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Lesson Plan #2

Lesson
Title/Foc
us

Animal Life Cycles: the Part


Humans Play (National Parks)

Cour
se

Science - Grade
3
Physical
Education Grade 3

LESSON OUTCOMES
Phys Ed A3-1: respond to a variety of stimuli to create locomotor sequences
Phys Ed C3-4: accept responsibility for assigned roles while participating in physical activity
Science 3-11.9: recognize that habitat preservation can help maintain animal populations and
identify ways that student actions can assist habitat preservation

LEARNING OBJECTIVES
1. By the end of the lesson, students will participate in a movement activity to physically
demonstrate an understanding of the balance in Alberta Parks ecosystem. (Understanding)
2. By the end of the lesson, students will be able to identify the importance of national parks in
preventing human interference. (Applying)

MATERIALS AND EQUIPMENT

Pylons
Rules (on a separate sheet given)
Dodgeballs
Whistle
Student Reflection Journals and Writing Utensils
Buddha Bells audio pre-loaded on the classroom Smartboard

PREPARATION AND LOGISTICAL CONSIDERATIONS


Additional roles if students are unwilling to participate
Have pylons set up as the boundary before the game begins and have the dodgeballs ready
Book the gym for the appropriate amount of time (if the weather is not appropriate for the
activity to take place outside on school property)
Any students will potential movement disabilities are assisted by another student
Have Buddha Bells pre-loaded on the classroom Smartboard

PROCEDURE
Introduction
Get the students lined up at the (single file)
The first student is responsible for leading the class to gym, the last student is
responsible to close the door and turn the light off. *These children are chosen
based on weekly classroom responsibilities.
Have students line up outside
Choose 2 students to start in the middle of British Bulldog (had a previous
lesson teaching British Bulldog)
Play British Bulldog

British

Body
1. The teacher will describe the rules of Stage 1

Time

10 min

Time
10 min

Bulldog,
2.
Predator vs.
Prey - Stage
3.
1

Select 4 students to start in the middle as wolves and all the


other students will start as caribou at point A (one end of the
playing space)
Play Stage 1 game

British
1.
Bulldog,
Predator vs.2.
Prey - Stage
3.
2

10 min

British
1.
Bulldog,
Predator vs.2.
Prey - Stage
3.
3

10 min

The teacher will blow the whistle, bring the students back
together
The teacher will describe the rules of Stage 2 (have humans
apart of the game)
Select 4 students to start in the middle as wolves, 4 students
as humans and all the other students will start as caribou at
point A (one end of the playing space)
1. Play Stage 2 game
The teacher will blow the whistle, bring the students back
together
The teacher will describe the rules of Stage 3 (have humans
apart of the game and bring in a safe zone from humans)
Select 4 students to start in the middle as wolves, 4 students
as humans and all the other students will start as caribou at
point A (one end of the playing space)
4. Play Stage 3 game
2. Increase the safe zone after 5 minutes

Cool Down 1. Blow the whistle, have the students line up and return to
the classroom with the same student leading as before.
Activity
2. Teacher will direct students to find their own place
throughout the classroom (they can sit, stand, lie down, etc.)
and keep the lights off
3. Play the pre-loaded meditation audio (Buddha Bells)
4. Direct students to relax while listening to the audio
Closure
Closure
1. Have students return to their seats.
2. Ask the students to take out their notepads and a writing
utensil.
3. Have the students write down answers to questions that the
teacher writes on the board. Answers should consist of 1-2
sentences for each question.
a. Stage 1 game:
What happened to the caribou when there were too many
wolves?
What happened to the wolves when there were lots of
caribou?
Did the game last long?
b. Stage 2 game:
What happened to the populations of the animals when we

10 min

Time
10 min

added humans?
Did the game last long?
c. Stage 3 game:
What was the effect of the safe zones for the wolves and
caribou?
What does the safe zone represent and why are they
important?
4. Have the students hand in their answers.

Assessment
Exit Slip (Hand in answers to closure questions) Formative Assessment
(Learning Objective #2)
Observation and Participation (Through game and closing activity)
Formative Assessment (Learning Objectives #1, 2)

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