Lesson Plan Title: Outdoor Teamwork Puzzle Activity

Date: November 29, 2017

Subject: Physical Education Grade: 4
Topic: Teamwork Essential Question: What does teamwork mean to
you?

Estimated duration of lesson: 45 minutes

Materials:
- 24 pylons/cones
- 4 Puzzles with Activities listed on the back
- 4 Hula Hoops
- 24 Bean Bags
- Whistle (stop and listen method)

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Psychomotor: Students will know how to perform various fitness activities within the components of health-
related fitness.
Affective: Students will learn how to work as a team to complete several tasks.
Cognitive: Students will be able to list the teamwork strategies that they used to complete the tasks.

Broad Areas of Learning:

Life-long learners: In this lesson students will obtain a balance in attitudes while working in groups, skills
related to fitness components on the puzzle pieces, and strategies on how to be successful as a team that can be
applied to various activity settings. Students will gain knowledge on teamwork and health-related fitness
activities that they will be able to apply and transfer to a variety of contexts which supports lifelong learners.

Sense of Self, Community, and Place: Students will work together as a team to build communication skills, so
they can help one another succeed. By working together students will have a better understanding of each other
and will be able to build relationships with other students.

Cross-Curricular Competencies:
Developing Thinking: In this lesson students will explore different fitness activities, create relationships with
other students, communicate strategies of teamwork, and apply deeper understandings of fundamental movement
skills, active living, and relationships.

Developing Identity and Interdependence: While working as a team, students with develop their role within
their group. Students will learn what best works for them and can share with their team to help them succeed.

Developing Literacies: This lesson will help students develop their physical literacy by improving their
competence and confidence in a wide variety of physical activities provided by the puzzle pieces. This lesson can
be instructed inside, or outside which will allow students to be comfortable with physical activities in multiple
environment that will benefit students to become active life-long.

Developing Social Responsibility: Students will work on positively interacting and being respectful toward their
peers while being in teams for the activity. Students will work together to complete the tasks on the puzzle pieces
and put together their puzzle in the end.
Outcome(s):
Outcome: PE4.1- Make decisions about and apply, with guidance, strategies (including fitness appraisals) and
principles related to fitness improvement to determine own level of health-related fitness (cardiovascular
endurance, flexibility, muscular endurance, and muscular strength) and to positively affect own level of health-
related fitness.

Outcome: PE4.5- Select and apply performance cues to combine and refine non-locomotor skills:

o balancing
o jumping and landing on the spot on feet and hands

into increasingly complex movement skills while participating in body management activities (including dance
and educational gymnastics, as well as others such as yoga, skipping, aerobics, martial arts, and track and field).

Outcome: PE4.10- Apply tactics, strategies, and rules necessary for safe and inclusive involvement in movement
activities, including but not limited to co-operative and competitive lead-up games as well as alternate
environment activities, when alone and with others.

Outcome: PE4.12- Create and apply a personal understanding of what it means to be a positive, inclusive team
member who makes a commitment towards showing team spirit and the ideals of fair play.

PGP Goals:
1.1 the ability to maintain respectful, mutually supportive and equitable professional relationships
with learners, colleagues, families, and communities.
1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all learners

Safety consideration:
- All jewelry is taken off
- All students have proper outdoor clothing
- Playing surface and surrounding area is clean and free of hazardous obstacles.
- On-site supervision
- Equipment is in good condition
- Students work to their capabilities
- Boundaries are set for outdoor activities
- No Gum

Management Strategies:
- Clear instructions will be given prior to going outside using diagrams on smartboard
- Cones will be handed out to students with puzzle piece inside and will go place the cone
somewhere within the set boundaries
- Teacher(s) will hand out the cones and puzzle pieces to students forming two lines
- Students will face teacher when instructions are given
- Whistle is used for a signal to stop and listen
- Teacher will form groups by numbering students, keeping in mind students with
exceptionalities
- Cones will be returned by each student going to retrieve one cone and putting them into two
separate piles
 - Puzzle pieces will also be returned by placing all puzzle pieces into one bag and returning
them from each group

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.

I will be walking and observing each group to see if they are working together as a team via checklist:
each activity is done as a group, they are finding puzzle pieces together as a group, students are being
respectful to one another
I will be assessing if students are performing the fitness activities correctly based on cues provided on
puzzle and demonstrations.
Checklist Example:
On task Off Task Teamwork

Student Name

Student Name

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.

