Physical Education - 5th Grade

Transcription

1 Instructional Unit Cooperative Games/Adventure Activities COOPERATIVE CONCEPTS The students will be -Exhibit role playing Suggested ADEF -teamwork able to recognize (leadership). Activities/Assessment AF -trust building positive and negative -Exhibit sportsmanship -teacher observation -communication interactions of small (cooperation, sharing, etc.). -behavior rubric -brainstorming groups by performing -Apply decision making skills. -sportsmanship rating -problem solving cooperative games and -Perform on-task as a small scale -conflict resolution adventure activities. group. -orienteering checklist ACTIVITIES -Work together to achieve a -stepping stones common goal. -cage ball weave -survivor series -rock wall challenges -crazy 8 -blindfolded obstacle course -maze challenge

2 Instructional Unit Culminating Challenges CHALLENGE COURSE STATIONS The students will be -Demonstrate proper individual Suggested ADEF -emphasize completing each able to recall and apply movement concepts and skills Activities/Assessment ABF challenge correctly, not racing proper movement to complete challenge activity. -teacher observation MOVEMENT/FITNESS CONCEPTS concepts and skill -Demonstrate proper ball -behavior rubric -reinforcing movement and fitness techniques learned handling techniques and skills -sportsmanship rating concepts taught throughout the throughout the year in to complete challenge activity. scale year order to complete the -Apply techniques and skills BALL HANDLING CONCEPTS culminating challenges. with a variety of balls and -reinforce ball handling concepts variety of manipulatives. taught throughout the year

3 Instructional Unit Fall Physical Fitness Assessments PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the Fitness and respect ABC AND TESTING able to identify the physiological indicators that worksheet -setting goals components and accompany moderate to Fitness goal-setting -individual goals, not competition principles of health- vigorous physical activity (e.g. worksheet -individual goal is to better fourth related physical fitness sweating, increased heart rate, grade scores by completing the heavy breathing). -flexibility (stretching) fitness unit. -muscular strength (strong) -muscular endurance (energy) -speed and agility -FITT (frequency, intensity, time, type) -fitness circuits ASSESSMENTS -fitness activities -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components

4 Instructional Unit Fall Physical Fitness Assessments PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the ABC AND TESTING able to illustrate an physiological indicators that -setting goals understanding of accompany moderate to -individual goals, not competition physical activity by vigorous physical activity (e.g. -individual goal is to better fourth writing individual sweating, increased heart rate, grade scores fitness programs in heavy breathing). -flexibility (stretching) their personal activity -Identify the components of -muscular strength (strong) logs. health-related physical fitness. -muscular endurance (energy) -speed and agility -Identify the principles of -FITT (frequency, intensity, time, health-related physical fitness type) -fitness circuits ASSESSMENTS -fitness activities -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components

5 Instructional Unit Fall Physical Fitness Assessments PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the Race across PA - timed ABC AND TESTING able to engage in physiological indicators that runs -setting goals activities in a variety of accompany moderate to Assorted muscular -individual goals, not competition settings that promote vigorous physical activity (e.g. strength exercises -individual goal is to better fourth cardiovascular and sweating, increased heart rate, Pass and Tag grade scores musculoskeletal heavy breathing) Partner exercises -flexibility (stretching) benefits. -Perform activities from -muscular strength (strong) Innovative Fitness Connections Assorted aerobics -muscular endurance (energy) curriculum -speed and agility -FITT (frequency, intensity, time, type) -fitness circuits ASSESSMENTS -fitness activities -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components

