Lesson

Garbage (game)

Date

November 24, 2014

Subject/Grade
Level

Grade 1 gym

Time
Duration

25 minutes

Unit

Soccer

Teacher

Gabi Dumestre

General
Learning
Outcomes
:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

- Students will acquire skills through a variety of developmentally appropriate
movement activities; dance, games, types of gymnastics, individual activities
and activities in an alternative environment; e.g., aquatics and outdoor
pursuits.
- Students will interact positively with others

Specific
Learning
Outcomes
:

Students will perform locomotor skills through a variety of activities

Students will demonstrate ways to receive, retain and send an object, using a
variety of body parts and implements, individually and with others
Students will identify and demonstrate etiquette and fair play
Students will display a willingness to play cooperatively with others in large and
small groups

LEARNING OBJECTIVES
Students will
1. Demonstrate that they can kick a ball
2. Participate willingly
3. Interact positively with others

ASSESSMENTS
Observations:
Key Questions:

Products/Performa
nces:

Of participation
Of skill kicking the ball
Who knows what game we are playing today?
Whos played garbage before?
Does anyone have any questions?
Performance during the game

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Soccer balls

PROCEDURE
Prior to lesson

Attention Grabber

Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Bring key to the gym to open the storage room and get the soccer
bins out while the students are doing their laps around the gym
Introduction (7 minutes)
Time
While the students are running around the gym, pull out two
soccer ball bins and put them next to each other in front of
the door
Ask: who knows what game well be playing today? when
the soccer balls are all set up along the two black lines on
the side of the gym, and the students are sitting in the red
11:30-11:37
circle in the middle of the gym. If no one knows, ask: whos
played garbage before?
Students are all listening while Im speaking and giving
instructions, and raise their hands to answer questions.

Transition to Body

Blow the whistle so that students stop running laps. When

they stop, say: Can Mrs. Jemmotts class line up behind this
soccer ball bin (gesture to one bin). Can Mrs. Stubbs class
line up behind this bin. When they have lined up behind the
bins, say: Im going to have each of you grab one soccer
ball, and put it on the black line on the sides of the gym. Mrs.
Jemmotts class, youre going to put your balls on that side of
the gym (gesture), and Mrs. Stubbs class, youre going to
put your balls on that side of the gym (gesture). Once youve
placed your ball on the black line, go sit in the red circle in
the middle of the gym. Starting with (insert names of the two
students at the front of the two rows).
Once the students are all in the red circle, ask for an
audience, and ask if anyone knows what game were playing.
If no one does, say: Were playing garbage. Whos played
before? (Wait for show of hands). Who played the game that
you threw the ball over the line? (Wait for show of hands).
Ok, today well be playing it by kicking the ball over the line
instead of throwing it.

Learning Activity
#1

Body (15 minutes)

Demonstration (5 minutes)

Time

Pick two people to demonstrate. Have them lay down on

their stomachs, feet touching, facing opposite sides of the
gym, feet meeting at the black line. Say: When I say go,
theyre both going to get up, run and grab a ball from the
black lines, and kick it over to the other side. You can kick
the ball from wherever you want, but you cant cross over the
center black line. Go!
Wait for kids to demonstrate. Then say: The balls are
garbage, so you want to have as few balls on your side as
possible. Kick as many balls as you can to the other side of
the black line until I blow the whistle, and whichever team
has the least garbage on their side wins. Does anyone have
any questions?

Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2

11:37-11:42

Assessment: Does the demonstrating team show that they

understand how to play the game
Differentiation: Ask if anyone has questions
Playing the game (10 minutes)
Say: Mrs. Stubbs class, stand up, face this way
(demonstrate), and lie on your bellies with your feet at the
black line. (Wait for the students to do so). Mrs. Jemmotts
class, stand up, and lie on your bellies facing the other way,
with your feet touching someones feet who is lying down.
(Wait for the students to do so). When I say, go the game
begins, and remember that when I blow the whistle you stop.
Go!

11:42-11:52

Teacher Notes:
Assessments/
Differentiation

Closure

Feedback From
Students:
Feedback To
Students

Assessment: Observe the students playing the game to see

if they understand how to play.
Differentiation: Look for students who may not be playing
correctly (i.e. crossing over the line). Blow the whistle if
necessary to stop the game and further explain.
Closure (3 minutes)
Blow the whistle. Ask students to each grab one ball and put
it back in the bins, and line up at the door. Say: Whichever
line is most quiet gets to leave the gym first.
Feedback is taken by observing the students to see if they
are having fun during the game.
Congratulate the winning team

Time

11:52-11:55