Name: Ashley Thorson

Date: 09/30/2016

Curriculum/Course: Physical Education

Grade level: Fourth Grade

Time/Period: thirty minutes

Materials: speaker that can be hooked to a device capable

of connecting to YouTube, age appropriate music, four
hula hoops, some way to keep score, large open space,
four cones or other methods to mark start and finish lines.

Standards:
M.MC.04.11: demonstrate all relationship movement concepts with people (i.e., leading/following,
mirroring/matching, unison/contrast, solo, alone in mass, partners, groups, and between groups) with mature
form of selected fundamental motor skills in controlled settings.
B.SB.04.01: identify benefits of social interaction as part of participation in physical activities in isolated
settings.
K.ID.04.03: choose to participate with students of varying skill and fitness levels in isolated settings
K.RP.04.01: identify positive feelings associated with regular participation in physical activities in isolated
settings.
CCSS.ELA-LITERACY.SL.4.1.B: Follow agreed-upon rules for discussions and carry out assigned roles
Objectives (I can statements):
- I can demonstrate fundamental movements in unison within a group.
- I can name two social benefits of participating in physical activities.
- I can enjoy participating in physical activities.
- I can work together with other students during physical activities regardless of their skill or fitness
level.
- I can properly participate in discussions by keeping my eye on the speaker, and raising my hand when I
wish to speak.
Students will listen to a song and create a picture of it in their minds. They will then play a game called
shipwreck.
Introduction/Hook:
Lets get moving! Whats the first thing we should always do?
Steps in the lesson:
1. Students need to check their laces.
2. Warm up: have students run the equivalent of two laps around a regulation track. Fun age appropriate
music will be playing in the background for students to listen to. Have a student lead the daily
exercises: toe-touches, jumping jacks, side stretches. The student will model once and then lead the
group. (ten minutes)
3. Have you ever listened to a song and had a picture come to mind while listening to it? Have the
students listen to Night on Bald Mountain but only listen for about two and a half minutes.
(https://www.youtube.com/watch?v=SLCuL-K39eQ) Ask them to close their eyes and let their mind
paint a picture to go along with the music. What pictures came to mind? Try to see if any thought of a
storm. Play once more and describe a storm as the song progresses. (ten minutes)
4. Michigans lakes are very beautiful and they have helped Michigan become this great state but they can
also be very dangerous, especially in stormy weather. Our lakes have claimed over 6,000 ships. Most of

these were shipwrecked, but many simply disappeared. Today we are going to play a game called
shipwreck.
5. Break the class up into groups of about eight students. Each group gets a hula hoop to use as their ship.
All members must hold onto the hoop and race towards the finish line once the instructor says go.
When the instructor yells shipwreck the students are to stop immediately, place the hoop on the ground
and step into the hoop. All students must fit in their hoops. First team to have all members in hoop gets
one points, first group that gets to the finish line gets two points. Team with the most points wins. The
stormy music will be playing in the background. (twenty-five minutes)
Closure Activity/Wrap up:
Students will be asked to list off different social benefits of team-games like shipwreck. Examples include:
improving esteem, cooperation, team-work, friendship. (five minutes)
Assessment (Formative)
Most of the assessment for this lesson is done by simply observing the students while they are participating in
physical activities, or listening to their answers during discussions. However in the end students will be asked
if they enjoyed the shipwreck game and they will give their answer through thumbs up or down.
Differentiation:
What will I differentiate? Content Process Product
How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Specific Student / Group:
I chose product due to the fact that my assessment is based off their emotions towards the activities they will
be participating in. Also the students will picture something different when they listen to Night on Bald
Mountain. Auditory learners will benefit from listening to the song, as well as participating in the discussions.
The visual learners will benefit from watching the exercises be modeled, and kinesthetic learners will benefit
from participating in the game.
Accommodation/Modification:
Specific Student /Group: One student has ADHD, and has difficulties staying still for extended periods of
time so he will have a small semi-soft ball to fiddle with during the discussion. If a student is unable to
participate in the lesson then he/she can assist in keeping score, starting the race, or yelling shipwreck.
This lesson touches on music because the students listen to a song and are asked to picture what comes to mind.
It will be different for each student based off of their experiences, emotions, and imaginations. It also touches
on language arts through the discussion.