Curriculum understanding


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Curriculum understanding

  1. 1. Curriculum Understanding Project EPE 310-20 March 8, 2012 Tamara Harder
  2. 2. For my curriculum understanding project I chose three books from the public library thatare all aimed at increasing physical activity in one’s students. I will be choosing 3activities from each book to see if the activity matches with the outcomes for thesuggested age level within the activity. If there is not a correlation I will be exploringhow the activity could be adapted to make it fit within the Saskatchewan curriculum.The activities were chosen fairly randomly by flipping through the books and trying tofind a variety of games and activities.I will provide a photo of the cover, a link to the book on Amazon, a write up about thebook as provided by Amazon, and my initial analysis of the book prior to providing thespecific activities.
  3. 3. Resource #1Adapted Games & Activities From Tag to Team Building by Pattie Rousse Nothing sparks a childs or adolescents interest like a new game! Adapted Games & Activities: From Tag to Team Building provides a wealth of games to get your students and participants moving and having fun, regardless of their cognitive or physical ability levels. By offering exciting activities that entice your students to participate, youll not only help them reap the enormous physical benefits of exercise, but youll also provide opportunities for them to learn to share, express feelings, set goals, and function independently. The activities in this book have been proven to work in the real world of school and recreation settings. Author Pattie Rouse, an experienced adapted physical educator and recreation andsport leader, has designed and pilot-tested these games to enhance success while challengingparticipants to think and use their physical abilities. The games and activities range from low tohigh organization, from teacher directed to community based. Youll find the following in AdaptedGames & Activities:-Teacher-directed games and activities provide you with a way to work on specific skills andmovements with your students and participants—and have fun at the same time.-Success-oriented tag, chase, and dodge games use a nonthreatening, interactive approach togive participants a sense of belonging and self-confidence, regardless of their physical abilities.-Team-building and cooperative games and activities teach group dynamics, self-esteem,respect, and trust.-Higher-organization games are for those students and participants who need a greaterchallenge.-Lead-up sport and leisure activities help your students and participants work toward playingsports in a school or community setting by developing sport-specific skills and tactics.Except for the higher-organization games, all games are simple, with few rules, so theyre easyfor students to comprehend. And since little or no equipment is required, your prep time is keptto a minimum. Better yet, youll find variations for each game, as well as modifications andteaching tips, so that you can easily tailor each game to your participants cognitive and physicalabilities. And all the activities emphasize cooperation and team building to encourage socialinteractions, develop self-esteem, and build community spirit.
  4. 4. Participants who enjoy and feel successful in physical activities are more likely to want toparticipate in the future, both in and outside of your program. Using Adapted Games & Activitieswill help you provide a foundation of success so that your students may experience a lifetime ofphysical fitness—and the sense of accomplishment that goes along with it. (from this book is called Adapted Games and Activities, and the overview of thebook provided on Amazon seems to say it is aimed at teachers of students with physicaland/or mental disabilities I think that is too narrow a focus. This book could be usedwith all students. Because the book is about adaptations to meet the needs of thestudents there are not suggested ages assigned, so I will be trying to find where thechosen activities fit best within the curriculum.Activity 1Beanbag Skills (p 11-12)The teacher verbal cues all relate to the skills of throwing and catching (with somebalance and movement added in some cases). Both throwing and catching, althoughdistinct skills, are being explored in kindergarten, progressing in grade one, controlledby grade two and utilized in grades 3 and 4. The rather basic throwing and catchingcues makes this activity, in my opinion, one for kindergarten to grade 2. This activitydoes not really utilize the throwing and catching skills, but is still exploring and workingto control them.Specific outcomes met by this activity include: PEK.4, PE1.5, PE2.5The variations suggested would make Beanbag Skills more appropriate for grade 2 asstudents are moving into control and should be able to “skillfully move objects whileparticipating in movement activities”. By having students start sitting, and end standing,or having them move around the gym while throwing and catching they are addinganother layer to their skill mastery.Activity 2Chicken Tag (p 30-31)This activity is very similar to Duck, Duck, Goose although in this version there is a propprovided and students are standing instead of sitting in a circle. The stated outcome forthis activity is fitness, yet for the duration of the game there are only two people at atime who are active. Fitness is not a specific outcome or goal in any grade, but might fitwithin the Active Living goal of physical education. It is important, in all grades, to getstudents moving and raise their heart rate, but this game does not meet that target. Inorder to make this game more appropriate to the curriculum adaptations would have tobe made. I would suggest that after the individual who is “it” places the rubber chickeninto a classmate’s hands that everyone scatters and the new “it” (with the rubber
