Lesson

Title/Focus

More Pathways

Date

November 27, 2014

Subject/Grade
Level

Physical Education/ Grade One

Time
Duration

40min

Unit

Creative Movement

Teacher

Dustin Pivarnyik

A.
B.
C.
D.

General
Learning
Outcomes:
Specific
Learning
Outcomes:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Activity
Benefits Health
Cooperation
Do it Daily For Life

Embedded throughout lesson

LEARNING OBJECTIVES
Students will:
1. Create number pathways
2. Move safely in a high traffic activity in gym
3. Create their own movement sequences.
ASSESSMENTS
Observations:
Students will demonstrate different ways to move, while being aware of what
their bodies are doing.
Key Questions:
Why do we move in different ways? Why dont we just run, or jump, or skip
everywhere?
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Alberta POS
Gym
Music
PROCEDURE
Introduction
Time
Assessment of Prior
Done throughout lesson
Knowledge
Expectations for
Students will sit quietly when instructed to do so.
Learning and Behaviour
Transition to Body
Have students meet in a tight group for opening instructions
Body
Time
Learning Activity #1
D1-4, D1-3, C1-1, D1-2

Follow the Leader

Students get into groups of 4 or 5 (depending on numbers). Students
choose one to be the leader. This student leads the others around the
gym, using different ways of movement. They also use different body
levels and pathways. When the music stops, the students quickly pick a
new leader, who leads the students until the next stoppage in music.
This activity continues until each student has had the opportunity to be
a leader for about a minute.
Teacher Notes:
Assessments/
Differentiation
Learning Activity #2

5-7min

Students must use different movement, levels and patterns.

A1-3, B1-7, D1-4

Stretching

3-5min

Lead students through a variety of stretches, focusing on balance. Lead

students though breathing exercises to get them calm from running
around.

Transition: Students now gather in a tight group

for next instructions.
Teacher Notes:
Assessments/
Differentiation
Learning Activity #3

Correctly identify proper ways of stretching

A1-8, A1-10

Cross the Pond

Students are asked to imagine that the circle they just made is now a
pond on the inside. Students move safely around the pond using the
movement that I specify. When I yell cross the pond students must act
like they are swimming through the pond to the other side. Once on the
other side of the pond, students continue to move around on the
outside.
Stress how students must keep their eyes open while crossing the pond.
It can be dangerous so students need to move safely.

10min

Transition: Ask students to join in a tight group for

next instructions
Teacher Notes:
Assessments/
Differentiation
Learning Activity #4

Learning Activity #5
Started Last Class

If the students seemed bored, can add a few fish into the pond. These
fish can catch students as they cross the pond, causing them to be fish.

Be the Number
Have students imagine that they are a number. Students spread out in
the gym, and I yell a number from one to nine. Students are required to
move and make that number using their feet. I will specify whether the
number should be big, medium, or small.
This activity can be done with letters as well, but numbers will work
easier.
At the end, students get to pick their favorite number and create it.
Students can also put two numbers together to create a unique
pathway.
D1-7, A1-8, A1-9

Create your own sequence

Students will now be given time to work on creating their own
movement sequence. This will be done in partners or in groups of 3.
Music will play throughout.
Explain that sequences must have:
3 different ways of moving
Body Level changes
2 different pathways
When students have had time to practice, bring students back in. Have a
few groups demonstrate their sequences.
Closure

Consolidation of
Learning:
Feedback From
Students:

7min

Ask students to line up moving the way that I say

Exit Slip

10min

Time

Sponge
Activity/Activities
Reflections from the
lesson