Lesson Plan- Capture The Flag

Lesson Plan: Capture The Flag LEARNERS AND THE LEARNING ENVIRONMENT Goodman Teacher(s) Name(s): Playing field, gymnasium, football field Where the Lesson is Taught: 9-12 Grade Level: Adventure Outdoors & Problem Solving Unit: 15 Day: Capture The Flag Title of Lesson: 55 min. Total Time Planned: Engaging and Supporting Diverse Learning: Applying Principles of Universal Design for Learning Gymanisum not big enough to support teams with large amount of people. If must be played inside, smaller teams need to be created. Sociocultural Details: Tournament style play should be implemented. Possibly break the gym into two smaller fields, with four teams playing at a time, if space available will suffice. Students Strengths and Needs Previous knowledge and experience with outdoor games and problem Relevant to this Lesson: solving lessons. Materials and Digital Tools Needed Equiment Equipment and Set-Up for Lesson: Cones, flags, footballs, whistle Set up

Risk Management Concerns:

The field will be divided into two, equal sides. Each side will be identifiable by a  straight line. Cones will be set up in the middle, towards the back, of each side. These  cones will hold the flag. 1. Students may “tag” each other too hard, leading to someone falling down and  possible injuring themselves. Teacher will instruct the students that they must  tag with two hands to capture opposing team members. Anyone who pushes,  tackles, etc. is automatically disqualified and must sit out the remainder of the  game.

2. Students may collide with each other if not paying attention, causing injury. Teacher is to constantly remind students to keep their head on a swivel and be aware of their surroundings. 3. Students may roll their ankle or experience a similar injury since this is a fast paced game and become very competitive. Teacher will constantly advise students to be aware of their surroundings. OUTCOMES AND ASSESSMENT State Standards Addressed: Lesson Objectives:

S1.1.L2 1. Students will be able to watch a brief video so they understand the game, then will have the opportunity to hold both flags and the cones used to hold the flag so they understand the materials used for the activity. Students will have the opportunity to run and capture the opposing teams flag while protecting their own.

Lesson Assessments:

Lesson Preview:

Students will have the opportunity to elude opposing players and make it to their side without getting tagged. (Psychomotor) 2. Students will be able to recognize various strategies and options to capturing the opposing team’s flag, using their intelligence and physical abilities to capture the opposing team’s flag without getting tagged. (Cognitive). 3. Students will have the opportunity to use effective communication to strategize and agree on a specific plan to capture and return the opposing team’s flag to their side, avoiding opposing players. (Affective) Objectives for Differentiated Instruction 1. Assessment Method: Teacher(s) will walk around the field while the game is being played to ensure all students remaining safe and participating appropriately. (Formative) 2. Assessment Method: Teacher(s) will ask the students questions throughout the game aimed to generate thought amongst the team, if the teacher sees an opportunity for the team to become more effective. (Summative) 3. Assessment Method: Teacher will walk around playing area during game to observe student’s behavior and ensure a positive playing experience for those involved throughout the lesson. Assessments for Differentiated Instruction: If students do not feel comfortable running to the other side attempting to capture the opposing team’s flag, they can stay back on defense and protect their team’s flag. INSTRUCTIONAL PRACTICE 1. Ok class, how many of you enjoy running? Awesome. Today we are going to play capture the flag. Your objective is to capture another team’s flag, and bring it back to your side without getting captured. Remember to work as a team! Let’s go review the previous lesson: (modified football)… Ask students to identify similarities and differences… guide discussion. 2.  Students will be able to watch a brief video so they understand the game, then will have the opportunity to hold both flags and the cones used to hold the flag so they understand the materials used for the activity. Students will have the opportunity to run and capture the opposing teams flag while protecting their own. Students will have the opportunity to elude opposing players and make it to their side without getting tagged. (Psychomotor)  Students will be able to recognize various strategies and options to capturing the opposing team’s flag, using their intelligence and physical abilities to capture the opposing team’s flag without getting tagged. (Cognitive).  Students will have the opportunity to use effective communication to strategize and agree on a specific plan to capture and return the opposing team’s flag to their side, avoiding opposing players. (Affective)Hook (Get the

students interested in the lesson and link it to their life/culture) 4. 

