Dream ProjectLauren Huff

Fresno Pacific University

ECD 430 EVI 89

Educational Setting

Tulare County Office of Education Severely Handicapped Program

Satellite Classroom in Lindsay, California

Grade Levels: Kindergarten through Eighth Grade

*Lesson is Third Grade Level

Question 1

Movement Concepts

Space AwarenessLocation/Direction

Relationships Effort: How the body moves

Locomotor Nonmanipulative Manipulative

Self-space and General-space

Near & Far Sudden Walking Turning Throwing

Forward & Backward

In Front Fast & Slow Running Twisting Catching

Right & Left Parting Strong & light Hopping Transferring Weight

Low, Middle & High

Partners Bound & Free Sliding Stretching

Curved Groups Chasing

Far & near Dodging

Question 2

Learning Standards – Grade 3PE National Standard #1 Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

Manipulative Skills

1.7 Catch, while traveling, an object thrown by a stationary partner

1.9 Throw a ball, using the overhand movement pattern with increasing accuracy

1.10 Throw and catch an object with a partner, increasing the distance from the partner and maintaining an accurate throw that can be easily caught

PE National Standard #5 Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Social Interaction

5.5 Demonstrate respect for individual differences in physical abilities

Group Dynamics

5.6 Working in pairs or small groups to achieve and agreed-upon goal

Skill Concepts

Manipulative

Throwing and Catching a Ball

Non-Locomotor / Nonmanipulative Skills

Twisting and Turning upper body to throw and catch to a partner

Stretching to reach for a thrown ball

Transferring weight to throw or catch a ball

Locomotor

Walking to catch a ball while moving

Chasing a ball thrown out of reach

Dodging a ball that comes at an unexpected angle

Question 3

Reading about Throwing a Ball

Read Watch Me Throw the Ball by Mo Willems

The story will help provide children images that will encourage questions and lay the groundwork for throwing, but also inform them that an important part of physical activity is having fun, sharing, and taking turns.

Sequence of Throwing a BallDay 1 – Students will have Watch Me Throw the Ball presented to them. Introduction of overhand throw and verbal and non-verbal etiquette of throwing (i.e. saying person’s name before throwing). Students will be placed in groups and practice throwing a ball in the overhand motion while using appropriate verbal and non-verbal cues.

Day 10 – Introduce throwing and catching a ball in the overhand motion at different levels of the body (low, medium, high) and at different strengths (strong, light)

Day 2 – Baseline assessment of students ability to throw and catch a ball in the overhand movement with a partner at increasing distances (up to 7 ft) while implementing verbal and non-verbal cues.

Day 11 – Practice throwing and catching a ball in the overhand motion at different levels of the body (low, medium, high) and at different strengths (strong, light)

Day 3 – Practice throwing overhand to a partner at increasingly challenging distances based on baseline assessment. Utilization of peer tutoring will be implemented by pairing high aptitude students with low aptitude students for remainder of sequences

Day 12 – Introduce moving in a forward & backward motion toward and away from partner while throwing and catching a ball in the overhand movement at different levels of the body (low, medium, high) and at different strengths (strong, light)

Day 4 – Introduce moving in a forward & backward motion toward and away from partner while throwing and catching a ball in the overhand movement

Day 13 - Practice moving in a forward & backward motion toward and away from partner while throwing and catching a ball in the overhand movement at different levels of the body (low, medium, high) and at different strengths (strong, light)

Day 5 – Practice moving in a forward & backward motion toward and away from partner while throwing and catching a ball in the overhand movement

Day 14 – Introduce moving in a zig zag motion toward and away from partner while throwing and catching a ball in the overhand movement at different levels of the body (low, medium, high) and at different strengths (strong, light)

Day 6 - Introduce moving in a zig zag motion toward and away from partner while throwing and catching a ball in the overhand movement

Day 15 – Practice moving in a zig zag motion toward and away from partner while throwing and catching a ball in the overhand movement at different levels of the body (low, medium, high) and at different strengths (strong, light)

Day 7 – Practice moving in a zig zag motion toward and away from partner while throwing and catching a ball in the overhand movement

