Dr.

Wyant (2014)
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GRADE LEVEL: 4th grade
CLASS SIZE: 23 Students
LESSON LENGTH: 30 Minutes
UNIT: Chasing, Fleeing, and Dodging
LESSON #: 4 of 4
L
E
S
S
O
N
F
O
C
U
S
:
Chasing, Fleeing, Dodging, and
Strategizing
PREVIOUSLY LEARNED SKILLS:
Chasing, fleeing, dodging, space
awareness, personal space, general
space, locomotor movements
FACILITIES: Black Top/ Grass Area/ Main Gym
EQUIPMENT
30 Small cones (various colors)
25 Bean bags (various colors)
23 Flag football belts (color doesnt
matter)
2 Large Hoola-Hoops (Colors
doesnt matter)
5 Large cones














Student Learning Outcomes (SLOs):

Psychomotor: SWBAT perform locomotor movements while performing either dodging,
chasing, or fleeing from other students with 100% accuracy.

Cognitive: SWBAT strategies their tactics of how to dodge, flee, or chase after/ away
from students by discussing these tactics in small and large groups.

Affective: SWBAT express characteristics of team cooperation by communicating,
strategizing, and cheering on their other teammates during they turn to retrieve an object.

Health-related: SWBAT recognize the physiological responses to exercise and will be
engaged in MVPA for at least 50% of the lesson time.
Dr. Wyant (2014)
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Activity #1 Steal the Cookie
Time 15 Minutes
Set up










Time Activity/COTS Refinement Organization
2 Minute
Introduction:
Task for the day will be presented then
demonstrated by a small group of
students.

Home Base
(Basketball Court
side base line).
Instant Activity: 2 Minutes
Quick Student Demonstration will take place of the Instant Activity.

Towers and Boulders
Class will be split in half, group one (1) will stand on one side of the court on the base
line under the hoop while groups two (2) stands on the opposition side of the court on
the baseline under the hoop.
Group one (1) will have to knock over the cones placed, while group two (2) has to set
the cones, toppled over, up right.
Dr. Wyant (2014)
3
1 Minutes
Students will be grouped into Teams of
three (3). The Teams will be spread out
in a large circle with two (2) large
Hoola- Hoops in the center with bean
bags that the students will have to steal
without getting their flag pulled from
the Guards protecting them.

If a students flag is pulled before they
can get a bean bag back to their base
then they must put the bean bag back,
reattach their flag and go to the back on
their line so the next person can go steal
a bean bag.

Full Basketball
Court

If there is an
uneven amount of
students then the
teams will be split,
two (2) to three (3)
for each court.
1 Minute
Transition time for
new students to be
the Guards.

10 Minutes
Another pair of students will take the
place of the Guards. There will be at
least five changes of Guards.



















Closure: 4 minutes
Class will discuss the objectives of the day and strategies they used to implement
and work towards those objectives.

Class will discuss with their groups as to how they thought they did then as a class
discuss each teams strategies and tactics.

We will discuss what will be done for the next class period.


Assessment plan
In addition to the systematic observations that will assess motor differences, time spent in
physical activity; you should spend this session assessing the affective skills of your
students and cultural differences you may see emerge. Take notes on the following and
include in your reflection journal:
- What languages did you hear the students speak?
- Who did the students partner with if given a choice?
- During down time who did the students socialize with?
- Were the students able to work effectively and without conflict with their
partners/teams? If not, what factors seemed to be causing conflict?
- What evidence of teamwork/communication did you see? (e.g. high fives etc)
- Did the students request any activities/sports? If so, what were they?
- What role does Maria play? How do the students respond to her? Does their
behavior change when she is around?
- Did you learn anything about the students home life/background? If so, what?
Dr. Wyant (2014)
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