The Blob Lesson Plan - Pe 308

Tennessee Wesleyan College
Lesson Plan (With P.E. Specific Additions)

Teachers Name: BreAnne Martin & Kristen Lingerfelt Lesson Title:
______
Subject/Grade: 1st grade and up indoor PE game
2016
Date:
The Blob
April 21,
Standard(s): Identify what you want to teach. Reference State, Common Core (if
applicable), ACT College Readiness Standards and/or State Competencies.

Jogging/Running:
MS.2.3 Travels showing differentiation of speeds (e.g.. Increase/decrease speed as moving).
MS.2.4 Uses appropriate speed in chase, flee, and dodge activities.
Spatial Awareness:
MKA.1.3a Recognizes the concept of open space.
MKA.1.3b Applies the concept of open space while moving.
Effort: Speed and Force:
MKA.3.3a Recognizes the need for varied speeds and forces within movement.
Big Idea(s)/Essential Question(s): What question(s), big idea(s), and/or goals drive
your instruction?
Can you dodge the blog and not get tagged throughout the game?
If you are in the blob, can you work together as a team and not break a part?
Can the blob all move together to tag other students?
Academic Language-- Run, tag, teamwork, jog, chase
Conceptsrunning/jogging, spatial awareness, effort in relation to speed
SkillsIf students are not a part of the blob, they must try to avoid being tagged. If a
student is a part of the blob, he or she must work together with the other students to
try to tag more people.
ApplicationsBy playing this game, students will be able to see how important it is
for them to work together as a team/blob to try to tag other students.
Lesson Objective(s): Clear, specific, and measurable.
The students will work individually by running, jogging, and dodging to try to avoid
being tagged by the blob.
The students who are a part of the blob will work together as a team to chase other
students
Assessment/Evaluation: Formative: Student demonstration of current lesson objective(s).
Summative: What evidence will you collect and how will it document student learning and mastery
of the lessons objective(s)? Formal/Informal: Statements made as to what type of assessment
you will use to gather student data.
Summative: The teacher will perform an assessment, as outlined on the assessment

sheet (attached) to check for proficiencies in the concepts being graded.
Formal/Informal: The teacher will provide feedback to the students as they are playing
about better strategies.
Instructional Strategies/Activities:
To begin, the students will take one lap around the gym to get
their muscles moving and then ready to begin.
1. Depending on class size, the teacher will ask for 3 or 4 volunteers to
become the blob.
2. The remaining students in the class will spread out all over the gym
and wait for the cue from the teacher.
3. When the teacher gives the signal, the 3 or 4 volunteers will hold
hands or link their arms together and begin to move around as one to
try and tag other students.
4. The blob will work together to chase the other students.
5. When the blob tags another student, the student that is tagged will
become a part of the blob.
6. If at any point during the game the blog breaks a part, the members
of the blob will have to do 10 jumping jacks before reforming and
resuming to tag other students.
7. The game can continue until there is only one un-tagged student
remaining, or until the teacher calls time.
Coaching
Cues:
Everyone
that is a
part of the
blob needs
to
remember
to
communicat
e.
Remember
to pay
attention to
your
surrounding
s at all
times.
Always
listen to
your
teammates.
Materials and Resources:

Timer or Music if desired
INSTRUCTION (STEP-BY-STEP PROCEDURES) PAGE 2
Dont let
the blob
come a
part!
Safety
Reminders
:
*Students
who are a
part of the
blob do not
need to
push and
pull each
other.
*Watch
where you
are running!
BEGINNING
Assessment
Activating Strategy:
Motivator/Jump Start
Activity/Hook
One lap around the gymnasium to warm up
muscles and get moving.
Not needed at
this time.
Modifications and St
Address the Diverse
If a student
had a
wheelchair
and couldnt
walk, they
could go
around the
gym, too,
and get their
arms moving.
MIDDLE
STEP BY STEP
PROCEDURES SEQUENCE
DISCOVER/EXPLAIN DIRECT
INSTRUCTION
QUESTIONING/ENCOURAGES HIGHER
ORDER THINKING
GROUPING STRATEGIES
DIFFERENTIATED INSTRUCTIONAL
STRATEGIES FOR
INTERVENTION/EXTENSION
Modeling Content Expectations ( I

do activities):
The teacher will model how
students in the blob should link
together.
Guided Practice (We do):
Everyone will take their places
on their team and go through a
practice round of tagging other
students. This can allow the
students to get the hang of
working together in the blob.
Independent Practice (You do; may
include Homework):
The students will complete the
game with their teammates
Assessmen
t
Informal:
The
teacher
will walk
around
and ask
students
if they
have any
question
s about
how to
play the
game.
Formal:
The
teacher
will
follow
the
attached
assessm
ent
sheet.
CLOSURE
Modificati
ons and
Strategies
to
Address
the
Diverse
Learners
Student
s with
broken
arms
can be
joined
to the
group
by
holding
hands
or
shoulde
rs.
Student
s in
wheel
chairs
can roll
on the
outside
of the
blob if
they are
tagged.
Summarizing, Reminding, Reflecting, Restating, Connecting
Include a review of the Standards, include a formative or summative assessment and provide an
explanation of when students will receive feedback on the assessment. Assign a written task (if
applicable) for student reflection.
For a closure, the students will be asked what objectives they were covering today.
They will be asked what aspects of the game they liked/disliked and if they learned
anything.
TEACHER REFLECTION/FUTURE MODIFICATIONS
I would also make (3) different levels where the students could choose their own level of in
Level 1: This level can be played the normal way as described above.
Level 2: To make the game go quicker, the teacher can divide the students with
teacher will choose 2 or 3 volunteers on each side to become the blob. This form
games to go quicker.
Level 3: In this level, instead of students just running around to avoid being ta
change up their form of movement into skipping, hopping, galloping, etc. to insure
get boring.
The teacher can also change the form of exercise that the blob has to complete if they
to the members ability.

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Tennessee Wesleyan College

Lesson Plan (With P.E. Specific Additions)

applicable), ACT College Readiness Standards and/or State Competencies.

Summative: The teacher will perform an assessment, as outlined on the assessment

Materials and Resources:

INSTRUCTION (STEP-BY-STEP PROCEDURES) PAGE 2

Modeling Content Expectations ( I

Summarizing, Reminding, Reflecting, Restating, Connecting

TEACHER REFLECTION/FUTURE MODIFICATIONS

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