Winter Wonderland Lesson

Date: The last class before Christmas break Subject: Physical Education Grade: 3 Time: (1) 55 minute Class Period

Outcomes:PE3.1: Apply a repertoire of strategies for developing components of health-related fitness, (cardiovascular endurance, flexibility, muscular endurance, and muscular strength), through movement activities during scheduled times in school, at home, and in the community. PE3.8: Demonstrate positive interactions with others in cooperative and competitive movement activities.

Indicators: PE3.1: (d) Sustain participation in moderate to vigorous movement activities and lead-up games that increase heart rate and respiration rate, for seven consecutive minutes on a consistent basis. (g) Compare physical differences in the body’s response after participation in continuous cardiovascular endurance activity for different lengths of time to determine the cardiovascular benefits. (k) Engage, with guidance, in proper and engaging warm-up activities that prepare the muscles for vigorous activities. PE3.8: (b) Participate willingly and respectfully in all physical education activities. (e) Describe what it looks like and sounds like when people are cooperating during participation in competitive movement activities. (k) Work and play cooperatively with peers, both as teammates and opponents.

Learning Objective and Lesson Purpose (Key Concept):Learning Objective: To utilize movement skills such as locomotor and non-locomotor, to see the effects on increased heart rate by the physically observable symptoms.Lesson Purpose: To engage in a fun interactive lesson before the holidays in a themed environment, while allowing students to engage in movement skills.

Materials/Equipment: Motivational set: 4 blue vests, 4 red hula hoops, a gymnasium, 4 pylons Progression set: 50 pylons to mark boundaries, floor tape, 20 washcloths to be used as skates

(approximately 10 students per station, if more, there needs to be two more washcloths per student), 40 fleece balls, winter music, music player, 2 gym mats, a gymnasium, equal amount of cards with either bobsled, ice skating rink, or snowball fight written on them, Ziploc bag for the cards

Culminating set: 4 pylons to mark boundaries, 5 Santa Hats, a gymnasium The activities were all adapted from lessons found on http://www.pecentral.org

Interdisciplinary Connections/Cross Curricular Competencies:

Construct knowledge related to various literacies. Understand that literacies can involve words, images, numbers, sounds, movements,

and other representations and that these can have different interpretations and meanings Evaluate the ideas and information found in a variety of sources (e.g., people,

databases, natural and constructed environments)

Understand, value, and care for others. Demonstrate openmindedness toward, and respect for, all Value the varied abilities and interests of individuals to make positive contributions to

society Advocate for the well-being of others

Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually). Develop skills, understandings, and confidence to make conscious choices that

contribute to the development of a healthy, positive self-identity Demonstrate self-reliance, self-regulation, and the ability to act with integrity

Anticipatory Set:The main purpose for this lesson is for it to be a fun interactive class before the holidays, while allowing them to expand their existing movement skills and assess their cardiovascular endurance.When the students enter the gymnasium there will be Christmas/Winter music playing and the first activity will already be set up (one pylon in each corner of the gym to establish the boundary for the first activity. In addition, there will be 5 scooter boards at the far most one third of the gymnasium and ten pylons in a stack. Also the teacher will have taped two long vertical lanes going down the width of the gym. There will be two large mats on the other far most one third of the gym and 40 fleece balls. The middle one third will have a stack of 20 washcloths off to the side and another pile of ten pylons). The teacher will welcome the students as they enter the gymnasium and told not to touch anything just yet, and let them know this is a Winter Wonderland themed physical education class. They will be directed to dance to the beat of the music and warm up their bodies while the rest of the students file in. The students will be told they are going to engage in valuable movement skills through some themed activities. This will focus on their cardiovascular endurance performing chasing, fleeing, dodging, and throwing skills in this environment. As soon as the class starts, the music will stop and all the students will gather in the middle of the gym. At the beginning of the period, the students will check their heart rate and cardiovascular endurance. The children will first feel their heart pounding in their chest at the start of class. They will see that it is nice and slow and beats at a steady pace. They will also see that they do not feel hot, instead cool and at room temperature. They will also see that they are not perspiring (sweating), and they are breathing normally and not panting. They will be told to keep this in mind while they competes todays activities.

