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Lesson

Title/Focus
Subject
/Grade
Level
Unit

Creating Obstacle Course

Date

Jun. 22nd/15

Gymnastics early learning

Time
Duratio
n

50 min

Fundamental Movements

Teacher

Ms. Getschel

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will acquire skills through a variety of developmentally appropriate


movement activities; dance, games, types of gymnastics, individual activities
and activities in an alternative environment; e.g., aquatics and outdoor
pursuits.

experience educational gymnastics; e.g., exploring the use of different body


parts, types of effort, space and relationship

LEARNING OBJECTIVES
Students will:
1. Create an obstacle course using various types of equipment (ie. mats, boxes, tunnels, blocks,
beams, etc.) and complete the obstacle course

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

Discussion
Creation of obstacle course
What kinds of movement are there? Ie. skipping, hopping, crawling,
walking, etc. (pre-assessment)
How can we use different types of equipment to involve these
movements?
What types of movements do you find most difficult?
Obstacle Course
Discussion & exit movement

LEARNING RESOURCES CONSULTED

Alberta Program of Studies.


https://www.youtube.com/watch?
v=MxDz3aE0LZw (Gummy Bear)
https://www.youtube.com/watch?
v=pAWtH63JHVg (Piano Music)

MATERIALS AND
EQUIPMENT

Mats
Boxes
Tunnels/Tarps
Blocks
Beams

Safety
Proper footwear
Take off jewelry
3 Pillars of Care
(Respect yourself,
others &
environment)

PROCEDURE
Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge

Bring out all equipment.


Introduction
Play Im a Gummy Bear song for when students enter.
https://www.youtube.com/watch?v=MxDz3aE0LZw
Explain that at the beginning of every class, music will
be playing when the students enter.
They will form a circle and dance or move in whatever
way they choose. Once the music stops, students will sit
(criss-cross apple cross).
Play follow the leader in a caterpillar fashion where one
student leads the group with a movement (ie. skipping)
Once the teacher signals with a change in music, the
student at the front of the line will move to the back of
the line and the next student in line will pick a new
movement.

Time

2 min.

5 min

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to Body

Learning Activity
#1

Learning Activity
#2

Assessments/
Differentiation

Learning Activity #4

Closure

Continue until all of the students have had a turn


Evaluate the complexity of movements chosen by the
students.

Students will actively participate in discussion.


Students will listen attentively to instructions.

Gummy Bear Song


Follow the Leader
Mini-Lesson & Demonstration
Creation of Obstacle Course
Stretch/Cool Down & Discussion
Have all students gather in a large circle (legs crisscross apple sauce)
Body
Mini-Lesson
Discuss the movements chosen by the students.
Ask: Could we still do these types of movements with
equipment? What types of things do we need to worry
about with equipment? (Stability, spatial awareness,
etc.)
Demonstrate how to build an obstacle course and ask if
a student would like to attempt it.
Creation of Obstacle Course & Run Through
Number students off into 3 groups.
Have the students work together and use the equipment
to create their own obstacle course. Reassure them that
this is not a race.
Remind students of the design considerations (ie.
stability, space, etc.)
If there are students who are struggling or feel that the
obstacle course is too difficult, show the group how to
make easier modifications.
Once the students complete their obstacle course, they
can attempt to do a run through.
The groups will rotate through all 3 obstacle courses.
If students finish early, they can rearrange their obstacle
course to make it more difficult.
Assess knowledge of fundamental movement through
observation of the students creating their obstacle
course.
Assess skill ability through observation of the run
through.
Assess how the students work with one another in a
group.
If some students are unable to complete the tasks or are
having difficulty, offer alternative movements or
equipment.
Stretching & Discussion
Play relaxing Disney Piano Music to signal students to
come to a circle and sit down.
Explain that this music will be played at the end of every
class to signal a closing circle.
Lead the students in stretching and discussion as
detailed below
Assessment of Learning:

Time

8 min.

25 min.

5 min.

Time

Feedback From
Students:

Feedback To
Students
Transition To Next
Lesson

While completing the last learning activity (stretching),


discuss what the students like most and least about the
activity. What could have been done to make the activity
easier or more difficult?
On the way out the door, have the students do any
movement they like (skip, jump, hop, etc.)
The discussion will be formatively assessed and
anecdotal notes recorded throughout the lesson. Thank
the students for their attention.
Inform the students that they will be playing a unique
version of freeze tag tomorrow.

5 min.

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