Survivor Lesson Plan

LESSON PLAN

SUBJECT: / Life Orientation (Senior Phase – Gr 7-9) / Grade: / 8 / Date:
FOCUS: / Physical development and movement

MOVEMENT MODALITY / MOVEMENT AREA WITH SPECIFIC SUBSECTION:

Fitness: Upper and Lower Body Strength
Lesson topic / Survivor (Surviving adverse conditions)
Key concepts/
Key questions / 1. Are the learners able to demonstrate competency in upper and lower body strength activities?
2. Are the learners able to work effectively in a team environment?
3.
4.
5.
6.

CHOOSE ONE OF THE FOLLOWING:

SPECIFIC AIMS IN LIFE ORIENTATION

Life Orientation aims to:
x / guide learners to achieve their full physical, intellectual, personal, emotional and social potential
develop learners’ skills to respond to challenges and play an active and responsible role in the economy and society
teach learners to exercise their constitutional rights and responsibilities and to respect the rights of others
guide learners to make informed and responsible decisions about their health, environment, subject choices, further studies and careers
x / provide opportunities for learners to demonstrate an understanding of, and participate in activities that promote movement and physical development
Give brief motivation for your choice of aim: / Learners will have to be physically active. In this moderate to vigorous activities the learners will be able to increase and build strength. This includes activities that develop muscular strength and endurance specifically in the upper and lower body. The learners will also be divided into groups where they will need to collaborate in order to finish all activities effectively.

The lesson aims to produce learners that are able to:

identify and solve problems and make decisions using critical and creative thinking
x / work effectively as individuals and with others as members of a team
x / organise and manage themselves and their activities responsibly and effectively
collect, analyse, organise and critically evaluate information
communicate effectively using visual, symbolic and/or language skills in various modes
use science and technology effectively and critically showing responsibility towards the environment and the health of others
demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation
Integration in the subject: / Cross curricular links / themes / competencies:
Life Orientation: Personal Development / Arts and Culture: Movement and Music
Natural Sciences: The human environment
Languages: Following instructions
Teaching support material: / In advance preparation (Venue and apparatus):
Cones
Skip Ropes
Balls
Masking Tape / See Addendum
Number of learners: / 38 / Boys: / +/- 19 / Girls: / +/- 19 / Duration: / 45 minutes
Division of groups:
(method) / 2 groups: A + B class
General guidelines / aspects which the teacher must take into consideration when presenting the lesson (learners with special needs, etc.):
All learners are not the same therefore activities can be modified to suit the needs of those who cannot participate in full e.g. all learners do not have the same level of upper body strength to complete 10 full push ups therefore it can be modified to suit their needs in an easier position where their legs are firmly on the ground.
Teacher’s activities / Learner’s activities / Time
INTRODUCTION
Contextualisation and foundation of movement content
- Introduce theme by playing the Survivor theme song and describing the context (learners are stranded on a remote island and need to survive)
- What do you need to survive?
- Explain that learners will do strength training.
- Need strength to survive.
- Explain that you need strength to even complete daily activities.
- We will be focusing on developing upper and lower body strength and you will have to survive by finding heat and gathering water and food. / - You need water, food, heat and shelter.
- Learners respond. / 5 min
- Explain that learners are divided into two groups: When we are finished with the introductory tribal warm-up we will move into our tribes and you will have to get a name for your tribe. All activities will be done in this tribe.
- Learners elect team leaders
Introductory and physical warm-up activities
Tribal Jungle Warm-Up:
- Explain and demonstrate basic rhythmic moves:

Monkey swings : swing arms like a monkey
African drums: bang on drums and do a jumping jack
Confusing center step: Double step (right foot), double step (left foot), step forward with right foot then center, step backwards with left foot.
Jungle pump: Push arms in the air and push arms out three times.

- Demonstrate with music and instruct learners which move to follow.

Monkey swings
African drums
Confusing center step
Jungle pump
African drums
Monkey swings

- Repeat
(important note: the learners do not have to do the rhythmic moves perfectly, this is only done as a warm-up activity that is in context of the lesson and not to teach the learners a specific rhythmic style) / - Learner mimics teacher and memorise rhythmic moves.
- Learner practices rhythmic moves
- Learners do rhythmic moves / 10 min
PROGRESSION
Focus of lesson: Core activities (main aim and outcomes of practical movement content of lesson)
- Indicate that it is time to split into groups.
- Hand groups challenge cards. They have to read it themselves and finish the challenge as quick as possible. They can complete the challenges in any order. / - Learners split into two groups determined by their class groups.
- Supervise learners and help and explain where needed. / Water:
- Carry the water pot in a squat position to the camp.
Food:
- Shoot the wild chicken by throwing it with a heavy ball in a squat position.
- Each team member needs to try and return the ball back to the tribe.
- 15 wild chickens need to be shot. (the leader will count)
Fire:
- Carry out a “fire dance”
- First pack the fuel in the middle of the camp.
- Form a circle around it and circle it twice clockwise and twice anticlockwise.
- Spread out and do 15 jumping jacks.
- Do 5 crunches.
- Do 5 push ups
- After completing the “fire dance” count 1, 2, 3 together and yell “FIRE”
- Instruct learners to stay in groups and follow you to the final challenge. / - Learners gather at final challenge.
Application activities (game, competition, movement series, dance, group activities, partner activities, etc.)
- Explain and demonstrate Final Team Challenge: As you know, you are in a jungle in Africa and need to survive. You have seen civilization and know that they can get you back home. To get there you need to cross and go through a dangerous path. This is what you will encounter:

Across the crocodile infested river: You need to help your friend cross the river without getting bitten by the huge crocodiles. You can only step in the designated areas.
On the riverbank there are tiny vicious venomous snakes. You need to stomp them dead by jumping through the jump rope 20 times.
Scare away the crazy monkeys by doing 10 burpees and then screaming like a monkey.
Go through the collapsing cave of mystery. Climb underneath and over the cave as quick as possible before it collapses on you or your team mates.
Go underneath the toxic tarantulas: crab walk underneath the ‘spider web’.
Run to safety! You have survived!

/ Learners do the final challenge.
CONCLUSION
Consolidation of learning experience: Capture of movement education which took place
(summary, conclusion and submission of application, homework / task / assignment / etc.)
- Ask the learners whether they are fatigued or not.
- Cool down: Lie on your back and imagine the wilderness in the music. / - Learners respond.
Assessment opportunities, aims and evidence:
Throughout this lesson learners have been assessed by their capability of doing the different strength activities. Learners will also understand the concept of muscular strength and endurance by explaining it at the end of the lesson.
COMMENTS
Lesson adapted form PE Central: