Movement Unit-Bear Hunt 1

Inclusive Sport Education Assessment 2: Unit of Work
Movement Unit
Bear Hunt
(Rosen, 2014)
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CONTENTS
1. Overview....P3
1.1 School Setting.P3
1.2 Rationale...P4
2. Introduction...P5
2.1 Characteristics....P5
2.2 Implications for Physical Education....P6
2.3 Teaching & Behaviour Management .P6 -7
3. Lesson Plans ...P8

3.1 Lesson Example 1.P10
3.2 Lesson Example 2...P11
3.3 Lesson Example 3...P12
4. Appendix ...P13
5. References ...P15
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Overview
School Setting: This unit of work will be based around Broadmeadows Special Development School.
This school is where I completed my placement earlier in the year and I was able to greatly increase
my knowledge of teaching students with a disability. The school is separated into four different
sections;
Early Years Ages 5-8
Middle Years 8-15
Senior Years 16+
Sensory Children Students who have a high level disability and are unable to communicate
verbally.
The senior students at the school are on another campus and as I was in classes with mainly early
years students I will base my unit of work around them.
The school has a range of intellectual and physical disabilities. The main ones included intellectual
disabilities, Down syndrome, Autism, Aspergers, and Williams Syndrome. These varying disabilities
meant that students need to be assessed when first coming to the school. After this assessment
students are placed in classrooms with students of similar ages and similar physical and intellectual
abilities. These classrooms are normally around 6 to 8 students and each classroom has at least one
teacher and one assistant. In the more challenging classes there are two assistants. For a particularly
challenging student they will often have a full time aid with them as well as the classroom staff.
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Rationale for unit and activities chosen: This unit has been chosen to fit in with the whole school
focus surrounding literacy. As a physical education unit it will also benefit the students health and
wellbeing. As well as overall health, this unit will also help to promote
Social interaction including building and maintain healthy relationships
Physical Fitness
Cognitive capabilities
Psychological wellbeing
(Australian Curriculum, 2013)
The specific areas of the curriculum that will be covered at a foundation level include;
Moving your body Students will practice fundamental movements as well as using
movement sequences to perform tasks with and without equipment
Understanding movement Students will learn how their body moves and which tasks
require more effort
Learning through movement Students will have to cooperate with others when
participating in the physical activity tasks. They will also have to follow instruction from the
teacher and use trial and error to navigate through obstacles.
The unit will coincide with the students classroom work on literacy. The bear hunt story is one that
will be discussed in class and therefore the students will be familiar with the story line and song. This
will enable them to feel comfortable in the lesson and be able to join in with ease. The bear hunt
story is well suited to the physical education classroom as the song describes many different physical
tasks that students will have to complete in order to be successful in their own bear hunts.
The unit will cover one lesson of physical education class for ten weeks. Each lesson the students will
focus on a specific part of the bear hunt and by the seventh week students will be completing the
entire bear hunt with help. By the end of the unit students will be able to complete the whole bear
hunt with little to know help and will understand how their body needs to move to get through the
obstacles.
The term outline is represented in table form below.
Week
1
2
3
4
5
6
7
8
9
10
Lesson
Introduction lesson to bear hunt (Lesson plan 1)
Activities 1-2 with staff assistance
Activities 1-2 with little to no staff assistance
Introduction to second section activities (Lesson plan 2)
Introduction to Final section activities (Lesson plan 3)
Entire bear hunt with no assistance, basic instruction
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Introduction
Characteristics
Disability
Characteristics
Intellectual Disability
Development: Can be slower to develop and has a longer processing time. Can have
difficulty processing concepts.
Physical: Can varying immensely depending on severity and if other disabilities are
present. Individual assessment is required.
Social Behaviours: Can have difficulty and may need assistance with social interactions.
Can again be affected by the presence of other disabilities.
(Better Health, 2014)
Down Syndrome
Development: Similar to intellectual disabilities as the level of development and