Day 16 - Introduce moving around in a circular motion around their partner while throwing and catching a ball in the overhand movement at different levels of the body (low, medium, high) and at different strengths (strong, light)

Day 8 - Introduce moving around in a circular motion around their partner while throwing and catching a ball in the overhand movementPractice moving around in a circular motion around their partner while throwing and catching a ball in the overhand movement

Day 17 - Practice moving around in a circular motion around their partner while throwing and catching a ball in the overhand movement at different levels of the body (low, medium, high) and at different strengths (strong, light)

Day 9 – Progress assessment of students’ ability to throw and catch a ball in the overhand movement with a partner while moving in forward & backward motions, zig zag motions, and circular motions, toward, away from, and around their partner

Day 18 – Assess the following in a circuit: Moving in a forward & backward motion, moving in a zig zag movement, moving in a circular motion toward, away, and around a partner while throwing and catching a ball in the overhand motion at different levels of the body (low, medium, high) and at different strengths (strong, light). Record results through anecdotal records.Question 4

Movement wheel, Movement Concepts, and Interactions of the skill theme

A skill theme used in the throwing and catching, with a goal of demonstrating competency in motor skills and movement patterns need to participate in lifelong physical activities.

The movement wheel lists the movement concepts needed and used when throwing and catching a ball in the areas of manipulative, nonmanipulative, and locomotor movements.

Question 5

Learning Environment

Classroom will be treated as a safe haven for students – a “judgement free” zone

Regardless of their abilities, they will be given a fair opportunity to try each activity, even without accommodations, if possible (Least Restrictive Environment).

Students will be given ample opportunities to problem solve on their own and/or create new ways to challenge themselves with equipment / skills that they have been taught (“Free Style” / “Child Centered” Teaching).

Students will be expected by staff to ask for help on their own (through verbal or non-verbal communication methods); Unless they are endangering themselves or others it will be emphasized that a child not be helped with something they believe they can achieve on their own (Montessori).

Communication will be positive and informative for parents, whom also will be made well aware of student expectations at school, both academically and in areas of discipline.

Question 6

Techniques for Discipline Creating routines. Routines for entering the gym or outside play area, getting out equipment,

beginning games, putting equipment away and exiting class; Once students know what to expect, they will be able to channel their excitement and energy into meaningful action.

Learning students’ names. This will provide timely feedback (positive or corrective) as needed to stop off-task behavior before it involves other students.

Back to Wall. When teaching, circulating around the gym or yard area with back to the wall or in a position to always face the students and stop off-task behavior as it is getting started. Turning a back on students might encourage them to engage in off-task behaviors.

Proximity Control. Success with class management is usually achieve by teachers who are constantly moving and scanning the room for undesirable behaviors; This paired with placing oneself near the undesirable behavior will usually aide in putting a halt in the behavior.

Know the students. Teachers who know their students know what is going on even if they are not watching a student or group of students, allowing for more opportunities for timely feed back.

Verbal Positive Reinforcement. Positively pinpointing students reinforces the students who are on task and encourages students who are off task to do what is asked.

Visual Positive Reinforcement. A token board can be used to reward students who are participating and are staying on task and engaging in the activities.

Consequences for Behavior. Having consequences clearly posted next to rules and consistently enforcing them, is a strong step for encouraging students to take responsibility for their own actions. “If you do this……then this will happen!”

Question 7

Observation Techniques Recording Mastery of Skills

Anecdotal Records

Teacher Observation Checklists

Interviews and Conversations

Question 8

Evaluation Techniques

Baseline assessments

Written description/record of detailed performance

Checklists

Assessments and Benchmarks quarterly

Question 9

Reflection of Teaching Style

Self-Reflection

Answering of reflective questions collected as a journal

Peer Reflection

Observations and critical feedback from colleagues in field

Student Reflection

Discussions with students about how they felt about activities and changes they would like to see

Self-Evaluation

Gathering evidence based on student performances to gauge benefit of activities

Question 10

Meeting Objectives of Activities Student progress will be documented in progress reports

