Radio Active River

Created Feb. 7, 2024 by josh matulka

Joshua Matulka

 

Activity Presentation

6th Grade Physical Education

(50 Minutes)

 

Title:  Radio Active River

Designated Content Area/Lesson Focus (skill or concept to be worked on): Cooperation, teamwork

Sub Focus of the Lesson (concept of skill that serves as a modifier of the focus): Communication, sportsmanship, cardio

Designated Skill Level: Control

National Standards-

NASPE Standard 2- The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

NASPE Standard 4- The physically literate individual exhibits responsible personal and social behavior that respects self and others.

 

ELA or Common Core Standards-

CCSS.ELA-LITERACY.SL.6.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.6.4- Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-LITERACY.L.6- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.6.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.

 

Behavioral Objectives

The student will be able to be a productive team member that displays full cooperation and respect 100% of the time.

 

Skill Cues

Work together as a team to cross the river.

Brainstorm a plan.

Teamwork makes the dream work.

Don’t touch the river!

 

Safety Concern

Identify how to properly use and maneuver the scooter properly. Explain to the students if they throw the scooter back to be observant of where it is going and to not hit any other group or student. When the students are blindfolded, it is the job of the other students to make sure they do not trip or fall over anything. Explain to them that they do not need to fall but if they lose their balance it is ok to catch themselves.

 

Materials/Equipment Needed

5-6 Scooters

5-6 Shorts sticks (paddles for scooter)

20-24 Circular rings or small hula hoops

Cones to designate river boundary

5-6 Blindfolds

 

 

Introductory Activity (3 Minutes)

Students will be greeted as they arrive. They will then perform two warm up laps around the gym. They will then spread out across the gym for a dice warm-up. Several students will roll the activity device and enact what is displayed. After completion of dice warm-up students will be prepared for the rest of the class.

 

Fitness Component (22 Minutes)

Jump rope Bonziai

Student will be partnered up. One student will jump rope for a minute while the other student is doing push-ups or specified activity. Then they will switch. The student jumping should not stop for the whole minute. The other student should be encouraged to get as many reps as possible in the minute. Give about 15 seconds between switching roles. Give a 2 minute break after 10 minutes. Go  through the workout two times.

 

Organization/Management

Gym layout

                        Jump rope half                                                            Radioactive river half

 

 

 

 

 

 

 

 

 

 

 


This half of the court is for the fitness activity/ This half is for the lesson focus.

 

 

 

Grading scale points

5=

4= +

3= -

2=

 

Jump Rope Bonsai Workout: time with transition. Complete 2x

Regular jump with pushups 2:30

Side to side jump with crunches 5:00

Forward to backwards with air squats 7:30

Switching feet every time with alternating lunges 10:00

 

 

 

Lesson Focus (20 Minutes)

  1.  After the fitness Bonsai has been completed, students have recovered and turned in their ropes, randomly select on student to roll the exercise dice. Whatever it lands students must perform that activity around the court until I say stop. When they hear Stop, they must touch feet with four other people making five per group. Students who cannot find a group will come to the teacher to be assigned to a group.
  2. Each group will be assigned to go stand behind a specific scooter and equipment. They shall not touch anything until the teachers designate them too.
  3. We will begin explaining the activity once all groups are in place.
  4. As an entire group, students must work together and reach the other side of the river without anyone touching it. Every member of the group must make it across and bring all of the equipment for completion. Only one person can be on the scooter at a time. As many people can be inside the rings that fit, but if anyone touches the river the whole group must go back and start again. If the group wants to push the scooter back and forth they may, but if the scooter doesn’t make it all the way back they will lose it. If they drop the paddle, they lose it. 
  5. Teachers will ask students if they have any questions about the rules or activity.
  6. Give groups a minutes to come up with a plan of attack.
  7. Give start signal and facilitate groups performing the activity. Give feedback and helpful hints. Make sure all students are willingly participating in the activity.
  8. Once a group make it across, a teacher will describe to them about how they must go back across the river, but now they must do it without verbally communicating.
  9. The second time a group makers it across, they will be instructed to return back across with one of their members blindfolded.
  10. If students make it across again they will have to make it back across. This time, one person will be blindfolded and the rest of the group cannot talk.
  11. We will give an end signal to the game. Designate one student from each group bring the scooters to Mr. Matulka and the other equipment to Mr. Strauss. Gather students for final discussion.

 

 

Differentiated Teaching

For this activity, there are a wide variety of options to adjust the activity to meet certain student’s needs. For students below, we can give them more rings to step in or another scooter. For students above, we can make it to where the group cannot speak or a group member is blindfolded. English language learners may be given a description of the activity and rules in their native tongue. During the fitness component we can adjust the times or skill for each student dependent on their needs. For a students who lacks strength to do a regular push-up they could do knee or wall push-ups. For advantaged students things could be increased like triangle push-ups or one handed ones.

 

Concluding Activity (5 Minutes)

            After collecting all of the equipment, as a class we will discuss what they took from the activity. We will ask them what worked for their group. What didn’t work for their group? From there, we can discuss ways that they used to overcome the difficulties they faced during the game. We can then redirect the concept towards situations that happen in life and why it is important to be able to be a team member that can communicate effectively and be fully cooperative.

 

Evaluation/Assessment

As students complete the lesson focus we will go around observing the students. We will be looking for teamwork, group cooperation, and respecting others. We will do a simple check system. If they exhibit the responsible personal and social behaviors while participating it the game they will get all of the five points and a star. If they only sometimes exhibit these behaviors they will get a plus and receive 4 points. If they barely exhibit these behaviors they will receive a minus sign and get 3 points. If the never show these behaviors they will get a down arrow and receive 2 points.

 

Technology

Technology was used to find this activity.

 

Resources-

 

Radioactive River. PE Central. Retrieve on June 28, 2016, from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=507#.Vw7e5_kwiUk

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