Subject/Grade: Physical Education – Grade 2
Lesson Title: TAG, TAG, TAG!
Teacher: Hope Brenner & Hailey Sills
| Stage 1: Identify Desired Results Outcome(s): 2.8 Strategies and Skills Apply a repertoire of strategies and skills, with guidance, for and through active participation in a variety of movement activities including: Low-organizational, cooperative, and attentive games involving locomotor and non-locomotor skills (e.g., tag games, follow-the-leader, fox and geese, parachute play, hopscotch) Indicator(s): Describe and incorporate strategies for a play that will support a deeper understanding of, and engagement in, specified movement activities (e.g., tag games – move into open spaces, hide behind other people, move only when the ‘it’ person is getting close) Use movement skills, rules, and basic strategies to support cooperative participation in a variety of low-organizational games. Key Understandings: (‘I Can’ statements) I can avoid getting tagged. I can safely tag others. I can control my speed. I can be aware of my surroundings. I can use good listening skills to follow the teacher and others. Essential Questions: What are effective strategies to avoid being tagged? Along with tagging others? How can I use active listening to follow instructions? Why is spatial awareness important? Prerequisite Learning: Prior knowledge of spatial awareness and active listening. Prior knowledge of when it is appropriate to change their speed. Prior knowledge of safe gameplay (hands-on activities). Instructional Strategies: The first instructional strategy we are using for this lesson is Direct Teaching, “Teachers tell the students the concept or skill to be learned and then lead them through instructional activities designed to result in student learning” (Mongan-Rallis, 2004). We chose direct teaching because the teachers will tell the students what specific body movements need to be completed during the warm-up activity. The second instructional strategy we are using for this lesson is experiential. “Experiential learning is, quite simply, learning by doing….an active process which engages the learner, not a passive process that happens to the learner” (MTa Learning, n.d.). Stage 2: Determine Evidence for Assessing Learning Formative Assessment: We are using formative assessment through observation of the lesson. We are observing how the students are applying their knowledge of proper movement skills throughout the activities. We want to see how the students are able to adjust their speed while playing tag-games. We also want to observe how the students are using effective strategies to avoid being tagged and tagging others and in safe and appropriate ways. It is important for students to use active listening throughout the lesson. Stage 3: Build a Learning Plan Set (Engagement): Time: 10 Minutes Good Morning/Afternoon grade 2’s, today we are going to be playing a new version of TAG. We are very excited to get started with today’s lesson! Before we get started with the main activity, we are going to do a ‘Follow the Teacher’ activity. Do we all know what ‘Simon Says’ is? Today we are playing a similar game called ‘Follow the Teacher’. First, the teacher says put your hands on your head…. Spin around in a circle. Very good listening! Now, run around the gym until we (teachers) tell you what else to do. Teachers will yell STOP!!! Do 5 jumping jacks on the spot REPEAT…. The teacher says STOP!!! Touch the wall closest to you. Examples of movements: Gecko (All the students will get on the ground and imitate a gecko). Act like a frog. 3 high straight jumps. Do the bear crawl. Skip on the spot. Do the crab walk. Development: Time: 15 Minutes Now that our bodies are warmed up, we are going to move on to the main game of today’s lesson. The Tag game we will play is called ‘Doctor Vs. Germs’. The teachers will pick 3 students to wear the jerseys (green pinnies) and they will be the germs. They will pick 2 students to be the doctors (blue pinnies). The rest of the class will be citizens. If a citizen gets tagged by a germ, they must lie down on their backs, kicking their arms and legs until rescued and healed (tagged by a doctor). After the doctor heals the citizen, they are allowed to rejoin the game. Throughout the game, the teacher will assign different students to act as the doctor and germs for the activity. Before beginning the activity, the teachers will quickly demonstrate how to properly play the game so all the students understand. Learning Closure: Time: 5 Minutes To cool down from that fun and intense game of ‘Doctor vs. Germs’, we will all walk in a large circle around the gym doing big arm circles, little arm circles, rolling our necks side to side, walking on tippy toes, reaching our arms high up to the sky and low to the ground and lastly taking really BIG steps around the circle. Once the students are cooled down, the teacher will ask the students if they enjoyed today’s activity? Was it fun learning a new game to play? Materials/Resources Pinnies (green and blue) Possible Adaptations/Differentiation: Have more body movements for the set activity. For the main development activity, have the same amount of doctors as there were germs. Get the students to provide more body movements that they would like to do. Management Strategies: Ensure all the students are participating. Explain the activities thoroughly. Ask if there are any questions before they begin playing. Safety Considerations: Making sure the students are safely tagging and avoiding being tagged. Ensure the students know the boundaries (spatial awareness) of the gymnasium. Making sure to watch for the students who have been tagged and are on the floor. Reflection: |