  5. 5. chicken) has a set period of time (15-30 seconds) to try and catch people and hand offthe rubber chicken to a new “it”. At the end of the set time everyone re-forms the circleand whomever has the rubber chicken starts again by walking around the circle ready toplace the chicken in the hands of a new “it”.With this type of a variation the entire class is engaged in moving around the gym andincreasing their heart rate to work towards meeting the outcomes PE1.1, PE2.1, PE3.1,PE4.1, PE5.1. With the starting and stopping between “rounds” this would notcompletely fulfill the requirement of “sustained activity”, but it would help to buildstamina and endurance to allow for future sustained activity.Activity 3Crocodile Waters (p 67-69)This activity is similar to one done in our EPE class where we had to move our entireteam to the other side of the gym but everyone had to be on the scarf as they moved. Itallows for creativity in movement and communication and teamwork between students.I think this activity would be fun for students in all grades from 1 to 5. There might besome challenges for younger students to discover how to get everyone across, but oftenthese students are the most resourceful. This activity ties strongly to the relationshipsgoal for all grade levels. It would be interesting to add obstacles to the water, or make ita silent game to have students work more intently on their teamwork skills. Outcomes1.10, 2.10, 3.10, 4.10, 5.10This activity also allows for exploration of safe use of phys ed equipment and safeinteractions with others. Scooters can be dangerous if not used properly. Skippingropes can be whipped around and baseball bats can hurt if swung too hard or fromabove the head. Outcomes 1.9, 2.9, 3.9, 4.9, 5.9 address evaluating and understandingsafe behaviors with equipment and with others.
  6. 6. Resource #2The Ultimate Homeschool Physical Education Game Book by Guy Bailey Written for homeschooling families looking to supplement their PE programs with a wider range of activities that can be used to teach children fitness, movement and sports skills. The author, Guy Bailey, wrote The Ultimate Homeschool Physical Education Game Book after sensing such a need in homeschooling parents for activities. He has worked in Physical Education for over 22 years and desires to see children equipped "with a love of movement and the basic skills necessary to participate in an active lifestyle now and as adults." Homeschooling parents are faced with a few specific problems when it comes to Physical Education. One is varying ages and levels of their children. Other problems facing homeschooling parents are smallclass sizes, a backyard vs gymnasium setting, and the lack of expensive equipment. Guy Baileylistened to homeschooling parents and came up with solutions.The activities listed in the book need only 2-4 children and require inexpensive equipment,much of which is probably already in your home. All are easily played in your backyard andsome are even suited perfectly for indoor play during winter months. Through this book heproved that quality PE games can be played with fewer children in smaller areas.In the beginning of the book are tips for successfully using the games in a PE curriculum. Thegames are divided into 10 sections by the equipment used: Basketball, Football, Soccer,Softball, Raquet and Net, Recreational Sports, Playground Games, More PE Games with aHomeschool Twist, Fitness Building, Rope Jumping Activities. This allows the homeschoolingparent to make use of equipment they already have on hand. Sections are followed by aglossary of terms familiar to that sport. Each game has quick listings for Purpose, Number ofPlayers, Age Levels, Equipment, and Instructions. The games themselves are easily explainedand illustrated by simple drawings. In the back of the book are Appendices that include tips forparents, National Standards in PE and where to find more information and resources. ( this book is targeted to homeschool families I chose this resource from thelibrary because I thought there might be activities that could be turned into stations forstudents in the classroom, or that these games and activities could be adapted to workwith an entire class of students. Also, the author has 22 years of experience and abachelors and masters degree in physical education so it will be interesting to explorehis perspective on physical education. There are suggested ages associated with each
