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Here is an activity lesson on the various ways people communicate


P.E. & Health  


4, 5, 6  

Title – What did you say?
By – Lisa Kokotajlo
Primary Subject – Health / Physical Education
Grade Level – 4-6
Lesson – Communication

National Standard: 1, 4, 7

NJ Core Curriculum Standard: 2.1, 2.2, 2.4

I. Performance Objectives:

      A. Cognitive: After participating in the lesson, the students should know why communication is important and the various ways people can communicate with each other, through their participation in the various activities.
    B. Social: During the lesson, 100% of the students will participate in group work without negative comments. Negative comments will be identified by both the teacher and the group.

II. Materials and Equipment

      A. Lesson Plan

      B. CD Player

      C. Poly spots

    D. Buzzer

III. Procedure

      A. Activity — Telephone

        Students will be divided into two groups. Groups will stand up and form a line. Lines will be told a long phrase by the teacher and they will have to try to pass it on to the next person. The phrase must be passed on until it reaches the last person in the line. When the last person gets the message, they will say it aloud and we will see if the message was passed on correctly or not.

Mr. Lloyd’s classes have the smartest and funniest students who love when Miss K comes to teach them.

      B. Content

        1. What did you have to do in order to get the message through your team in telephone?

          a. communicate

          b. speak clearly

          c. listen

        2. Why is communication important?

          a. express your feelings

          b. pass on important messages

        3. What are some ways to communicate?

          a. talking

          b. telephone

          c. text message

          d. email

          e. sign language

          f. body language

        4. What type of communication do you use the most?

          a. verbal

          b. non-verbal

      C. Activity — Pass it on

        Students will split up into lines again. First group will stand up in their line; other group will stay seated and act as a “peanut gallery”. Students who are sitting will be told to observe and see what happens as the message tries to get passed through the line. Teacher will perform a variety of body movements for the first student in line. After the message has been passed on to the first student, student must turn around and tap second student in line on the shoulder so they turn around. Student will try to duplicate body movements. Message will be passed down the line until it reaches the last student. Last student in line will perform what they think the message is to the class.
        Phrase 1:

churn butter, wavy thing, point, clap and point to person

        Phrase 2:

rub tummy/pat head, hokey pokey turn, grab leg and kick, tug on ears

        1. What type of communication did you use in this game?

          a. non-verbal

        2. Was it harder to pass the message along through body language as opposed to talking like in the first game?

          a. not used to non-verbal communication as much as verbal

        3. What did peanut gallery notice?

          a. people forgot parts of the message and made things up to fill in the spaces

          b. order of message was changed

        4. Can messages get mixed up in real life situations?

          a. rumors/gossip

          b. information changes as people add what they think they hear

      D. Activity — Minefield

        1. Students will be split up into two groups. Poly spots will be placed on the floor in a grid patter. Students will attempt to find the path through the poly spots that the teacher has created on a piece of paper. If the students step on the wrong poly spot, they will be told they are incorrect and will have to go to the end of the line and the next student will have to continue. Students will be encouraged to use communication to help their teammates get through the minefield.

        2. Did you use good communication or bad communication? Why?

          a. yelling at each other was bad communication

          b. teammates felt stressed, pressured, upset

          c. can relate to real life situations when you have to decide between listening to your peers or doing what you think is right.

      E. Assessment

        1. Cognitive — Students will be assessed by the ability to answer questions about how they communicate, and be able to use proper communication to complete the activities.

        2. Social — Students will be assessed on their ability to cooperate throughout the entire lesson through teacher observation

      F. Closure

        1. Is it important to communicate?

        2. What type of communication do you use the most?

      3. What type of communication do you find easier to use?

E-Mail Lisa Kokotajlo !

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