6 Instructional Unit Gymnastics/Tumbling/Apparatus SAFETY TECHNIQUES The students will be -Show safety techniques of Suggested ABC -reinforce techniques previously able to recognize basic self-control, proper use of Activities/Assessment ABCD taught cognitive concepts equipment, and proper landing -teacher observation -self-control, body control, and associated with techniques. -behavior rubric spatial awareness movement and how to -Exhibit proper techniques of -individual practice time -safe landing techniques use them to guide their stunts, partner stunts, group -proper use of equipment performance in body pyramids, balances, and -tumbling rubric -spotting management, tumbling, tumbling skills. -station checklist STUNTS / BALANCES and gymnastic skills on -Apply basic and advanced -modified activities -strength stunts (l-seat press, each apparatus with skills to gymnastic apparatus. straddle press, etc.) proper safety -Perform each challenge -partner stunts/pyramids (side techniques. course station appropriately. stand, back layout, group pyramids, etc.) TUMBLING -review and practice all previously taught rolls -develop a routine of three stunts and three tumbling skills APPARATUS -vaulting--review spring board approach (squat, flank, straddle through vaults) -bars--straddle travel, front support travel -medium beam--review walking skills and balances -floor balance beam-- review jump combinations, tumbling skills (forward roll, cartwheel), etc. -climbing skills--review rock wall, mountain, ropes, cargo nets, etc. -develop a routine of three skills on an apparatus of your choice CHALLENGE COURSE STATIONS

7 Instructional Unit Gymnastics/Tumbling/Apparatus SAFETY TECHNIQUES The students will be -Show safety techniques of Suggested ABC -reinforce techniques previously able to design a floor self-control, proper use of Activities/Assessment ABCD taught routine consisting of equipment, and proper landing -teacher observation -self-control, body control, and three stunts and three techniques. -behavior rubric spatial awareness tumbling skills of their -Exhibit proper techniques of -individual practice time -safe landing techniques choice. stunts, partner stunts, group -proper use of equipment pyramids, balances, and -tumbling rubric/routine -spotting tumbling skills. rubric STUNTS / BALANCES -Apply basic and advanced -station checklist -strength stunts (l-seat press, skills to gymnastic apparatus. -modified activities straddle press, etc.) -Combine skills with smooth -partner stunts/pyramids (side transitions. stand, back layout, group -Perform each challenge pyramids, etc.) course station appropriately. TUMBLING -review and practice all previously taught rolls -develop a routine of three stunts and three tumbling skills APPARATUS -vaulting--review spring board approach (squat, flank, straddle through vaults) -bars--straddle travel, front support travel -medium beam--review walking skills and balances -floor balance beam-- review jump combinations, tumbling skills (forward roll, cartwheel), etc. -climbing skills--review rock wall, mountain, ropes, cargo nets, etc. -develop a routine of three skills on an apparatus of your choice CHALLENGE COURSE STATIONS

8 Instructional Unit Health-Fitness and Nutrition Wellness 1. Benefits of drinking water before, during, and after exercise 2. Six components of healthrelated physical fitness - Muscular strength - Muscular endurance - Body composition - Cardiorespiratory endurance - Flexibility - Stress management 3. Locate and accurately count pulse beats to determine heart rate 4. Definition of FITT (Frequency, Intensity, Time, and Type) exercise 5. Importance of eating a good breakfast ASSESSMENT 1. List and define key concepts related to the above components

9 Instructional Unit Health-Substance Abuse Healthy Living Topics (Drug and Alcohol) 1. Drugs and Drug use -Effect on Body/Personal Life -Why do people choose to use/ not to use drugs -Resistance skills 2. Alcohol -Effects on Body/Personal Life -Why do people choose to use/ not to use alcohol -Resistance skills 3. Chemical Dependency -Characteristics 4. Nicotine and Tobacco -Physiological and Behavioral Effects of Smoking, Second Hand Smoking, and Chewing Tobacco -Why do people choose to use/ not to use tobacco -Resistance skills 5. Marijuana -Physiological and Behavioral Effects -Consequences 6. Cocaine -Define -Physiological and Behavioral Effects 7. Inhalants -Define

10 Instructional Unit Health-Substance Abuse -Physiological Effects 8. Resources -School Resources -Outside Resources 9. Sources of Influences -Sources of Reliable Information ASSESSMENTS 1. Outline lists and define key concepts related to substance abuse issues -Role playing -Design poster

