Date Mar 21

Critical Inquiry Question:

Lesson # 1

Subject PE
Unit Cooperative
Games
Grade 2D

COURSE OUTCOMES
Activity
A2–1 select and perform locomotor skills involved in a variety of activities
A2-9 perform simple movement sequences by using elements of body and space awareness and relationships,
alone and with others
A2-10 create and play body and space awareness games
Cooperation
C2–1 identify and demonstrate respectful communication skills appropriate to context
C2–5 display a willingness to play cooperatively with others of various abilities, in large or small groups
Do it Daily.. For Life!
D2-3 demonstrate the ability to listen to directions, follow rules and routines, and stay on-task while
participating in physical activity
D2–4 demonstrate and participate in safe warm-up and cool- down activities
D2–5 demonstrate moving safely and sensitively in various environments; e.g., modified games
LEARNING OBJECTIVES

MATERIALS AND EQUIPMENT

Whistle
PREPARATION AND LOGISTICAL CONSIDERATIONS

Count how many students are in class today
INCLUSION

Encourage students to find new partners each time.
Students may partner with the teacher.

PROCEDURE
INTRODUCTION

TIME

Remind students that my voice isn't very loud, so they need to be LISTENING
carefully and WATCHING what others are doing.
Remind students to be careful of their space to ensure they don't run into
anyone else (or anything else).
Explain that 3 whistle blows means come back in. Do a trial run.
Stretches
Have everyone find their own space and do a couple quick arm/leg stretches.
Warm up laps
Have everyone run for 4 minutes to the fence and back.
BODY

Freeze tag shapes
• Set and explain boundaries.
• Students run or dance or otherwise GET MOVING until they hear one
whistle blow. After the whistle blow, the teacher will shout out a shape.
• Students need to find a partner (groups of 3 are okay, the most important
thing is for everyone to be included) and make the shape with their
bodies. You can lay down or stay standing, but ALL partners must be
part of the shape.
• Have students suggest shapes they could make
• Shapes may include:
• Circle
• Square
• Triangle
• Sphere
• Any 3D shape (be fat!)
• Any 2D shape (be flat!)
• Hexagon (you need to have 6 sides)
• Diamond
• Cylinder
• Pyramid

TIME

CLOSURE

Cool Down
Bring the entire group in. This time, have EVERYONE try to make a shape all
together. Encourage students to make suggestions about what the shape
should be.
Which was the hardest shape to make?
Which was the easiest?
Was it easier to make shapes as a big group or in small groups?
ASSESSMENT

Bring checklist with names. Are students able to:
• Work together to a common end?
• Make efforts to include each other?
• Move as directed?
• Follow other directions?
• Identify shapes based on their names?
• Able to move safely as they play?

ADDITIONAL NOTES:

TIME