  7. 7. of the activities which will provide a starting point for me as I try to link the activities tothe Saskatchewan curriculum.Activity 1Basketball Golf (p 21) Ages 9-17This activity is a version of a target game aimed at students in grades 4 and up. Allgrades (from 1-5) have target games as part of one of the outcomes, but the difficulty ofthe target, the implements used or thrown, and mastery of the skill changes as we gofrom grade to grade. As an activity at the grade 4 or 5 level this is something that wouldbe appropriate as a target game. Although target games are part of the grade 1 and 2curriculum as well I am glad this activity was not suggested for students in thosegrades. It would be very difficult, if not impossible for students to throw a basketballhard enough to get it in the basket so they would not be experiencing success orgaining any skills towards that outcome. The idea of keeping score can often distractfrom the skill mastery and outcome achievement so I would remove that part of thegame.Activity 2Catch 22 (p 79) Ages 6-10Catch 22, as the name would suggest, is a game that works on catching and throwingskills. As mentioned in Beanbag Skills these skills should be controlled by grade 2 andutilized in grades 3 and 4. This game is set up not to teach or practice the skills ofcatching and throwing but more as an assessment of their skill level. This makes methink it is moving towards the utilization of the skills even though it is still an activitydone in isolation and not integrated into a larger game or sport. In order for this activityto fit better within the curriculum, and be more useful for teachers, there should be someinformation on how to teach throwing and catching and how to aim for the target. Again,the scoring of this game might take away from the actual skill attainment as somestudents focus on the score instead of good form and technique. The game allows forstudents to experience underhand and overhand throwing which are both included asindicators in the curriculum so that exploration is important.In order to make this more relevant to the Saskatchewan curriculum in grades 1 & 2 Iwould not have the students wear ball gloves but instead catch with their bare hands. Iwould change the ball from a softball to a tennis ball or something not quite as hard incase it does hit the student. I like the ability to throw under or overhand. Students needto explore which is better for the distance they are standing from the target.
  8. 8. Activity 3Red Light (p 152) Ages 6-9The initial glance at Red Light might not immediately see any curricular connections, butit is in the changes of the types of movement skills that creates the strong connection.The ability for students to correctly perform a variety of movement skills such ashopping, skipping, galloping, leaping, etc is explored in kindergarten and controlled bygrade 2. This would be a great game for the ages suggested, and possibly evenyounger including kindergarten. Students enjoy games like Red Light, Green Light andFour Corners where they have to be sneaky and try not to get caught. By including thedifferent movement types students are exploring how different movements cause largeror smaller distance gains, some movements are harder to stop than others, some areeasier to control. This exploration and eventual control of the movements fits very wellwithin the movement outcomes for Kindergarten to grade 2.
  9. 9. Resource #3No Gym? No Problem! Physical Activity for Tight Spaces by Charmain Sutherland Bad weather, lack of facilities, and scheduling conflicts are among the everyday challenges for physical activity providers who are striving to develop consistent daily lesson plans or activities in often-cramped quarters. No Gym? No Problem! gives physical educators, recreation leaders, and classroom teachers the tools to deal with—and thrive despite—issues surrounding limited space. This resource contains nearly 100 activities that may be used individually to enhance existing curriculum or combined to create full-fledged lesson plans that meet specific skills, concepts, or fitness objectives. Whatever the purpose, these activities -overcome space limitations, giving children a safe environment in which to learn and grow;-use equipment effectively and efficiently in tight spaces; and-are specifically designed to minimize prep time and budget demands.Developed by an experienced physical educator and recreation specialist, No Gym? NoProblem! complies with all of the latest NASPE (2004) national standards to meet the needs of avariety of programs. From warming up and cooling down to working out for fitness anddeveloping sport-specific skills, this book offers both traditional and innovative physicalactivities:-Activities based on popular dances, game shows, board games, action movies, the Olympics,and world cultures-Fitness activities such as push-up hockey and walking the border of the United States-Movement activities such as navigating a classroom highway and putting on a circus-Rhythm activities such as dancing through the decades and keeping beats with lummi sticks-Dribbling and kicking activities such as ball-handling tricks and virtual soccer-Striking and volleying activities such as flipping flapjacks and pencil poolNo Gym? No Problem! is a must-have reference that physical activity providers will turn to anytime they find themselves without access to a gym, rec center, or any other shared facility.(From