11 Instructional Unit Jump Ropes UNIT CONCEPTS The students will be -Demonstrate different take-off Suggested ABC -reinforce techniques previously able to combine five and landing techniques using Activities/Assessment ABD taught consecutive rope carpet squares and hoops. -teacher observation -forward and backward spinning jumping skills of their -Spin and jump, using basic and -behavior rubric SINGLE ROPE JUMPING choice and design a advanced skills. -jump rope routine -refine single rope jumping skills routine. -Combine rope jumping skills assessment -individual steps without rebound with smooth transitions. -individual practice time step (alternate step, swing step, -Spin with a classmate and can-can, etc.) jump, using basic and -partner jumping ROPE JUMPING VARIATIONS advanced skills and using long -long rope jumping -develop a routine of a combination ropes. -circuit of five different jumps -modified activities PATRNER JUMPING -develop a combination together of five different jumps LONG ROPE JUMPING -practice previously taught skills -class challenges (numerical runthroughs, numerical jumps) -double dutch spinning and jumping CHALLENGE COURSE STATIONS

12 Instructional Unit Jump Ropes UNIT CONCEPTS The students will be -Demonstrate different take-off Suggested ABC -reinforce techniques previously able to develop hand- and landing techniques, using Activities/Assessment ABD taught eye-foot coordination, carpet squares and hoops. -teacher observation -forward and backward spinning balance, footwork, and -Spin and jump, using basic and -behavior rubric SINGLE ROPE JUMPING endurance by advanced skills. -jump rope routine -refine single rope jumping skills completing various -Combine rope jumping skills assessment -individual steps without rebound activities. with smooth transitions. -individual practice time step (alternate step, swing step, -Spin with a classmate and can-can, etc.) jump, using basic and -partner jumping ROPE JUMPING VARIATIONS advanced skills and using long -long rope jumping -develop a routine of a combination ropes. -circuit of five different jumps -modified activities PATRNER JUMPING -develop a combination together of five different jumps LONG ROPE JUMPING -practice previously taught skills -class challenges (numerical runthroughs, numerical jumps) -double dutch spinning and jumping CHALLENGE COURSE STATIONS

13 Instructional Unit Orientation EXPECTATIONS The students will be -Exhibit sportsmanship. Suggested DEF -behavior able to demonstrate -Follow directions. Activities/Assessment -attitude appropriate classroom -Respect equipment. -snowball tag -effort management behaviors -Use I Care Rules. -geronimo -sportsmanship needed for success in -teacher observation SAFETY RULES physical education -behavior rubric -self control--keep your body and throughout the school -question/answer emotions under control at all times year. assessment -walk unless otherwise instructed -follow all directions the first time -stop on the whistle- Stop, Look, and Listen I CARE RULES -We listen to each other. - Hands are for helping, not for hurting. - We use I-Care language. - We care about each other's feelings. - We are responsible for what we say and do. - Respect Initiative/Bullying CONSEQUENCES -quiet warning -time out -repeated time out and a note/phone call home -visit to the office GOAL SETTING IN PHYSICAL EDUCATION SPATIAL AWARENESS & FITNESS GAMES

14 Instructional Unit Orientation EXPECTATIONS The students will able -Recognize personal space. Suggested DEF -behavior to distinguish between -Recognize general space. Activities/Assessment -attitude the different spatial -Exhibit self control. -snowball tag -effort awareness concepts -geronimo -sportsmanship in order to move their -teacher observation SAFETY RULES bodies safely. -behavior rubric -self control--keep your body and -question/answer emotions under control at all times assessment -walk unless otherwise instructed -follow all directions the first time -stop on the whistle- Stop, Look, and Listen I CARE RULES -We listen to each other. - Hands are for helping, not for hurting. - We use I-Care language. - We care about each other's feelings. - We are responsible for what we say and do. - Respect Initiative/Bullying CONSEQUENCES -quiet warning -time out -repeated time out and a note/phone call home -visit to the office GOAL SETTING IN PHYSICAL EDUCATION SPATIAL AWARENESS & FITNESS GAMES

15 Instructional Unit Orientation EXPECTATIONS The students will be -Model appropriate stretches. Suggested DEF -behavior able to develop -Participate appropriately in Activities/Assessment -attitude physical fitness fitness games. -snowball tag -effort components by -geronimo -sportsmanship completing fitness -teacher observation SAFETY RULES games and stretching -behavior rubric -self control--keep your body and activities. -question/answer emotions under control at all times assessment -walk unless otherwise instructed -follow all directions the first time -stop on the whistle- Stop, Look, and Listen I CARE RULES -We listen to each other. - Hands are for helping, not for hurting. - We use I-Care language. - We care about each other's feelings. - We are responsible for what we say and do. - Respect Initiative/Bullying CONSEQUENCES -quiet warning -time out -repeated time out and a note/phone call home -visit to the office GOAL SETTING IN PHYSICAL EDUCATION SPATIAL AWARENESS & FITNESS GAMES

