Name_______ LauravanBree _____________________________Dateoflesson_______ 3/14/16 ____________

WeberStateUniversityPhysicalEducationLessonPlan
Gradelevel:6 Unit:Math #ofStudents:18
Activities OhDeer!PopulationStudygame
Curriculum/Teaching Inclusion/Practice
Model(s)
EquipmentandSupplies Coloredpencils(2colorsperstudent)
needed
DescriptionofFacility OutdoorField/Gym

TargetedNASPEandUENCoreCurriculumStandards,Objectives,LearningIndicators
UENMathematics6.SP.B.5.a.Summarizenumericaldatasetsinrelationtotheircontext,suchasby:Reportingthenumberofobservations.
UENMathematics6.SP.B.b.Summarizenumericaldatasetsinrelationtotheircontext,suchasby:Describingthenatureoftheattributeunder
investigation,includinghowitwasmeasuredanditsunitsofmeasurement.

LearningObjectives Recorded(andobjectively;ifpossible)assessmentoflearningobjectives
SWBAT:
PDrawalinegraphofresults. Written
PLeapproficientlyaroundlikedeer. Written
PRunproficientlytotheothersideoftheroom. Observation
CRecorddeerpopulationandresourceavailability. Written
CDecidewhatresourcetheyareorwanttohave. Observation/Questioning
CAnalyzedataaboutdeerpopulationandresourceavailability. Observation/Questioning
ALeadpeersrespectfullyacrosstheroom. Observation
ASharematerialswithpeersasnecessary. Observation
ARespectthepersonalspaceofothers. Observation

Followupand/orplanB
Reference/Resources Oh,Deer!byProjectWild;http://www.projectwild.org/documents/projectwild.pdf
Attachments SeeGraph.

Introduction(InstantActivity,WarmupandReview,SetInduction)
Time Skilldescription,instruction,demonstration,learningexperiences, Instructionalcues/prompts
allotted etc.

1min Gatherknowledgeaboutlocalwildanimals. Whatsortofanimalsdoyouseewhereyoulive?
2min Gatherpreviousknowledgeaboutnecessarynaturalresources. Whatdoliving(you)thingsneedtosurvive?(food,shelter,
water)
30sec Consequencesofalackofnaturalresources. Whathappenswhenwedontgettheresourcesweneed?
(Whenadeerdoesntgettheresourcesitneeds,itdiesandbecomes
aresource).
30sec Threeelementstodefinehabitatforthepurposeofthisexercise Forfood,placebothhandsoverthestomach.Forwater,
food,water,andshelter holdthefingerstothelips.Forcover,touchthehands
togetheroverthehead.
1min Handoutapaperagraphonit,andtwomarkers.Onecolorfordeer Choosetwocolorsandwriteakeyforyourgraph.
andoneforresources. (Brown=Deer;Green=Resources)
GroupOrganization/FormationsTechniques:ThumbonTopStudentsclasphands.Rightontop=Resource;Leftontop=Deer
Transitions:Leaplikedeertolines
IntroductionDiagram


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 LessonBody(Skill/ConceptDevelopment)
Time Skilldescription,instruction,demonstration,learningexperiences, Instructionalcues/prompts
allotted etc.

10sec Twohorizontallineswiththedeerbehindonelineandthehabitat
componentsbehindtheother.
30sec Havethedeerandthehabitatcomponentsturnaroundontheline Chooseyourresources.turnin3...2...1...
sothattheycannotseeoneanother.Everyonewilldecideona
resource.Thedeeraredecidingwhatcomponenttheyneed;the
componentsaredecidingwhattheyare.Eachpersonmakesthe
symbolforhisorherchosencomponent.Oncetheyareready,count
slowlytothree,andthenallowbothlinestoturnaround.
1min Everyonewandersthroughthespacebetweenthetwolines.The Neitherthedeernorthehabitatcanchangesymbolsonce
deerleaplookingfortheirresource.Oncethedeerhavefoundthe theyhavedecidedononeduringeachround.
componenttheywant,theylinkhandswiththatcomponentand
walkbackbehindthedeerline.Sincethisdeerhasfoundthe
componentitneeded,itwillusethecomponentandbeableto
surviveandreproduce,sothepersonwhowasthecomponentwill
nowbecomeadeer.
10sec Anydeerthatfailstofindthehabitatelementtheyneededdies Ifyouwereadeerwhofoundaresource,oraresource
andwillbecomearesource.(Oncethedeerdies,itsnutrientswill whowasfoundbyadeer,gotothedeerline.
nourishthegrass,whichwouldbeeatenbythedeer;therefore,a Ifyouwereadeerwhocouldntfindaresource,oran
deaddeeriskindofapartofthehabitat.)Thehabitatpersoncan unusedresource,gototheresourceline.
onlysatisfyonedeer,soiftwoormoredeertrytogetthesameone,
onlythefirstonetoreachthehabitatpersonsurvives.
40sec Eachstudentwillrecordeachpopulationontheirgraphs. Record



SafetyIssues/Considerations:
GroupOrganization/FormationsTechniques:Twolines,20feetapart
Transitions:Deerwhofoundaresource,orresourceswhowerefoundbydeer,gotothedeerline.
Deerwhocouldntfindaresource,orwereanunusedresource,gototheresourceline.

*TimeManagement:Repeatfor510rounds,foratotalof10minutes
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Closure(WrapUp,Review,Reminders)
Timeallotted Skilldescription,instruction,demonstration,learningexperiences,etc. Instructionalcues/prompts

Discussiononhowpopulationchangesovertime. Thepopulationandresourceavailabilitygraphsshould
looksomethinglikeawave.Whenlaidovertopofone
another,theyshouldbearcingatoppositetimes.

SafetyIssues/Considerations:
GroupOrganization/FormationsTechniques:
Transitions:
ClosureDiagram

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 Remediation/Modifications
(Meetingtheneedsof
all
students;ChallengeActivities;BeginnerActivities)
Skilldescription,instruction,demonstration,learningexperiences,etc. Instructionalcues/prompts

MorehelpStudentsaregivensheetsofprojectorpapertolayoverone
anothertogivethestudentsaclearerpictureofwhattheendmodellookslike.
ChallengeStudentscanobservethechangesinpopulationofvarious
organismsintheclassterrarium.


SafetyIssues/Considerations:
GroupOrganization/FormationsTechniques:
Transitions:

*ThislessonwasadaptedfromOh,Deer!aProjectWILDactivity.ProjectWILDisanationalenvironmentaleducationprogramdevelopedbythe
WesternRegionalEnvironmentalEducationCouncil.