Lesson Development:

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Assessment Method: Teacher(s) will walk around the field while the game is being played to ensure all students remaining safe and participating appropriately. (Formative)  Assessment Method: Teacher(s) will ask the students questions throughout the game aimed to generate thought amongst the team, if the teacher sees an opportunity for the team to become more effective. (Summative)  Assessment Method: Teacher will walk around playing area during game to observe student’s behavior and ensure a positive playing experience for those involved throughout the lesson. Students will stretch out, with one student Differentiated Instruction counting the odd numbers, the remaining all counting the even numbers. Students will then form two lines approximately ten yards apart, both starting at a designated cone. One person will have a flag, the other will attempt to tag him/her with both hands. The students will run towards a cone that is placed in the middle of their lines, but approximately ten yards away. The person with the flag is to try and run past the defender. Although it is a competition, we will not be keeping score. It is designed to work on pursuit angles, preparing them for the game. Students will compete in a game of capture the flag. They will be divided into two even teams. Teams will have as close to the same amount of boys and girls as possible. The teacher is to also use his/her discretion on making the teams as fair as possible. One team should not have all the fast kids on it, and vice versa. A cone will be set up on the furthest point of the opposite team’s side. This cone will hold the flag. Teams are to attempt to run and get the opposing team’s flag and bring it back to their side, without getting tagged. If they bring it back, their team has one point. If a player gets tagged while running with the flag, he or she is to go to “jail”, which is located in the furthest corner on the opposing team’s side. That person is to

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Lesson Review:

remain in jail until a teammate of his or hers who has not been captured, comes and tags someone in jail on the hand. As long as everyone in jail is joined in hands, the entire jail has a free pass to go back to their side without having to worry about getting tagged. The jail and the flag are only allowed to be guarded by one person. If someone with the flag is tagged on his or her way back to their side, the flag is to be placed where they got tagged. The flag may be tossed from one teammate to another when attempting to bring it back to their side, however it can only be thrown backwards, and it may not be handed off. If it is thrown forwards, or it is handed off, the flag is to go back to its original location. The game will be played best out of five games, however the teacher may shorten/lengthen the game if necessary. Teacher will sit down with students towards the middle of the field and debrief.  What did you enjoy most about the activity?  What was most difficult?  How did teamwork take precedence in this activity?  What aspect of this game relates to everyday life? Exit Ticket:  What are the rules if a player gets tagged by the opposing team while attempting to bring back the flag to their side?  Is a student allowed to pass the flag to a teammate while bringing it back to their side? If yes, explain further.  What was your favorite part of today’s activity? Preview next lesson:  Tomorrow we will continue with outdoor adventures and problem solving and you will participate in the tire challenge. N/A

References and Resources Used: PROFESSIONAL RESPONSIBILITY: TEACHER REFLECTION Teacher Reflection: 1. Describe the portions of the lesson that worked well and why:  Students were very engaged. Students abided by the rules, and exhibit excellent teamwork. After a certain time period of playing, majority of teams had students who gathered together and strategized to obtain the most desirable outcome. They have experience playing in outdoor games and have had opportunities to collaborate as teams to pursue common

outcome. 2. Describe the portions/aspects of the lesson that did not go as planned and why:  Some of the jerseys were ripped, making it inconvenient for students to wear around their torso, so some students tied them around their wrist, or placed them in their pocket. This proved to be an issue because they would fall off.  Another difficulty was enforcing the 5ft radius around the flag, where members of each team was not allowed to break while guarding the flag. 3. Discuss what you would do differently next time to better support your students’ learning:  Ensure all flags are in adequate condition to supplement game/learning objectives.  Ensure a visible marking, possibly spray painted circle, or rope, or tape, surrounding flag so students have a visual boundary they can ensure they avoid. 4. Provide evidence from the lesson that allows you to determine whether or not each of the outcomes for the lesson were met:  Majority of students’ responses to the exit ticket question were adequate proving the lesson was effective and objectives were met. 5. Describe how you will use data from the assessment portion of your lesson to inform future lessons. For example, consider what you would do if a significant portion of the student did not do as well as expected in one or more of the assessments:  If a significant amount of students did not produce sufficient responses to exit ticket questions, I will be sure to review the questions and led discussion that ensures larger percentage of students master that specific objective.