16 Instructional Unit Rhythmics RHYTHM CONCEPTS The students will be -Reproduce rhythmical patterns Suggested ADF -reinforce previously taught able to model using dyna-bands. Activities/Assessment ABCDE concepts of rhythmical patterns fundamental skills to -Perform rhythmical movements -teacher observation NOVELTY AND GROUP LINE rhythmical patterns and concepts with smooth -behavior rubric RHYTHMS using dyna-bands. transitions according to the -modified activities -chicken fat beats. -electric slide -Exhibit creative self- -Louisiana Saturday night exploration patterns to the -cowboy cha cha music individually, with a MANIPULATIVES AND RHYTHMS partner, and in small groups. -dyna-bands AEROBIC DANCE -Tae-bo -Slim Good-body RHYTHM CONCEPTS The students will be -Perform rhythmical movements Suggested ADF -reinforce previously taught able to demonstrate and concepts with smooth Activities/Assessment AB concepts of rhythmical patterns movement concepts transitions according to the -teacher observation NOVELTY AND GROUP LINE individually, with a beats. -behavior rubric RHYTHMS partner, and in small -Exhibit creative self- -group routine -chicken fat groups through general exploration patterns to the assessment -electric slide space according to music individually, with a -modified activities -Louisiana Saturday night the rhythmical patterns. partner, and in small groups. -cowboy cha cha MANIPULATIVES AND RHYTHMS -dyna-bands AEROBIC DANCE -Tae-bo -Slim Good-body

17 Instructional Unit Spring Physical Fitness Assessments PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the Fitness and respect ABC AND TESTING able to identify the physiological indicators that worksheet -setting goals components and accompany moderate to Fitness goal-setting -individual goals, not competition principles of health- vigorous physical activity (e.g. worksheet -flexibility (stretching) related physical fitness sweating, increased heart rate, -muscular strength (strong) by completing the heavy breathing). -muscular endurance (energy) fitness unit. -Identify the components of -speed and agility health-related physical fitness. -FITT (frequency, intensity, time, type) -Identify the principles of -fitness circuits health-related physical fitness ASSESSMENTS -5 minute jog each class -1 mile timed run (two trials) -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components

18 Instructional Unit Spring Physical Fitness Assessments PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the ABC AND TESTING able to state an physiological indicators that -setting goals understanding of accompany moderate to -individual goals, not competition physical activity by vigorous physical activity (e.g. -flexibility (stretching) writing individual sweating, increased heart rate, -muscular strength (strong) fitness programs in heavy breathing). -muscular endurance (energy) their personal activity -Identify the components of -speed and agility logs. health-related physical fitness. -FITT (frequency, intensity, time, type) -Identify the principles of -fitness circuits health-related physical fitness ASSESSMENTS -5 minute jog each class -1 mile timed run (two trials) -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components

19 Instructional Unit Spring Physical Fitness Assessments PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the Timed mile run ABC AND TESTING able to engage in physiological indicators that Assorted muscular -setting goals activities in a variety of accompany moderate to strength exercises -individual goals, not competition settings that promote vigorous physical activity (e.g. Pass and Tag -flexibility (stretching) cardiovascular and sweating, increased heart rate, Partner exercises -muscular strength (strong) musculoskeletal heavy breathing). -muscular endurance (energy) benefits. -Perform activities from Assorted aerobics -speed and agility Innovative Fitness Connections -FITT (frequency, intensity, time, curriculum type) -fitness circuits ASSESSMENTS -5 minute jog each class -1 mile timed run (two trials) -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components

