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P.E. Central Lesson Plan: Locomotor Treasure Hunt
Prerequisites:Introduction to pathways, (straight, curved, zig-zag); prior practice of skipping, galloping, hopping, and jumping.
Purpose of Activity:To give students practice in refining their locomotor skills and developing their understanding of pathways and basic map reading skills.
Suggested Grade Level:1-2
Materials Needed:A piece of paper and pencil for each student; a variety of equipment for each student such as yarn balls; koosh balls; tennis balls; etc;; gym floor with markings; other equipment as desired such as cones; crates; etc;
Lesson Plan:Description of Idea
Before the class, you may decide to place various "natural obstacles" in the area such as making a lake out of cones; a skyscraper of crates, etc. You can also place cones and other markers such as a stack of mats around the area for students to reference as they make their map.
Give each student a piece of paper and pencil. Introduce the idea to students that they will be making their own "treasure maps" using their knowledge of locomotor skills and pathways. Have them choose one, two, or three different locomotor movements (for example skip, gallop, crawl). They should write these locomotor skills in the upper corner of their paper. They should then draw symbols next to each of the movements they have chosen; this forms a map key.
Next, each student will hide (place) their piece of equipment (yarn ball, koosh ball, etc.) anywhere in the gym. After they have their "treasure" hidden they go to a different area of the gym. Now their job is to draw a pathway on their paper that leads them from where they are back to their treasure. (You can require students to use 3 different pathways to do this.) Once they have decided on the type of pathway(s) they are using, they add the locomotor skill they want to use on that pathway by drawing the symbol from their key next to the pathway. They can then add details to their maps (gym floor markings, number of steps/skips/gallops, etc. that are required.
Next, students see if they can correctly follow their map to their "treasure". Once their maps are detailed enough for others to understand maps can be traded, and students can see if they can "find" other's treasure.
This activity may take more than one class period; however, it is a complex task which can also serve as an assessment piece for students' understanding and ability to move on different pathways and with different movements.
For the younger kids you may wish to develop the map (showing obstacles) and key in advance.
Students decide which movement from the key they will make each pathway represent.
If students do make up their own map, you may have them use only one or two skills vs. three. You may also narrow down the different locomotor skills used -- for ex., they may only use walk and skip.
It is helpful for you to have an example made up to show students, before you begin.
You can have students work in pairs. One person can be the navigator, and the other the mover. The navigator tells the student where to move, what movement to use, etc.
You may wish to place four large cards on the gym walls-- one for "north", "south", "east", and "west".
Talk with the students' classroom teachers to see when/if they will be working on map skills, to integrate this idea with classroom learning.
Collect and look at the maps (to see if they used different locomotor skills, pathways, etc..) Also, observe students and their maps to see if they are correctly using their skills and pathways.
Author:Chris Wolff who teaches at Davis Elementary School in Cheyenne , WY . Posted on PEC: 5/31/2001.
This lesson plan was provided courtesy of P.E. Central (www.pecentral.org).
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