independence varies immensely with different individuals.
Physical: Has a round face with lightly slanted eyes in an upward direction. Enlarged
tongue and flat facial features. Often are small in height and have low muscle tone and
hyper flexibility in joints. Can also have reduced eye sight and or hearing.
Social Behaviours: Communication and understanding is slow so interactions may be
difficult. However, when the child is comfortable they are usually more than happy to
communicate.
(Down Syndrome Education Online, 2014)
Autism
Development: Most cases the individual has above average intelligence. Can have a
wide vocabulary and an excellent memory.
Physical: May have wider eyes and shorter middle region of face.
Social Behaviours: Can have difficulty forming relationships and often enjoys time
alone or with and older individual. Can have difficulty picking up body language and
feelings.
(Autism Spectrum Australia, 2015)
Aspergers Syndrome
Development: Can have delay in gross motor skill development however often have a
high intelligence level.
Physical: Similar to Autism
Social Behaviours: Can often suffer from obsessive compulsive disorder which can
cause issues with social interactions. Can also take statement literally and has trouble
picking up sarcasm.
(Better Health, 2014)
Williams Syndrome
Development: Can vary amongst individuals. Often has sensitive hearing and can be
upset with certain noises.
Physical: Has low muscle tone and can often have trouble putting on and keeping on
weight.
Social Behaviours: Individuals are often overly friendly and can approach strangers
with ease. They have an outgoing personality and can get along with just about anyone
who is willing.
(Williams Syndrome Association, 2014)
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Implications for Physical Education
Disability
Implications/Adaptations
Intellectual Disability
May need extra time to process tasks. Visual cues can be used to enhance
understanding. Give instructions with one task at a time. E.g. Stand up Go to
the door.
Down Syndrome
May need extra time to process tasks. Visual cues can be used to enhance
understanding. Give instructions with one task at a time. E.g. Stand up Go to
the door.
Physical abilities may be hindered by low muscle tone and body type.
Adaptations to activities may be needed to suit individual. Such as adding hand
rail on balance beam or staff assistance when on balance board.
Autism
Aspergers Syndrome
Williams Syndrome
Routine in class is very important. Needs high amount of stimulation so it is

important to keep them busy. Visual aids can help understanding. Provide
direct instruction and make sure you gain attention before asking to complete
a task.
Similar to Autism, avoid the use of sarcasm and provide a high level of
engagement to keep occupied and not distracted.
Similar to intellectual disabilities and down syndrome. Can be sensitive to loud
noises so the use of whistles in the classroom is discouraged.
Effective teaching strategies

To effectively teach a physical education class in a special development school can be quite a
challenge. However, with the use of the following teaching strategies the class can run very
successfully. These strategies may not all be useful in every class but the best way to teach this unit
effectively will be to get to know the students and know what works well for each individual. The
strategies below can help to improve the outcomes for the lesson and ensure the students are
engaged.
Use routine and structure in all lessons so the students know exactly what is expected of
them.
Use fun and engaging activities that are suited to the skill level of students.
Be open to adapt and change activities in order to better suit the needs of the students
Use visual aids to allow students to clearly see what is expected
Use hand signals to help students understand tasks. E.g. stand up, come to me, and sit
down.
Always allow time for students to process instruction before repeating. Sometimes it can
take students with disabilities a little longer to process so it is important that they are given
this time.
The use of music to help regulate students can be helpful
When giving instructions ensure eye contact
Use regular feedback to students to achieve outcomes
Positive praise to students who are completing tasks and working efficiently
Ensure all classroom teachers and assistants have a strong understanding of what students
are required to do
Effectively implement positive behaviour strategies (these are listed below)
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Positive behaviour management strategies
Throughout my time at Broadmeadows special development school I was introduced to many
different behaviour management strategies. I found these strategies to be very successful and will
use these strategies for my unit. The strategies were based around 4 main principles which I have
outlined below.
Positive praise A major component of teaching students with special needs is positive
praise. These particular students can be quite sensitive to noise and tone so it is important
take note of this when instructing. Students can also respond negatively to and angry or
raised voice. Using positive praise reinforced good behaviours with these students and can
often give them the attention they are craving
Ignoring bad and praising good By praising the good behaviour of a student and giving that
student attention rather than focusing on the misbehaved child can also be very effective in
the classroom. For example, if one student hits another student, it is best to comfort the one
that has been hurt and ignore the child that has caused the incident. This will show the
misbehaving student that hitting another child will not get them the attention they are
craving. It also helps to show that when the student is listening to instruction and behaving
they will receive the attention and therefore the class will be better behaved as these
students often crave that adult attention.
Reinforcement When teaching in a special development school it is very important to use
reinforcement for good behaviour as well as when a student completes a task successfully.
This will reinforcement will not only give the student the attention they are after but will
also help to improve their self-esteem and know that when they try they can complete the
set tasks.
Peer teaching Teaching students with disabilities can sometimes be a challenging task. For
this reason many schools will have at least two staff members in the classroom. By enlisting
the help of another staff member you are more likely to gain the students attention and get
them to complete the task you have asked. For example, when trying to get a student to
stand up and line up at the door; you can turn to another staff member to reinforce the task
with the child. This is especially effective when the staff communicate as if the child is not
listening. The first staff member will say the direct instruction Matt is going to line up at the
door. Then the second staff member will follow with a reinforcing statement Oh so is Matt
just going to line up at the door. As the child wants to gain the attention of both staff they
are more likely to complete the task and the task has also been reinforced in case the child
was not paying attention the first time. This also works especially well when followed up
with positive praise once the child has completed the task.
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Lesson Plans
Week
Lesson
Intended Learning Outcomes for Australian Curriculum
Introduction lesson to
bear hunt (Lesson plan 1)
Activities 1-2 with staff

