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Jennifer

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)

Description of the activity:


Students will participate in an Amazing Race around the outdoor school grounds that allows them to interpret
physical maps and use various map features to navigate through the race. Students will also engage in various
fundamental and locomotor skills to complete the race as they transition from landmark to landmark.

Arizona Social Studies Standard:
Strand 4: Geography, Concept 1: The World in Spatial Terms, PO 2. Interpret political and physical maps using the
following map elements: title, compass rose (cardinal and intermediate directions), symbols, legend, scale, road
map index, grid (latitude and longitude).

Academic Component Objective (SS): SWBAT interpret a map of their outdoor school grounds by following the
maps compass rose, symbols, legend, road map index, and grid to follow a specific route from start to finish.

Arizona ELA Standard: Demonstrate command of the conventions of Standard English capitalization, punctuation,
and spelling when writing: Spell grade-appropriate words correctly, consulting references as needed. (4.L.2)

Academic Component Objective (ELA): SWBAT spell their weekly spelling words with 100% accuracy.

Arizona Math Standard(s): various standards will be used and determined once the lesson is scheduled because
problems from the students weekly Simple Solutions Workbook will be selected for the math problems.

Academic Component Objective (Math): SWBAT identify correct solutions to various math problems.

Physical Component Objective: SWBAT demonstrate fundamental movement and locomotor skills as they move
from landmark to landmark and complete the road block challenge at each landmark and detours throughout
the course.

Materials/Equipment needed: maps printed on 6 different colors of papereach color has a different route, cones
(to place at each landmark and for road block at landmark 4), 6 road block cards (to attach to each cone at the
landmarks), 4 detour cards (that will be placed throughout the course), 6 stop watches, hula-hoops, math problem
cards, post-it notes, index cards, Ziploc bag, CD player

Modifications/ELL Accommodations: all students should be able to complete the course, but may travel in
between landmarks in a different way if needed (i.e. if they cant run, skip, hop, etc. due to an injury, they may walk
between stations)modifications should also be included on each challenge card if there is a student in the class
who cannot complete certain skills; picture cards will be provided at each challenge to assist ELL students or
students who are unfamiliar with the skill

Road Block Challenges:


Landmark 1: Students will have a bag filled with index cards of their spelling words for the week. Students
must randomly draw a word out of the bag and spell the word with jumping jacks. Each letter = one
jumping jack. For example, if the word is apple, students will do five jumping jackets as they say a-p-p-l-e.
Once they have spelled one word, another student will draw a spelling word and the group will spell that
word. They will repeat this process until they have spelled five words.
Landmark 2: Students will have to crab walk around the perimeter of the basketball court. They will need
to decide as a group what the perimeter of the basketball court is and if they do not correctly travel around
the perimeter, they will have to repeat the road block. The facilitator will need to keep an eye on this
station to make sure students crab walk around the perimeter.
Landmark 3: Hula-hoop Plankingeach group will divide themselves evenly. (If there is an odd number of
students in the group, then two students will have the hula-hoop passed over them 3 times, and one
student will have the hula-hoop passed over them 4 times). The students will take turns planking in
whatever way is most comfortable for them. While they are planking, their partner has to take a hula-hoop
and pass it over the partner who is planking 5 times. Then the partners switch roles and do it again 5 times.
Landmark 4: Obstacle Coursecones will be placed at this landmark prior to the start of the lesson. They
will be placed intermittently throughout the landmark. Students will have to go through the course three
times (once through, once back, once through). Students will have to jump through the obstacle course the
first time, hop back, and then they get to choose how to get through the obstacle course the third time.
Landmark 5: T/F Math Questions5 math problems will be posted around the landmark. Some of the
answers to the math problems will be true and some will not. The students will first determine if the
answer is true or false. If the answer is true, they will do 5 jumping jacks. If the answer is false, they will do
three pushups of any style. They will then check if they are correct by looking under the post it note on
each problem card. If they were correct, they can move on to the next problem. If they were incorrect,
then they have to do the correct locomotor skill (i.e. if they said the answer was true and did 5 jumping
jacks, but discovered it was false once they checked it, then they would have to do 3 pushups before
moving on to the next problem).
Landmark 6: Yoga: Warrior PoseStudents will stand in three different yoga poses for 20 seconds each
before switching to the other leg for 20 seconds). The first pose is called Warrior 1: legs start together, take
one step back, bend front knee, extend arms above the head with palms facing up, hold for 20 seconds,
switch legs. Second poseWarrior 2: legs are straddled wide. Point left toes forward and right toes to the
right, lunge toward right foot, extend arms into a t position, hold for 20 counts, switch legs. Third pose
Warrior 3: legs start together, bend over from the waist, and extend one leg behind, no higher than waist
level. Arms are to the side or over the head. The object is to have the body horizontal to the floor while
balancing on one leg, hold for 20 count, switch legs.
Detours:
Detour 1: If students reach this detour, they must go back around the course the opposite way one time
before going to their next landmark. They do not have to re-complete landmarks. They just have to travel
through the course the opposite way one time. They may choose what locomotor or fundamental
movement skill they use to travel back the other way.
Detour 2: Students receive a one-minute penalty. They have to stop at the detour and do a locomotor or
fundamental movement skill of their choice in place for one minute.
Detour 3: Students must complete their next road block challenge without talking to their group
members.
Detour 4: There will be a cd player placed at this detour. If students are faced with this detour, they will
press play and dance along to the song in whatever way they choose until it ends. (It is suggested that
teachers select a song or a clip of a song that is no longer than two minutes).

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?

Academic subject being integrated is developmentally appropriate


The academic topic is appropriate to the grade level in all aspects. The students will be traveling to the
Cooper Center next week and have been working on reading the map of the Cooper Center as well as other
Arizona maps to understand the land around them. The spelling presented at Landmark 1 will be the
students spelling words for the week so that they can practice for their Friday Spelling Test. The math
problems at Landmark 5 will be directly taken from the students Simple Solutions Math Workbook.
The academic content will be integrated in multiple ways throughout this lesson. Students will explore map
concepts (academic contentgeography) constantly throughout the activity, as they have to understand
how to read their map in order to successfully complete the race. Students will also be engaged in
academic content in two of the landmark Road Block Challenges. The reason I did not integrate
academics into all stations is because I wanted an even balance between physical activity, academics, and
both (integrative activity) working together.

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.

The physical activity being planned is developmentally appropriate


The fourth graders will get to participate in a variety of skills at a level they are successful at (i.e. students are
encouraged to modify the skills to their level). Most students in this class will be able to perform the physical skills
at an intermediate level.

A closing activity is included


Closure (copied from above): 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?

Example of possible group map (this will be computer generated for the map presented to students):