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Date: 1 December 2017 Learning Opportunity: Chuck the Chicken!

*Frames of Learning (Highlight frames for which you are preparing)

*Conceptual Understandings: Conceptual understandings are statements of essential ideas that
accompany each of the overall expectations. Conceptual understandings include concepts, skills,
attitudes, and habits of mind.

Playing co-operatively on a team with others

Developing gross motor skills

*Overall Expectations (OE): Knowledge and skills described, in general terms, in each frame. Educators
focus on the overall expectations when co-constructing learning with the children.

7 – Participate actively and regularly in a variety of activities that require the application of movement

BC − Belonging and DLMB − Demonstrating PSI − Problem Solving and

SRWB – Self Regulation and
Contributing Literacy and Mathematics Innovating
Well Being Behaviours

*Noticing and Naming Learning : Making Learning Visible

Learning Goals: Enable children to think about Success Criteria: Enable children to know when and
and to begin to direct their own learning. Support what they are learning. Accomplishments along the
the knowledge and skills described in the overall way.
expectations and conceptual understandings.
I can…
Today we are… - Try a new game during outdoor time
- Participate in a game during outdoor time - Play on a team with others
- Playing on a team with others - Take turns
- Taking turns

Specific Expectations: Ways in Which Children The Educators’ Intentional

describe in greater detail Might Demonstrate Their Interactions
the knowledge and skills Learning: How educators engage with
related to overall Children are not required to children’s learning- students;
expectations. demonstrate their learning in strategies; materials; environment
all three ways. – based on observations
creative movement and other
daily physical activities (e.g. Do – Students will learn to The teacher will encourage
dance, games, outdoor play, play a new game called Chuck reluctant students to try to
fitness breaks). the Chicken. They will participate in the game. The
participate in the game, which teacher will demonstrate how to
requires them to work pass the chicken “over-under” and
together with a team and take will work with students to help
turns. them learn how to do this
unfamiliar movement.
Teacher Questions/Prompts:

The teacher will encourage students to play the game and to take turns, reminding them that this is a co-
operative game and that they are not in competition with each other. The teacher will have to
demonstrate what is meant by “passing over and under” and may begin with just passing over or under
until students have mastered this movement. As the students play the game, the teacher will provide
encouragement when a student is working co-operatively. The teacher will watch carefully to make sure
that certain students are not grabbing the chicken or throwing when it’s not their turn and remind them
of how we work with a team.

Assessment Documentation:

This is a participation exercise. If there are any reluctant students, the teacher will encourage them to
participate in whatever way they can. Students who show persistent reluctance in participating in
physical activity or co-operative games, for reasons other than health reasons or an off day, may be
documented so that the educator can later address the question of why the student doesn’t want to
participate and how to get them to engage in physical activity during a conversation with that student.

Materials Required:

Rubber chickens

Possible learning next steps for learning:

If students enjoy playing Chuck the Chicken, we may play the game again and add the full “over-under”
movement pattern depending upon the students’ abilities to do so. We may also talk about “over-under”
and how this is a pattern as we have been learning about patterning during math activities.

Minds On:

“Good morning everyone. Today we are going to be playing a new game called Chuck the Chicken. Has
anyone ever played Chuck the Chicken? In the game, you will be divided into 2 teams. Each team will
form a line. The first person in line will pass the chicken over their head (the teacher will demonstrate) to
the person behind them. When you get the chicken you will pass it over your head. If you see the person
in front of you passing the chicken to you over their head, take the chicken and pass it to the person
behind you over your head too. The last person in line will take the chicken and throw it as far as they