Lesson Plan: Capture The Flag

LEARNERS AND THE LEARNING ENVIRONMENT

Teacher(s) Name(s): Goodman
Where the Lesson is Taught: Playing field, gymnasium, football field
Grade Level: 9-12
Unit: Adventure Outdoors & Problem Solving
Day: 15
Title of Lesson: Capture The Flag
Total Time Planned: 55 min.
Engaging and Supporting Diverse Learning: Applying Principles of Universal Design for Learning
Gymanisum not big enough to support teams with large amount of
people. If must be played inside, smaller teams need to be created.
Sociocultural Details: Tournament style play should be implemented. Possibly break the gym
into two smaller fields, with four teams playing at a time, if space
available will suffice.
Students Strengths and Needs Previous knowledge and experience with outdoor games and problem
Relevant to this Lesson: solving lessons.
Materials and Digital Tools Needed
Equipment and Set-Up for Equiment
Lesson:
Cones, flags, footballs, whistle

Set up

The field will be divided into two, equal sides. Each side will be identifiable by a 
straight line. Cones will be set up in the middle, towards the back, of each side. These 
cones will hold the flag.
Risk Management Concerns: 1. Students may “tag” each other too hard, leading to someone falling down and 
possible injuring themselves. Teacher will instruct the students that they must 
tag with two hands to capture opposing team members. Anyone who pushes, 
tackles, etc. is automatically disqualified and must sit out the remainder of the 
game.

2. Students may collide with each other if not paying attention,

causing injury. Teacher is to constantly remind students to keep
their head on a swivel and be aware of their surroundings.
3. Students may roll their ankle or experience a similar injury since
this is a fast paced game and become very competitive. Teacher
will constantly advise students to be aware of their surroundings.

OUTCOMES AND ASSESSMENT

State Standards Addressed:
Lesson Objectives:
S1.1.L2
1. Students will be able to watch a brief video so they understand
the game, then will have the opportunity to hold both flags and
the cones used to hold the flag so they understand the materials
used for the activity. Students will have the opportunity to run
and capture the opposing teams flag while protecting their own.
 Students will have the opportunity to elude opposing players and
make it to their side without getting tagged. (Psychomotor)
2. Students will be able to recognize various strategies and options
to capturing the opposing team’s flag, using their intelligence and
physical abilities to capture the opposing team’s flag without
getting tagged. (Cognitive).
3. Students will have the opportunity to use effective
communication to strategize and agree on a specific plan to
capture and return the opposing team’s flag to their side, avoiding
opposing players. (Affective)
Objectives for Differentiated Instruction
1. Assessment Method: Teacher(s) will walk around the field while
the game is being played to ensure all students remaining safe
and participating appropriately. (Formative)
2. Assessment Method: Teacher(s) will ask the students questions
throughout the game aimed to generate thought amongst the
team, if the teacher sees an opportunity for the team to become
more effective. (Summative)
Lesson Assessments:
3. Assessment Method: Teacher will walk around playing area
during game to observe student’s behavior and ensure a positive
playing experience for those involved throughout the lesson.
Assessments for Differentiated Instruction:
If students do not feel comfortable running to the other side attempting
to capture the opposing team’s flag, they can stay back on defense and
protect their team’s flag.
INSTRUCTIONAL PRACTICE
Lesson Preview: 1. Ok class, how many of you enjoy running? Awesome. Today we
are going to play capture the flag. Your objective is to capture
another team’s flag, and bring it back to your side without getting
captured. Remember to work as a team! Let’s go review the
previous lesson: (modified football)… Ask students to identify
similarities and differences… guide discussion.
2.
 Students will be able to watch a brief video so they
understand the game, then will have the opportunity to
hold both flags and the cones used to hold the flag so they
understand the materials used for the activity. Students
will have the opportunity to run and capture the opposing
teams flag while protecting their own. Students will have
the opportunity to elude opposing players and make it to
their side without getting tagged. (Psychomotor)
 Students will be able to recognize various strategies and
options to capturing the opposing team’s flag, using their
intelligence and physical abilities to capture the opposing
team’s flag without getting tagged. (Cognitive).
 Students will have the opportunity to use effective
communication to strategize and agree on a specific plan
to capture and return the opposing team’s flag to their
side, avoiding opposing players. (Affective)Hook (Get the
 students interested in the lesson and link it to their
life/culture)
4.
 Assessment Method: Teacher(s) will walk around the
field while the game is being played to ensure all students
remaining safe and participating appropriately.
(Formative)
 Assessment Method: Teacher(s) will ask the students
questions throughout the game aimed to generate thought
amongst the team, if the teacher sees an opportunity for
the team to become more effective. (Summative)
 Assessment Method: Teacher will walk around playing
area during game to observe student’s behavior and
ensure a positive playing experience for those involved
throughout the lesson.
Lesson  Students will stretch out, with one student Differentiated Instruction
Development: counting the odd numbers, the remaining
all counting the even numbers.
 Students will then form two lines
approximately ten yards apart, both starting
at a designated cone. One person will have a
flag, the other will attempt to tag him/her
with both hands. The students will run
towards a cone that is placed in the middle
of their lines, but approximately ten yards
away. The person with the flag is to try and
run past the defender. Although it is a
competition, we will not be keeping score. It
is designed to work on pursuit angles,
preparing them for the game.
 Students will compete in a game of capture
the flag.
 They will be divided into two even teams.
Teams will have as close to the same amount
of boys and girls as possible. The teacher is
to also use his/her discretion on making the
teams as fair as possible. One team should
not have all the fast kids on it, and vice
versa.
 A cone will be set up on the furthest point of
the opposite team’s side. This cone will hold
the flag. Teams are to attempt to run and get
the opposing team’s flag and bring it back to
their side, without getting tagged. If they
bring it back, their team has one point.
 If a player gets tagged while running with
the flag, he or she is to go to “jail”, which is
located in the furthest corner on the
opposing team’s side. That person is to
 remain in jail until a teammate of his or hers
who has not been captured, comes and tags
someone in jail on the hand. As long as
everyone in jail is joined in hands, the entire
jail has a free pass to go back to their side
without having to worry about getting
tagged.
 The jail and the flag are only allowed to be
guarded by one person.
 If someone with the flag is tagged on his or
her way back to their side, the flag is to be
placed where they got tagged.
 The flag may be tossed from one teammate
to another when attempting to bring it back
to their side, however it can only be thrown
backwards, and it may not be handed off. If
it is thrown forwards, or it is handed off, the
flag is to go back to its original location.
 The game will be played best out of five
games, however the teacher may
shorten/lengthen the game if necessary.

