Bottle Tag

Bottle Tag lesson plan

Play tag like the Spaniards do!

  • 1.

    Children in Spain enjoy this game! The object of the game is to knock over the bottle without getting tagged by the bottle-keeper.

  • 2.

    With adult permission and supervising, students select a large concrete or asphalt area outdoors that has been established for at least 6 months.

  • 3.

    Using Crayola Sidewalk Paints, test a small area with the paint. If the painting is acceptable to supervising adults, students use a paint roller to create a long boundary line. In the center of the line, painters create a 25" (63.5 cm) diameter circle.

  • 4.

    Using the same roller, students paint a line which is parallel to and about 10' (3 m) from the first line. Allow time for paint to air dry.

  • 5.

    Students place an empty 2-liter plastic soda bottle inside the circle. A single student is selected as the bottle watcher who stands next to the circle. Other players stand along the parallel line.

  • 6.

    Players take turns tossing a ball, attempting to knock the bottle over and out of the circle. If successful, the player runs to retrieve the ball and cross the boundary line with the ball. Meanwhile, the bottle watcher resets the bottle and hurries to tag the player before that player crosses the boundary. If the player is tagged, that player becomes the bottle watcher. If the player escapes across the boundary line with the ball, a point is scored. The game continues until 20 points are scored.

  • 7.

    Students can also make up their own rules to play this version of the game of tag.

  • 8.

    Wash off paint with a garden hose or rain within 2 weeks of application.

Standards

  • LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led)with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  • MATH: Solve real-world and mathematical problems involving area, surface area, and volume.
  • SS: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
  • VA: Select and use the qualities of structures and functions of art to improve communication of their ideas.

Adaptations

  • Suggest to students to add bases in the playing area and play the game as if it was baseball. Instead of batting the ball, knock the bottle over with the ball and try to score a base hit or a home run!
  • Challenge the thrower to spell a word in Spanish, or recite a math fact, before they get the chance to knock over the bottle.
  • Encourage students to re-write the directions for younger students to play. Organize a time when the class can meet with a primary group and share the new rules. Take both classes out to the game area and assign each primary student to an older buddy. They will play the game as a team of two. How could this alter actions on the playing field?