PE Lesson Plan

Anhua Li (Lilian)
NAME: TIME: DATE:
Going on a Bear Hunt
ACTIVITY: CLASS / YEAR Foundation—Year 2
8 large sheets of butcher’s paper, some texter pens
EQUIPMENT:

ACARA: Teacher outcomes:

Strand Student learning Outcomes for the lesson: The teacher will:
Movement and physical activity (Evidence of learning – physical, social, cognitive,
affective)  Facilitate the map drawing to help
Sub-strand The students will: understandings and increase student’s
Moving our bodies spatial concepts.
 Demonstrate how to draw the map of an adventurous trip.  Guide students’ exploration of body
 Demonstrate their understanding of different ways of going movements to act out different ways to go
experiment with different ways of moving their through different places.
through different places in the natural world through body
body safely and manipulating objects and space  Facilitate students’ drama play.
movements.
(AC9HPFM02)  Work cooperatively with peers to find out drama play the
investigate different ways of moving their adventurous trip.
body, and manipulating objects and space, and
draw conclusions about their effectiveness
(AC9HP2M02)

General Capabilities
Critical and creative thinking
Personal and social capability

Lesson Plan Proforma/ Developed from work of Wendy Piltz 2012


ACTIVITY (& Methods)
E Warm-up
N Ask students to talk about their
Read the story We’re going on a bear
G adventurous trip.
hunt.
A (Picture story book:
G Rosen, M., & Oxenbury, H.
E (1993). We’re going on a bear hunt.
Walker Books.)
1. Watch the video We are going on a
Bear Hunt (Ctrl click to access link)
E with texter pens in group of 4 students.
X
P 2. Watch the song video Going on a
L
Bear Hunt (Ctrl click to access link)
O
R
E
After the question, ask students to add
the movement with whole-part-whole
approach.
3. Facilitate students to drama play the
song with their body movements in
groups of four students,
Focus Shape Reflection
TEACHING POINTS CLASS ORGANIZATION TIME
Seated in circle or in front of teacher 5 min
understanding of this bear hunt
How many places do they go before
they finally see the bear?
Students answer the question and
teacher writes down their answers on
the white board.
Ask students to draw the map of the Seated at the table in group of 4 students 10 min
bear hunt trip on a large sheet of paper
Ask students to identify the places in
the song, which is a little bit different
from the story book.
10 min
Question students as to how we can Stand up with enough space to act out the
act out the movements like “go under”, movements.
“go over”, “go through”, “tall wavy
grass”, etc. by using our body shapes.
Students work in groups with two uses the
Move amongst offering help when 10 min
body shapes to make “tall wavy grass”, “a
needed.
big river”, “muddy mud”, “a cave” and “a
bear. The other two act out “go through the
grass”, “swim the river”, “go through the
muddy mud”, “go into the cave”, “feel the
bear” and the reverse.
E Act out their own bear hunt trip in groups in 10 min
X front of the class.
H
Act out the trip in groups. Ask students/children present their
A drama play.
L
E

E What worked well? Why? What did not go as planned? Why? What would you change for future practice?
V
A
L
U
A
T
I
O
N

Provide Plenty of Perfect Positive Practice = MIP /ALT. (Launder,A P’s of Pedagogy)
Pre – test – Establish the Level of the Learner Purposeful & Persistent Practice – motivation (Ph)feedback – specific Praise – specific qualities
Planning and Preparation – Set Induction Pertinent Practice Paced Progressive (Ph)flexibility
Presentation - Demonstration Personalized Post test - achievement / progress
Protected – safety: physical/emotional Playful with Poise, Patience & Empathy to encourage positive future participation