Obstacle Organism
Primary Market
Education, Secondary Ed
Character Focus
Teamwork
Items Needed
2 or more Toobeez sets, stopwatches (one per group)
The Activity Time
45 - 55 minutes

Objectives

  • Build and navigate a five-part course
  • Improve balance
  • Increase flexibility
  • Discuss and reflect on the experience
Character Focus
Teamwork
The Challenge
Navigate all obstacle courses that classmates create.obstacle-organism1
Preparation
Time: 5 minutes

Materials

  • 2 or more Toobeez sets
  • stopwatches (one per group)

Setup

  • Have the Toobeez arranged in piles so they are easy to pick up.
  • Provide one stopwatch to each group.
Activity Plan

Time: 45 – 55 minutes

Space: Lots

Instruction: Small groups of four

Helpful Hints

  • Be sure to review these tips prior to beginning the activity, and if necessary, share reminders with the group during the activity.
  • To save time, provide each group with the same number of Toobeez pieces
  • It may help to discuss the components of or examples of an obstacle course prior to this activity

Here are available Training Options!

Activity Instructions

1. Circle up the group, and review with students what makes a good obstacle course.

2. Discuss with students what it means to have confidence as a group and how making good choices is important for the group.

3. Read the following Activity Challenge Box to the group.
Challenge: Navigate all obstacle courses that classmates create.

4. Tell students that each obstacle course must include elements for jumping, running and crawling to be complete. For example, high-low levels, curves, tunnels, etc.

obstacle-organism25. Answer any questions students may have prior to continuing.

6. Group students into small groups of four.

7. Inform students that they have 30 minutes to create their courses.

8. When the courses are completed, students are to complete their own course. Using the stopwatch, groups should time themselves.

9. Once their own course is completed, have the groups trade with other groups until they have experienced all the courses and timed each other.

10. After the activity, move to the “Activity Discussion and Processing” section of the activity.

Assessment

  • Teacher’s observation of student participation
  • Groups’ structures should have the three exercise elements of jumping, running and crawling
  • Discussion of class structures and their differences

Activity Discussion and Processing

obstacle-organism4
To close the lesson, end with a group discussion about what was learned during the activity. Circle up the group, and work through the following questions. If possible, record the group’s responses on flip chart paper so all comments are displayed.

  • How did you feel knowing that you had to build something from scratch?
  • Was working in a group helpful in coming up with ideas?
  • Did you try different ideas?
  • What did your group have to do in order to be successful?
  • How can we overcome obstacles in our daily lives?

Activity Variations

1. Changing the activity.
obstacle-organism5Have the students attempt the course backward from the finish to the start.

2. Increase the course.
Have two groups combine their courses to create a larger, more demanding course.

3. Increase the difficulty.
With the help of a partner, have students use listening and communication to work through the course blindfolded.

Tim Arem is an award-winning fitness educator who believes in sharing health, fitness and entertainment with children and adults of all ages. Tim's love and concern for children extends across the United States and he actively supports the Special Olympics. He is an inspiration for motivating teachers and students in schools with his fitness pep rallies.
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