A quality physical education program has tremendous value for all children. Not only will children gain physical skills and improve their fitness, but also they will learn movement concepts and other cognitive skills that will enable them to perform well with others in group activities as well as have the motivation and focus to work on one’s own. The wide assortment of activities in dance, games, and gymnastics allow all children to benefit on a multitude of levels.
The units that Harriet, Shawna, and Terry Lynn have put together are intended for students in a grade one class. While preparing each unit, it was imperative to consider at what stage of development the students would be at, at the beginning of the year as well as where they would stand developmentally by the end of the school year. Children that are six or seven years of age are willing and able to engage in a lot of vigorous activity and have sudden spurts of more intense energy. Because of an improvement in ability to focus their eyes and track objects, their manipulation of pieces of equipment and apparatus is steadily strengthening. When planning for our gymnastics unit, we took specific care to incorporate exercises that required balancing and had suggested extensions for this skill. Another important point we considered when developing our units was that six and seven year olds have mastered locomotor movements such as running, skipping, galloping, hopping, leaping, rolling and jumping. In our dance unit, we incorporated a lot of these skills and were able to plan less time for teaching the components of these movements. Children’s gross motor skills are able to be adapted to fit into particular movements and activities and their manipulative and fine motor skills are slowly developing.
The lessons that we planned are sensitive to the fact that children in grade one have short attention spans. Activities should not drag out but rather they should be attention grabbing, brisk and to the point. Six year olds tend to get easily discouraged and have a strong desire to please others. They are creative and imaginative and respond well to rhythmic music, another point we considered in our dance unit.
We found it interesting that children in grade one are more likely than not to be in awe of their teacher and may be intimidated by a teacher who appears to know everything. In order to keep all students willing to partake in PE class and for them to enjoy doing so, it is imperative to provide a lot of feedback and encouragement. Whether it is verbal, written or through body language, children of this age thrive on it and rely on it to motivate them to continue learning.
Harriet’s Philosophical Statement-The
Role of PE in the Schools
My ideas about physical education have certainly changed since the beginning of the year. I now see a good PE program as being very holistic, in that it not only considers how a child acts/responds physically, but also how his/her thoughts are developed and communication and social skills are enhanced. I have evolved from focusing on the end results of a game or activity to paying greater attention to the development or process necessary to reach a goal. It has all been rather enlightening! There are a few general ideas about teaching physical education that I would like to address.
I truly believe that it is of vital importance to give a ton of positive feedback. An instructor should be excited when a student performs well and should not hesitate to show it. This type of encouragement will be contagious and the students will reciprocate by getting “hyped up” about their learning. Being congratulatory of a child’s progressions should come naturally and not forced. There is always something positive to say about every child however, and PE is a subject where it is especially necessary for each child to hear it. Each student is unique and will improve at his/her own rate. The key to this is to ensure that you know how far to push and challenge each child so that they get maximum benefits from the activity but are not turned off by unintentional pressures put upon them.
Physical education should be fun and if this can be instilled in children at an early age, they will likely be active as teenagers and into adulthood. As research has shown, an active lifestyle greatly contributes to not only a healthy body but also a healthy state of mind. It is my job as an elementary educator to introduce movement and activity to my students in a fun and creative manner. This will hopefully spark an intrinsic interest in maintaining a physical lifestyle throughout their lives.
TERRITORY GAMES: SOCCER
LESSON ONE
Introductory activity: Kick and pick-up warm-up. “Pick up your ball. Toss it and catch it with two hands, place it on the floor, kick it and run after it.” Toss-catch-kick-pick-up pattern.
Motor skills/theme: Foot/Eye Co-ordination; control dribbling
Tasks:
a. Kick and trap- kick ball along floor slowly. Run after it, get in front and stop the ball with sole of foot. Under control…kick it again. Repeat.
b. Bubbles: Dribble ball (bubble) around gym. Do not allow your bubble to touch another bubble or player or else your bubble will burst…10 jumping jacks.
c. Dribble through the forest: All boys stand in home space holding ball in both hands (trees). Girls dribble through forest without touching trees or other girls. On signal, SWITCH.
Culminating Activity: Play game as task c. except if dribbler’s ball touches a tree, then dribbler becomes a Tree. Change roles.
LESSON TWO
Introductory Activity: Put ball on ground with one foot on top to keep it from rolling. [Practice changing feet, then slowly increase pace.] Go to the wall. Gently kick the ball against the wall and stop it by putting foot on top. NO HANDS.
Motor skills/theme: Foot/Eye co-ordination; dribbling/trapping.
Tasks:
a. Move ball with feet in small space. Move into open space. Whistle. Stop ball.
b. Explore moving ball with different parts of foot i.e. inside, outside, toes, heel, and front of foot.
c. In how many different directions can they move ball? Zigzag, sideways, circles, curvy.
Culminating activity: Scatter several cones, hoops, and chairs around gym. Move ball around obstacles. Tap the ball lightly with foot if it gets out of control.
LESSON THREE
Introductory activity: Follow the Leader-encourage leaders to dribble in interesting patterns, circle, zigzag, square.
Motor skills/theme: Control dribbling/co-operation
Tasks:
a. “When dribbling, try to take turns with each foot touching ball” i.e. Right foot tap, left foot tap, trap ball with foot on top. REPEAT.
b. Each student has to balls. “By dribbling with your feet, can the whole class keep all the balls moving. Try to not let any balls die (stop)”.
c. Follow the leader in threes. On signal, CHANGE. Leader goes to end of line and second person becomes leader.
Culminating activity: Groups of four about 20 feet from the wall. First person dribbles until about 10 feet away then kicks ball against the wall, traps it, turns and dribbles to next person in the line.
LESSON FOUR
Introductory activity: Line up facing wall, kick ball against wall, trapping it on the rebound. Try other foot. Take giant step back. REPEAT.
Motor skills/theme: Technique/foot-eye co-ordination
Tasks:
a. “Now try stepping into kick instead of kicking from stationary position”
b. “Keep eyes on ball. Take giant step back. Take 2 steps toward ball and kick against wall. Trap it.”
c. In partners with one ball. Six giant steps from each other. Pass ball back and forth. Try not to make partner move.
Culminating activity: Get partner to spread legs. “Can you kick the ball between his/her legs?” Keep score.
LESSON FIVE
Introductory activity: Move around gym to music, dribbling ball. When music stops, trap ball. Whoever is last to trap ball, sits out.
Motor skills/theme: Kicking technique, accuracy, and partner work
Tasks:
a. In pairs, stand facing wall. Kick ball at wall for partner to trap and kick against wall. Rebounding off wall.
b. Six giant steps apart. Kick ball at partner. Get control and pass it back.
c. Set two cones between partners. Get one to kick ball so that it goes between cones in order to get to partner.
Culminating activity: Use hockey nets, plastic bleach bottles and cones as targets. Each pair moves around gym aiming at a different target.
LESSON SIX
Introductory activity: Move to following signals: 1 whistle…walk. 2 whistles…trot. 3 whistles…sprint. 4 whistles…freeze. Concentrate on quality of movement. Stop and stretch.
Motor skills/theme: Passing to particular person. Foot/eye co-ordination.
Tasks:
a. Short passing. Stand in circle. Must pass the ball to the person on either side of you.
b. Say their name first and then pass ball. Get eye contact. Person receiving ball must trap ball properly.
c. Widen circle a bit. Get two balls going and then a third if able to.
Culminating activity: Mini game. Divide the class into four teams, 6 players/side. Two games will be going on at once. No goal, must dribble ball over end line. Cannot just kick it over.
LESSON SEVEN
Introductory activity: Play the same warm-up as previous day but this time, each student has a ball. Will be more difficult. Stress eyes on the ball, but look up periodically for safety reasons.
Motor skills/theme: powerful kicking. Foot/eye co-ordination.
Tasks:
a. Longer passing. Same as previous lesson but passing the ball across the circle.
b. Say the person’s name and kick the ball to them. Maintain accuracy and focus.
c. Widen the circle. Incorporate a second and third ball if possible.
Culminating activity: Mini game. Divide the class into four teams. [Six players/side, hockey nets as goals]. Everyone on team must touch the ball at least once before a goal can be scored.
LESSON EIGHT
Introductory activity: Freeze tag for three minutes. Stand in one large circle and each student stretches a different body part as the rest of the class copies.
Motor skills/theme: Accurate kicking. Foot/eye co-ordination.
Tasks: Station work: in groups of four. Three minutes at each station.
a. Set up bleach bottles and cones. Try to knock them over by kicking the ball at them from a set distance.
b. Dribble around a maze of cones utilizing a follow the leader style.
c. Kick ball at wall, which will have set targets/bulls-eyes taped to it at varying heights and sizes.
Culminating activity: Full game with hockey nets as goals. “Everyone on your team must touch the ball at least once before a goal can be scored.”
ALTERNATIVE ACTIVITY-PARACHUTES
LESSON ONE
Introductory activity: Sit in a group and discuss what different activities could be done using a parachute. Write all brainstormed ideas on a piece of construction paper and tape to the gym wall. Next, discuss what parachutes are traditionally used for. Warm-up. Moving to music utilizing a GO, GO, GO, STOP idea.
Motor skills/theme: Teaching safety and guidelines.
Tasks:
a. Stand around parachute. Lift it up as a group to see how heavy it is. Cross over hands and lift it up again.
b. Underhand grip and lift up and down very slowly. Ask the class which grip they like the best.
c. Waist level. Higher level (eyes). Low level (knees).
Culminating activity: Evenly spaced around parachute. Merry-go-round activities. Walk in a circle holding high. Up/down. Up/down. Slowly. [Co-ordinate with everyone else.]
LESSON TWO
Introductory activity: Hold onto parachute with both hands. Walk around in a circle. Jog in a circle on teacher's cue.
Motor skills/theme: Arm strength/co-operation.
Tasks:
a. Stretching parachute at waist level. Stretch/Relax.
b. Change grip. Stretch/Relax.
c. While walking in a circle, on teacher’s cue, Stretch/Relax.
Culminating activity: Shake parachute lightly. Make ripples and then bigger waves. “Now there’s a storm!” Freeze.
LESSON THREE
Introductory activity: “Umbrella activity”. In a circle holding on to the parachute, on the command, lift the parachute over your head. Usually three counts are needed.
Motor skills/theme: Arm strength/co-operation.
Tasks:
a. “Umbrella” at different levels. Squatting and on tiptoes.
b. “Umbrella” moving in different directions. Walking forward and walking backwards.
c. On knees then try inflating the chute.
Culminating activity: When his/her name is called, the student must scoot under the parachute when it is fully inflated by the rest of the class and get to the other side before the parachute touches him/her.
LESSON FOUR
Introductory Activity: Stretching using the parachute as an aid. On one knee, other leg extended to side. Lean towards leg, while holding the parachute. Sit with legs extended under the chute. Extend arms and touch hands to toes. Rowing action.
Motor skills/theme: Stretching techniques.
Tasks:
a. V-sit. Back lying position with top of head facing chute. Raise chest and try to raise legs to a V-position.
b. Make a mushroom. Keep hands and knees on the edge of the chute. Extend legs backwards. Perform one push-up.
Culminating activity: “What other stretches can we do with the parachute? Why is stretching so important?”
LESSON FIVE
Introductory activity: Review parachute grips. Stand evenly spaced around the chute. Do some stretching from last day.
Motor skills/theme: Inflation techniques/co-operation
Tasks:
a. Tenting: Inflate parachute, then on the signal “In-1,2,3”, walk forward three steps. As the chute settles, on signal “Out-1,2,3”, walk backward three steps.
b. Igloo: Hold chute with crossover grip. Inflate and walk forward three steps. On signal “Turn”, quickly turn and duck under the parachute. Re-grasp the inside edge, kneel and seal edge to the floor.
c. Peek-a Boo-Igloo: Make an igloo, seal it to the floor leaving only your heads outside. Then, make an igloo and leave only your feet outside.
Culminating activity: “Mushroom Challenge” Using two smaller parachutes, challenge each group to keep its “mushroom” inflated for the longest time.
LESSON SIX
Introductory activity: Ocean Waves: On signal “Ocean Waves” slowly shake the parachute up and down; then shake a little bit faster. Pretend that there is a storm blowing in and then it gets calm again. [This will warm-up the upper body for the rest of the lesson.]
Motor skills/theme: Inflation techniques/co-operation.
Tasks:
a. Fly Away: “Inflate the chute until it is entirely inflated; then, on signal “Flyaway” everyone let go at the same time. The chute should remain in the air for a few seconds before it settles down on top of you, but don’t move off your spot.”
b. Sunflower: “Inflate the parachute. Now, quickly lower it to the floor and kneel on the outside edge to seal in the air. Raise arms sideways, join hands, and on the signal “In” lean forward; on signal “Out” lean backward. Pretend to be a sunflower opening and closing.”
Culminating activity: While playing “Fly Away”, have students release the parachute on your signal and then quickly move away from the parachute, watching it fall to the floor. Let them decide what kind of monster or creature shape the chute looks like after it settles to the floor.
LESSON SEVEN
Introductory activity: Play Peek-a-Boo-Igloo for 5 or 6 minutes allowing the student’s to give their input as to what body part to leave out.
Motor skills/theme: Arm and leg strength. Listening skills.
Tasks:
a. Wild-Horse Pull: “Turn your back to the parachute and hold it using the overhand grip. Plant your feet firmly with one foot forward and the other one back. On signal “Pull” lean away from the chute, pulling as hard as you can for 10 seconds. Repeat in the kneeling position.”
b. Ball Shake: teacher will put different types of balls on the parachute, starting with a beach ball. “How many times can you make the beach ball bounce up into the air?” Repeat using a playground ball, then use a whiffle, or tennis ball. “Which one will bounce the best?”
c. Snake Shake: (Teacher will put skipping ropes on the chute). “How long will it take to shake all of the poisonous snakes off the parachute? Don’t let a snake touch you; otherwise you must jog once around the play area, holding your poisoned part, then you may re-join the game.”
Culminating activity: Teacher will have brought some sort of stuffed animal or critter to class. “How many times can you make my critter jump in the air?” Practice for a while to try and better the scores.
LESSON EIGHT
Introductory activity: Wrist roll: Get the students to stand around the parachute using the overhand grip with their arms fully extended. Ask them to stretch the chute until it is tight. Then on signal “Roll”, slowly roll the edges toward the middle. This will act as a good wrist strengthener.
Motor skills/theme: Co-operation/alertness/listening.
Tasks:
a. Popcorn: Place 10-12 beanbags on the chute. “How long will it take you to pop off all the beanbags?” Allow the children to guess how long it might take in seconds. Allow them to try and better their score.
b. Hole in One: Divide the class into two equal teams with each team positioned around one half of the parachute. Teacher will assign each team a coloured ball and will roll the balls onto the chute. On signal “Play”, each team will try to shake opposition’s ball into the center pocket and keep their own ball from going into the center pocket.
c. Jaws: Choose two players to be the sharks. They will position themselves under the middle of the chute on all fours. On signal “Go”, the standing players will shake the chute to create waves while the sharks swim around the chute. Sharks will gently grab the leg of a parachute player and pull that player under the chute. The two children will switch roles and repeat the game until everyone has been a shark.
Culminating activity: The students will be allowed to choose whichever game/activity they enjoyed the most throughout the entire unit and play it for a while. Another option would be to ask the children to make up their own game or change the rules slightly in one that they already know.
ASSESSMENT AND EVALUATION
Assessment and evaluation for grade one physical education should reflect outcomes from three curriculum organizers. For example, while evaluating movement concepts (i.e. Skill development), we will also evaluate learning outcomes from Active Living and Personal and Social Responsibility (ie. knowledge and attitudes). Assessment and evaluation will be based on the improvement displayed in each of the units as well as effort put into the activities. Each unit will be considered a separate entity giving each child a fresh slate to work from at the onset of a new unit. Improvement in specific skill development will not only be looked at from the beginning of the unit until the end, but also on a daily basis. After each class, a checklist should be utilized to report on how each child progressed for that particular lesson. Anecdotal reporting can be used to document any relevant instances pertaining to a particular student. If a teacher maintains this type of ongoing assessment throughout the unit, not only will the summative evaluation process be far less time consuming, but it will also be much more clear and illustrative of how the child has improved or progressed.
It is difficult to state specific movement skills that will be assessed for a grade one student. Adeptness and precision in a variety of locomotor movements (skipping, hopping, galloping, leaping) should be mastered along with ability to manipulate certain pieces of equipment with their hands and feet. A lot of emphasis is put on hand/eye co-ordination in this age group and therefore should be a part of the evaluation process. Gross motor skills are more thoroughly developed and hence justify being assessed. Grade one’s should be skillful at linking gross motor skills in a smooth and fluid manner. Fine motor skills are more under-developed and should not carry as much weight.
For youngsters of this age, it is far more relevant to carry out assessment procedures that focus on a child’s attitude and creativity. For example, students should be evaluated on:
· Whether they wait their turn to get equipment
· Do they watch out for other people?
· Do they put things back when they are finished?
· Do they share space safely?
· Do they watch out where they throw things?
· Do they generally pay attention to what they are doing?
It should also be considered if children of this age are willing to work in different group dynamics (i.e. by oneself, with a partner, in a larger group of 4 or 5). Children should be active in all group sizes and show both diligence and persistence in mastering the tasks on hand.
Self-assessment is not all that useful in this age group because these children have yet to gain the capacity of how to gauge their own improvements. The only way that self-assessment may be incorporated into the program would be to use “happy faces” and “sad faces”. The students would be asked to circle which face best illustrated how they felt about the lesson. They also could verbally answer what things they liked best/worst about the lesson and what specifically they would like to work on next time. Especially in Dance and Gymnastics, a greater emphasis should be placed on how the students move rhythmically to music and how creatively they manipulate their bodies.
Possibly, the most important instrument a teacher should use in assessing a physical education class is whether or not the students are smiling at the end of it. The element of fun is crucial to sustaining an interest in physical movement and being active outside of PE class. Also, the classroom teacher can assess if the child is intermingling what he/she has learned in a PE lesson with an Art activity, for instance. It is important to try to maintain cross-curricular themes to allow the students to independently connect what they are learning from one genre to another.
NET/WALL GAME OBJECTIVES
Movement:
Personal and Social
Responsibility:
· It is expected that students will display a willingness to share ideas, space, and equipment when participating cooperatively with others.
Introductory Activity: Partner Run
[partners on either side of the gym.
#1’s run across to their #2 partner.
Touch partner’s hand and run back.
When #1’s are back where they started, #2’ do the same thing]
Motor Skills Theme: Grip/Sending/Receiving
Tasks:
Motor Skills Theme: Grip/Sending/Receiving
Tasks:
Culminating Activity: How Many?
Introductory Activity: Free
activity with paddle/bat and ball – avoid others and focus on individual space.
Motor Skills Theme:
Grip/Sending/Receiving
Tasks:
Culminating Activity: How many?
Introductory Activity: Use your
hand to count how many times you can bounce, pop-up the ball in a row.
Motor Skills Theme: Grip/Sending/Receiving
Tasks:
Culminating Activity:
Pat-bounce, hit wall as many times in a row as you can. Keep track of your highest count.
Introductory Activity: Free activity with paddle/bat and bean bag in
individual space
Motor Skills Theme:
Sending/Receiving
Tasks:
Culminating Activity: Have a
partner on either side of the bench.
Try to get the beanbag to your partner’s feet, over the bench [must keep
bean bags below the waist].
Introductory Activity: Free
play with paddle/bat and ball in individual space.
Motor Skills Theme:
Sending/Receiving
Tasks:
Culminating Activity: How Many?
Introductory Activity: Meet in
the Middle
Motor Skills Theme: Sending and
Receiving
Tasks:
Culminating Activity: How many?
LESSON EIGHT
Introductory Activity: How
many? [bounce, hit wall, bounce, repeat…]
Motor Skills theme:
Sending/Receiving
Tasks:
Culminating Activity: Pop-up
with partners [no wall] – How Many?
EDUCATIONAL GYMNASTICS OBJECTIVES
Movement:
Personal and Social
Responsibility:
Motor skills Theme: Movement
[transfer of weight/balance/change direction/ relationships]
Tasks: [task cards]
Culminating Activity: Sequences
Introductory Activity: Run
around the gym, stop and balance when told to
Motor Skills Theme: Balance
Tasks: [task cards]
Culminating Activity: Combine
various balances – sequences
Introductory Activity: [mats
are out] Run around, balance when told
to stop, using mats to do balances.
Motor Skills Theme:
Transference of weight/flexibility
Tasks: [task cards with
variations]
Culminating Activity: Sequence of balances and rolls
Introductory Activity: Sequence of balances and rolls
Motor Skills Theme: Transference of weight
Tasks: [task cards]
Culminating Activity:
Sequencing of rolls and balances
Introductory Activity: Run around the gym doing sequencing when told to
stop and do so
Motor Skills Theme:
Balance/transference of weight
Tasks: [task cards]
Culminating Activity:
Sequencing of rolls and balances
Introductory Activity:
Sequencing of rolls and balances
Motor Skills Theme:
Transference of weight
[cartwheel]
Tasks: [task cards]
Culminating Activity: Sequences
using rolls, balances, and kicks.
Introductory Activity: Sequences using rolls, balances, and kicks
Motor Skills Theme: Static and dynamic balance [beam work]
Tasks:
Culminating Activity: Sequencing – balance, roll, beam work, roll,
balance [choose own rolls, balances,
and beam work]
LESSON EIGHT
Introductory Activity: Run
around gym, stop when told, roll into a balance, run, stop, roll, …..
Motor Skills Theme: Force/Transference of weight/Shapes/Levels [box]
Tasks:
Culminating Activity: Sequences
with box, beam, rolls, and balances
I. MUSIC EMPHASIS |
II. ACTION EMPHASIS Walking Hopping Skipping Galloping Sliding Pattering |
III. DYNAMIC EMPHASIS -
Moving quickly -
Moving slowly and deliberately -
Finishing one’s turn within eight beats |
IV. SPATIAL EMPHASIS - Being aware of others in space -
Weaving/changing direction while moving -
Using different levels |
|
|
V. RELATIONSHIP
EMPHASIS - Moving in the space around others -
Being aware of how much room needs to be left between self
and one other for a third person to move between -
Being aware of the confines of a room |
VI. IMAGES:
SEQUENCES -
Animals eating and frolicking in a farmer’s garden in the
spring-time |
|
I. MUSIC EMPHASIS |
II. ACTION EMPHASIS Walking Hopping |
III. DYNAMIC EMPHASIS - slow, deliberate walks - Energetic, quick hops |
IV. SPATIAL EMPHASIS - Walking along lines on the floor -
Stretching in space |
|
|
V. RELATIONSHIP EMPHASIS -
Maintaining safe distance from others -
A-B relationship – meeting and parting |
VI. IMAGES: SEQUENCES - pretending to be flowers and vegetables -
Pretending to be rabbits in the garden |
|
Why Teach Dance
There
are several reasons for teaching dance in the Physical Education
Curriculum. First, and foremost, dance
provides children with the necessary skills and knowledge that promotes a
lifelong pursuit of an active lifestyle (Kirchner). Dance is easily adaptable to all age groups, which means that
dance can even be modified for very young children. Another important reason for teaching dance is that children
improve their balance and coordination as a result of dance. Children are provided a sense of body
awareness through dance. With learning
dance comes an increased exposure to rhythm.
Dance facilitates students’ understanding of music.
Dance is an aerobic activity. By engaging in dance, children will be engaging
in a cardiovascular activity. Not all
children are good at sports. Dance is
an alternative to sports. All students
can participate in dance. Dance is an
artistic form of self-expression. By
teaching dance, teachers foster the uniqueness that every student has to bring
to dance.
An important reason for teaching dance is
that dance involves social interaction.
Dancing can be done with a partner, or even in a group. By teaching dance, teachers show the
importance of cooperation in order to be successful at performing various
dances. By engaging in dance, and
incorporating various cultural experiences, teachers provide their students
with an understanding of their own national heritage and an appreciation of
different ethnic backgrounds that make-up our society (Kirchner).
TASK PROGRESSION
SHEET FOR CREATIVE DANCE
Imagery Idea: Garden Critters in the Springtime
OBJECTIVES:
INTENT |
TASK & ACTION WORD |
EXTENSION |
|
|
Pretend you are different flowers and vegetables in a farmer’s newly planted garden. WALK [Grow and
Stretch] |
Space: maintain safe distance from
others Body: walking – tiptoe and bent
knees Effort:Changing pace, rigidness of body Relationship: When meet someone, someone, utilize change of
direction sharply
|
NOTE
|
As introduction: students sitting on floor. Have them explore personal space by reaching their arms forward, then backward, upward and downward, and to the sides, reaching as far as their arms will extend. Pretend you are flowers and vegetables stretching in the sunshine. Challenge – standing up: can you reach further than when
sitting? How about trying to take a
step out, or bending your body forward/backward, sideways. |
|
|
|
How does a rabbit move? “Good strong legs, taking off and landing on the same leg. Pretend to hop over the flowers, you don’t want to crush them.”
HOP |
Space: follow only the blue lines on the gym floor Body: Hopping like a rabbit Effort: from one foot to the other. Be aslight on your feet as possible, then as heavy as possible
Relationship: Partner up and practice hop- ping in tandem with someone else |
NOTE
|
Accompany movements with a drum. Teacher will change the pace from slower to faster. Incorporate a count of 8. Stop and rest. Change directions for another count of 8. |
|
Lesson Two TASK
PROGRESSION:
INTENT
|
TASK AND ACTION WORD |
EXTENSION
|
|
|
SKIPPING even
height “Feel the sun on your back. As you skip, reach towards the sun. Swing your arms to help generate momentum.” |
Space: in your own space, change directions, a safe distance from
others, careful of
gym-walls. Body: even height, toes pointed,
knees Effort: try to go fast & at 90-degree
angle then slow it
down. be jerky &
then fluid Relationship: pairs and then put them into a trio. Cover whole space. |
NOTEAgain, use drums to indicate pace of skip |
“Spring frenzy” – teacher should ask “What does spring
is in the air mean?” This is how
the students should feel…..excited because of the re-awakening of the earth
and everything in it. |
|
|
|
GALLOPING
“This is a fast/speedy movement. Pretend you are trying to get away from the water sprayer that
the farmer is aiming at you for eating a row of cabbage |
Space: follow the green lines on
the gym floor Body: galloping, change lead leg, Effort: try to go fast focus on
height then slow it
down, be gained, click
feet jerky then fluid. together in
the air Relationship: start in a big circle
& move in the same direction. change
direction. hold partner’s hand. |
NOTEUse claves as the sound the students respond to. |
This is a clippetty cloppetty sound and good for the
concept of galloping |
|
INTENT
|
TASK AND ACTION WORD |
EXTENSION |
|
|
SLIDING Slower movement than the others |
Space: use of levels when sliding
up/down motion. Big, wide slides – watch out
for Body: deep knee bends, others. arms going up
& down at sides of
body. Effort: slither your foot against the
gym floor. Keep good balance. Change lead leg. Relationship: try do it in unison with
the person in front
of, beside you. |
|
NOTESlide whistle as musical instrument |
Pretend you are a slug sliding from side to side. Leaving
your ooze behind you. Sliding around
the flower patch, looking for the most colorful flower to munch on. |
|
|
Move to light shower progressing to thunderous down pour. |
PATTER Incorporate arms and hands/fingers to act out rain
shower/pour |
Space:
don’t have to cover much, if
any distance. Body: in on tiptoes, reach head up
to Effort: little steps, maintain
balance, very free
movement. body quite
stiff. Listen to
tambourine for change in rhythm. Relationship: indi- vidual
movement. |
NOTETambourine to simulate a heavy spring rain shower |
Utilize a crash every now and then for lightening.
May want to cover under large lettuce leaf. |
|
INTENT |
TASK AND ACTION WORD |
EXTENSION |
Learning to weave
Developing space awareness |
WALK SKIP Class is divided in half [1’s & 2’s] 1’s stand still, spread over the gym
floor. 2’s walk in weaving pattern
around 1’s. Then switch. |
Space:
move around in all directions
while Body: keep head up weaving watching for
others
Effort: move slowly and
deliberately [concentrating
on safety] Relationship: watch out for others |
NOTE |
Pretend you are a creature
searching for food in a farmer’s springtime garden. |
|
Learning to weave
Developing space awareness |
GALLOP HOP Class is divided in half [1’s & 2’s] 1’s stand still, spread over the gym
floor. 2’s walk in weaving pattern
around 1’s. Then switch. |
Space: move around in all directions
while Body: keep head up weaving watching for
others Effort: move slowly and
deliberately [concentrating
on safety] Relationship: watch out for
others |
NOTE |
Pretend you are a creature searching for food in a farmer’s springtime garden. |
|
Learning to weave
Developing space awareness |
JUMP SLIDE Class is divided in half [1’s & 2’s] 1’s stand still, spread over the gym
floor. 2’s walk in weaving pattern
around 1’s. Then switch. |
Space: move around in all
directions while Body: keep head up weaving watching for
others Effort: move slowly and
deliberately [concentrating on safety] Relationship: watch out for others |
NOTE |
Pretend you are a creature
searching for food in a farmer’s springtime garden. |
|
INTENT |
TASK AND ACTION WORD |
EXTENSION |
|
Incorporate all movements and direction patterns
previously learned |
WALKHOP SKIP GALLOP SLIDE PATTER |
Space: safe distance from
others using all corners of
the gym Body: in control of all movements Effort: slower & faster bigger
& smaller steps Relationship: in pairs & trios |
NOTE |
All instruments will be used if necessary. Think of the garden critter that you are
trying to be. Imagine their movements
through the vegetable and flower garden |
|
INTENT |
TASK AND ACTION WORD |
EXTENSION |
|
Introduction to the dance |
Students are introduced to the Garden Critter Dance by the
teacher and 2 volunteers. They are
placed in trios [4 if odd number].
They take turns weaving around the other trio members WALK, HOP, SKIP, GALLOP, SLIDE, PATTER |
Space: end your turn at the
dance on the same line that you stared
on Body: stand still when waiting Effort: be sure to indicate clearly when you are
stopping and
starting so your partners don’t get
confused Relationship: keep a large
distance between members
of each trio |
NOTE |
The students standing are cabbages and carrot tops. Those weaving are rabbits, deer, birds, or
slugs. |
|
INTENT |
TASK AND ACTION WORD |
EXTENSION |
|
Experimen- tation |
Experiment with action words in the weaving formation WALK, HOP, SKIP,
GALLOP, SLIDE, PATTER |
Space: high leaps,
long strides Body: bend knees, point toes
Effort: firm, strong
movements Relationship: be
aware of other
people, groups, and the walls of the gym |
|
NOTE |
|
|
INTENT |
TASK AND ACTION WORD |
EXTENSION |
|
dancing to music |
WALKHOPSKIP GALLOP SLIDE PATTER Clap hands and count to eight. “Dance” with fingers to eight counts. Listen to music and “dance with fingers. Dance with music using actions words
previously learned |
Space: arching turns, to
use up as much space
as possible Effort: begin your turn on
the count of 1 and
finish on the count of Body: lift knees, swing 8 when doing the arms
weaving between
your other trio
members Relationship: leave
enough space
between you and the
person beside you so that the next
person has
room to go
between you. |
NOTE |
Music used will be “Come On Eileen” by Dexy’s Midnight
Runners. |
|
YEARLY PLAN FOR GRADE
ONE
PHYSICAL EDUCATION
WITH
BLOCK UNIT PLANS FOR
GAMES,
DANCE, AND GYMNASTICS
Shawna
Andrews
Terry
Lynn Brown
Harriet
Wheatley
Tim
Hopper
April
3, 2000
University
of Victoria
Resources
Dance:
Boorman, J.
(1969). Creative Dance in the First Three
Grades. Don Mills,
Ontario: Longmans Canada.
Kelly,
Noeline, and Brian Kelly. (1985). Physical
Education For Pre-school and
Primary Grades. Springfield, Illinois: Thomas Books.
Kirchner,
Glen, and Graham Fishburne. (1998). Physical
Education For
Elementary
School Children. Boston,
Massachusetts: WCB McGraw-Hill.
Wall, J. and
N. Murray. (1994) Children and Movement. 2d ed. Dubuque, IA:
Wm. C. Brown.
“Crested Hen
Handout” from class
Digeorgio, G. (1981). Action
Nanaimo: P.E. With a Difference.
School District
#68.
Graham, G., S.A. Holt-Hale, and
M. Parker. (1987). Children Moving.
Mountain
View, CA: Mayfield.
Kirchner, G.,
and G. Fishburne. (1998). Physical
Education For Elementary
School
Children. New York, NY: WCB McGraw-Hill.
Wall, J. and
N. Murray. (1994) Children and Movement. 2d ed. Dubuque, IA:
Wm. C. Brown.
Games:
Kirchner, G.,
and G. Fishburne. (1998). Physical
Education For Elementary
School
Children. New York, NY: WCB McGraw-Hill.
Slavin, R.
(1983). Cooperative Learning. New
York, NY: Longman.
Waiters, T.,
and B. Howe. (1988). Coaching 6, 7, and 8
year olds. Vancouver, BC: World of Soccer.
Wall, J. and
N. Murray. (1994) Children and Movement. 2d ed. Dubuque, IA:
Wm. C. Brown.
Werner, P.H.,
and E.C. Burton. (1979). Learning Through Movement: Teaching Cognitive Content
Through Physical Activities. St. Louis:
Mosby.
Lesson Plan
INTENT
|
TASK & ACTION WORD |
EXTENSION
|
|
|
Pretend you are different flowers and vegetables in a farmer’s newly planted garden. WALK |
Space: maintain safe distance from
others Body: walking – tiptoe and bent
knees Effort:Changing pace, rigid ness of body Relationship: When meet someone, someone, utilize change of
direction sharply
|
NOTE
|
As introduction: students sitting on floor. Have them explore personal space by reaching their arms forward, then backward, upward and downward, and to the sides, reaching as far as their arms will extend. Pretend you are flowers and vegetables stretching in the sunshine. Challenge – standing up: can you reach further than when
sitting? How about trying to take a
step out, or bending your body forward/backward, sideways. |
|
|
|
How does a rabbit move? “Good strong legs, taking off and landing on the same leg. Pretend to hop over the flowers, you don’t want to crush them.” HOP |
Space: Follow only the blue lines on the gym floor Effort: from one foot to the other. Be as light on your feet as possible, then as heavy as possible Relationship: Get into pairs and practice hopping in tandem together |
NOTE
|
Accompany movements with a drum. Teacher will change the
pace from slower to faster.
Incorporate a count of 8. Stop
and rest. Change directions for
another count of 8. |
|
Basic
dance using walking and hopping
|
WALKING
HOPPING
Pretending that you are flowers and vegetables, with a
partner, incorporate walking and hopping to the beat of the drum. Decide together what you will do [be
creative] |
Space:blue lines on the gym floor Body: walking
on Effort: change tiptoes and
hopping pace according to drum beat, light on your feet for hopping
Relationship: in pairs |
NOTE
|
Pretending that you are flowers, vegetables, or rabbits in
a farmer’s springtime garden, incorporate walking and hopping into a little
dance to the beat of the drum. |
|
LESSON PLAN SKILL PROGRESSION
Grade: 1
Groupings:
Individual, as a whole group, and in pairs
Objectives:
To stimulate creative movement patterns.
To awaken a desire to dance.
To improve locomotor movements
To develop a sense of rhythm.
To develop awareness of directions.
To identify left and right.
[In a line, facing teacher: clap hands to the counts while
doing movements]
Eight walks forward, eight walks backwards,
four walks forward, four walks backwards,
two walks forward, two walks backwards.
Eight hops forward, eight hops backwards,
four hops forward, four hops backwards,
two hops forward, two hops backwards.
Four walks to the left, four walks to the right.
Four hops to the left, four hops to the right.
Two walks forward, two hops forward,
two walks backwards, two hops backwards.
Two walks forward, two walks backwards.
Two walks to the right, two walks to the left.
Two hops to the left, two hops to the right.
One walk, one hop, one walk, one hop forward.
One walk, one hop, one walk, one hop backward
INTENT
|
SKILL
WORK TASKS
|
EXTENSIONS
|
REFINEMENTS
|
|
PERSONAL SPACE WALKING DIRECTIONS |
1. Students are
sitting on the floor, spread out in the gym.
“In today’s class, we will be exploring personal space. Personal space is the space right around
you where no one else is. Make sure
you do not touch anyone else. Move
away from everyone so that you cannot touch him or her. Reach your arms
forward, reach they backward, upward, downward, and to the sides. Reach as far as your arms will
extend. Pretend you are flowers and
vegetables stretching in the sunshine.” |
Standing while doing movements Walking while doing movements See how far you can reach without touching another person. |
Move around on your tiptoes while doing these
movements. If you come to another
student, turn away sharply and go in another direction. |
|
BEAT
INTRODUCTION HOPPING SPACE |
2. Call students
in to sit on the floor. “Okay, that
was great. Now we are going to
pretend that we are rabbits. How does
a rabbit move? [answers] A rabbit does hop. We are going to pretend that we are rabbits. I am going to use this drum to tell you
when to hop. Every time you hear the
beat on the drum, you are to hop.
When I say go, everyone go and find their own personal space. GO!” |
Change pace of the beats of the drum – faster and slower Change directions |
Be as light on your feet as possible, then as heavy Do this with a partner practicing your hops at the same
time |
|
APPLICATION SIMPLE DANCE BEAT
OF DRUM WALKING
HOPPING DIRECTIONS |
3. Call students in
to sit on the floor. “I see that you can
all do the walking and hopping very well.
Now we will use these movements to do a little dance. Listening to the beat of the drum, and
with my instructions, we will do this simple dance. When I say go, everyone will find his or her own space on the floor. GO!”
“Pretend you are
flowers, or vegetables when you are to be walking. When I say hop, you will be rabbits. You are flowers, vegetables, or rabbits in a farmer’s
springtime garden. Listen carefully
to the directions and the beat of the drum.” [8 beats of drum as flower or vegetable walking forward, backward, to the right, to the left. Same as a rabbit (hopping). Repeat using counts of 4, then 2. |
Change directions Change the pace of the drum beats – faster and slower |
When you are walking, be on your tiptoes. Reach high in the air when you are hopping like a rabbit With a partner make up your own dance to the beat of the
drum |
SHAWNA ANDREWS:
PHILOSOPHICAL STATEMENT
My view of PE in the
education of today's children is that it should play a more integral role. Today's young people are facing a difficult,
harsh world. Those with higher
self-esteem and self-confidence, and those with a wider variety of developed
skills, including physical skills, will fare better in the long run, because
they will be better equipped to deal with life's disappointments and
challenges.
Physical activity is one area in which many children can
excel, which will help to develop their self-esteem. I feel very strongly that teachers should be concerned with
preserving and increasing their students' self-esteem. I believe that children will experience
boosts of confidence when creating dance, kicking a goal in soccer, or
combining gymnastics movements into a unique sequence. Thus, I am strongly convinced that children
will benefit from a sensitive PE teacher who gives them choices in how to
perform tasks, does not demand they attain practically unattainable goals, and
who is encouraging and open.
The
other reason that I think physical education is important is because of the
physical skills, and, therefore, the enjoyment of being active, that students
can gain. There is an unfortunate trend
in today's society for children and adults to be less and less active, relying
more than ever before on technology to entertain them and perform tasks for
them. People who are less active lead
less healthy lives and tend to live shorter lives, as well. Teaching students to be proud of the skills
that they learn in PE will help them to transfer this physical activity into
the rest of their lives. If they have
positive experiences in PE, they will be more likely to value activity and to
continue including it in their lives. If
they learn different skills in PE, they will also have different strategies at
their disposal for maintaining an active lifestyle.
Grade: One
Unit objectives (the
students will be able to):
Active
lifestyle: Understand what can be done with different body
parts.
Understand how to move safely in a space.
Understand simple rules of a game.
Movement: Show
skill improvement in traveling, changing direction, throwing, catching, trapping, and
kicking.
Personal
and social responsibility:
Work together as a team.
Show sportsmanship within the constraints of a friendly
game.
Introductory
activity: Each student takes a ball and
rolls it along the ground with their hand, following close to it. They roll it with other body parts, staying
close to it. They roll the ball around
their body and then around different body parts.
Motor
skills/theme: Pitching/rolling a ball
Tasks:
a.
Students roll a ball to the wall using both hands
b.
Students roll a ball to the wall using one hand
and pointing with their opposite hand.
c. Students roll a ball across the floor using
above method to a partner, who rolls it
back
Culminating
activity: Standing progressively
further from the target, students roll balls through increasingly closer bean
bags. They try to knock over plastic
bowling pins.
Introductory
activity: Children stand in their own
space with a ball. When the teacher
says "Go", the students must kick their balls and then walk around
the gym and try to kick as many rolling balls as they can before the teacher
says "Stop".
Motor
skills/theme: Kicking
Tasks:
a. Students kick the ball with the toes
against a wall
b. Students place their toes under a ball and
kick it against a wall, giving it lift.
c. Students kick a ball with the inside of
their foot against a wall
d. Students use the hand opposite their
kicking foot to point where they want the ball to
go while kicking against a wall
e. In pairs, the students roll the ball to
each other, practicing different types of kicks.
Culminating
activity: Students stand stretched out
in a line near a wall. They kick the
ball to the wall. They then move a few
steps away from the wall (as many as they are comfortable with) and kick the
ball to the wall. Students continue
moving away from the wall, being required to kick the ball harder and harder to
hit the wall.
Introductory
activity: Students run around the
gym. When they come to a ball, they
roll it a short distance in their own space and stop it without using their
hands.
Motor
skills/theme: Trapping and picking up a
ball
Tasks:
a. Students practice standing with their feet
close together in a 'V' shape as a partner
slowly rolls a ball to them. They kick the ball back.
b. Students trap the ball as it is rolled and
then step forward to pick it up
c. Students trap and pick up (in their hands)
balls rolled at faster speeds
d. Students trap and pick up bouncing balls.
e. Students move to trap and pick up balls.
Culminating
activity: In groups of three, children
kick a ball back and forth and trap it with their feet.
Introductory
activity: Students throw a ball up in
the air and catch it, bringing it in towards their body as they do so. They try taking one step forward as they
throw the ball.
Motor
skills/theme: Catching and throwing
Tasks:
a. Students stand close to a wall and throw
the ball against it and catch it
b. In pairs, students throw and catch a ball.
c. Students throw a ball against the wall and
then catch it off the bounce
d. Students throw a ball onto the floor and
then catch it as it bounces off the wall.
e. In pairs, students bounce and catch a ball
f. In pairs, students repeat the above task,
trying to make each other move to catch.
Culminating
activity:
There are numerous hoops spread out in the
gym, each with a ball in it. Students
run around and try to throw each ball in the air and catch it before time runs
out.
Introductory
activity: Children run around the gym
with their fingers leading, then one of their sides leading, then their behinds
leading.
Motor
skills/theme: Running the bases
Tasks:
a. Students run from line on the gym floor to
the next
b. Student run from base (or similarly sized
object) to base.
c. Students run from one base to the next,
running low and then straightening up when
nearing the base
d. Students start with one foot touching the
base and when the teacher says "Run", push
off with the foot touching the base and
run for the next base
Culminating
activity: Five or six students
volunteer to be 'sharks', the rest are 'swimmers'. There are four bases set up.
The 'swimmers', who may start at any base, must try to touch all four
bases without being tagged by a shark.
The sharks stand stationary between the bases. If tagged, the swimmer becomes another shark wherever he or she
was tagged. Swimmers who are touching
another swimmer who is touching a base are also safe.
Introductory
activity: Hoops are spread out around
the gym, with a ball in each one.
Students must run to each hoop and touch each ball before the teacher
calls "Stop".
Motor
skills/theme: Tagging somebody
Tasks:
a. Students run with a ball in their hands and
touch the ball to the wall
b. Students run with a ball and touch a
classmate standing still
c. Students run with a ball and touch a moving
classmate
d. Students run with a ball and try to touch a
classmate before s/he touches the base.
Culminating
activity: Students play "Sharks
and Swimmers" again, this time allowing the 'sharks' to move around to
catch the 'swimmers'.
Introductory
activity: Students stand in a loose
circle around the gym. They practice
kicking and trapping, and throwing and catching, a ball around the circle.
Motor
skills/theme: Being the fielding team
Tasks:
a. One half of the class takes turns kicking
the ball to the other students who try to catch
or trap the ball. Switch.
b. One half of the class kicks the ball to the
others, who catch or trap the ball and throw
or roll it to a fielder standing on a
base. Switch.
c. Half of the class takes turns kicking the
ball and running to first base, while the other
half fields and throws it to the student
on the base, who tries to tag the runner.
Culminating
activity: Half the class stands in
line waiting to kick the ball, the other half fields. The first kicker stands on 'home base' and kicks the ball that is
rolled to him or her. This player must
try to get to first base and back before being tagged by someone with the
ball. He or she gets three turns, then
takes the place of someone in the field, who in turn goes to the end of the
kicking line up. The activity ends when
everyone has had a turn fielding and kicking.
Introductory
activity: Repeat culminating activity
from the previous lesson.
Motor
skills/theme: 'The game'
Tasks:
a. The teacher explains that each person on
the 'kicking' team will get a chance to kick,
either with the toes or side of the
foot. The fielding team will try to
catch or trap the
ball, and pass it to the base person,
who will try to tag the runner to stop him or her
from advancing to the next base. There are no 'outs'. Fielders take turns in each
position
b. The first team takes turns kicking the ball
and running around the bases until each
person has had a turn and reached
home. The fielders simply catch or trap
the ball
and get it to the fielders on the bases
c. The second team takes turns kicking the
ball and running the bases. The
fielders do
the same as above
Culminating
activity: The students play the game,
with the object simply being fun.
Grade: One
Unit objectives (the
students will be able to):
Active
lifestyle: Understand how to move safely with an implement (rope).
Understand different ways of jumping.
Movement: Show
improvement in skipping skills.
Personal
and social responsibility: Cooperate
with others to practice skills.
Introductory
activity: Hoops and rope are spread out
around the gym. Students run around
carefully and jump over hoops and ropes, counting how many they jump over.
Motor
skills/theme: Safety with skipping
rope, jumping and landing properly.
Tasks:
a. Teacher holds a rope safety discussion.
b. Students take a rope to an area, and,
spinning very slowly on the spot, with the rope
end dragging on the ground, determine
how much space they need to work safely
c. Students practice jumping over their ropes
on the ground, landing with wide bases
and bent knees to absorb the shock
d. In pairs, students hold a hoop at a low
height for each other to jump in to and out of
Culminating
activity: A number of ropes are tied
together and stretched out on the
floor. Students, one immediately
following the other, jump along the rope to the end.
Introductory
activity: Ropes are spread out in the
gym. Students run and touch 3 walls,
then, in own space, and spin a rope slowly to ensure adequate space to work in.
Motor
skills/theme: Moving the rope correctly
Tasks:
a. Students stand with elbows 'stuck' to sides
and practice a circular motion with the
forearms. Repeat, jumping when arms are at about 45° angle to the legs
b. In own space, students hold both ends of
the rope in one hand and spin it, making
sure that the rope touches the ground
and goes above the head. Switch arms.
c. With each hand holding one end of the rope
and the rope dangling behind them on
the ground, children bring rope slowly
over their head in an arc to land in front of
them.
Students then hop over the rope and start
again.
Culminating
activity: Students walk across the gym
and back, arcing their ropes over their heads and hopping or walking over them
once they hit the ground in front of them.
Introductory
activity: Students are in a circle
facing the gym walls, along which rope are spread out. Students move to the wall they are facing,
following the teacher's directions of "Walk" and
"Jump". Students collect a
rope, then walk and jump back to the centre.
They then go find an open space using the spin method.
Motor
skills/theme: Jumping over a moving
rope
Tasks:
a. Students review steps from previous lesson
b. Students hold rope behind them and bring
rope over head. They jump over the rope
as it hits the ground and stop the
rope's movement when it is behind them.
Repeat.
c. Students rotate the rope over their heads,
jumping over it, and continue to skip, using
single jumps each time.
Culminating
activity: In pairs, students take turns
spinning in place, trailing a long rope (or two short ropes tied together) on
the ground for the other to jump over.
Introductory
activity: Students start at one end of
the gym, run and jump to the other end, collect a rope and a partner, and
repeat culminating activity from the previous day.
Motor
skills/theme: Rebounding
Tasks:
a. Students reviews steps from the previous
lesson
b. Students practice jumping on the spot with
a small rebound jump after the main
jump.
c. Students rotate their ropes slowly over their
heads and jump over it with a small
rebound jump after the main jump
d. In pairs, students take turns spinning a
rope around for each other to jump and
rebound over
Culminating
activity: Half the class spreads out in
the gym with ropes and very slowly spins them along the ground. The other half runs to each 'spinner' and
jumps-rebounds over their spinning rope twice.
Then the whole class switches.
Introductory
activity: Skipping ropes are spread
around the gym. Students run around
them and jump over them until teachers says "Skip". Students must then run to the nearest rope
and skip three times in a row without faltering. Repeat.
Motor
skills/theme: Jumping side to side
while skipping ('skiing')
Tasks:
a. Students stretch their ropes out on the
ground and stand to one side of them.
They
then jump from one side to the other
over the rope
b. Twirling their ropes in one hand beside
them, students jump side to side in time with
their ropes
c. Students arc ropes over their heads stop the ropes before them,
and jump to one side
over the ropes. They repeat and jump to the other side.
d. Students jump over the rope from side to
side, stopping the rope behind them
e. Students continuously rotate their ropes
over their heads, jumping from side to side
over them, using regular jumps and
jumps-rebounds
Culminating
activity: Ropes are spread out around
the gym. Students run to a rope and
jump from side to side along them to the end, then run to next rope and repeat.
Introductory
activity: Repeat culminating activity
from previous lesson. When teacher
calls "Stop", students collect the nearest rope and find an open
space.
Motor
skills/theme: Rocking over the rope while
skipping
Tasks:
a. Students place the rope on the ground and
with one foot behind the rope and one foot
in front of it, rock back and forth from
toes to heels. Repeat after switching
position
of feet.
b. Twirling rope at one side of their bodies,
students rock in time to the rope's
movement.
c. Students arc ropes over their heads, stop
the rope in front of them, and rock over the
rope with one foot, lifting up the back
foot. Switch leading leg
d. Students rock over their ropes, stopping
the rope behind them. Switch leading
leg
e. Students rock back and forth as they jump
rope. Switch leading leg.
Culminating
activity: Half the students take two
ropes tied together to a space in the gym.
The other half must run around and try to rock twice over each rope
without being touched by the person guarding the rope. If they are touched, they join the person
guarding the rope. Repeat the activity
so that people who were originally guarding the ropes get a chance to run.
Introductory
activity: Ropes are laid out in a
ladder formation, about one foot from each other. Students, one right after the other, run along the ropes, being
careful not to step on any ropes.
Motor
skills/theme: Running (or walking)
while skipping
Tasks:
a. Students review steps from the previous
lesson.
b. Students arc rope over their head, walk
over it, and stop it behind them.
c. Students continuously rotate rope over
their head, stepping over it as it hits the
ground in front of them
d. Students increase speed of rope rotation as
they walk over the rope.
e. Students run over the rope as they rotate
it
Culminating
activity: Students walk or run slowly
as they skip from one end of the gym to the other. They weave around cones placed on the floor.
Introductory
activity: Students repeat culminating
activity from previous lesson.
Motor
skills/theme: Creating skipping
routines
Tasks:
a. Students review jumping and
jumping-rebounding.
b. Students review skiing while skipping
c. Students review rocking while skipping
d. Students review walking and running while
skipping.
e. In their own spaces, students experiment
with combinations of the above activities.
Culminating
activity: Half of the class shows their
routines to the other and they discuss what they saw. Then the other half shows their routines and they again discuss.
