Lesson Plan Name Team Colors Tag

Lesson Focus Tagging and Running

Unit Game Activities for Level I (K-3)

Objectives for Lesson The student will:

1. Demonstrate adequate listening skills
2. Demonstrate a willingness to play fairly
3. Show an awareness of self space and shared space in a game situation
4. Demonstrate adequate skills of tagging, dodging, and chasing.

Skills to Be Learned Chasing, Fleeing, Dodging, Tagging

Consideration for Special Needs

Student with locomotor difficulty will have more than one flag.

Student with object handling difficulty may tag.

Student with coordination difficulty may select an exercise to do.

Equipment or Materials Needed For The Lesson

1. 4 sets of colored flags-Each player will have a flag and each team will have a particular colored flag. Flags may be strips of cloth or flag belts may be used.
2. 4 cones to mark boundary lines
3. whistle

Formation

The game may be played in the gym or a large grass area. Mark off the rectangular play area with the 4 cones. To begin the game all teams will be in scatter formation inside the play area.

Safety Concerns

1. Play area should be clear of glass and large sticks.
2. Caution students about looking both directions when fleeing or chasing.
3. Caution students that the whistle means stop.

Directions

1. Divide the class into four equal teams. Give each team a particular colored flag.
2. Each team player tucks the flag into the back of his/her waistband so that the flag is clearly visible.
3. Each team will select an exercise that they can ask the other three teams to do when tagged. Jumping jacks, windmills, toe-touches, run in place.
4. All teams are in scattered formation to start the game. The instructor will call out the color of one team.
5. When a color is called, that team will be "it". That team will have one minute to tag (grab the flag) of any member of the other three teams.
6. When tagged the player must perform the exercise. The flag is then returned to that player who will then tuck it in the front of the waistband. The tagged player cannot be tagged again.
7. The whistle is sounded after one minute. The team that was "it" will count the number of flags in the front of the waistband. That will be their score-if you want to keep score.
8. Play continues until all colors have been called.

Closure:

What did you like about this game? Name a skill you need in order to play this game correctly. Do you feel you showed good sportsmanship in the game? How did you do this?

Lesson Plan Name Cardiac Maze

Lesson Focus The path of the blood in the body.

Unit Circulatory System for Level I and II

Objectives for Lesson The student will:

1. Demonstrate how the blood passes through various parts of the body.
2. Identify the sides of the heart and the part they play in circulation.
3. Describe the concept of circulation.
4. Demonstrate adequate listening skills.

Skills to Be Learned Listening, concepts about the circulatory system, and concepts about the function of the heart

Consideration for Special Needs

Student with visual or audio impairment can have a buddy to serve as a guide.

Student with locomotor impairment may use special equipment such as a scooter.

Student may use a buddy if there is difficulty in understanding the sequence or ordering of tasks.

Equipment or Materials Needed For The Lesson

1. Boxes that are labeled-brain, right arm/hand, left arm/hand, right leg/foot, left leg/foot, and heart/right side/left side
2. Large box of tennis balls labeled lungs
3. Box of beanbags labeled small intestines
4. Large diagram of the heart painted on a poster board and box next to the heart

Formation

Large area in the classroom or gym is needed. Place the boxes on the floor in a diagram resembling a large person lying on the floor.

Safety Concerns

Remind students to take turns.

The beanbags and tennis balls are not to be tossed or thrown

Directions must be followed.

Warm-up exercises could be used.

Area should be free of obstacles.

Directions

1. Discuss the role of the heart, how the blood flows through the body, and why the blood transports food to all parts of the body. Demonstrate how this is done with the floor diagram.
2. Show the pathway the students will take. Use a student to demonstrate.
3. Start on the right side of the heart, walk to the lungs, pick up a tennis ball (oxygen), walk to the left side of the heart
4. Walk to the intestines, pick up a beanbag (food), walk to the arms and legs (both right and left) where you will leave the beanbag or tennis ball
5. Walk back to the right side of the heart.
6. After all students have participated discuss the terms arteries, veins, capillaries, and heartbeat, and pulse.
7. Allow the students to travel at a faster pace to determine if their pulse will increase.

Closure

Assemble students together and review the path of the blood. Discuss ways they can keep the circulatory system functioning properly.