Survivors Lesson Plan

Name: Brian Brooke

ID#

Grade: Developmental level 5th and 6th grade

Subject: Physical Education
Standards:
State: Arizona
Strand 2: Demonstrates understanding of
movement concepts, principles, strategies,
and tactics as they apply to the learning
and performance of physical activities.

Time:

Topic: Survivors (Cooperative Games)

Objective: PO 1. Explain a strategy for a
game play
To encourage teams to work together and
answer questions correctly. Review
locomotor patterns.

Common Core
English Language Arts - Speaking and
Listening Standards 35
6. Speak in complete sentences when
appropriate to task and situation in order to
provide requested detail or clarification.
ELL: Listening and speaking Standard 2
B-5 Asking and responding to academic
questions, who, what, where, when, why,
how using complete sentences making
comparisons and describing events with
instructional support.
Anticipatory Set (ENGAGE) (warm up activity)
1. Fastest tag in the west: when I say go everyone is it, if you get tagged take
a knee until I restart the game.
2. Hexagon Hustle: when music is playing students move around the cones in
a designated movement (skipping, jog, slide, gallop teacher will perform
each activity to model how its done) when music stops students will
perform the activity that is teacher lead. Set up is to have cones placed
around gym floor in the shape of a hexagon and each cone has a picture of
the teacher lead activity on it.
Input (EXPLAIN) Teacher lead discussion on the rules of how to accomplish the
cooperative game of survivors. Provide time to insure students understand the
objectives and ask questions to insure understanding (teacher note: have color
cards at each cone with enough markers and have students leave marker and
card at cone)

Twenty cones are set up some distance around the activity area with some
having questions under and some may not. Pictures will be used to
support the questions being asked.

These questions are color-coded on the laminated sheets under some of

the cones.
Each sheet includes a locomotor movement for the students to use while
traveling; pictures will be used as well as words to show movement.
The class is divided into five teams of four.
The team must move together using the indicated locomotor movement
and answer each of their questions.
They write the answer down with the marker provided under the cone so
as not to be running with a sharp object.
Here are an example of the questions:
Name a bone in your leg (Picture of The leg bones)
Name a muscle located in your arm (picture of arm)
What is the longest bone in your body (picture of longest bone)
(ELABORATE / Scaffold)
Modeling
Have a group run through the first question so class knows how to accomplish
the activity. Have time to insure students understand the objectives by asking
questions. Organize groups so there are students from a variety of skill levels.
Guided Practice
When I say gostudents will get into their groups by the color card they were
given at the start of class. Red, blue, yellow and green. Make your way though the
class room assessing the students progress and helping were needed to prompt
answers to the questions.
Independent Practice
After two rotations the students will be on their own to work out the questions as
a group by listening and speaking to each other to work out the right answer.
(teacher will move around room to help where needed)
Differentiation:
ELL: During the input students are given the opportunity to ask questions about how the
game is played and the rules of the game. During the practice part of the lesson
students will need to work together to answer the questions on the signs and then write
down their answer. This will give students time to communicate together about the
anatomy of the body.
Closure:
Once students are sitting quietly in middle of gym floor ask the following
Give me thumbs up if you know the longest bone in your body. Call on one of the
students to answer. Continue to ask questions until you feel the class learned the
material.

Formative Assessment: Each card that was at the cone will have the groups
answers for the question asked and will be kept for assessment.

EXTENSION
Connections to Prior Knowledge/Provide Background Information:
Students already have prior knowledge about anatomy facts (bicep, triceps,
veins) from their academic classes. Also will have done the physical locomotor
movements in other Physical Education classes.
Meaningful Activity:

WICOR

Writing: cards at each cone to write answers on.

Inquiry: closure questions with thumbs up response
Collaboration: The discussion during the input section of the lesson
Organization: Students will be organized in groups of four using the color coding
method
Reading: questions that are at each station and the physical activity needed to be
done at each cone.
HOTS/ Blooms / Costa :

Level of performance / understanding:

Uses physical activity to help students learn bicep, tricep, veins, arteries and anatomy
facts about their body.
Key Vocabulary:
Red, Blue, Yellow, Green and Femur
bone, Bicep, triceps, veins and arteries.

Visuals/Resources:
Question on cones, physical activity
pictures and words on cones.
20 cones, question signs, physical activity

signs markers and colored cards to write

answers on.