Procedure and Description of Tasks

Motivational Set (15min):After all the student shave gathered by the teacher, the activity to get the students excited about the entire lesson plan is a high intensity warm up tag game, with a winter twist. The game is called “Freeze and Thaw Continuous Tag”. There are three main players in this game. There are Jack Frosts, Snow Angels, and Fireplaces. There will be four Jack Frosts, and four Fireplaces. The eight children who have birthdays in the winter months will be selected for these positions first. If there is a large amount with birthdays, the teacher will eliminate the months farthest from December for birthdays (starting with September). Then, to split them into two groups of four, every second child will be labeled Jack Frost, and the rest will by default be Fireplaces. They will change every 5 minutes so everyone will get a chance to be something. The second selection will be done by means of “Who wants to be it now” volunteer. These volunteers will be the students who wee the most focused and best behaved during each set. The remaining students will be the Snow Angels. Jack Frosts will be wearing blue vests, and the Fireplaces will carry red hula-hoops as identifiers. These will be given once selected. The concept of the game is that the Jack Frosts are ‘it’ and going around tagging and ‘freezing’ the Snow Angels. Once tagged, the Snow Angels need to stay frozen and wait for a Fireplace to come thaw them. The thawing happens when the red hula-hoop is placed on top of the frozen Snow Angel and brought down towards their feet. This symbolized the heating and unfreezing of a Snow Angel and they can enter the game again. The Jack Frosts cannot tag the Fireplaces and they are continuously safe from being frozen. All the students can move freely around the gym without restrictions, as long as they remain in the area of the pylons in each corner. During the duration of the warm up, Christmas/Winter music will be playing and only paused every 5 minutes to change the positions of the taggers and savers. This will be done in three intervals totaling a 15minute time frame for this activity. As the students play, the teacher can start to set up the stations for the next activity. This will include taking 10 pylons and laying them in a vertical manner sectioning off one third of the gymnasium. The same will be done with another third of the gymnasium and eight pylons. This will make three separate sections that stations will be taking place in. In addition to this, the teacher will ensure that the children are cautious of their surroundings and make sure they are alert and do not collide into any objects or each other.

Progression Set (20min):

This activity is a collection of Winter Wonderland stations. The students will be separated into three groups, approximately ten students per group (depending on the number of students in a class, an equal distribution of three groups would be preferred). Children will determine their starting positions by pulling a card out of a bag. This bag will have a piece of paper with either bobsled, ice skating rink, or snowball fight. There are equal amount of cards in the Ziploc bag of each, and will be predetermined by the teacher. This activity will consist of three stations all allowing the students to use different movement skills and muscular strength groups. The gym will be separated into thirds and run in a vertical manner. Pylons will have already been set up to distinguish the boundaries. The Christmas music will play continuously for approximately 7-minute intervals and when the music is stopped, the station will change in a clockwise formation. The first station is a bobsled race. This will be set up in a fashion where tape has been placed onto the gymnasium floor in a vertical manner making two lanes, and pylons dispersed in a zig-zag motion (the students will set up their own pylons as the please). These lanes will be for racing. Students will partner off and grab one scooter board for the duo. One partner sits on the scooter with legs crossed while the other partner pushes the scooter partner around a bobsled course of pylons. Once the reach the end of the lane, they must switch roles and the other partner will get onto the scooter board and do the course back. The students continue

the line progression making it something like a relay race. The second station is our ice-skating rink. The students in this station will take two washcloths each, and place them on their feet as skates. Again here there will be pylons positioned in a random fashion within the corner and the students will have to zig-zag around obstacles (again up to the discretion of the students. This empowers them and gives them choice). They can also make their own movement patterns or play a game of tag if they would like. There is not a specific requirement in this section, only for the students to experience this adaptation for movement using their feet. This is a new experience and will get their heart rates going. The third station will be a snowball fight! Students will use fleece balls to have a snowball fight with their group. The students will line up and count off either 1 or 2, and this will distribute the groups. All the ones go on one side of the station area and the two’s on the other. The station area will be divided into two sides (they will use the middle line on the gym floor as the separator) so each team has to stay on their own side of the station. The mats will be used to set up forts to hide behind as a safe zone from the ‘snow balls’.

