Lesson Plan

Unit: Geography

Lesson # One

Level: Foundation

Time: 20 minutes

Curriculum
(Learning Statements that this lesson is building towards)
The representation of the location of places and their features on maps and a globe (ACHGK001)
Make observations about familiar places and pose questions about them (ACHGS001)
Elaboration:
Asking questions about what they observe in the local area

Lesson Objectives:
(Key Knowledge and Skills students should achieve in the lesson)
In this lesson students will:
Gain an understanding of familiar features in the story Were Going on a Bear Hunt by
Michael Rosen and Helen Oxenbury
Relate features from the story to their local area

Actively participate in the story with physical activity

Students Prior Knowledge:
As this is the first lesson to introduce students to mapping it should be assumed that the student has no
prior knowledge on this content area. However, some students may have read Were Going on a Bear
Hunt by Michael Rosen and Helen Oxenbury prior to this lesson.

LESSON STRUCTURE:
Time

Introduction & Motivation:

Teaching Approaches &

Resources
Resources:
Have all students sitting in the reading corner. Ask students,
5
Were Going on a Bear
minutes who has hear the story Were Going on a Bear Hunt by
Hunt by Michael Rosen
Michael Rosen and Helen Oxenbury?
and Helen Oxenbury
green crate paper
Read Were Going on a Bear Hunt by Michael Rosen and
blue cloth
Helen Oxenbury
brown cellophane
green fabric
Once you have finished reading the story ask students if they
white paper
notice anything different in the classroom?
small tent or materials to
create a cave
Prior to this lesson starting have
the following materials set up:

Green Crate paper

hanging in a doorway as
long wavy grass
Blue cloth of the floor as
the river
Brown cellophane on the
floor as mud
Green fabric on desks to
represent trees on the
forest
White paper scrunched
up on the floor and desks
to represent the snow
storm
A small tent or
alternative to represent
the cave.

Alternatives can be used for all

materials depending on
classroom resources.

Time

Main Content:

Explain to students the activity:

10
minutes Today we are going on our own bear hunt around the class
room. I want you all to quietly stand outside the door.

Teaching Approaches &

Resources
Resources:

Were Going on a Bear

Hunt by Michael Rosen
and Helen Oxenbury

While reading the story add actions to each of the repeating

phrases. For example, What a beautiful day you would
raise your hands to the sky and look up.
All materials for the Bear Hunt
Encourage the students to join in. When you arrive at each as above
aspect of the journey make sure all they students join in on
the sound effects. For example, when passing thew the long
Support and/or Extension
wavy grass say as a class swishy swashy, swishy swashy.
Activities
Once the story is completed ask students to sit back on the
carpet in the reading corner.

As this is a whole class activity

there is not extension activity.
However, it is important when
moving around in the classroom
that students with hearing
impairments or behavioral needs
are at the front closest to the
teacher.

Time

Conclusion:

Teaching Approaches &

Resources
Resources:

Who can tell me some of the things we went past on the

White board

minutes way to the cave?

To ensure students look at the
Prompt students by pointing to the materials around the

different features they pass on

room.

the way to school write a note to

parents and guardians to send

Ask students the following to finish the lesson and write the home.
answers on the board:

Think about when your drive, walk or ride to school

the things you pass,

Raise your hand if you pass long grass? Or a river?

Or mud? Or lots of trees?

What other things do you pass on your way to

school?

Prompt students by saying the following words: a

park, church and shops.

On your way to school tomorrow I want you to look at all

the things you pass on the way to school and we will talk
about them in the morning.

Assessment of Learning
(List all assessment and state if it is formative or summative)

This lesson will incorporate assessment for learning. As this lesson is the first of the unit it is important
to make anecdotal notes during and after the lesson about students who may need further explanation or
of students who have more prior knowledge than expected. Students participation will also be
monitored.

Evaluation/Reflection
Once the lesson is complete it is important to reflect on how the lesson went. The following questions
should be conceded:
Was the lesson engaging?
Did students participate and stay on task?
How could you change this lesson to improve it if you were to use it again?
Where the lesson objectives reached?