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Thornton
TLS 351
October 12, 2016
Application 1: Integrated Curriculum Assignment
Title of Lesson: Ms. Thorntons Amazing Classroom Race
Grade Level: 4
Physical Activity Skill: Various fundamental movement and locomotor skills (hopping, jumping,
skipping, galloping, sliding, jumping jacks, running, etc.)
Academic Subject to be Integrated: Social Studies (Geography)
The activity follows proper progressions (if a fundamental skill is being developed)
1. Students will be introduced to the activitytry to connect to students funds of knowledge by asking if any
of them have seen The Amazing Race. Be prepared to explain what The Amazing Race is if students do not
know and ask. Inform students that they will all get to complete their own version of The Amazing Race.
2. Go over map concepts and how to read a map. Explain that the class will be broken up into 6 groups. Each
group will have their very own map that has the same landmarks on it, but each group has a different route
to accomplish the race. Have the students go through map concepts and define compass rose, symbols,
legend, road map index, and grid to ensure that they understand the elements of a map before beginning.
3. Explain the activity. Students will all line up at the starting line. On Go! they will travel to the first
landmark on their specific route. They may run to the first landmark. Explain that students will be
presented with a Road Block Challenge at each landmark, but they cannot open and read the Challenge
card until their entire group arrives at the landmark. If some group members dont get there as fast as
others, explain that students need to cheer them on. If they criticize any of their group members, they will
sit out. Once students read the Road Block Challenge, they must pull out their map and look at where
their next destination is. Warn students that possible detours could occur if they take certain pathways.
The detours occur in different places on students maps, so they have to determine what the best pathway
to take is to avoid the detour. Note: students must travel in a circle around the landmarks. They cannot cut
across the middle. If students get stopped at a detour, they have to complete the detour before going to
their next landmark (except for Detour 3 because it involves the next Road Block Challengethis will be
stated on the card). There can be more than one group at a landmark at a time because different groups
will accomplish the challenges at different times. Make sure there are enough materials at each station to
allow two groups to go at once if needed.
4. Once students complete the landmark challenge, they may travel to their next landmark. However, they
must travel to their next landmark in a particular way (skipping, galloping, hopping, walking lunge,
jumping), as determined on their map.
5. Once a group has completed all landmark challenges, they will run back to the finish line and high five the
teacher as the teacher stops their stop watch and records the groups time. Once the time has been
recorded, students get to select their favorite Road Block Challenge to go back to and cheer their
classmates on as the other groups work to finish the race. All students will receive a reward for completing
the race. (Note for the students I will be teaching: As based on the class money system, each member of
the first group to finish the race will receive $1oo, second $90, third $75, fourth $60, fifth $50, and sixth
$40).
6. Once the entire class has completed the race, the class will help clean up the race and go back inside for a
debriefing. Ask: What did you find challenging on the race? What was your favorite part/least favorite part
and why? What did you learn about reading a map? Do you think it would have been harder to read the
map if you werent familiar with the outdoor space at this school? Do you think this was a P.E. lesson,
academic lesson or both? Why?
The integration being planned supports both the academic and the physical components
Students have the opportunity to apply their knowledge in various subjects throughout this lesson: Social Studies
(Geography), ELA, and Mathematics. There are also a variety of physical activity skills provided throughout this
lesson as even the transitions between landmarks involve a fundamental movement skill.
Example of possible group map (this will be computer generated for the map presented to students):