Lesson Topic: Cardiovascular Fitness/Management
Lesson Description: FIRE and ICE
Teamwork, Chasing, Fleeing, and Dodging ie Tag
1. Moving safely inside general space 2. Following teacher signals 3. Teamwork 4. Social Responsibility
PE.K.1.1.a Hops, gallops, jogs, runs, walks, slides, skips, and leaps while maintaining balance. (E)
PE.K.2.1.a Differentiates between movement in self space and general space. (E)
PE.K.2.1.d Travels at different speeds in general space. (E)
PE.K.3.2.a Participates in physical activity in physical education class. (E)
PE.K.4.1.a Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).
PE.K.4.1.b Acknowledges responsibility for behavior when prompted. (E)
PE.K.4.3.a Shares equipment and space with others. (E)
PE.K.4.4.a Recognizes protocol for class activities. (E)
PE.K.4.5.a Follows teacher directions for safe participation and proper use of equipment with
minimal reminders. (E)
PE.1.1.1.a Hops, gallops, side slides, and walks in a mature pattern. (M)
PE.1.2.1.b Travels at low, middle, and high levels. (E)
PE.1.2.1.d Differentiates between fast and slow speeds. (E)
PE.1.2.1.f Moves in various directions (forward, backward, sideways) while traveling in general
PE.1.3.2.a Engages in physical activity in physical education class. (E)
PE.1.4.1.a Uses equipment and space appropriately. (E)
PE.1.4.1.b Follows the rules and procedures of the learning environment. (E)
PE.1.4.2.a Responds appropriately to positive feedback from the teacher. (M)
PE.1.4.4.a Displays the established protocol for class activities. (E)
PE.1.4.5.a Follows teacher directions for safe participation and proper use of equipment without
PE.1.5.3.a Describes positive feelings that result from participating in physical activities. (E)
Equipment/Materials Needed: Class size - 20 students Blue Ball - 3 Red Ball - 4
Time Required for Lesson: 12-15min of a 25 min class
Technology Use: Teacher device to start/stop music
__x___ YES _____NO
Track Laps: 3-5min of locomotor movements around the outside of general space. Followed by students coming to designated instruction area of the gym. ie huddle.
Huddle: Expectations to be practiced/reinforced throughout the year…
K-1: “Baby Cardinals” (Central) “Baby Bulldogs” (Bryant) 2-5: “Come to the huddle” - Use these as the signal to come to the designated huddle area. In my gym, I have 4 colored boxes on the floor (red, blue, yellow, green). This allows me to manage a variety of factors. Students sit in 1 of the 4 boxes.
Behavior expectations for what it looks like to come to the huddle: Walk quickly and quietly. Do your breathing. Avoid the equipment.
Teacher phrase (callback), “Walk. Stop on your?”… feet.
“Please repeat, "2 hands up" (raise your hands). "Cross them like this" (cross hands on shoulders).
"Pockets to the?" … Floor (student callback). "Voices go?" … Off (student callback).
"Eyes are on?" … You (student callback). "Your body is?" … Still (student callback)
"Ready to?" … Listen (student callback).
Additional management cue: especially helpful in the lower grades! “Turn your gym desk and track with your eyes” As with any desired behavior, praise the students who demonstrate what you are looking for!
As a result of a properly managed activity with a qualified teacher, students will begin to develop the emotional skills and positive thinking with regards to being physically active they will require throughout their lifetime
Activities (i.e. instructions, warm-up, lesson, cool-down):
- Students must: stay inside general space, on their feet, in their own bubble space, no yelling or screaming. If they fail to meet the expectation, that students goes outside general space to perform specified exercise (5-10 pushups or situps). The purpose first and foremost is to keep students safe while participating and the desired result is students develop self control and responsibility for their actions. The message is, "when we make a mistake, we need to strengthen our body and brain to correct it." This is prime opportunity to provide positive feedback to students and begin the relationship building process.
- A blue ball (ice) is given to the taggers, a red ball (fire) is given to non taggers
- If tagged by the ice ball, student becomes frozen (stand with hands on head)
- A frozen player can become unfrozen when a teammate GIVES them a fire ball (student who receives the "fireball" must find someone else who is frozen to give the "fireball" to. Students are expected to use manners-thank you and you’re welcome
- Change the movement during the game when you decide students are moving safely (gallop/skip/jog)
- After a few minutes, give the stop signal and have students give the ice ball to a new student who is following the signal (body still, voice off, eyes closed while doing their breathing in through their nose and out through their mouth with hands on head or hips)
Closure: Return to the "Huddle"
closure time: 3-5min
Ask the students to share the name of someone on the team they saw who was being safe, respectful, or responsible during the class/activity that day. Teacher response: "Who did you see?" Student response. name of a fellow student
Teacher response, "Were they safe, respectful or responsible?" student responds.
Teacher response, "What did that look like?" or "What did you see them do?" Student responds.
After student responds we celebrate/acknowledge the student they shared about. Usually (depending on the grade/class) we can acknowledge 3-4 students. Line up procedure is dismissal by colored box group.
Teacher Observation and Student acknowledgement during the closure
Supplemental Information: N/A
The amount of equipment you use depends on class size. 10% are "taggers" 20% start with "ice ball" 70% start inside general space. The duration of the game. The movements used. The space allowed.
This should be the initial focus of teaching ... hold students accountable for staying on their feet, in their own personal space, no yelling or screaming, and inside general space. If they are not able to play safely...they cannot play.
Comments (adaptations for various grades/ages, teaching styles, etc.)
see modifications above