UNIT: Movement Concepts
Teacher: Mr. Greene
Whitmore
1.
Date: 3/3/14
Lesson #: 2
LESSON THEME: Catching
Learner Grade: 2nd Grade
Specific Location: Lena
Big Idea of Lesson
Students will demonstrate chasing, fleeing, and dodging skills while playing low organized game prey and predator.
2.
Learner Objectives (Align w/Learning Experiences & ID PE Standards)
Domain
Objective
Psychomotor
Affective
Cognitive
3.
Time
(min.)
ID Standard
Students will demonstrate change of direction and speed, changing pathways, starting-stopping momentum, and use of
space.
K-2.PE.1.1.1
Students will listen and follow directions to successfully play a low organized game
K-2.PE.5.1.1
Students will develop an understanding of the concept of predators and prey and relate them to a physical activity.
K2.PE.3.1.1
Instructional Sequence
Learning Experiences
Teaching Styles,
Models & Effective
Practices
PEP 412– Lesson Plan Template - Page 1 of 4
Graphic Representation
UNIT: Movement Concepts
LESSON THEME: Catching
Command style
Instant/Introductory Activity
1:001:02 (2 Episode Description
Students will sit at assigned dot as they enter the gym. Students will then “bring it in” to a semi-circle.
min)
Students will be instructed of the low organized game we will be playing today. Students will be
explained the concept of predators and prey. Students will be asked to provide different examples of
prey and predators. Predators are animals that have to eat other animals for them to stay alive
(carnivores). Animals that are prey are usually smaller and have to be really safe when trying to get
their food, these animals are usually omnivores or herbivores.
Food and safe zone
One example of prey and predator is a shark, which is the predator and minnows, which is the prey.
Can anyone think of another example of predator and prey?
Game Play
Two students will be chosen to be predators. All other students will wait at the baseline and will be the
prey. The goal of the game is to run from one baseline to another and get to their food zone without
being tagged by a predator. Predators will try to tag as many of the prey as they can. If tagged students
will then become “bones” the bones are to stand stationary where they are tagged and try to tag the
prey as they run to their safe zone. The game is over when there is only one member of prey left.
Boundaries: Food and safe zone- White line to baseline on each side of the gym, only the prey can go
in this zone, predators must stay out.
Black sideline all the way around- No student can go out of this line.
Signals: Go: 1,2,3, Go! Stop: Freeze
IEP Modifications: Students with visual or hearing impairments will be instructed to stand or sit at the
front of the class.
Assessment (Type/Tool/Behavior): Informal, direct observation of proper use of cues and chasing,
fleeing, and doding (CFD) skills.
Checking for understanding of the concept of prey and predator
Transition: Instruct students to spread out in the gym and to be sure to give every plenty of room and
so that they can safely play the game
Contingency Plan: Utilize the outside play areas if the gym is not available.
PEP 412– Lesson Plan Template - Page 2 of 4
Out of bounds
Students will be instructed with a verbal and visual cue of the game play.
Out of bounds
Checking for understanding will be done to ensure that all students have a proper understanding of the
concept of prey and predators.
Food and safe zone
UNIT: Movement Concepts
LESSON THEME: Catching
Body of Lesson
Command style
Mini game
Episode Description
1:021:08 (6 Students will participate in low organized game prey and predators.
min)
Signals: Go: 1,2,3, Go! Stop: Freeze
IEP Modifications: Students with visual or hearing impairments will be instructed to stand or
sit at the front of the class.
Assessment (Type/Tool/Behavior): Informal, direct observation of CFD skills. Checking for
understanding of predator and prey concept.
Transition: Instruct students to freeze and return seated in front of the mats.
Contingency Plan: Utilize the outside play areas if the gym is not available.
Closure
1:081:10 (2 Episode Description Ask students questions about prey and predators.
min)
Prompting questions
Command style
What is an example of a predator?
Using that answer, what is an example of prey for that predator?
What do we call animals that only eat plants?
What do we call animals that only eat meat?
Signals: Go: 1,2,3, Go! Stop: Freeze
IEP Modifications: Students with visual or hearing impairments will be instructed to stand or
sit at the front of the class.
Assessment (Type/Tool/Behavior): Informal, prompting questions
Homework/Take Home Activity-Message: A better understanding of the concept of prey and
predators and basic facts.
Transition: Have students sit and wait for Mr. Fisher to give them further instruction.
Contingency Plan: Utilize the outside play areas if the gym is not available.
4.
Reflection & Modifications
Question
Reflection
PEP 412– Lesson Plan Template - Page 3 of 4
UNIT: Movement Concepts
What went well? Why?
What did not go well? Why?
What will be done to
improve the success of the
next lesson?
LESSON THEME: Catching
The kids were very active, excited, and enjoyed playing prey and predator very much. During my checking for understanding questioning
the students demonstrated a solid understand of what a predator was and what prey was.
I did not include a jailbreak or unfreeze for all in my lesson plan. After a few runs back and forth there were some students that had been
standing for a minute. Mr. Fisher instructed me to include a jail break so that they could keep playing and stay active and to include a
way for students to stay active during the whole lesson even after being tagged.
During my next lesson I gave the “bones” or students who had been tagged an opportunity to get back in the game once they tagged one
of the prey. When they tagged someone who was prey they were allowed to re-enter the game. This worked very well as well as
including the jailbreak as well at keeping the kids active throughout the lesson.
PEP 412– Lesson Plan Template - Page 4 of 4