  10. 10. This book appears to offer activities that can be done in the classroom when there is notaccess to the gym, outside, or other large area. Many of the activities in the book askfor the desks to be moved to the edges of the room to create a semi-large area in whichto perform the activity. I do not know how practical that would be for a regular physicaleducation class and was hoping there would be more activities that used the hallway orworked around the existing desks.Activity 1Rock, Paper, Scissors -- Action (p 28)This is a game is a variation of one we played in our EPE class. This is classified in thebook as a warm up game and that it meets the skill of fitness. This activity would fitwithin the initial outcome of all grades where students work on health-related fitness in avariety of ways. This will likely not provide sustained elevated heart rate, but it will buildstrength and stamina which will help students reach the sustained elevated heart rate.Students are also building muscular strength through the activities which also helps tofulfill the health related fitness outcome. In my experience students really enjoy playingRock, Paper, Scissors and this adaptation of the game will help them towards the activeliving goal.Activity 2Jump, Bounce, and Balance (p 92-94)These 5 stations (jump and land softly, broad jump, jump creatively, jump with a partner,balance) all relate directly to the Statics, Landings, and Rotations section of themovement skills outlined in the curriculum. Students in grade 1 should be able tocontrol jumping and landing on their feet, and balancing. There are a number ofobjectives listed in the resource that are similar to the curriculum. Variations in the waystudents jump, their distance, their landing, and their direction will all help to develop themastery or control required. Balancing is a skill that is often overlooked but is includedin the curriculum and has so many additional benefits for future sport and activities. It isgood to see it included here as a distinct station where students can focus on controllingtheir bodies as they move in space or balance on increasingly smaller bases. (PE1.4)Activity 3Virtual Soccer (p 157-159)This game works on the skills of kicking, dribbling (with feet) and receiving a pass withfeet. Kicking a ball is a skill that students generally learn before dribbling. That isreinforced with the Saskatchewan curriculum. Kicking is explored in kindergarten, whiledribbling is explored a year later in grade 1. There is very little physical movement inthis game so there should be a real focus on the “skillful movement” of the students.
  11. 11. I don’t know if watching a video and trying to imitate the players would have the bestresults for students in grades 1-3 (the grades where they are progressing andcontrolling these skills) because they need to be able to focus on the object they arepassing/dribbling and not watch the tv. I think it would be better if the teacher askedthem to perform certain tasks verbally so they could watch the ball while listening forverbal cues.Final Thoughts on the ResourcesWhen I initially flipped through these books there were some activities I almostdismissed out of hand because I didn’t like that the focus was keeping score, or Ithought the activity was too “sports based” and not skill based enough. However, once Istarted to compare the activity with the curriculum I could see how most activities couldbe used to meet curricular objectives with just a few modifications. I can also see howsome teachers would find a resource that has objectives listed and would think theactivity is perfect “as is” without exploring how the activity meets the outcomes or howthe student will be assessed. Because there are so many books available with “good”physical activity games it can be easy to fall into a trap of choosing one that hasinteresting activities without ensuring it lines up with the curriculum goals and outcomes.This assignment taught me that it is important to know what level of competency isexpected at each grade and to tie activities to those outcomes.
  12. 12. --- BEANBAG SKILLS ---PlayersAny size groupAreaGymnasium, classroom, or open area, indoors or outSkillsHand-eye coordination • tossing • catching • following directionsEquipmentBeanbag for each student • spot markersActivity 1. Students should be scattered in personal spaces. Using spot markers will help them stay in their personal spaces. 2. Instruct the students that "freeze" means to stop and show the beanbag to you. 3. Stress keeping their eyes on the beanbag at all times. 4. This activity is teacher directed with verbal cues and teacher demonstration. 5. Demonstrate high, medium, and low levels. 6. Divide the students into partners, and tell them to practice any skills performed during class.Teachers Verbal CuesShow me how you can do the following: ● Toss and catch with both hands. (Allow three to five tosses.) ● Toss with one hand and catch with the other hand. ● Toss with one hand and catch with that same hand. ● Toss with the other hand and catch with that hand. ● Toss the beanbag at a medium level and catch it at a low level. ● Toss the beanbag and catch it above your head. ● Balance the beanbag on your shoulder. ● Place the beanbag on the back of your hand. Toss it and catch it. ● Toss the beanbag, clap, and then catch it. ● Toss the beanbag, spin around, and then catch it.VariationsMake it easier: ● Use fleece balls or sponge balls.Make it more difficult: ● Add more advanced skills for more advanced groups. ● Start in a sitting position and end up in a standing position.Adaptations
  13. 13. ● Use peer helpers or teacher assistants for students in wheelchairs and for students who are blind or visually impaired. ● Use hand over hand when necessary, or use Velcro balls and gloves.Teaching Notes ● You probably will not use all ofthese activities the first time you do this skill work. It is very difficult for the students to stay focused and in a personal space for long periods. ● Use background music during creative playtime. ● Finish this activity with a fast-paced game such as ScatterTag (see chapter 3).
