PE+Lesson


 * ==VITAL INFORMATION == ||
 * = Author || Maryjo Comparan ||
 * = Subject(s) || Physical Education, Science ||
 * = Topic or Unit of Study || Becoming An Ecologist Scavenger Hunt Physical Activity ||
 * = Grade Level || Grade 5 ||
 * = Standards || **Display:**Collapse AllExpand All

Students will be able to work together in collaborate groups while answering questions from the Becoming An Ecologist Unit. || I will begin by talking about the scavenger hunt. I will let students know that there are various stations that have different tasks to perform. I will list a few of those activities. I will also inform students that they are going to use the information that we have been discussing in our Ecology lessons to accompany the activity. This will allow students to start thinking about the different elements from the unit. The first team that completes all the stations with 10 out of 12 questions correct wins. Each group has to perform all the physical activities.
 * CA- California K-12 Academic Content Standards****Subject:** Science**Grade:** Grade Five**Area:** Earth SciencesS**ub-Strand 3:** Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:**Standard b:** Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
 * Subject:** Physical Education**Grade:** GRADE FIVE**Standard:** Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.**Area:** Body Management**Concept 1.1 :** Perform simple small-group balance stunts by sharing the distribution of weight and base of support.
 * Area:** Locomotor Movement**Concept 1.2 :** Jump for height using proper takeoff and landing form.
 * Area:** Manipulative Skills**Concept 1.5:** Throw a flying disc for accuracy at a target/partner using a backhand movement pattern. ||
 * = Lesson Summary || Students will have the opportunity to participate in a scavenger hunt type physical activity that incorporates answering questions from the Becoming An Ecologist Unit previously covered. Students will work in groups of three. Each group will start at a station, write the question given on the task card, record an answer on their response sheet, and complete the physical fitness activity listed. Student will have 3-4 minutes per station. Students will rotate to the next station after they complete all parts written on task card. ||
 * = Lesson Objectives || Students will be able to participate and demonstrate the ability to perform the activity written on each card at each station within the given amount of time.
 * = Time Allotment and context || The lesson and activity will take approximately 50- 60 minutes to complete. The lesson is toward the end of the unit and used as a way to culminate the information covered during the Becoming An Ecologist unit while allowing student to be outside participating in physical education. ||
 * ==IMPLEMENTATION == ||
 * = Instructional Format/ Model || __//**Anticipatory Set/Engagement:**//__

//__**Input:**__// I will explain the rules of the game and what the students are expected to do. Each group will being at a station. When you get to the station...

Don't forget, you have to jog or run to the next station.
 * 1st:** You want to choose someone from your group to write the question down on your teams' response sheet.
 * 2nd:** As a team, decide on an answer and record that on your response sheet.
 * 3rd:** You and your team will complete the activity that is listed on the task card. Example: Basketball Dribble: Begin dribbling the basketball through the cones however many times is indicated. Student can also use the activity map printed on the back side of response sheet.
 * Lastly**: After you have completed all the parts of the task card, you can choose another station to go to, however, you cannot go to a station that another group is at.
 * Each person in your group needs to record a question and answer at least once. I recommend switching the recorder after each station.

__//**Modeling:**//__ I will demonstrate how to complete a station. I will go over to the closest station, read the task card, record the question, write my answer, and complete the physical activity written on the card.

__//**Guided Practice:**//__ I will put students in groups, assign them to the station that they will be at. Students will be instructed to begin. After a few minutes, I will stop the students and provide feedback at that time.

__//**Check for Understanding:**//__ I will check student's work as they pass by me and I will watch for correct physical activity as they move from station to station. As students finish with the course, I will record which groups came in first. I will glance at the response sheet. If I see that there are multiple mistakes, I will give students the opportunity to work with their group to come up with another answer.

__//**Independent Practice:**//__ I will allow the last 10 minutes of the activity for students to work through the stations and questions with groups.

__//**Conclusion:**//__ After most groups have finished, I will go over the response sheets with the entire class. I will also collect the response sheets to give credit to each group. During closure I will provide any feedback and encourage from the activity. || Hula Hoops: 3 or 4 Rope and Cones for ground crawls Frisbees : 3 or 4 Softballs: 2 Use of the play structure Soccer balls: 3 or 4 Multiple Cones 12 Station Cards Student Response Sheets/Map Pencils
 * = Student Grouping || Students will be placed in groups of 3. Each group will be determined prior to class. Each group will have a mix of physical ability levels as well as a stronger English speaking student. ||
 * = Differentiated Instruction || In each collaborative group, I will have higher level students with lower students. I will also make sure to have a strong English speaking student in a group with an ELL student. ||
 * ==MATERIALS AND RESOURCES == ||
 * = Materials/Resources || Basketball: 3

 
 * Text from The Sierra Snowpack, Temecula Valley ||