Lucky 13 Target Game – 09/19/14
Names: / Justin Shoub, Peter Johnsen, Thomas Clay-Smith, & Ashley Mitchell / Cohort: / UBC BEd Ele. CITEFocus/Objective: / Developing and honing throwing abilities using accuracy and teamwork with an activity that builds cardiovascular stamina. Applies the principles of learning, and satisfy BC grade 5 PE curriculum PLO’s (A5, B1, B2, B4, C1, C2, C3).
Game/Activity: / Lucky 13 – beanbag based target game
Target Grade/Ability Level: / Elementary – Grade 5/6
Prep Time: / 3 minutes
Warm-up Time: / 3 minutes (Peter, Thomas)
Activity Time: / 12 – 15 minutes (Justin/team)
Cool-down Time: / 2 minutes (Ashley)
Materials Required: / 10 cones, 20 hula hoops, 15 bean bags, 1 whistle, 4 flying discs
Additional Notes: / Game difficulty, time, team compositions can be adjusted based on the abilities of the teams and motivation
Introduction:
Give students an overview of the ‘shape of the lesson’. Explain that we are going to start with a calisthenics warm-up, and then get right into our activity that focuses on throwing accuracy, teamwork, and movement skills. This will be followed by a cool-down stretch and discussion of the elements of fitness.
Preparation:
Set up ten cones spaced in pairs along the centre line. Place 4 hula hoops and 1 “flying disc” in front of every 2nd cone and varying distances. Repeat this 4 more times. Refer to the attached diagram for clarification.
Warm-up:
Line students up along perimeter line, use high knee jogging, “butt kickers” and sprints to warm up the students for the relay portion. Windmill stretches to prep for throwing (Peter).
Teaching Cues: Bent knees, give in to the floor, be light on your feet, land quietly
Partner students up and demonstrate proper ‘underhand’ throws between partners. Practicing distance and trajectory, students will reacquaint themselves with the weight and form of the beanbag and how best to throw it (Thomas).
This warm up allows instructors to ensure that students have the proper underhand throwing technique for the game, or are provided time to work on this skill. Aim: Student physical development.
Teaching Cues: Identify throwing arm/ lead with opposite foot/ progressive weight transfer/ plant your foot/ throwing arm: ‘elephant trunk’ motion
Split the class into 5 equal teams of consistent abilities and instruct them to line up behind one of the two cones. The students will play a relay game of “Lucky 13.” The scores will be tracked by each team separately. For rules on “Lucky 13,” refer to the attached diagram and Rules section. (Justin lead, supported by instructional team)
Teaching Cues: Ready position / throwing-side foot on the line / one step forward, plant, and throw, check for understanding (thumbs up/thumbs down) any questions?
Encourage team support and cheering, sportsmanship in score counting (honor system)
Cool-down:
Students form a circle and will be led in various cool-down stretches emphasizing the muscles utilized during the activity. Review and reflection may be offered now (Ashley)
Reflect on for what other games these skills can be useful.
Teaching Cues: Go until you can feel the stretch; hold for a 10 count, deep breaths, relax your muscles, shake it out, any questions or comments?
Discuss the 3 components of physical fitness [A2] (Justin)
Rules and Diagram:
Each team will line up facing a row of hoops on a line off centre with the lead student behind the assigned cone.
Student 1 (S1) will toss the bean bag aiming to score the maximum number of points. When the bag has come to a complete stop student 2 (S2) will retrieve the beanbag as quickly as possible and call out the score. S1 will move to the end of the line. The rest of the team will repeat the score (with the task of adding the future scores to the total). When S2 returns to the starting cone they can throw the beanbag and student 3 continues the activity.
The end of the round will be determined by the teachers establishing an arbitrary duration of the activity (ex. the first game will be 1.5 minutes).
When the round is completed the teams will report their point total when prompted. Instructors will modify the teams as needed to maintain parity among the whole, and diffuse the us/them character of the team competition model – fluid teams enhances group cohesion and a supportive environment.
** This game was developed during groupdiscussions. Combined ideas of Curling/Bowling/Bocce and relay races to incorporate target game themes, increase heart rate, and practice simple addition skills.
Making the activity easier: / With children with disabilities or difficulty with throwing or running, a buddy may be assigned to fulfill the role necessary to facilitate the student’s participation. For a student that can perform neither, a leadership role, such as deciding the game conclusion and beginning may be assigned.Making the activity harder: / Increasing the distance of the hula hoops from the start line, throwing with left-hands, throwing while standing on your knees, throwing backwards, throwing while on one foot, etc.