  14. 14. --- CHICKEN TAG ---PlayersSmall groupAreaGym or open area, indoors or outSkillsFitness • following directionsEquipmentRubber chicken • spot markersActivity 1. Form a circle with spot markers. 2. Instruct the students to stand on a spot marker and hold their hands behind their backs. 3. Choose one student to be "it" and ask him or her to stand outside the circle of players. 4. "It" walks around the circle and eventually places the chicken in another players hands. 5. "It" runs around the outside of the circle, attempting to get back to the players open spot before the new player with the chicken tags him or her. 6. If tagged, "it" does two jumping jacks (or other predetermined exercise) and then returns to the open spot. 7. The new "it" continues the game in the same manner.VariationsMake it easier: ● Allow students to walk for all tasks in the activity.Make it more difficult: ● Use other locomotor skills for traveling around the circle such as skipping or galloping.Adaptations ● Push students in wheelchairs if they are not mobile. ● Lead students who are blind or visually impaired and students who do not understand the game.Teaching NotesWhen playing this game with younger students or students with more severe intellectualdisabilities, it may be necessary to use assistants if the learners comprehension levels
  15. 15. are low. This does not take away the fun of the game. Consider also using anothervariation, Chicken Toss, in which the student with the chicken calls another studentsname and then passes the chicken to that student; this continues until everyone hascaught the chicken. This is a good closing activity for working on the skill of instigatingconversation.
  16. 16. --- CROCODILE WATERS ---PlayersSmall groupAreaGym, classroom, or indoor open areaSkillsTeamwork • trust • communicationEquipmentScooter board • long rope • plastic bat • tape or rope for boundary linesActivity 1. This cooperative activity develops teamwork because the students must work as a team to obtain their goal. 2. Set up two parallel boundary lines approximately 25 feet or more apart. 3. The objective of the activity is to get all players from one boundary line to the other without touching the floor or ground between the lines. 4. The group has been in a plane crash, and they are trying to find their way out of the jungle. They come to a crocodile river that they must cross. 5. The group is given a rope, a single-person raft (the scooter), and a paddle (the bat). 6. Players try to cross the river by pushing the raft with the paddle. Students who have reached the other side may help other players on the raft by pulling them with the rope, which one student must bring across (the rope needs to be longer than the distance between the boundaries). Any student may be pulled across once the rope has been taken over the river. Students will have to figure out how to get their supplies back to the starting boundary for those waiting to cross. You may need to help them discover ways to make this accomplishment. 7. If anyone touches the floor or ground in his or her attempt to cross, that person must return to the starting boundary line and make another attempt. 8. Hopefully, the students will ask this person to make a second attempt after others have had a first attempt. You may need to make this suggestion. 9. Remember to have the group discuss strategies before starting. For most groups this discussion will be teacher directed.VariationsMake it easier: ● Give the group clues. For example, if the students dont see that holding the rope above their heads would act as a cable for pulling themselves across, give them clues.Make it more difficult: ● Place obstacles in the river.
  17. 17. AdaptationsAllow students to help students in wheelchairs sit on the scooter, and disregard the floorrule for either player.Teaching Notes ● This activity is fun and relatively easy. ● Larger students may need two scooter boards to cross, one to sit on and one for their feet. ● Your input should depend on the groups ability to problem solve. ● Monitor behavior and stop to discuss any put-downs or words of anger. ● The students can deal with some frustration, but do not let things get out of control. ● After the students have completed the task, discuss how the group worked together. Also, discuss any improvements that could help the group for the next activity. ● This activity is recommended for students with mild intellectual disabilities.