20 Instructional Unit Striking with a Body Part SOCCER The students will be -Demonstrate continuous Suggested -reinforce previously taught able to communicate progress toward mature status Activities/Assessment concepts and skills game strategies by of the skills. -teacher observation -heading (nerf balls only) using appropriate -Perform skills using dominant -peer evaluation -practice skills individually, with a terms and applying and non-dominant feet or -critical cues skill rubric partner, and in small groups proper techniques for hands. -use nerf/regular soccer balls game-like activities. -Apply game concepts and -behavior rubric inside principles during modified -individual practice time MODIFIED ACTIVITY activities -sideline soccer -circuit VOLLEYBALL -partner activities -reinforce previously taught -modified activities concepts and skills with a partner (trainer or in small groups volleyballs/regulation -overhand hit soccer balls/nerf -use trainer balls footballs) -rotation MODIFIED ACTIVITY -small game FOOTBALL -reinforce skills and concepts previously taught -refine punting / kick-off CHALLENGE COURSE STATIONS

21 Instructional Unit Striking with a Body Part SOCCER The students will be -Demonstrate continuous Suggested -reinforce previously taught able to demonstrate progress toward mature status Activities/Assessment concepts and skills ball control and body of the skills. -teacher observation -heading (nerf balls only) control by completing -Perform skills using dominant -peer evaluation -practice skills individually, with a movement concepts and non-dominant feet or -critical cues skill rubric partner, and in small groups for all activities by hands. -use nerf/regular soccer balls kicking, trapping, -Apply game concepts and -behavior rubric inside bumping, setting, and principles during modified -individual practice time MODIFIED ACTIVITY punting. activities -sideline soccer -circuit VOLLEYBALL -partner activities -reinforce previously taught -modified activities concepts and skills with a partner (trainer or in small groups volleyballs/regulation -overhand hit soccer balls/nerf -use trainer balls footballs) -rotation MODIFIED ACTIVITY -small game FOOTBALL -reinforce skills and concepts previously taught -refine punting / kick-off CHALLENGE COURSE STATIONS

22 Instructional Unit Striking with a Manipulative SOFTBALL/WHIFFLE BALL The students will be -Refine movement of swinging Suggested ABF -reinforce previously taught skills able to develop hand- a bat. Activities/Assessment ABDF and bat control eye-coordination by -Transfer batting technique to -teacher observation -bunting a teacher pitched ball striking a moving ball apply to using a tennis racket. -behavior rubric -field positions and rules (forces, with manipulative -Strike a ball repeatedly with a -critical cues skill rubric tagging, tagging up, etc.) objects. tennis racket. -small game -Receive and send a ball with a -peer evaluation TENNIS continuous motion. -review and refine grip, ready -Minimize swing and force position, forehand, backhand, and effort when putting a golf ball. keeping score -small games -introduce doubles GOLF -reinforce and refine putting (grip and stance) -introduce scoring (eagle, birdie, par, bogey, double bogey, etc.) -mini golf course

23 Instructional Unit Striking with a Manipulative SOFTBALL/WHIFFLE BALL The students will be -Record tennis scores. Suggested ABF -reinforce previously taught skills able to communicate -Record mini golf scores. Activities/Assessment ABDF and bat control game strategies by -teacher observation -bunting a teacher pitched ball using appropriate -behavior rubric -field positions and rules (forces, terms, calculating -critical cues skill rubric tagging, tagging up, etc.) scores, and applying -small game proper techniques for -peer evaluation TENNIS game-like activities. -review and refine grip, ready position, forehand, backhand, and keeping score -small games -introduce doubles GOLF -reinforce and refine putting (grip and stance) -introduce scoring (eagle, birdie, par, bogey, double bogey, etc.) -mini golf course

24 Instructional Unit Swimming/Water Safety I. Concept-Orientation-Rules- The students will -Change Quickly into and out of -Teacher observation Assessment demonstrate proper swimming attire A. Locker Room Experience locker room etiquette -Demonstrate the ability to care B. Water Safety throughout the for belongings and using C. Assessment of Water Skills swimming unit which lockers properly II. Swimming Techniques I will prepare them for -Demonstrate the ability to be A. Treading Water middle school physical on time when entering pool B. Bobbing education class. C. Front Float/Back Float D. Kick Variations E. Gliding III. Swimming Techniques II A. Review of Previous Skills B. Survival Floating C. Elementary Backstroke IV. Water Rescue A. Causes/Preventions of Drowning B. Non-Swimming Rescues (Extension Assistance) C. Equipment Rescues (Reaching & Throwing Assistance) V. Water Relays & Water Fun

