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GRADE: Kindergarten
STANDARD : Page 22
Kindergarten Physical Education
Model Content Standards
Movement Concepts
1.1 Travel within a large group, without bumping into others or falling, while using locomotor skills.
1.2 Travel forward and sideways while changing direction quickly in response to a signal.
NEEDED EQUIPMENT:
4 cones (for boundaries)
1 spot marker per student
Music and player
1 hoop per student (optional)
2 beanbags per student (optional)
LEARNING GOAL/OUTCOME/OBJECTIVE:
I will learn how to move through space without running into others and objects.
TIME
planning to do. Note: TPA Tasks require this same type of descriptive writing.
Min.
10
30
>5
Opening /Introductory Activities (What you will do to get students ready to receive instruction for
this standard)
Personal Space Review
What is the area on and around your spot called? (Home base) What can you do to make sure you have
enough personal space to move safely? (The Helicopter) Show me your helicopter; twist and turn with your
arms at shoulder height. Challenges Can you o Jump side-to-side over your home? o Jump to the R,
back on your home; to the L, back on your home; Forward, back on your home; and finally Backward, then
back on your home. o Make a lower case letter t with your jumps? Practice your t until you hear the
stop signal. (Give 20-30 seconds to practice.) o Stand behind your home base and step over it? Now step
with the other foot. How many times can you step over your home before the signal? (Give 10-15 seconds to
practice.)
Step 1
Have the playing field drawn out on the board
Instruction/Skill Development/Concept (What you will do to instruct the students on this standard)
Creative Words and Moves
What does creativity mean? We will practice moving creatively in our next activity.
When I say a word, think how you could move to show me that word. o How would you move to show:
Sizzle splash dive swim pour sneak melt reach spin stretch hammer fall twist?
General Space Introduction
General space is the space we all share. It is the space inside our boundaries (lines on
floor, coned area, etc.).
Step 1
Make sure you have plenty of space.
Effective Practice Activity (How you will have students practice this standard0
Go Away, Go Home
When I say, Go away, leave your home base, and walk inside our general space. While moving, keep a
safe distance from others.
When you hear, Go home, return to your home base (spot marker).
How safely can you move in general space?
How quickly can you return home?
(Repeat several times.) 5. Scrambled Eggs
When you hear, Scrambled eggs! move safely within general space any way you wish.
On signal, freeze right where you are. Can you freeze in a position without moving or falling over?
If you hear, Go home! return to your home base.
Show how well you listen and freeze.
Watch for others moving in general space; no bumping or touching.
(Repeat many times until learned and signals are followed quickly.)
Step 1
Have your students model walking feet!
Closure (What you will do to help students remember this instruction and how they might keep on
practicing independently)
What people and objects were within your general space today? Are there any people or objects within
your personal space right now?
Step 2
Have examples of the materials to show students while
teaching them the game.
etc.
Step 2
MODEL for the students! It is okay to look silly
etc.
Step 2
Make cards for the directions. This helps make things
random.
etc.
Be willing to ask for a student helper.
Who can name an animal that lays eggs besides a chicken? (Ducks, geese, ostriches, etc.)
Lets review our key words from today. (These are the underlined words/phrases in the GO section.)
During
activitiy
Assessment: How will you assess progress in this standard? (refer to pages in the PE Framework
that support your plan)
I will assess the students based on observing how they play the game.
Step 1
Have a roster printed to create running data.
Class Management (How you will manage this instruction so that all students learn well)
The students will be explained the game before going to the play area. This will make sure the
students are not distracted by the environment.
Modifications for Special Types of Learners (Refer to PE Frameworks and provide page numbers0
Step 1: find the translation for your students who do
ELD
Learner:
not speak English.
Strengths:
the
activity
does
not
rely
on
language.
The
student
can
hear
the
music
whether
they
understand
the
lyrics
or
not.
Step 2: Determine student buddies.
Weaknesses:
depending
on
the
SELT
level
of
the
student
and
the
students
background
knowledge
the
commands
may
be
difficult
for
the
students.
Your
intervention
or
adaptation:
Pair
with
a
buddy
who
speaks
that
language
and
allow
them
to
play
2
rounds
with
their
buddy
in
order
to
learn
the
rules
with
a
low
affective
filter.
Step 1: Adapt work space
Special
Needs
Learner:
Strengths:
The
activity
area
can
be
adapted
to
accommodate
the
needs
of
the
student.
Weaknesses:
Based
on
the
mobility
of
the
child
this
may
not
be
completely
inclusive.
Step 2: adapt movements based on student ability.
Your
intervention
or
adaptation:
Make
sure
students
have
enough
space
for
all
of
the
students
and
that
they
are
clear
for
the
needs
of
all
students.
Reflection:
What
have
you
learned
about
planning
instruction
for
a
diverse
student
population
in
this
content
area?
Thankfully
this
lesson
requires
limited
supplies.
However
I
have
learned
that
it
is
important
to
know
what
supplies
a
school
actually
has
before
planning
a
pe
lesson.
Because
it
is
not
practical
to
expect
your
self
to
be
able
to
buy
all
the
costly
supplies
out
of
pocket.
What
area
of
this
instructional
plan
was
easy
to
complete?
I
found
this
game
online
so
it
was
easy
to
incorporate
the
structure
into
this
model.
What
area
will
you
need
more
knowledge/skill
in
order
to
do
the
task
well?
Practical/hands
on
exposure
to
planning
meaningful
lessons
that
are
actually
practical
for
teaching
in
a
classroom
with
the
resources
that
are
actually
found
on
a
school
site,
rather
the
assuming
a
school
has
all
the
space
and
equipment
needed