  18. 18. --- BASKETBALL GOLF ---INTRODUCTION & PURPOSEBasketball Golf is an exciting combination-sport game that develops the skill ofbasketball shooting using golf strategies and scorekeeping. Its the perfect alternative, oraddition, to the other shooting games described in this section that require the use ofonly one basket.NUMBER OF PLAYERS2 (although up to 4 players can play at one time at each basket)SUGGESTED AGE LEVEL9-17 years of ageEQUIPMENT1 basket, 1 basketball, 3-9 hula hoops (or substitute jump ropes)HOW TO PLAYRandomly place the hula hoops around the court near the basket. Since each hula hooprepresents a golf "hole," assign a number to each hula hoop. Players decide a shootingorder.The first shooter attempts to make a shot from hula hoop # 1. If he makes it on the firstattempt, he receives one point. If he misses, he continues to shoot from that spot,counting one point for each attempt. When the first player is finished, the next playerthen shoots from the same spot. When each player is done with a "hole," they advanceto the next hula hoop. The players keep score as they would in the game of golf. Theobjective is to have the lowest score possible (which means finishing the course bytaking fewer shot attempts than the opponent).
  19. 19. --- CATCH 22 ---INTRODUCTION & PURPOSECatch 22 is a simple, but challenging game of "catch" designed to help the younger-ageplayers develop throwing accuracy and catching skills. Depending on the specificthrowing skill being emphasized, either the underhand or the overhand throw can beused.NUMBER OF PLAYERS2 players (multiple pairs can play simultaneously)SUGGESTED AGE LEVEL6-10 years of ageEQUIPMENT1 softball, 2 glovesHOW TO PLAYBegin with two players standing about 15 feet to 20 feet apart. This distance can varydepending on the age and skill level of the players. The players throw the ball (eitheroverhand or underhand) to each other trying to be as accurate as possible. A thrown ballto the opponents chest area (between the shoulders and waist) counts for 2 points. Thisis the area in which players should be aiming at. A thrown ball that forces the otherplayer to jump, bend over, or move his feet to catch it counts for 1 point. A ball that isway off course and cannot be caught results in no points. The players add up their pointsduring play. The objective is to be the first player to reach 22 points.
  20. 20. --- RED LIGHT ---INTRODUCTION & PURPOSERed Light is a variation of the classic game of Red Light, Green Light. Traditionally, thisgame is played in a large group setting, but the authors experience has shown that itcan be successfully played with as few as three players. In fact, the smaller numbermakes it a success-oriented (and inclusive) activity for children.Game leaders can change the type of movement skills used throughout the game sochildren are developing a wider range of skills besides running (normally the onlymovement used in Red Light, Green Light).NUMBER OF PLAYERS3 or more playersSUGGESTED AGE LEVEL6-9 years of ageEQUIPMENTNoneHOW TO PLAYSelect one player to be the "Traffic Light." The Traffic Light stands on a line about 40 feetfrom the other players.The object of this game is to move across the playing area successfully without gettingcaught by the Traffic Light player. The game begins with the Traffic Light player turninghis back to the line players and calling out "green light." The line players move towardthe Traffic Light in a movement specified by the game leader (skipping, galloping,running, etc.). However, at any time, the Traffic Light can call out "red light," whichsignals that the line players must come to an immediate stop. Any player caught movingby the Traffic Light must go back to the starting line for the next turn. Players whosuccessfully come to a stop are allowed to stay where they are. Play continues in thisfashion until one of the players touches the Traffic Light. This player becomes the TrafficLight for the next round of play.To give players enough time to come to a stop on a "red light," the Traffic Light playermight need to clap his hands three times before turning around.