Culminating Activity (15min):

While the students are finishing the stations, the teacher will take the four pylons and place them in each corner of the gym. These should not be placed on the outer most lines of the gym, but the more inner ones to avoid any collisions with the walls or surrounding materials that will be pushed to the sides after station completion. After the second activity is done, the students will be asked to push the materials aside when they are done with a station. They will be asked to also gather the pylons in the middle of the gym and move them to the sides. The students will then gather in the middle for the directions of the final activity, North Pole Chase and Flee. There will be two groupings in this activity, the Santa Clauses and the Reindeer. There will be five Santa Clauses (chosen via volunteers, first come first pick) who will wear Santa hats, and the rest of the students will be reindeer. All the reindeer will be lined up at one end of the gym between the two pylons as their safe barn. The opposite end of the gym will be the North Pole where the Santa Clauses live. The line on the floor that separates the gym in the two halves horizontally, is the threshold the reindeer need to cross over and make it to the North Pole on the opposite end safely without being tagged. The Santa Clauses cannot cross over that threshold into the reindeer safe barn. They will need to use their fleeing and dodging skills, in addition to moving in any way they would like, with the exception of running or walking (they can skip, gallop, hop, etc.). The same goes for the Santa Clauses. Once a reindeer is tagged, it freezes in place, and becomes a part of Santa’s sleigh. It now uses their arms to try and catch other reindeer to join the sleigh. This is because they are under a winter spell and want other reindeer to join them! If a reindeer successfully makes it to the North Pole (the opposite end of the gymnasium) without being tagged, they can come back and ‘free’ a captured reindeer from the sleigh and take them back to the safe base without getting tagged again. There are no permanent outs and the game continues and players are changed every 5 minutes. This will be done for three intervals totaling a 15minute time frame. Christmas music will be playing the whole time to keep the students engaged and help make definite pauses in the game for changing the players, similar to the first activity. After the allotted time has passed, the music will stop, the students will leave all the items as is, and will gather in the middle of the gym for the closure.

Closure: (5 min)Here the students will be able to expand on already existing knowledge about movement through space and with objects. I will ask the students if they understand the importance of monitoring their heart rate and monitoring their cardiovascular endurance. This would also be an ideal to time to

explain cardiovascular endurance as the ability of the heart, lungs and blood vessels to deliver oxygen to your body tissues. This will give the students the opportunity to see that games have purpose and physical components that require skills like dodging, chasing, throwing, and fleeing. This is also a great time to look at heart rates and how they compare from the first activity to the third. The assessment piece will follow.

Assessment:After the period is done, the students will be asked to check their heart rate and cardiovascular endurance again. This will be the assessment that will take place. The students will see that their hearts are pounding very fast in their chest and at a sporadic and uneven beat. They will see that they now feel hot, are perspiring (sweating), and panting to catch their breath, as a result of the activities. The students will see here that cardiovascular endurance changes as the activity level and vigorousness of the activity changes. They will compare the before heart rate and after here and see that the level of activity had an effect on their body.Adaptations:Motivational Set: Any students who have difficulties moving, including those students in wheelchairs can be Fireplaces. This gives the students the inclusive environment and belonging, while accommodating their needs and preferences.

Progression Set: Have students with disabilities partnered with a peer. This buddy system is a wonderful way to encourage students to be inclusive and share an experience with another student who may not have that opportunity otherwise. Students using wheelchairs can participate in all stations and use that as their scooter board for movement with a partner.

Culminating Activity: Any students who have difficulties with mobility can be permanent reindeer positioned in one spot as Santa’s helpers! This will alleviate the stresses of moving and allow for an inclusive environment again.