25 Instructional Unit Swimming/Water Safety I. Concept-Orientation-Rules- The students will be -Apply the rules to each lesson -Teacher observation Assessment able to demonstrate A. Locker Room Experience responsibility by B. Water Safety following the pool rules C. Assessment of Water Skills as stated by the Derry II. Swimming Techniques I Townships Parks and A. Treading Water Recreation along with B. Bobbing school rules. C. Front Float/Back Float D. Kick Variations E. Gliding III. Swimming Techniques II A. Review of Previous Skills B. Survival Floating C. Elementary Backstroke IV. Water Rescue A. Causes/Preventions of Drowning B. Non-Swimming Rescues (Extension Assistance) C. Equipment Rescues (Reaching & Throwing Assistance) V. Water Relays & Water Fun

26 Instructional Unit Swimming/Water Safety I. Concept-Orientation-Rules- The students will -Perform the critical cues of -Teacher Observation Assessment perform specific water each skill -Technique Check List A. Locker Room Experience skills and demonstrate -Swimming and Water B. Water Safety proper technique in Safety Checklist C. Assessment of Water Skills levels of water II. Swimming Techniques I according to their A. Treading Water ability. B. Bobbing C. Front Float/Back Float D. Kick Variations E. Gliding III. Swimming Techniques II A. Review of Previous Skills B. Survival Floating C. Elementary Backstroke IV. Water Rescue A. Causes/Preventions of Drowning B. Non-Swimming Rescues (Extension Assistance) C. Equipment Rescues (Reaching & Throwing Assistance) V. Water Relays & Water Fun

27 Instructional Unit Throwing and Catching UNIT CONCEPTS The students will be -Demonstrate refinement of Suggested AB -reinforce techniques previously able to combine mature status of the skills done Activities/Assessment ABF taught fundamental and in a continuous motion while -teacher observation -emphasize use of both dominant specialized throwing, stationary and on the move. -peer evaluation and non-dominant hand throughout passing, and catching -Perform skills using dominant -critical cues skill rubric lessons skills during all and non-dominant hands. BASKETBALL activities to improve -Demonstrate proper technique -behavior rubric -ball handling skills (dribbling figure personal and group of skills in a small game activity. -individual practice time eight, blurr, spider, etc.) performances. -bounce pass, chest pass, and -circuit over the head pass on the move -partner activities -shooting--lay-up, free throws, jump shot -use intermediate basketballs -sideline basketball SOFTBALL / WHIFFLE BALL -infield and outfield throws -reinforce all skills and rules previously taught -small game FOOTBALL -reinforce all skills and concepts previously taught -pass patterns -use nerf/regular footballs -small game (panic ball) FRISBEE -reinforce all skills previously taught -small game (frisbee golf) CHALLENGE COURSE STATIONS

28 Instructional Unit Throwing and Catching UNIT CONCEPTS The students will be -Demonstrate refinement of Suggested AB -reinforce techniques previously able to develop the mature status of the skills done Activities/Assessment AB taught ability to control the in a continuous motion while -teacher observation -emphasize use of both dominant use of fundamental stationary and on the move. -peer evaluation and non-dominant hand throughout patterns of throwing, -Perform skills using dominant -critical cues skill rubric lessons passing, and catching and non-dominant hands. BASKETBALL a variety of -Demonstrate proper technique -behavior rubric -ball handling skills (dribbling figure manipulative objects in of skills in a small game activity. -individual practice time eight, blurr, spider, etc.) small game activities. -bounce pass, chest pass, and -circuit over the head pass on the move -partner activities -shooting--lay-up, free throws, jump shot -use intermediate basketballs -sideline basketball SOFTBALL / WHIFFLE BALL -infield and outfield throws -reinforce all skills and rules previously taught -small game FOOTBALL -reinforce all skills and concepts previously taught -pass patterns -use nerf/regular footballs -small game (panic ball) FRISBEE -reinforce all skills previously taught -small game (frisbee golf) CHALLENGE COURSE STATIONS