assistance
Activities 1-2 with little to

no staff assistance
Introduction to second
section activities (Lesson
plan 2)

assistance
5

no staff assistance
Practise fundamental movement skills and movement sequences using different

body parts
Participate in games with and without equipment
Cooperate with others when participating in physical activities
Practise personal and social skills to interact positively with others
Participate in play that promotes engagement with outdoor settings and the
natural environment
body parts
natural environment
Identify and describe how their body moves in relation to effort, space, time,
objects and people
body parts
natural environment
Identify personal strengths
body parts
natural environment
body parts
natural environment
objects and people
body parts
natural environment
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Introduction to Final
section activities (Lesson
plan 3)

assistance
8

no staff assistance
Entire bear hunt with no

assistance, basic
instruction
10

body parts
natural environment
body parts
natural environment
objects and people
body parts
natural environment
objects and people
body parts
natural environment
Assessment: As this is solely a movement unit with no written tasks the students will be assessed visually by the Physical
Education teacher. At the beginning of the term the Physical Education teacher will take notes on the abilities of each
student. Each individual will then have a starting point and will be assessed according to their improvements from this
point. At the end of the term the Physical Education teacher will again take notes on the students abilities. These will be
collated with the notes from the beginning and an accurate assessment of the student will be calculated. These
assessments will be used when writing the students reports and may need to be passed onto the classroom teacher.
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TOPIC: Bear Hunt DATE: WK 1-3
AIM: To improve the students gross motor and cognitive skills.
Faculty of Education - Bendigo
OBJECTIVE(S):
Students: Students will attempt each activity to the best of their
ability. If needed a staff member will assist student t complete
activity successfully.
Staff: Staff will use appropriate hand signals & body language.
Staff will also work on positive reinforcement and praise
throughout the lesson.
TIMING
LEARNER ACTIVITIES
1-5 Minutes
Students will come in and sit on

the black mat.
5-15
First Bear Hunt Students Crawl

through tunnel with long wavy
grass. Repeat for student
understanding
15-25
Second Bear Hunt Students will

crawl through thick oozy mud.
Repeat for student understanding
25-35
Parachute games. Students go

under, on top and help to move
the parachute.
35-40
Students line up at door and then

walk to class to get ready for food
and play.
TEACHER ACTIVITY
Teacher will instruct students by

name to sit on black mat and
reinforce if needed.
Teacher will sing Bear Hunt
Song with students.
Teacher will instruct each student
by name to stand and complete
designated activity. They will
assist if needed and ask student
to sit back on mat when finished.
Teachers will use each other to
reinforce instructions and help
with behaviour management.
Teachers walk students back to
class and instruct to get food.
Once finished, teachers take
students outside and transition to
play.
RESOURCES
15 Black mats
1 Beam
1 Wedge
1 Stairs
2 x Tunnel
2 x Forest entrance
Grass
Sheet
Spiky domes
5 x Small blocks
2 large blue blocks
1 blue mat
1 red roll peanut
1 balance board
2 scooter boards
Snow storm
Mini Trampoline
2 boxes
2 green mats
1 teddy bear
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OBJECTIVE(S):
Students: Students will attempt each activity to the best of their ability. If
needed a staff member will assist student t complete activity successfully.
Staff: Staff will use appropriate hand signals & body language. Staff will
also work on positive reinforcement and praise throughout the lesson.
TIMING
LEARNER ACTIVITIES
TEACHER ACTIVITY
RESOURCES
1-5 Minutes
Students will come in and sit on the

