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Lesson Plans on Balancing
Name: Devin Tipton Grade Level: 2nd
Lesson Theme: Balancing Date: September 29, 2000
Materials: 4 cones, tape
Teacher Goals (The teacher will work on):
1.) explaining the game and the importance of the game to the students.
2.) demonstrating the game and answering the questions that the students have.
Students Prerequisite Skills (What do the students need to know beforehand?):
1.) Locomotor: running, skipping, walking
2.) Nonmanipulative skills: balancing
3.) Space awareness: Pathways- straight, curved, zigzag
Location- general space
Directions- Forward/ backwards, Right/ left
4.) Relationships: of body parts- Round (curve), wide, symmetrical/nonsymmetrical
With people- solo, alone in a mass
Student Objectives (The Student Will Be Able To):
Motor- make the shape of the toy called out and balance in one place until the teacher says to change shapes on command.
Motor- actively participate in the game, even if they are not the best at it, without stopping or getting someone hurt.
Cognitive- explain the locomotor movements and go over (explain) the NONMANIPULATIVE movement of balancing.
Affective- during the activity, TSWBAT engage in the activity for an entire period, while helping other students maintain a sense of balance and fun.
Student Modifications (Adjustments for low and high skill students):
LOW- The teacher will call out more “toys” that have easy shapes to make or allow the students to stay balanced for short amounts of time.
HIGH- The teacher will call out “toys” that are harder to make, or allow students to stay balanced for a longer amount of time.
Georgia QCC’s:
Standard 2- Physical Fitness: Identifies changes in the body during, and as a result of, vigorous activity.
Standard 5- Movement Concepts: Designs and performs simple sequences that focus on changes in directions, levels and pathways.
Standard 7- Movement Competencies: Demonstrates mature locomotor and nonlocomotor skills.
Standard 9- Movement Competencies: Demonstrates simple stunts, tumbling, and balancing.
Resources Utilized (Books, Journals, Internet, and Others):
1.) “Toy Story Statues” by Daria Winker. 8-17-2000. PE CENTRAL Available at www.pecentral.com
2.) “Gymnastics and Tumbling.” The Physical Education Handbook. Neil Schmottlack and Jere McManama. 9th edition. Allyn and Bacon. Massachusetts, 1997.
Throwing and Catching Lesson Plan
Name: Devin Tipton Grade Level: Pre K
Lesson Theme: Throwing and Catching Date: October 20, 2000
Materials/Equipment:
Teacher Goals: (The teacher will work on):
1.) explaining the game and the importance of the game to the students.
2.) demonstrating the game plan and rules of the game to the students with a clear, concise manner.
Student Prerequisite Skills: (What do the students need to know beforehand?):
1.) Locomotor- running, walking
2.) Nonmanipulative/Nonlocomotor- Stretching, transferring weight, turning
3.) Manipulative- Throwing, catching
4.) Relationships: Of body parts- round, narrow, wide, symmetrical
With objects and/or people- over/under, near/far, in front/behind, surrounding
With people- Leading/following, Unison/contrast, groups, partners
5.) Space awareness: Location- general space
Directions- up/down, forward/backward, right/left
Levels- middle, low
Pathways- straight
Extensions- large/small, far/near
Student Objectives: (The student will be able to):
Motor- learn the concepts of throwing a ball (nerf, beach, or balloon) through movement concepts of the body during the class period.
Motor- throw a nerf ball 3 feet in the general area I tell them before the class period ends.
Cognitive- explain the significance of the game to the rest of the students, demonstrate proper throwing position, and explain what different movements were used in the activity during the closure of class.
Afferent- during the activity, TSWBAT engage in the activity without complaining to the teacher, and will help out another student that is having trouble while class is in session.
Student Modifications: (Adjustments for low and high skilled students):
Low- For low skill students, they can throw a nerf ball around the general area of about 2 feet or into a hoop that is about 2 feet away from them.
High- For high skilled students, I will allow them to throw a nerf ball longer (about 4 feet) or throw an orange ball around the general area of 8 feet away (this would be to the teacher).
Georgia QCC’s:
1.) Standard 2- Demonstrates and identifies the basic locomotor movements of walking, running, hopping, jumping, galloping, sliding, leaping, and skipping.
2.) Standard 3- Demonstrates and identifies basic nonlocomotor movements of bending, straightening, curling, stretching, twisting, turning, swinging, swaying, rising, and collapsing.
3.) Standard 4- Exhibits concepts of general and personal space using a variety of movement skills while transferring weight in various levels, directions, and pathways.
4.) Standard 5- Demonstrates basic manipulative skills of throwing, catching, striking, and kicking.
5.) Shares space and equipment with others.
Resources Utilized: (Books, Journals, Internet, and other Sources):
1.) Throw and Go by Cindi Parker. Wahl-Coates Elementary, Greenville, NC 27858 available at http://schools.eastnet.ecu.edu/pitt/ayaden/PE-LP4.HTM
2.) Hail Storm by Mat Prezioso. Southeast Elementary School. Ravenna, OH. Available at http://www.pecentral.com/
3.) Sticker Step Throwing by Claire Collins. Weems Elementary School, Manassas, VA Available at http://www.pecentral.com/
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