  21. 21. --- ROCK, PAPER, SCISSORS - ACTION ---Activity LevelEveryone moves at all timesIntensityLow to highStandards1, 5SkillsFitnessEquipmentNoneOrganizationPartners start facing each other and gently hit their fists into their other open palm threetimes, saying, "One, two, three." After the third hit, each partner says, "Show!" anddisplays one of these hand signals: ● Rock (closed fist)-smashes scissors ● Paper (hand open, palm down)-covers rock ● Scissors (index and middle fingers out while the other fingers form a fist)-cuts paperIf a person wins he or she does the exercise posted on the board. The exercise bankcould include push-ups, jumping jacks, jumping jills, running in place for a certainnumber of seconds, hopping on one foot, arm circles, twists, crunches, and hurdlestretches. Participants must pay attention to the board because the teacher or leader willchange the exercise every 30 seconds.The exercise intensity builds as the game goes on. Each time a person wins, he or shekeeps track of the wins and does that number of exercises. For example, if Mia wins 10times and the exercise on the board is jumping jacks, she does 10 jumping jacks.SetupNone
  22. 22. --- JUMP, BOUNCE, AND BALANCE ---Gymnastics - jumping, landing, balancingSkillsJumping, landing safely, balancingActivity LevelEveryone is involved, actively, 90% of the timeIntensityMedium to highStandards1, 5, 6Invitation"Lets jump right into our activity."Equipment ● Three or four yardsticks ● Paper or board, 4 feet (120 centimeters) long with inches (centimeters) marked along its entire length o Mat or carpet squares for balancing (optional) ● CD player and CD such as Jump, Jive an Wail by the Brian Setzer Orchestra or Hooked on Classics (optional)DescriptionParticipants practice jumping and landing in stations. Participants also practice balancingactivities.Station 1 - Jumping high, landing softly ● Participants jump high, against a board 4 feet (120 centimeters) long with inches (centimeters) marked all along its length. Place the board on the wall approximately 1 1/2 feet (45 centimeters) above the head of the shortest person in the class. ● Students reach up and see how far they can reach. They measure the distance covered by their jumps (from the highest point reached by standing to the highest point reached by jumping); without the measurement, shorter people would not seem as successful. ● They should land with their ankles, knees, and hips flexed to absorb their weight so that the landing is soft and quiet.Station 2 - Broad jump ● Participants stand with their feet together and jump out as far as they can. ● They must land softly and on both feet. ● Use three yardsticks to measure the distance jumped.Station 3 - Jump creatively
  23. 23. ● Participants take turns doing creative jumps, such as twists. turns, straddles, and skater jumps (both legs bend behind the body with heels nearly touching the gluteus, and hands touch feet). Alternatively, they can create their own safe jumps.Station 4 - Jump with a partner. ● Perform any safe jump with a partner. ● Perform nonsymmetrical (not the same) and symmetrical (both doing the same) jumps.Station 5 - BalanceParticipants practice static balances and hold them for 5 seconds ● Stork (on one leg). ● Three bases on the floor (bases are the parts of the body that touch the floor and are used for support). ● One base; no feet allowed. ● In connection with a partner, balance on a certain number of bases. ● In connection with the whole group, balance while being connected to a group on a certain number of bases. ● Participants should do all balances without falling to the ground.SetupLook first; rearrange if necessary; put it back together.BREAK IT DOWN IN DETAILLesson plans and in-depth information follow.Objectives ● Students jump and land safely. ● Students vary the effort with which they jump. ● Students jump for a height and a distance. ● Students vary their takeoffs and landings.Warm-UpSimon Says, "Action"Cues and ConceptsCarry out the activity using the following cues: ● Swing up - swing both arms upward and then lift off with the feet. ● Swing out front - swing both arms out from back to front and then lift with the feet. ● Takeoffs - jump with feet on the ground into the air, using both feet or just one foot. ● Landings - end the jump on your feet, using both feet or just one foot. ● Creative shapes - create jumps and balances incorporating various shapes.Include the following concepts:
  24. 24. ● Relationships could include wide, narrow, round, straight, twisted, turned, over, under, on, off, symmetrical, nonsymmetrical, front, back, around, together, apart, between (all of these relationships were used during the jumps). ● Effort could include fast, slow, soft, strong, light, heavy, hard. ● Students should land softly with flexed joints to protect themselves from an injury such as a broken bone or a sprained ankle.AssessmentRubric3 = Safely followed jump and balance tasks according to directions; used creativity2 = Safely followed jump and balance tasks according to directions; used little creativity1 = Did not safely follow jump and balance directions for every task; lacked creativity0 = Did not safely participate in jump and balance tasks; unsafe; lacked creativitySafetyDescribe and demonstrate a safe jump and landing. Do not tolerate unsafe jumps orfalls.Tips and Variations ● You can probably jump farther and higher than most students under 13 years of age, so when you demonstrate you are creating not only a level of excitement but also a challenge. So, jump to it! ● For grades 5 through 8, add the total amount of feet and inches (centimeters) the group has jumped. Compare with others, if you want a competition. ([his would be an excellent link to measurement and adding skills in math.)Conclusion and Links to Real Life"We jumped right into our lesson, and we jumped in different ways. When would youever need to jump in real life? How can we jump? Why is it important to land softly? Weuse our balance every day, just for walking around."Try at Home"Reach with your hand to the ceiling, to a spot on the wall. Now, jump up and see howhigh you can jump. You can measure this from month to month to see how much you aregrowing and how much stronger and powerful your jumps are becoming. Be sure tohave a quiet landing, especially if you are upstairs."
