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LessonPlansPage.com would like to take a moment to let you
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 Printable Version for your convenience!
Title - Learning Via an Obstacle Course
By - Andrea Zazo
Primary Subject - Health / Physical Education
Secondary Subjects - Language Arts
Grade Level - K-3
Learning via an Obstacle Course
Physical Education Sunshine State Standards
SSS: PEA113, PEA116, PEA 117-118, PEA213, PEA214, PEA215, PEA311, PEA312, PEA313, PEA314, PEB211-213, PEC111, PEC213
Integrated Language Arts Sunshine State Standards
ESOL: E1, E3-4, E8-10, E12, and E13
Objectives:
1. The student will enjoy various Obstacle Course activities, learning cooperation, sharing, and enhancing various motor skills previously learned in class.
2. The students will understand what a preposition is, and will be able to provide examples by placing a preposition in a grammatically correct sentence.
3. The students will understand and apply the CRISS K/W/L strategy
K What do you know about Obstacle Courses
W What do you want to know about Obstacle Courses
L What have you learned about Obstacle Courses
Materials:
- 12 medium sized cones with 12 numbered cone markers, CD music, CD player, 4 Basketballs, 4 basketball hoops (small ones for kindergarten/first grade classes, larger ones for grades 2-3).
- Gymnastics mats, gymnastic tumbling wedge, large rope, 3 jumping boxes, 6 large cones, 6 foam noodles, 12 foam collars, 4 cube tunnels, 4 small and 4 medium sized hurdles, 6 bean bags, 6 buckets, 3 scooters, 6 scooter paddles, 8 colored poly spots, 12 hula-hoops, 4 hula-hoop holders.
- Paper flip chart with Obstacle Course at the Top and the CRISS strategy K/W/L written below.
- Labeled preposition cards (under, over, through, out of, into, around, etc.)
Prep:
Set up obstacle course, tag preposition cards in appropriate areas of course (i.e. tape the label through on the hoops that the students step through in the obstacle course).
Class organization:
Students should seat themselves in front of the paper flip chart. The activity of the day (obstacle course) will be introduced. Explanation of the K/W/L chart will begin the lesson. The K and W aspects of the chart (in respect to the obstacle course) will be completed prior to the students performing the obstacle course.
The teacher will then ask "What do you know about prepositions?" and "What do you want to know about prepositions?" (These will also go on the K/W/L chart). The teacher will ask the students to think about prepositions as they perform the obstacle course and should be ready to provide examples at the close of the lesson. The teacher will tell them that they will find the answers in the obstacle course.
Safety precautions:
The teacher will instruct the students on proper techniques needed to perform the obstacle course. Emphasis will be placed on "skill and technique" rather than speed. All students are to remain at their particular station until the teacher stops the music and the students are then to advance to the next numbered station. Students are to clean their particular station prior to advancing to the next station.
Begin with two students (partners) going to each station. When the music is playing the students will be going through the obstacles. When the music stops, the area should be cleaned, and students are to advance to the next station. All stations are completed by each partner group.
Obstacle Course Set-up and Stations:
Station 1 - Cube Tunnels
Station 2 - Gymnastic forward rolls
(utilizing the wedge)
Station 3 - Foam noodle tunnel
(use large cones and foam collars)
Station 4 - Hoop step through
(hoops placed vertically using hoop holders)
Station 5 - Gymnastic Mat (Abdominal Crunches)
Station 6 - Hula hoop step/jump in (foot work)
Station 7 - Small and medium hurdles
Station 8 - Jump Boxes (high and low - plyometrics)
Station 9 - Scooter "paddle boat"
(use scooter paddles)
Station 10- Lilly pad leap (utilizing poly spots)
Station 11- Bean bag toss
Station 12- Basketball hoop shoot
Closing Remarks:
The class is to gather at the paper flip chart. The "L" portion of the K/W/L chart is to be filled in by remarks made from the students.
Follow up with students providing examples of prepositions in grammatically correct sentences (i.e. Mary stepped carefully through the hula-hoops so that she would not knock them over).
*Stations can be altered/changed to the discretion of the instructor.
E-Mail Andrea Zazo!
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