black mat.
Teacher will instruct

students by name to sit on
black mat and reinforce if
needed.
5-10

through tunnel with long wavy grass.
15 Black mats
1 Beam
1 Wedge
1 Stairs
2 x Tunnel
2 x Forest entrance
Grass
Sheet
Spiky domes
5 x Small blocks
2 large blue blocks
1 blue mat
1 red roll peanut
1 balance board
2 scooter boards
Snow storm
Mini Trampoline
2 boxes
2 green mats
1 teddy bear
10-15
Second Bear Hunt Students will crawl

through thick oozy mud.
15-25
Third Bear Hunt Students balance on

board and then roll on red peanut to
cross the big deep river to touch the
blue blocks. Repeat for student
understanding
25-35
Fourth Bear Hunt Students crawl

through the big dark forest tunnel.
35-40
Students line up at door and then walk

to class to get ready for food and play.
Teacher will sing Bear

Hunt Song with students.
Teacher will instruct each
student by name to stand
and complete designated
activity. They will assist if
needed and ask student to
sit back on mat when
finished.
Teachers will use each
other to reinforce
instructions and help with
behaviour management.
Teachers walk students

back to class and instruct
to get food. Once finished,
teachers take students
outside and transition to
play.
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OBJECTIVE(S):
Students: Students will attempt each activity to the best of their ability. If
needed a staff member will assist student to complete activity successfully.
Staff: Staff will use appropriate hand signals & body language. Staff will
also work on positive reinforcement and praise throughout the lesson.
TIMING
1-5
Minutes
LEARNER ACTIVITIES
Students will come in and sit on the
black mat.
5-10

through tunnel with long wavy grass.
10-15
15-20
20-25
TEACHER ACTIVITY
Teacher will instruct students
by name to sit on black mat and
reinforce if needed.
Teacher will sing Bear Hunt
Song with students.
Second Bear Hunt Students will

crawl through thick oozy mud.
Teacher will instruct each

student by name to stand and
complete designated activity.
Third Bear Hunt Students balance
They will assist if needed and
on board and then roll on red peanut ask student to sit back on mat
to cross the big deep river to touch
when finished.
the blue blocks. Repeat for student
understanding
Teachers will use each other to
reinforce instructions and help
Fourth Bear Hunt Students crawl
with behaviour management.
through the big dark forest tunnel.
25-30
Fifth Bear Hunt Students bounce

on trampoline and scooter board
through the swirly whirling snow
storm
30-35
Sixth Bear Hunt Students crawl into

narrow gloomy cave and retrieve
bear, they then go backwards
through the course and complete all
activities in row and finish by
running over balance beam.
Teachers walk students back to
class and instruct to get food.
Students line up at door and then
Once finished, teachers take
walk to class to get ready for food
students outside and transition
and play.
to play.
35-40
RESOURCES
15 Black mats
1 Beam
1 Wedge
1 Stairs
2 x Tunnel
2 x Forest entrance
Grass
Fitted Sheet
Spiky domes
5 x Small blocks
2 large blue blocks
1 blue mat
1 red roll peanut
1 balance board
2 scooter boards
Snow storm (Noodles &
Tissue paper)
Mini Trampoline
2 boxes
2 green mats
1 teddy bear
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Appendix
Appendix 1
.We're going on a bear hunt.
We're going to catch a big one.
What a beautiful day!
We're not scared.
Uh-uh! Grass!
Long wavy grass.
We can't go over it.
We can't go under it.
Oh no!
We've got to go through it!
Swishy swashy!
Swishy swashy!
Swishy swashy!
We're going on a bear hunt.

We're not scared.
Uh-uh! A river!
A deep cold river.
Oh no!
Splash splosh!
Splash splosh!
Splash splosh!
We're not scared.
Uh-uh! Mud!
Thick oozy mud.
Oh no!
Squelch squerch!
Squelch squerch!
Squelch squerch!

