Tag Archives: chuck the chicken

SEPT. 30TH. MOVEMENT JOURNAL (Group B) – Angela MacPhail

I really enjoyed the game Chuck the Chicken and I think it’s a great game to include in a PE Lesson Plan to get students active and moving.  If fact I liked it so much I researched other things you can do with rubber chickens. Unfortunately I was quite disappointment with the results, which included Duck Duck Chicken, as well as other inappropriate, unsuitable, or hall of shame games.

However, I discovered a whole new game involving rubber pigs called Capture the Pig!  The best part about the game is that it is an adapted version of the game Capture the Flag, that avoids the hall of shame features of having a minimal participation level and a prison.

Instead, Capture the Pig is a continuous, high energy and fast paced invasion game. By a having multiple targets, the game allows for a high participation level and avoids the domination of the game by faster players.

To play the game, the class is divided into two teams that are separated by the centre line. The object of the game is to capture pigs from the other side of the gym and to avoid getting tagged by farmers guarding the pigs. Each student is give 5 elastic bands, which represent the number of lives they have. They receive 3 elastic bands if they are successful in stealing a pig and they lose 1 elastic band if they are tagged by a farmer.  There are also safe zones where students cannot be tagged by farmers.

There’s a video, as well as a PDF of possible adaptations for Grades 1 to 5.

Capture the Pig Grade 1-5


Sept. 30th. Movement Journal #2. Formative versus Summative.

Hi Everyone,

There are a couple things I wanted to share about last week’s discussion group and team teach.

Firstly, I greatly enjoyed learning about the difference between formative and summative assessments. I really think formative assessment is an excellent tool and one that I hope to implement in all my classes. I’m not sure if my elementary or high school P.E. teachers did any formative assessments, as I do not recall them ever discussing them in class. If they did, I am sure they were loosely based on performance standards only. That being said, I think one of the most effective tools of formative assessment is transparency. We have all heard the saying “no secret teacher business” and I think this really applies here. I think it is very helpful to students to let them know what you are looking for and what you will be assessing so there are no surprises. It also allows students to give their feedback and an assessment of their teacher too. These discussions can also be a great opportunity to talk about physical literacy as you can explain that formative assessment will be based on more than performance alone. In this way I hope students can ask questions and not feel so intimidated by the grading process.

I also wanted to mention how much I enjoyed the striking game activities this past class. What a fun and active class, the team teachers thought of everything! From stretches to the field to fun warm-up games and an inclusive new edition of California Kickball, I had my heart pumping and my feet moving. I really enjoyed how the team teachers made sure everyone was included and moving at all times. I also wanted to highlight how the games were FUN! It sounds simple but Chuck the Chicken is loads of fun and still gets students to practice their skills. Also, the adaptation of California Kickball was inclusive and I liked how no one was ever caught out. I have terrible memories of playing baseball and heading up to the plate nervously waiting to have the ball thrown to me. I rarely hit it and always felt terribly embarrassed. This wonderful game eliminated all those feelings and brought out great team spirit and comradery.

Great Job! I would love to use your entire lesson plan in a future P.E class!