Games

GAMES

-Movement without contact/collision || -Students will move around freely, exploring the difference between personal and group space || -The students will find space -Music will be played -Students are to move || -Amount of movement -Fitness of movement to music -Absence of collisions || -Observance of rules -Experimentation with effective locomotion || -Students will learn a game where the primary skill for success is ability to move efficiently || -Students will be taught six ball -After first game, a movement workshop is given || -Degree of experimentation -Effectiveness of movement -Application of skills form workshop in later games || -Safe and respectful touching || -Students will play variations of tag, with emphasis on the difference in strategy between versions || -Students will begin with tag -Students will move on to partner, rope and octopus tag || -Degree of respect for fellow students demonstrated in tagging/touching -Ability to follow directions from one type or tag to another -Ability to co-operate || -Creativity in game creation || -Students will begin with a ball, learn how to move it, and then design a game with it || -Students will chose balls of any size and then experiment with methods for throwing, catching and motivating/stopping the ball -Students will create a game using that ball (and possible other equipment) || -Degree of experimentation -Creativity with motivation -Creativity designing game -Ability to co-operate || -Safe and respectful targeting || -Students will play variations of dodge ball || -Ball types available during the prior lesson, which are safe for contact, will be distributed for a wild game of dodge ball -additional games of varying types of dodge ball will be played || -Versatility during broad game -Respect with throwing -Teamwork -Sportsmanship (fellowship) || -Basic introduction to environmental themed games -Appreciation of predatory cycle || -Students will divide into teams and have a class-long Salmon Ball tournament || -Students will be taught Salmon Ball -Students will be given time between rounds to discuss strategy -Salmon ball is a variation of kickball with only two bases (Home and away); this game mirrors a salmons life journey || -Ability to strike and direct ball -Teamwork -Sportsmanship (fellowship) || Space, Movement and Ballistics || -This is a review of the game six ball, but the students should now incorporate previous lessons || -Play six ball as an intro -Have a group discussion of how they have, and might have grown from previous lessons || -Degree of growth in game -Reflective capacity with regards to growth || Space, Movement, Ballistics and Striking || -The students will create a triathlon and then compete || -Divide the class into three teams -Each team will design an event for the triathalon -The teams will compete in all three events || -Degree of success at games -Teamwork (planning and playing) -Creativity -Sportsmanship (fellowship) || Space, Movement, Ballistics, Striking and Contact || -The students will create a game using as many different pieces of equipment as possible || -Each students will go and select one piece of personal gym equipment (hockey stick, ball) -The students will experiment with other ways to use the equipment -The students will be charged with creating a game that uses as many pieces of equipment as possible -play the game || -Degree of success at game -Effort and open-mindedness of participation -Teamwork (planning and playing) -Creativity -Sportsmanship (fellowship) || -Ecosystem awareness || -This is a simple intro to survival (predator and prey) || -Divide the class in half, and then divide one half into halves -Assign the full half 'plant tags' -Assign one remaining quarter 'herbivore tags', and the other 'carnivore tags' -Play a basic version of survival -Replay so that all students get to be predators -Discuss the ecosystem presented || -How well do the students commit to their 'roles' -Sportsmanship (fellowship) -How aware and reflective are the students of the ecosystem component || -begin with a simple relay from one end of the gym (or field) to the other and back -Add a baton, then an obstacle, then both, then movement restrictions, and combination thereof. || -Ability to mind and respect multiple rules -Teamwork || -Ecosystem awareness || -This is a more sophisticated version of survival (predator and prey) || -As previous, except also include natural disasters (a fifth of the predators) and man (one or two of the predators) || -As previous, but note mindfulness of increased complexity || -Ecosystem awareness || -This is a complicated but challenging puzzle game || -Break the class into two teams, and divide each team into two halves -Have the students collect the equipment -Explain the game -Play || -As previous, but note mindfulness of increased complexity || -Ecosystem awareness || -This is a complex version of survival (predator and prey) || -As previous, except also include decomposers and wardens || -As previous, but note mindfulness of increased complexity || -Divide the group into a number of teams which can be combined into the correct number of teams for all selected games -Play games and track the performance of each team || -This lesson is self evaluated ||
 * LESSON || OBJECTIVES || OUTLINE || METHOD || ASSESSMENT ||
 * Free Movement || -Space
 * Six Ball || -Movement
 * Tag || -Contact
 * Build a Game || -Ballistics
 * Doge ball || -Ballistic Contact
 * Salmon Ball || -Striking
 * Six Ball || -Combined Skills:
 * Made Up Triathlon || -Combined Skills:
 * Equipment Ball || -Combined Skills:
 * Survival I || -Strategy
 * Progressive Relays || -Rule Minding || -The students will play a series of relay games with progressively sophisticated rules || -Divide the class into teams
 * Survival II || -Strategy II
 * Armada Turtle || -Complex Rules
 * Survival III || -Strategy III
 * Games Tournament || -Culmination of activities || -The students can pick any number of games that they have learned this unit and play them || -Discuss which games the students want to play