Potential Safety Issues:
Issue: Possibility of collision between teammates
Solution: Suggest running with head up at all times, reinforce the need for environmental awareness, align students in a manner that is conducive to collision avoidance
Issue:Risk of overextending the arm while throwing
Solution: limit technique to underhand throwing, educate students on proper throwing technique
Issue:Potential for stray beanbags to fly into the adjacent team’s area of play
Solution:Emphasis on accuracy will be underscored by prior beanbag throwing practice.
Student Evaluation Rubric
NAME / ACTIVITY / NEEDS IMPROVEMENT / SATISFACTORY / PROFICIENT / EXCELLENTThrowing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Throwing
Teamwork/
Participation
Evaluation Rubric Guidelines: Teamwork/Participation
Adapted from Robinson& Randall, 2013 table 115, table 6.7 and BC Ministry of Education Integrated Resource Package: Physical Education Grade 5
Needs Improvement
- Shows little effort in playing the game and is deliberately negligent towards other teams’ space.
- Rarely contributes to the team, either with little praise/encouragement or assistance with math or strategy.
Satisfactory
- For the most part shows effort in playing the game and is mostly considerate towards other teams.
- Usually contributes to the team, both with praise/encouragement and assistance with math and strategy.
Proficient
- Usually enthusiastically shows effort in playing the game and is considerate towards other teams.
- On their own initiative usually contributes to the team, both with praise/encouragement and assistance with math and strategy.
Excellent
- Always enthusiastically shows effort in playing the game and is considerate towards other teams.
- On their own initiative always contributes to the team, both with praise/encouragement and assistance with math and strategy.
Evaluation Rubric Guidelines: Throwing
Needs Improvement
- Rarely demonstrates preparation (ready position), movement, and follow-through phases of a selected activity
- Rarely demonstrates proper technique to send an object (e.g., kick, strike, throw) at varying distances in predictable settings
- Rarely creates structured, repeatable sequences of non-locomotor, locomotor, and manipulative movement skills
Satisfactory
- Sometimesdemonstrate preparation (ready position), movement, and follow-through phases of a selected activity
- Sometimes demonstrate proper technique to send an object (e.g., kick, strike, throw) at varying distances in predictable settings
- Sometimes create structured, repeatable sequences of non-locomotor, locomotor, and manipulative movement skills
Proficient
- Demonstrate preparation (ready position), movement, and follow-through phases of a selected activity
- Demonstrate proper technique to send an object (e.g., kick, strike, throw) at varying distances in predictable settings
- Creates structured, repeatable sequences of non-locomotor, locomotor, and manipulative movement skills
Excellent
- Excellent demonstration of preparation (ready position), movement, and follow-through phases of a selected activity
- Excellent demonstration of proper technique to send an object (e.g., kick, strike, throw) at varying distances in predictable setting
- Excellent demonstration of structured, repeatable sequences of non-locomotor, locomotor, and manipulative movement skills
Prescribed Learning Outcomes:
It is expected that our activity will contribute to the physical, cognitive, and affect development of students in the following ways:
Knowledge:
A2 define the components of fitness as being muscular strength and endurance, cardiovascular endurance, and flexibility
Participation:
A5 participate daily (e.g., five times a week) in a variety of moderate to vigorous physical activities that develop muscular strength and endurance, cardiovascular endurance, and/or flexibility
Movement Skills:
B1 demonstrate preparation (ready position), movement, and follow-through phases of a selected activity
B2 demonstrate proper technique to send an object (e.g., kick, strike, throw) at varying distances in predictable settings
B4 create structured, repeatable sequences of non-locomotor, locomotor, and manipulative movement skills
Safety, Fair Play, and Leadership:
C1 demonstrate safe use of equipment and facilities to avoid putting self and others at risk
C2 describe the importance of warmup and cooldown routines for specific activities (e.g., safety, efficiency, focus)
C3 demonstrate fair play in physical activity
Application of Principles of Learning:
Learning requires the active participation of the student.
Our game is a hands-on, enactive learning experience, the contours of the game will ensure that everyone participates actively
People learn in a variety of ways and at different rates.
Random team selection will ensure that the group will be composed of students with varying abilities;instructors can adjust the team compositions arbitrarily if needed conducive to fair play and competitiveness.
Learning is both an individual and a group process
Team sports involve elements of individual and collective achievement - success is dependent on everyone!
Fostering a supportive team environment will help inspire individual progression.
Adapted from: BC Ministry of Education Integrated Resource Package (2006): Physical Education Grade 5
Works Cited
British Columbia Ministry of Education. (2006). Integrated Resource Package: Physical Education Grade 5. Retrieved from:
Robinson & Randall. (2013). Teaching Physical Education Today (Canadian Perspectives). Thompson Educational Publishing Inc.