An exit slip will be handed out asking students to:

List two teamwork strategies that your group used in today’s activities.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Before heading outside have a conversation about what teamwork means to them?
Have a discussion on what activities involve teamwork?

Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation Points Time

While giving - 2 teams
instruction: Students - Bulldozers: knock cones over
line up along outside with hands lightly
wall of school. Teacher - Builders: set cones up with
will face students hands
Teacher will divide - No “puppy guarding”- once 5
Warm-up Game: students into 2 teams you build or bulldoze a cone Minutes
Builders and by numbering. must move to another one
Bulldozers Each student will be
given a cone to place
within the set
boundaries (the open
space between school,
shed, and playground
equipment.)

Students line up along - As a team you must find

outside wall of school your team’s colour of puzzle
Teacher will face piece.
students for instruction - 6 puzzle pieces per group 30
Teacher demonstrates - When you find a puzzle minutes
Puzzle Activity all activities within piece perform the activity on
puzzle pieces. the back as a team
Teacher will hand every - Remember teamwork is key
student a puzzle piece - You must remain as a team
and students will go the entire activity
retrieve one cone from - Once all puzzle pieces are
the warm up. found attempt to put the
Puzzle pieces will be puzzle together
placed inside the cones
and spread out in the
boundaries of the
warm up game area
and extended into the
playground equipment.
Students will line up
along side wall when
cone is placed.
 Teacher will split
students into 4 groups:
Blue, Green, Purple,
Red (colour of puzzle
pieces)

Get your team into a - Use peer’s back to push

line and perform leap yourself up
frog. - Two feet should be off
Each team member will ground
Leap Frog (Puzzle leap over each person - Propel yourself forward
Activity) twice. - Supporting peer should have
Differentiation: if stable base of support
student is not able to
get two feet off ground
1 foot is acceptable.
Demonstration will be
done by teacher and
students

Take turns throwing - Aim and look towards hoop

bean bags - Follow through
(underhand/overhand) - Step with non-dominate foot
into the hula hoop.
Target Throwing As a team you must get
(puzzle activity) 5 bean bags in the
hoop.
There will be two
different distances to
throw from for
differentiation
Create a balance as a - Focus on something specific
team. to maintain balance
Each member must - Center of gravity within base
Create a Balance have 2 different body of support
(Puzzle Activity) parts on the ground - Hold onto each other for
Each member must be support
touching another group - Widen base of support to be
member for support more stable
 1 by 1 each member
will hang from a piece
of playground
Hang from Apparatus equipment for 5-10
(Puzzle Activity) seconds
Your can hang from
your arms or stomach
for more strength
Your team members
will count for you
Perform 10 jumping
jacks
You must count
Jumping Jacks (Puzzle together as a team!
Activity)
- Have a firm grip on
equipment
- Stable yourself
- Focus
- Regrip if you are starting to
slip
- Feet jump out arms come up
- Feet jump together arms
come to sides
- Jump off two feet

Each member of your - One at a time

team must slide down - On your butt
Slide down the slide the slide 5 times. - Feet out in front of you
(Puzzle Activity) You must go down the
slide in alphabetical
order by your first
name

Adaptations/Differentiation:
- Variations will be provided within some activity for less advanced and more advanced
students
- Students who have exceptionalities will be pair with responsible students to keep them on
task
Closing of lesson:

- What teamwork strategies did each group use to be successful as a team? (Exit Slip)
- review 3 of the activities performed on the puzzle pieces

Personal Reflection: I think my lesson plan went well today. It was a good idea to discuss the diagram of
how the activity was going to be set up outside so that students had a better understanding and I could
clarify their understanding. I believe my proficiency of instruction was good as I went through each
activity and how to perform each. Next time I did this activity I would maybe plan for the weather as the
snow was super slippery and was potentially a hazard for some students. I could have adapted to make
this activity to be done inside by changing some of the activities. Another thing I could have done to
improve the activity was have two activities listed on the puzzle piece to facilitate student choice. Also, I
noticed it was challenging for some EAL students to read and understand the activities listed. Next time I
would group the EAL students with proficient readers so they can better understand.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 19