Lesson Review: Teacher will sit down with students towards the middle of the field and
debrief.
 What did you enjoy most about the activity?
 What was most difficult?
 How did teamwork take precedence in this activity?
 What aspect of this game relates to everyday life?

Exit Ticket:
 What are the rules if a player gets tagged by the opposing team
while attempting to bring back the flag to their side?
 Is a student allowed to pass the flag to a teammate while bringing
it back to their side? If yes, explain further.
 What was your favorite part of today’s activity?

Preview next lesson:

 Tomorrow we will continue with outdoor adventures and
problem solving and you will participate in the tire challenge.
References and Resources N/A
Used:
PROFESSIONAL RESPONSIBILITY: TEACHER REFLECTION
Teacher Reflection: 1. Describe the portions of the lesson that worked well and why:
 Students were very engaged. Students abided by the rules, and exhibit
excellent teamwork. After a certain time period of playing, majority of
teams had students who gathered together and strategized to obtain the
most desirable outcome. They have experience playing in outdoor games
and have had opportunities to collaborate as teams to pursue common
 outcome.
2. Describe the portions/aspects of the lesson that did not go as planned and
why:
 Some of the jerseys were ripped, making it inconvenient for students to
wear around their torso, so some students tied them around their wrist, or
placed them in their pocket. This proved to be an issue because they would
fall off.
 Another difficulty was enforcing the 5ft radius around the flag, where
members of each team was not allowed to break while guarding the flag.
3. Discuss what you would do differently next time to better support your
students’ learning:
 Ensure all flags are in adequate condition to supplement
game/learning objectives.
 Ensure a visible marking, possibly spray painted circle, or rope, or
tape, surrounding flag so students have a visual boundary they can
ensure they avoid.
4. Provide evidence from the lesson that allows you to determine whether or
not each of the outcomes for the lesson were met:
 Majority of students’ responses to the exit ticket question were
adequate proving the lesson was effective and objectives were met.
5. Describe how you will use data from the assessment portion of your lesson
to inform future lessons. For example, consider what you would do if a
significant portion of the student did not do as well as expected in one or
more of the assessments:
 If a significant amount of students did not produce sufficient
responses to exit ticket questions, I will be sure to review the
questions and led discussion that ensures larger percentage of
students master that specific objective.