Going on a Bear Hunt

Jazmin Bullock
Infant and Toddler

Early Learning Content Standards:

1. Language and Literacy Development
Receptive language and comprehension
- Shows understanding of simple requests and statements referring to people and objects around
them.
2. Approaches toward learning
Persistence
- Repeats actions intentionally to achieve goal.
Lesson Summary:
This lesson will encourage group activities, active listening, and language development. The teacher will need
to gather the children in a general area in front of a smart board. A video will play with the hand motions to the
song Going on a Bear Hunt. The teachers will perform the motions with the children.
Estimated Duration:
This lesson will take about 10 minutes to complete, and includes transition into and out of activity. This is a 10
day lesson. The total time spent on the lesson will be 100 minutes.
Commentary: . The children will be intrigued once the smart board turns on. This lesson will be incorporated
into the schedule by taking the place of group time. Some challenges I might anticipate would be the
temperament of the children, and attention span. Children should never be forced to come to group time, only
invited and encouraged. If a child is not interested in the video, they are able to find another idea in the
classroom. As long as there is at least one child engaged and watching the video, keep it playing. There should
be two teachers with the group, one teacher can stay with the video, the other teacher can engage with the
children
Instructional Procedures:
Before the lesson can be presented to the children, the teachers will use a video camera to record themselves
moving to the music, Going on a Bear Hunt. Recording the teachers will create familiarity for the children.
Once the video is recorded and edited, it will be ready to use. Prior to starting the lesson, the teacher will need
to make sure the smart board is set up and ready for use. The teaching team will invite the children to the
gathering area using the song The more we get together. Sing the song and gently guide children toward the
gathering area until most or all of the children are present. Once the children have been gathered, play the
video immediately. The teachers that are with the group can do the hand motions while the children are
watching the video in an effort to encourage them to try.
Day 1:
First 4 min: Gathering the children on the carpet using the song The more we get together
The children will be gently guided to the gathering area during this time. There are hand motions that can be
used with the song to grab the attention of the children.
Middle 3 min: Watching the teacher made video to the song Going on a Bear Hunt The Children will be
watching the video. While the children are watching, the teachers are there with them encouraging them to try
the hand motions.
Last 3 min: Transition to outdoor activity.
Day 2-10: Each day will follow the same routine. Children are successful when their schedule is predictable.

Pre-Assessment:
To perform a pre assessment, the teacher will play the song Going on a Bear Hunt with no visual. The
teacher will document and reflect on the reactions of the children to determine their knowledge and experience
with the song.
Scoring Guidelines:
The children will be observed during each lesson to guage interest and progress. No other formal
scoring will be performed.
Post-Assessment:
The post assessment will be a general observation of how well the children perform the hand motions to the
song. Depending on the level of progress, we may invite parents in to watch.
Scoring Guidelines:
There arent any specific scoring guidelines in place. The children will be observed to determine if they
have met the standards. If they have not, new lessons will be implemented to help the child(ren) meet
the early learning content standard addressed.
Differentiated Instructional Support
Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: Instruction can be differentiated by playing the teacher made video on an iPad. This will give
children that are challenged with group activities an opportunity to join in without being forced to be a part of
the group.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: One on one time could be taken with children that need that extra time with the teacher. An iPad
playing the teacher made video can be used to present the material.

Extension
Parents can go to the Ohio Department of Education to look at the Early Learning Content Standards. This
website provides parents, educators, and the community with information about the developmental andlearning
expectations for children of every age. Parents can use this site to learn more about what they can do at home
to extend learning.
Here is the link to the early learning content standards: http://education.ohio.gov/Topics/Early-Learning/EarlyLearning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand

Homework Options and Home Connections

Once the teachers have completed the initial video, they can post it to a private you tube page. The access
information can be given to parents so that they can play the video for their children at home and even join in
with learning the hand motions.

Interdisciplinary Connections
This lesson can be used to meet the standard in a variety of other content areas. One of those areas is the
Physical well-being and motor development. The large motor skills used to travel to the gathering area, and
small motor skills are involved in the hand motions. Another content area is Social Emotional Development.
Children forming bonds with caregivers and interacting with other children are each components of this lesson
plan.
Materials and Resources:

For teachers

You tube, Video Camera, iPad, smartboard and projector, and Radio.

For students

You tube, Radio, Smart Board and projector, and iPad.

Key Vocabulary
None.

Additional Notes
Thank You.