Lesson 6

Lesson Plan #6 Title: Germ Tag

 

Performance Objective: Using teacher instruction and past knowledge, students will combine pathways, levels and different movements,

 

being able to identify all 3 levels, all 3 pathways and preforming 5 of 7 movements successfully.

 

Resources or Materials Needed: Dodgeballs, pool noodles, poly spots, Pandora music, iPad for teacher, computer for teacher, GoNoodle,

 

Promethean board

 

Time: 45 minutes

 

Step 1: Pre-Instructional Activities: Students will enter the gym and immediately review the lesson from the last class. They will discuss the importance of using different pathways and how following a partner changed the way they used their pathways. Students will also discuss the differences between when they had to do the same movement as the leader compared to using a different movement from the leader. The teacher will then start the conversation about the days lesson. The throwing is where the different levels come in. Students will be reminded that Pandora is the start and stop signal. The teacher will have control of starting and stopping the music with a computer that has Pandora running on it. The teacher will access Pandora using the link above, it should connect to a Kidz Bop music station. Using this station doesn’t need a log in, it is on the homepage of Pandora and should be accessible right away using https://www.pandora.com/station

Step 2: Content Presentation: The teacher will ask the students to recall the 3 different levels the class has talked about a few lessons before. The students will discuss why the 3 different levels are important and where and when they can use them. Students will then re-visit pathways and combining them with the locomotor movements they use every day. Today they will be using pathways and movements in order to flee from taggers in the game called germ tag. The teacher will explain the game, the game has 3 phases. The 1st phase starts with one person as a tagger, the taggers are identified by having pool noodles in their hands. If a student is tagged by the “germ” or tagger, they become a germ and grab a pool noodle and start tagging as well. The next phase, the teacher will pick 3 taggers and once a student is tagged they need to take a knee to let the taggers know they’ve been tagged and are out. The round ends when all the students are tagged and on a knee. The final phase of the game, the teacher will pick 3 taggers and they will move around tagging students but this time the teacher will roll out dodgeballs for the tagged students to wash their hands with. The balls represent soap and will rid the student of germs and is allowed to get back up and participate. After they wash their hands the are to either roll or throw the ball to another tagged students.

Step 3: Learner Participation: After explaining the game students the find a spot to themselves in open space and the teacher will choose one tagger. Once the music begins playing the round starts. When everyone is tagged and has a pool noodle and the round has ended, the class will then come together for a discussion. The class will discuss different strategies they used in order to flee from taggers and how they used different pathways and movements. Another side discussion will be how germs can start small and spread quickly. When the 2nd phase begins, the teacher will pick 3 taggers, once the music starts the round starts. When all students are tagged and are taking a knee the teacher will know the round is over. When the class talks this time the teacher will direct the conversation towards have them compare their strategies for the different rounds. The teacher will ask how they moved when they knew the whole class would be tagging in the first round compared to just 3 people tagging in the second round. Students will talk about how they chose different pathways and movements in the 2 rounds. For the final round the teacher will pick 3 taggers but this time when students get tagged they can use a dodgeball to wash their hands of the germs and begin participating again. After they wash their hands they need to roll or throw the ball to another student who has been tagged. They can choose which level to roll or throw at. The teacher will allow this round to go on for about 3-5 minutes since the taggers won’t be able to tag everyone since students can get back in the game. After each round the teacher will ask students if their strategies had changed as far as using pathways and movements from round to round. Another talking point will be which level the threw or rolled the ball in. The teacher will ask if one level is easier than another and why. After the class has played multiple rounds of the game and talk about different strategies the teacher will ask students to return to the rug in order to cool down and have a conversation to wrap up class. The students will watch GoNoodle and cool down before having a meaningful discussion. The teacher will use https://family.gonoodle.com/activities/melting.

 After this lesson the class will talk about movement strategies but also the teacher will look for students connecting this game to games or activities they do outside of P.E.

Step 4: Assessment: The teacher is constantly assessing while observing students moving. Today the teacher will pay special attention to students moving safely while using different pathways and movements. The teacher will also listen if the students can identify the 3 different levels discussed before the activity. While assessing the teacher is recording the data in their iPad so the data can be tracked as the year goes on. Students will also have a self-assessment at the end of class to let the teacher know how they are feeling about the movements, pathways and levels.

Step 5: Follow-Through Activities: Some follow through activities after a tag game would be any kind of throwing activities, or keep working on different types of tagging games. This activity is kind of the culminating activity in building a foundation for the year but there’s always ways to build on this. The teacher will run stations throughout the year as well to do a check in on all the skills the class has practiced in this unit.