  25. 25. --- VIRTUAL SOCCER ---KickingSkillsTechniques of kicking, dribbling, heading, passing, making throw-insActivity LevelEveryone is actively involvedIntensityMediumStandards1, 2, 5, 6Invitation"Does anyone here play soccer? Maybe you have, or maybe you havent. Well, today weare going to follow the ball as we watch a video and perform the actions that the playersdo. If they kick the ball, then we will kick it. If they pass it, then we will pass it. Lets scorea goooooaal!"Equipment ● TV, VCR, and video ● One paper ball (three or four sheets balled up together) or beanbag per pairDescriptionVideotape yourself or a team playing in a soccer game or use a video of professionalsperforming in a soccer game. Divide participants into pairs and place the pairs ofstudents across from each other. Place the TV in the front center of the room. Each pairhas a ball and follows the actions of the player on the video who has the ball. ● If the player on the video is dribbling, the students dribble the ball up and down an imaginary line between them. ● If the player on the video passes it, the student with the ball passes to his or her partner. ● If the player on the video kicks toward a goal, the student with the ball kicks it toward his or her partner. ● When a player on the video performs any action, the participant with the ball does the same thing.SetupLook first; rearrange; put it back together. Push the desks to the walls of the room.BREAK IT DOWN IN DETAILLesson plans and in-depth information follow.Objectives ● o Students kick a stationary ball to a partner.
  26. 26. ● Students trap and kick a moving ball. ● Students imitate mature kicking patterns. ● Students dribble the ball. ● Students maintain control of the ball while dribbling (control is the ability to keep the ball within 2 feet, or 60 centimeters, of the feet). ● Students aim for a target. ● Students respect others space and attempt to stay within their own space, while helping others who have less control.Warm-UpRun and Scream or Watch the ShoesCues and ConceptsCarry out the activity using the following cues: ● Shoelaces - when you punt or kick, let the ball contact the shoelaces or outside top of your shoe. ● Little taps - when dribbling, tap the ball by lightly and gently pushing the ball with the inside, outside, heel, or toe of your shoe. ● Trap - stop the ball with the bottom of your shoe. ● Point to the target - aim your foot so that it points to the target on the follow- through.Include the following concepts: ● Explain that controlling the ball means to keep the ball close to the feet, so that the person can maneuver it in a seconds notice. For this activity, the ball should be no farther away than 2 feet (60 centimeters). ● Spatial awareness is important because students should stay in line with their partners. They must be aware of the players around them. ● By imitating and imagining the performance of you or players on videos, students have opportunities to enjoy themselves and to kick and dribble with good form and skill.AssessmentRubric3 = Watched and imitated kicking and dribbling actions with best form for his or herability2 = Watched and imitated most of the time and used good form1 = Kicked or dribbled some of the time without following directions and used poor form0 = Sometimes or never kicked, dribbled, or followed directions; lacked controlPeer Assessment ● Did your partner get the ball to you most of the time? - good aiming. ● Did your partner dribble with light taps? - good controlled dribbling. ● Did your partner kick using the shoelaces? - gets behind or under ball.Safety
  27. 27. Students must stay in line with their partners. Students should be cautious whenretrieving the ball if it gets in other players line of play. Students should say, "Excuseme," and wait for an invitation before moving into another groups line of play. If space islimited, have students work in shifts; they sit for 30 seconds and then switch andpartiCipate for 30 seconds.Tips and Variations ● Line up the students so that all have a good view of the TV. For example, have your shortest students playing up front and your tallest playing at the back. ● If you dont have a video, use oral cues.Conclusion and Links to Real Life"When you were copying the actions of the people on the video or following my cues,you were kicking with your shoelaces, aiming at your targets, dribbling under control,and maintaining personal space. To close our lesson, your partner will describe what heor she noticed with your kicking and dribbling."Try at Home"Kick around a ball at home. Make the ball go with you everywhere you go for an hour.Try to maintain control as you kick a paper ball around."