Ultimate Chicken

Lesson Plan

Grade(s): 4 Unit: Territory Games in Large Spaces

Lesson: 5 of 7

H&PE Curriculum Expectations

2015 H&PE Curriculum Expectations: A1.2, A1.1, A2.1, A3.1, B2.3

2019 H&PE Curriculum Expectations: B1.2, B1.1, B2.1, B3.1, C2.3

Learning Goals

By the end of this lesson, students will be able to:

demonstrate an understanding of factors that contribute to their personal enjoyment of physical activity
while applying simple tactical strategies to increase their chances of success

demonstrate behaviours and apply procedures to maximize safety while participating in sustained
moderate to vigorous physical activity.

Safety Requirements

Refer to the Ontario Physical Activity Safety Standards in Education .

Equipment List
10 – 15 pylons

5 – 8 rubber chickens

Teacher Resource: Checklist

Appendix: Stretches

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Warm-Up

Students will gradually increase their heart rate by participating in the following activity.

One Behind

Designate a student leader or lead the activity yourself.

As the leader does an exercise (see Ophea’s 50 Fitness Activities), the group watches.

When the leader switches to a new exercise, the group does the previous exercise, and continues to
follow the leader, always doing an exercise “one behind.”

The leader begins slowly and gradually increases speed, moving joints through their range of motion.

Minds On

Share and clarify the lesson Learning Goals.

Using large-group discussion, ask students to review what motivates them to be active in territory games.
Discuss as a class.

Review with students the numerous benefits to being active and highlight the equal importance of enjoying
what it is that we do to be active. Instruct students to review and share some of the sticky notes on the class
chart entitled “We Enjoy Being Active” (from Lesson 2).

Using the Popcorn Strategy, review safety criteria with students.

A&E - Minds On

Teacher observation with verbal feedback of students’ ability to demonstrate knowledge of factors that
contribute to their enjoyment of physical activity, knowledge of safety and procedures that maximize their
safety and that of others using Teacher Resource: Checklist

Action
Ultimate Chicken

Divide the field into playing areas (as many areas as required) with pylons to indicate goal areas.

Instruct students to form teams of 4 – 6 players.

The object is to score goals by passing the rubber chicken to a team mate down the field to the goal
area.

When catching, players must stop quickly and maintain control (2 – 3 steps allowed).

The rubber chicken can be passed or thrown forward, backward or sideways.

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 Defensive players may not interfere with or contact the “thrower.” Change of possession takes place if
a pass is incomplete, knocked down, intercepted or thrown out of bounds.

Teams switch directions after each point is scored so one team is not favoured by wind or sun.

Consider adjusting teams according to skill level.

Consider modifying the activity by using a different object or changing the size of the activity area.

Using small-group discussion, review and clarify with each team the offensive strategies that are common to
all territory games and that have been used in Ultimate Chicken (all should apply).

Teacher prompt: “What are the offensive strategies that you used in this lesson?” Student response: “I used
control when passing the ball, verbal and non-verbal communication (calling out, making eye contact,
waving), quick passes, moving to an open space by changing direction, speed and levels, and I kept my
head up. When our team lost possession of the chicken, we worked to regain possession by getting into the
path of the chicken to intercept it or knock it down.”

A&E - Action

Teacher observation with verbal feedback of students’ ability to safely participate in sustained moderate to
vigorous physical activity while applying simple tactics to increase their chances of success using Teacher
Resource: Checklist

Cool-Down

Students gradually decrease their heart rate to a resting rate by participating in the activity below. Students
should also stretch the body parts that have been active throughout the lesson. See Appendix for stretches.

Body Part Stretch

Call out different body parts one at a time.

Students hold a stretch for each body part that is called.

Encourage students to look at each other to get ideas of different stretches for the same body part.

Students hold each stretch for 15 – 30 seconds.

Consolidation

Discuss the following prompts using large-group discussion.

Teacher prompt: “Are the strategies and skills you used in this lesson different from the ones you used in
Zone Soccer? Goals, Goals, Goals? Can’t Touch This? Or any other territory game played so far?” Student
response: “No.”

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Teacher prompt: “What is similar or common about the games we have played?” Student response: “They all
use the same strategies even though we are using balls or chickens, feet or hands.”

Teacher prompt: “Different people enjoy different physical activities. What factors would lead someone to
enjoy playing Ultimate Chicken?” Student response: “People who like to run, work as a team, play offense or
defence or throw or catch might like Ultimate Chicken.”

Instruct students to play Ultimate Chicken again against a new team with a focus on finding an aspect of the
activity that they enjoy.

A&E - Consolidation

Teacher observation with verbal feedback of students’ ability to safely participate while demonstrating an
understanding of factors that contribute to their enjoyment of physical activity using Teacher Resource:
Checklist

Ideas for Extension

Replay Ultimate Chicken with different equipment to modify the challenge. Consider having students play
using a football to prepare them for next lesson.

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