This is a game that a friend of mine recommended
which I made into my own version. Have fun!
Blind
Game
Author: thomas obrien 05/17/2008 03:52:00 PM EDT
TaskStream - Tools of Engagement
VITAL
INFORMATION
Subject(s):
Physical
Education
Topic
or Unit of Study:
Team
Building
Grade/Level:
6-12, Mastery Level 2.6
Objective:
The students will learn the concept
of team building using cooperative learning skills.
Summary:
The students will be
directed where to go by their partners without the blindfolds on. The
team that does this the fastest will
win.
IMPLEMENTATION
Learning
Context:
The students will be
able to develop their physical, social, and emotional skills that are
needed for them to live.
Procedure:
Blind Game
1) The students
without the blindfolds on will spread themselves throughout the
gymnasium.
2) The students will pair up in twos.
3) The
student who is blindfolded will not know where their partner is in
the gymnasium.
4) The partner that is not blindfolded will
give their blindfolded partner directions as to where they are.
5)
The blindfolded individual will listen to the directions and take as
many steps in the direction that their partner is.
6) The
objective is for the blindfolded team member to reach their team
member that is not blindfolded the fastest in order to win the
game.
Differentiated
Instruction:
Accommodations and
modifications will be made as needed.
Rules:
1) The
team that comes together the fastests will win.
2) The
students will only be allowed to help their other team member.
3)
The students may not direct their team member to take any more than
10 steps in any direction. The objective is to promote team
leadership and listening skills that are needed to survive. This
activity also forces students to trust one another
Sample
Student Products:
N/A
Collaboration:
Students
will work collaboratively. Students will work in groups of
2.
Time
Allotment:
1 class
period. 30 Min. per class.
Author's
Comments & Reflections:
This
lesson is geared towards teaching students the concept of being a
team player through the use of listening skills.
MATERIALS
AND RESOURCES
Instructional Materials:
Here
are some google searches that may
help:
http://www.google.com/search?ie=UTF-8&oe=UTF-8&sourceid=navclient&gfns=1&q=blind+game+and+PE
Resources:
* Materials and
resources:
blindfolds
STANDARDS
& ASSESSMENT
Standards:
NJ-
New Jersey Core Curriculum Content Standards
• Subject : Comprehensive Health and Physical Education
(2004)
• Standard
2.6: (FITNESS) ALL STUDENTS WILL APPLY HEALTH-RELATED AND
SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A
HEALTHY, ACTIVE LIFESTYLE.
• Range/Grade Level 0: Building upon knowledge and skills
gained in preceding grades, by the end of Grade 8, students
will:
• Strand A:
Fitness and Physical Activity
Cumulative
Progress Indicator 1 : Summarize the potential short- and
long-term physical, social, and emotional benefits of regular
physical activity.
Cumulative
Progress Indicator 2: Differentiate how body systems adapt to acute
exercise vs. regular exercise over a period of
time.
Cumulative
Progress Indicator 3: Predict how factors such as health status,
interests, environmental conditions, and available time impact
personal fitness.
Cumulative
Progress Indicator 4 : Analyze the positive and negative impacts of
technological advances on exercise, health, and
fitness.
Cumulative
Progress Indicator 5 : Describe ways to achieve a healthy body
composition through healthy eating and physical
activity.
Cumulative
Progress Indicator 6 : Distinguish between facts and fallacies
regarding the marketing of fitness products, services, and
information.
•
Strand B : Training
Cumulative
Progress Indicator 1: Recognize signs and symptoms that warrant
exercise termination and possible follow- up with a healthcare
professional.
Cumulative
Progress Indicator 2: Apply training principles to establish a
progression of activity that will improve each component of
fitness.
Cumulative
Progress Indicator 3 : Describe and demonstrate various training
methods, including isotonic, isometric, interval, and circuit
methods.
Cumulative
Progress Indicator 4 : Investigate the physical, behavioral,
legal, and competitive consequences of the use of anabolic steroids
and other performance enhancing substances.
• Strand C : Achieving and Assessing
Fitness
Cumulative
Progress Indicator 1 : Engage in a variety of sustained, vigorous
physical activities that enhance each component of
fitness.
Cumulative
Progress Indicator 2: Perform at the intensity level needed to
enhance cardiovascular fitness, as determined by target heart rate,
perceived exertion, and recovery heart rate.
Cumulative
Progress Indicator 3 : Monitor physiological responses before, during
and after exercise and compare changes.
Cumulative
Progress Indicator 4 : Use health data and information from internal
and external sources to develop a personal fitness plan, and use
technology to evaluate the implementation and outcomes of the
plan.
Cumulative
Progress Indicator 5: Demonstrate age- and gender-specific
progress towards improving each component of fitness.
• Range/Grade Level 0: Building upon knowledge and skills
gained in preceding grades, by the end of Grade 12, students
will:
• Strand A
: Fitness and Physical Activity
Cumulative
Progress Indicator 1: Predict the short- and long-term physical,
social, and emotional benefits and potential problems associated with
regular physical activity.
Cumulative
Progress Indicator 2: Summarize the causes, influences, and
responses of body systems during exercise.
Cumulative
Progress Indicator 3: Describe how preventive healthcare,
physiological monitoring, hydration, a safe environment, and
exercising with a partner contribute to safe fitness
activities.
Cumulative
Progress Indicator 4: Evaluate the role of genetics, gender, age,
nutrition, activity level, and exercise type on body
composition.
•
Strand B : Training
Cumulative
Progress Indicator 1 : Develop and implement a training program
to maximize health benefits and prevent exercise-related injuries and
illnesses.
Cumulative
Progress Indicator 2 : Apply training principles to establish a
progression of activity that will improve each component of fitness
and justify the use of each principle.
Cumulative
Progress Indicator 3 : Compare and contrast the use of drugs, fitness
products, and fads to achieve fitness.
• Strand C : Achieving and Assessing
Fitness
Cumulative
Progress Indicator 2 : Perform at the intensity level needed to
enhance cardiovascular fitness, monitor physiological responses
before, during, and after exercise, and modify exercise appropriately
in response.
Cumulative
Progress Indicator 3: Assess personal level of fitness, design a
personal fitness plan considering current health and fitness status,
goals and interests, skill level, accessibility and costs, and use
technology to implement, monitor, and evaluate the
plan.
Cumulative
Progress Indicator 4 : Demonstrate age and gender-specific progress
towards the achievement of fitness goals for each component of
health-related and skill-related fitness.
Cumulative
Progress Indicator 5 : Modify a fitness plan to accommodate for
injury, illness, pregnancy, aging, and
disability.
Cumulative
Progress Indicator 6 : Discuss the use of body mass index, body fat
percentage, and fat deposition as measures of
fitness.
Cumulative
Progress Indicator 1 : Engage in a variety of sustained, vigorous
physical activities to enhance each component of
fitness.
Assessment/Rubrics: