UNIT 1 MOVEMENT EDUCATION/RHYTHM ADOPTION DATE 10/11/16 Established Goals: Transfer

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1 UNIT 1 MOVEMENT EDUCATION/RHYTHM ADOPTION DATE 10/11/16 Established Goals: Transfer The students will develop an understanding of movement Students will be able to: concepts through the use of personal and general space. Demonstrates essential elements of movement 3 Standards: A Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 Use body management skills and demonstrate control when moving in relation to others, objects, and boundaries in personal and general space A.3 Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles A Ongoing feedback impacts improvement and effectiveness of movement actions. Performs essential elements of movement during rhythmic activity 3 Demonstrates appropriate control while engaged in games, activities, or dance in various settings 3 Explain how executing essential elements of movement may affect one s personal health and fitness. 4 Explain how the correction of movement errors in response to teacher/peer feedback will improve movement in games, activities or dance. 4 Combine accurate rhythm, coordination, and movement patterns while participating in games, activities and dance. 4 Explain and engage in a games, activities,, or dance from a variety of different cultures and historical periods. (i.e. cricket, salsa, line dance) 5 Create and demonstrate a rhythmic routine/dance of smooth flowing sequential movement patterns. 5 Demonstrate a synchronized group rhythmic activity that engages students in moderate to vigorous physical activity. 5

2 2.5.4.A.4 Correct movement errors in response to feedback and explain how the change improves performance A Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures A Each component of fitness contributes to personal health as well as motor skill performance A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity A.2 Participate in moderate to vigorous ageappropriate activities that address each component of health-related and skill-related fitness. ENDURING UNDERSTANDING To achieve a healthy lifestyle, you must value physical activity. Locomotor and non-locomotor skills lead to body awareness and control. Personal space is an important life-long concept. All students will apply health and skill-related fitness concepts to maintain a healthy, active lifestyle. Meaning ESSENTIAL QUESTIONS What should students learn from Physical Education? What is the importance of locomotor and non-locomotor skills? Why is it important to understand personal space? How can locomotor and non-locomotor skills improve physical fitness? What is the importance of eye-hand coordination in football? Why is it important to display good sportsmanship during cooperative play? How is body control important to the gameof football?

3 Acquisition KNOWLEDGE Students will be able to.. Perform locomotor skills. Perform non-locomotor skills. Understand personal space. Move throughout personal and general space. SKILLS Students will be skilled at Display knowledge of the rules. Demonstrate good sportsmanship Exhibit eye-hand coordination. Develop and perform proper throwing techniques. Develop and perform proper catching techniques. Develop and demonstrate proper offensive and defensive strategies Demonstrate cooperative play through modified Vocabulary Instruction and Pacing (suggested order to teach) Balance push ups quadriceps Third Grade Lesson 1 Rules and Regulations Quiet Signals, class management

4 biceps calories catch cooperation deltoid dribble endurance energy exercise fairness repetitions respect run sets sit ups skip slide sports person ship stretch teamwork throw trap trapezius Lesson 2 Fitness-Aerobic activity, heart monitor, stopwatch, endurance run Lesson 3 Fitness- can support body weight in a variety of activities push ups. Lesson 4 Develop patterns and combination of dance movement into repeatable sequences (line dance, marching) Lesson 5 Football Forward Pass (Quarterback) and Catching techniques (Receiver) Lesson 6 Football-Snapping the football Lesson 7 Flag Football Offense and Defense Lesson 8 Flag Football Modified Game Lesson 9 Soccer Foot Dribble and trap Lesson 10 Soccer-Target kicking challenges Fourth Grade Lesson 1 Rules and Regulations Quiet Signals, class management Lesson 2 Fitness-Aerobic activity, heart monitor, stopwatch, endurance run Lesson 3 Fitness- can support body weight in a variety of activities push ups. Cargo net, Rope Climbing, Handstand. Lesson 4 Develop patterns and combination of dance movement into repeatable sequences (line dance, marching)

5 fitness health heart heart rate hop intensity jog jump triceps trustworthiness underhand walk Lesson 5 Football Forward Pass (Quarterback) Lesson 6 Football-Catching techniques (receiver) Lesson 7 Football Snapping the football Lesson 8 Flag Football Offense and defense Lesson 9 Flag Football Modified Game Lesson 10 Soccer-Foot Dribble and Trap Fifth Grade Lesson 1 Rules and Regulations Quiet Signals, class management Lesson 2 Fitness-Aerobic activity, heart monitor, stopwatch, endurance run, step aerobics Lesson 3 Fitness- can support body weight in a variety of activities push ups. Cargo net, Rope Climbing, Handstand. Lesson 4 Fitness- Pedometer (step counter) 10 minute walk or Run Test, Step aerobics Lesson 5 Rhythms- Combination of dance movement into repeatable sequences-electric Slide, Grand March, Bunny Hop, Macarena Lesson 6 Football Forward Pass (Quarterback) Lesson 7 Football-Catching techniques (receiver)

6 Lesson 8 Football Snapping the football Lesson 9 Flag Football Offense and defense Lesson 10 Flag Football Modified Game Resources Soccer balls Nets Pinnies Cones Goals Footballs Flags Cones Heart monitor Stop watch Cargo net

7 Rope Selection of music Hand-outs 21st Century Skills Creativity and innovation Critical thinking and Problem Solving Communication and Collaboration Skills Cross-Cultural Understanding and Interpersonal Communication Career Exploration Differentiation and Accommodations Time/General Extra time for assigned tasks Adjust length of assignment Timeline with due dates for reports and projects Communication system between home and school Processing Extra response Time Have students verbalize steps

8 Repeat, clarify or reword directions Mini-breaks between tasks Provide a warning for transitions Reading partner Comprehension Precise step by step directions Short manageable tasks Brief and concrete directions Provide immediate feedback Small group instruction Emphasize multi-sensory learning Recall Teacher made checklist Use visual graphic organizers Reference resources to promote independence Visual and verbal reminders Graphic organizers Assistive technology Computer/whiteboard

9 Spell checker Test/Quizzes/Grading Extended time Study guides Shortened tests Read directions aloud Behavior/ Attention Consistent daily structured routine Simple and clear classroom rules Frequent feedback Organization Individual daily planer Display a written agenda Note taking assistance Color code materials G/T: Independent projects, self-assessment, gifted class. Sp. Ed: Visual prompts, visual aids, modeling cooperative learning, Visual/Verbal directions, Peer assistance, Modifications as per IEP/504

10 ELL: Prompts, visual aids, modeling, cooperative learning. Stopping and checking for understanding.

11 Performance Task SLO: 1 Grade 3 Goal: Students will demonstrate the essential elements of movement while performing locomotor/ nonlocomotor activities. Assessment Activity: Students will progress through five stations where they will perform the movements described in the checklist. SLO: 2, 3 Goal: Students will perform a teacher-selected, small group rhythmic activity, incorporating changes of direction, appropriate control, pathways and levels using a variety of nonlocomotor and locomotor movement. Assessment Activity: Students will mirror an aerobic routine performed by their teacher. The teacher may use a checklist (see sample below) to assess student performance. Grade 4 SLO: 4 Goal: Students will explain how the essential elements of movement affect personal health and fitness. Assessment Activity: The teacher will demonstrate a straight leg run. This run consists of moving your arms but not bending your knees while trying to run. Next the teacher will model running while bending their knees but not moving their arms. Students will then be directed to attempt the straight leg run and no arm swing run. Students may also be directed to attempt to change their posture or stride while trying these non-mechanically correct types of movement. Finally have students run with the proper gait, posture, stride etc. Students will then be asked the following: 1. Explain how moving in a non-mechanically correct way may affect your personal health? 2. Explain how moving in a non-mechanically correct way may affect your personal fitness?

12 3. Think about the essential elements of moving: gait, posture, head position, stride. Why are these elements important when trying to improve our personal health and wellness? SLO: 5& 6 Goal: Students will combine accurate rhythm, coordination, and movement patterns while participating in games, activities and dance. Students will also explain how the correction of movement errors by teachers and peers will improve movement patterns in games, activities and dance. Assessment Activity: Students in groups of four will be asked to develop a quick warm- up routine for the class. On the walls surrounding the instructional areas will be station cards with different movements written on them. Each group will practice this movement while they are at the station. Each station should last two to three minutes. Example of movements would be running in place, squats, vertical leaps, static stretches, grapevine, jumping jacks, etc. After the students have gone through each station they will be given five minutes to create their warm- up routine. Routines should be developed using three to four movements in rhythmic, coordinated patterns. Students who are not involved in the routine will be filling out their peer review sheets. These sheets will be used in a constructive manner to correct movement errors. Teachers will also be reviewing each routine for accurate rhythm and movement patterns. 3 positive comments 3 comments for improvement Grade 5 SLO: 7 Goal: Students will explain or engage in a game activity, or dance, from a variety of cultures or historical periods. Assessment Activity: Students will be introduced to a variety of folk dance from different cultures. Students in groups of four will be asked to take two movements from each folk dance and combine them into their own folk dance. Students will be asked to pick their own appropriate music to perform their folk dance to. Examples of different cultural folk dances:

13 1. La Raspa- Mexico 2. Salty Dog- United States 3. Seven Jumps- Holland 4. Hora- Israel SLO: 8,9 Goal: Students will create and demonstrate a moderate to vigorous smooth flowing synchronized group rhythmic routine/dance comprised of sequential movement patterns. Assessment Activity: Students, in groups of four, will create and demonstrate a smooth flowing rhythmic routine. Each group will be asked to create a routine comprised of a variety of different movement patterns. The routine must be done to a level that requires the participants to participate at a moderate to vigorous activity level. Each routine shall last between one and three minutes. All students will participate in each routine. Students will be asked to peer evaluate two of the routines. Examples of some of the movements that may make up a routine would be: 1. High knee raises 2. Jumping Jacks 3. Grape vines 4. Running in place Peer review Routine 1 Feedback Routine 2 Feedback Was the routine synchronized, smooth and rhythmic

14 Did the routine contain sequential movement patterns Did you feel like your heart rate was elevated during the routine Teacher Observations ASSESSMENTS -Question and Answer -Check lists and record sheets -Pre-and post-testing -Self assessment -Rubric

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