attach all resources such as handouts and teacher-created materials.