YEAR PLAN
|
PHYSICAL EDUCATION – GRADE-ONE
|
SEPTEMBER
|
|
|
Week #1 |
Movement Exploration – general/personal awareness |
|
Week #2 |
Movement Exploration – balls/ ropes/hoops/bean bags |
|
Week #3 |
Gymnastics – leaping/landing/ individual mats |
|
Week #4 |
Games – balls [rolling/stopping] |
OCTOBER
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|
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Week #1 |
Games |
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Week #2 |
Movement Exploration – balls/ ropes/hoops/bean bags |
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Week #3 |
Games – catching/throwing |
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Week #4 |
Movement & Dance – travelling/ stopping/pathways |
NOVEMBER
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|
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Week #1 |
Non-equipment games – Squirrel in the Trees & Hill Dill/Fishes and Whales & Chickens Come Home |
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Week #2 |
Games – relay/bouncing/ catching/ travelling |
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Week #3 |
Dance – levels/direction/travelling |
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Week #4 |
Running Games – tag games |
DECEMBER
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|
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Week #1 |
Movement Exploration – hoops/scoops/hopping/leaping |
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Week #2 |
Dance – action movement/ pathways/time |
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Week #3 & #4 |
CHRISTMAS BREAK
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JANUARY
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|
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Week #1 |
Gymnastics – safety/rolling/ leaping/ & landing/sequences |
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Week #2 |
Games – striking [hitting & kicking] |
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Week #3 |
Dance – partners |
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Week #4 |
Singing Games – “Muffin Man”/ “Loobie Loo”/“Hockey Pokey” |
FEBRUARY
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|
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Week #1 |
Movement Exploration – ropes/ hoops/skipping/jumping |
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Week #2 |
Games – striking |
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Week #3 |
Gymnastics – rolling |
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Week #4 |
Dance – jump/body movement |
MARCH
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|
|
Week #1 |
Movement Exploration |
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Week #2 |
Gymnastics – small apparatus |
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Week #3 |
SPRING BREAK
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|
Week #4 |
Dance – gestures/mirroring relationships/instruments |
APRIL
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|
|
Week #1 |
Gymnastics – large apparatus |
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Week #2 |
Games – stations |
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Week #3 |
Dance – explore body movement |
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Week #4 |
Bike Safety & Games |
MAY
|
|
|
Week #1 |
Alternative games – parachute |
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Week #2 |
Gymnastics – stations |
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Week #3 |
Singing Games/Simple Games
|
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Week #4 |
Games – tag games |
JUNE
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|
|
Week #1 |
Games – relays/group |
|
Week #2 |
Gymnastics – stations |
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Week #3 |
Folk Dance |
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Week #4 |
Playground Games/Station Games |
TERRY LYNN’S, “WHY TEACH PHYSICAL
EDUCATION?”
In a world where almost every child has some form of electronic game, that only exercises one’s thumb, there has never been a more important time to stress the necessity of physical fitness. Physical education time allotment is being decreased in schools. This combination is a deadly one. The importance of physical education cannot be stressed enough.
As children grow, they reach certain milestones in their development, which enable them to perform ever-increasing skills. To understand what a child can do, and when this child can do it, it is vital to know their cognitive, affective, and psychomotor development. This way, one can devise appropriate lessons to build on skill development. Trying to teach children advanced skills before they are ready for them will only discourage them from engaging in physical activity in the future.
This year I have gained extensive knowledge relating to what is, and is not, appropriate for children at the various stages in development. I am now aware of the sequence in which specific skills need to be taught. Who would have guessed that there were so many basic steps to surpass before getting to a “real” game? I certainly never would have guessed. Dance is a lot of fun, and can be for children. By providing them with various examples of dance, children can devise their own dances. Dancing is indeed a great form of physical exercise. With a better understanding, and increased confidence, gymnastics will not seem as intimidating to me. The combination of these three components of physical fitness has given me a wider understanding of how to utilize them in my classroom.
LESSON PLAN SKILL PROGRESSION
FOR
EDUCATIONAL GYMNASTICS
Grade: 1
Groupings: Individual, and
in pairs
Objectives:
To stimulate creative movement patterns.
To awaken a desire for movement.
To improve locomotor movements
To develop awareness of space.
Introductory Activity: Run around the gym. Stop and balance when told to stop [own
choice of balance].
INTENT
|
SKILL
WORK TASKS
|
EXTENSIONS
|
REFINEMENTS
|
|
PERSONAL SPACE WALKING DIRECTIONS |
1. Students are
sitting on the floor, spread out in the gym.
“In today’s class, we will be exploring personal space and
movement. Personal space is the space
right around you where no one else is.
Make sure you do not touch anyone else. Move away from everyone so that you cannot touch him or her.
Reach your arms forward, reach them backward, upward, downward, and to the
sides. Reach as far as your arms will
extend. |
Standing while doing movements Walking while doing movements See how far you can reach without touching another person. |
Move around on your tiptoes while doing these
movements. If you come to another
student, turn away sharply and go in another direction. |
|
INTRODUCTION SPACE MOVEMENT |
2. Call students
in to sit on the floor. “Okay, that
was great. Now we are going to learn
different ways to move around the gym.
We will do the “camel walk, “puppy dog walk”, and the “crab
walk”. These are all done
individually. Remember your personal
space. When I say “Go”, find your own
personal space.” “Go.” [do walks,
then call students back in to sit down]
“That was great! Now we are going
to work in partners. We will do “leap
frog”, “wring the dishrag”, and “chinese get-up”. [demo each of these movements] |
Use the various
movements in any sequence you want when told to change. Change directions |
Maintain flexibility when doing these movements [bend in the elbows, and knees] |
|
APPLICATION DIRECTIONS MOVEMENT |
3. Call students in
to sit on the floor. “I see that you
can all do these movements really well.
Now we are going to do these same movements in sequence. When I say go, everyone will find his or
her own space on the floor. GO!” “Okay, everyone do
the crab walk”. [Go through the
various movements changing the order as they perform the tasks].
|
Change directions Use the various
movements in any sequence you want when told to change. |
With a partner make up your own sequence of movements from
those just learned [do 4 movements in your sequence] |
LESSON PLAN SKILL PROGRESSION
FOR NET/WALL GAMES
Grade: 1
Groupings: Individual, and
in pairs
Objectives:
Students will be able to refine stopping, change of direction and
gaurding technique, work cooperatively with other students, explore and be
introduced to the basic steps towards playing nte/wall games.
Introductory Activity: Partner run [partners stand on
either side of the gym. #1’s run across
to their #2 partners, touch their hand, and then run back to where they
started. When #1’s are back where they
started, #2’s run across and do the same thing.]
INTENT
|
SKILL
WORK TASKS
|
EXTENSIONS
|
REFINEMENTS
|
|
INTRODUCTION GRIP |
1. Students are
sitting on the floor, in one area of the gym. “In today’s class, we will be introduced to “padle bat”. It is important to remember your grip when
playing this game. Who can tell me
how to hold the paddle? [No
replies]. In partners, have one of
the partners hold the paddle so that the handle faces the other partner. The other partner will grab the paddle as
if he/she were going to shake someone’s hand. Julie, let’s demonstrate this to the class.” [demonstrate grip,
have students practice grip] |
Hold your own paddle and practice the grip on your own |
Make sure that the ‘V” of your hand [between thumb and
finger] is facing outward. Place the
paddle handle into the “V”. Close
your hands around the handle. |
|
INTRODUCTION SPACE MOVEMENT |
Call
students in to sit on the floor. “Okay, that was great.
Now we are going to work on paddle control. Everyone will go get a beanbag when I say go. You are to work individually on building a
beanbag sandwich. Does anyone know
what a beanbag sandwich is? [no
replies] You need to hold the beanbag
in one hand, paddle in the other.
Throw the beanbag up into the air and catch it on the paddle, covering
it with the hand that tossed it into the air. [Demonstrate] Everyone,
get a beanbag and practice the beanbag sandwich. Go” [Call class back
in] “Well done! Now we are going to try and flip the beanbag with the paddle
and catch it.” [demo] “Everyone go and find their own space to
try this task. Go” “Pay attention to movement around each
other’s personal space.” |
Be aware of personal space when performing this task. Try moving around the gym while performing this task. Toss the beanbag into the air a little higher than before
and still catch it with the paddle. |
Maintain control of the beanbag by maintaing control of the
toss. |
|
APPLICATION DIRECTIONS |
[Call students back in] “Now we are going to work on hitting the target, on the wall, with the beanbag. What do you think you need to do to hit the target?” [students reply] “That is right. You can stand close to the target so you can hit the target. What else can you do?” [No replies] Try standing back a little, but throwing the beanbag lightly at the target. Everyone go and find your own space in front of a target on the wall. Go.” |
Acurracy with paddle and beanbag |
Find what works best for you to get the beanbag in the
target on a consistent bases. |