We're not scared.
Uh-uh! A forest!
A big dark forest.
Oh no!
Stumble trip!
Stumble trip!
Stumble trip!

We're not scared.
Uh-uh! A snowstorm!
A swirling whirling snowstorm.
Oh no!

We're not scared.
Uh-uh! A cave!
A narrow gloomy cave.
Oh no!
Tiptoe!
Tiptoe!
Tiptoe!
WHAT'S THAT?
One shiny wet nose!

Two big furry ears!
Two big goggly eyes!
IT'S A BEAR!!!!
Quick! Back through the cave!

Tiptoe! Tiptoe! Tiptoe!
Back through the snowstorm!
Hoooo woooo! Hoooo woooo!
Back through the forest! Stumble
trip! Stumble trip! Stumble trip!
Back through the mud! Squelch
squerch! Squelch squerch!
Back through the river! Splash
splosh! Splash splosh! Splash splosh!
Back through the grass! Swishy
swashy! Swishy swashy!
Hoooo woooo!
Hoooo woooo!
Hoooo woooo!
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Appendix 2
Classroom layout
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References
Australian Curriculum. (2013). Health and Physical Education: Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/health-and-physicaleducation/curriculum/f10?Layout=1
Autism Spectrum Australia. (2015). Characteristics. Retrieved from:
https://www.autismspectrum.org.au/content/characteristics
Better Health Channel. (2014). A-Z of conditions. Retrieved from:
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/AToZConditions?Openview&Rest
rictToCategory=A&count=500
Better Health. (2014). Intellectual Disabilities. Retrieved from:
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/intellectual_disability
Down Syndrome Education online. (2014). Social Development for individuals with Down syndrome.
Retrieved from: http://www.down-syndrome.org/information/social/overview/?page=5
Williams Syndrome Association. (2014). What is Williams Syndrome? Retrieved from:
https://williams-syndrome.org/what-is-williams-syndrome
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Inclusive Sport Education Assessment 2: Unit of Work

Inclusive Sport Education Assessment 2: Unit of Work

3. Lesson Plans ...P8

Inclusive Sport Education Assessment 2: Unit of Work

Inclusive Sport Education Assessment 2: Unit of Work

Inclusive Sport Education Assessment 2: Unit of Work

Development: Similar to intellectual disabilities as the level of development and

Inclusive Sport Education Assessment 2: Unit of Work

Routine in class is very important. Needs high amount of stimulation so it is

Effective teaching strategies

Inclusive Sport Education Assessment 2: Unit of Work

Inclusive Sport Education Assessment 2: Unit of Work

Intended Learning Outcomes for Australian Curriculum

Activities 1-2 with staff

Activities 1-2 with little to

Activities 1-4 with staff

Activities 1-4 with little to

Practise fundamental movement skills and movement sequences using different

Inclusive Sport Education Assessment 2: Unit of Work

Activities 1-6 with staff

Activities 1-6 with little to

Entire bear hunt with no

Practise fundamental movement skills and movement sequences using different

Inclusive Sport Education Assessment 2: Unit of Work

Students will come in and sit on

First Bear Hunt Students Crawl

Second Bear Hunt Students will

Parachute games. Students go

Students line up at door and then

Teacher will instruct students by

Inclusive Sport Education Assessment 2: Unit of Work

Students will come in and sit on the

Teacher will instruct

First Bear Hunt Students Crawl

Second Bear Hunt Students will crawl

Third Bear Hunt Students balance on

Fourth Bear Hunt Students crawl

Students line up at door and then walk

Teacher will sing Bear

Teachers walk students

Inclusive Sport Education Assessment 2: Unit of Work

First Bear Hunt Students Crawl

Second Bear Hunt Students will

Teacher will instruct each

Fifth Bear Hunt Students bounce

Sixth Bear Hunt Students crawl into

Inclusive Sport Education Assessment 2: Unit of Work

We're going on a bear hunt.

We're going on a bear hunt.

We're going on a bear hunt.

We're going on a bear hunt.

One shiny wet nose!

Quick! Back through the cave!

Inclusive Sport Education Assessment 2: Unit of Work

Inclusive Sport Education Assessment 2: Unit of Work

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