Parents will be given notification of child’s progress as arranged and outlined in student’s IEP

Providing supplemental activities or materials to help students who are struggling to meet objections

This could include providing the same lesson in a different teaching style to gauge student’s learning style

Meeting Generic Skill Levels of Students

Children will be assessed by comparing their progress from their own baseline from the assessment completed at the beginning of the sequence

Peer tutoring will be utilized by pairing higher aptitude students with lower aptitude students based on baseline assessments to encourage and reinforce learning for both types of students

i.e. Highest aptitude students with lowest aptitude student; 2nd highest aptitude student with 2nd lowest aptitude students

This will also reduce need for teacher assistance for lower aptitude students

Each child will be challenged and instructed with a new objective as they meet their goals

Question 11

Incorporating Special Needs Motor Dysfunction (physical)

Provide the child with an easy to grip ball, such as a sensory ball

Provide maneuvering assistance for the child as needed

Cognitive Impairment

Provide physical support, and individual guidance throughout the activity

Visually impaired

Provide a sensory ball with a bell inside, and verbal cues to indicate when the child’s partner is ready to receive the catch or is about to throw

Question 12

Time Spent on Teaching Games, Dance, and Gymnastics

Physical Education Class will be held daily approximately 60 minutes

Typical Schedule:

10 – 15 minutes for warm up

10 minutes for instruction

20 – 25 minutes for activity

10 minutes cool down

Question 13

Incorporating Movement Concepts and Skills Themes

Lessons will be most effective when other subject’s standards are integrated into physical education

i.e. math, social-emotional development, health concepts

Other physical movement opportunities will be incorporated throughout the day in the form of brain breaks and lesson plans for other subjects

i.e. dancing, acting out scripts of stories, clapping for counting

Question 14

Teaching Physical Education & Encouraging Others

At my job, physical education is not seen as a priority, currently.

Physical education is sometimes seen within the day, but physical movement is allowed and structured within the day’s lessons. However, no specific lesson plans for physical education are utilized.

As a teacher, I hope to create actual lesson plans in the area of physical education and developing skills.

Since a majority of my students struggle with physical abilities, most would actually greatly benefit from the physical activity and muscle use

I also see the area of physical education as an opportunity to expand on teaching other subject areas

I would share this with other teachers in the mild-moderate setting, and promote the importance of integrating actual physical education lesson plans with our students beyond stretching and outside recess

Question 15 & 18

Goals for Adding Physical Education One tiny new goal I would like to go for in adding physical education to my

workplace

Is creating physical activities that can be integrated into the lessons we are already completing or that act as supplemental lessons for other subject areas

As a paraprofessional some parts of the day are free for me to utilize time spent with the students

Getting other paraprofessionals on board would be helpful but not necessary in achieving this goal

Question 16

EquipmentItem Quantity Price (Per Item) Total

Sportime 1449456 Spring Steel Pursuit Ball Set - 2 Goals, 40 Balls and Activity Guide, Set of 2

1 $86.58 $86.58

Pixnor 12pcs Colorful Hand Held Dance Rainbow Ribbon Toys for Children 2 $12.99 $25.98

School Smart Stepping Buckets Balance Builders - 5 x 12 inch - Set of 6 - 2 Each of 3 Primary Colors

2 $30.59 $61.18

BSN Spot Markers 2 $21.37 $42.74

Sportime Color-Coded Vinyl Jump Ropes - 7 feet - Set of 6 - Assorted Colors 2 $8.56 $17.12

Champion Sports Multi-Colored Parachute (20 ft diameter) 1 $57.99 $57.99

American Educational Products Floor Tape, 2"X60-Yard, Green 2 $10.99 $21.98

American Educational Products Cone Markers, Assorted Colors, Set of 48 1 $61.30 $61.30

4-foot Sectional Kids Gymnastics Balance Beam - Lightweight & Soft Suede by K-Roo Sports

2 $89.98 $179.96

Build It So They Can Play: Affordable Equipment for Adapted Physical Education (Kindle Edition Book)

1 $11.33 $11.33

TOTAL: $566.16 + S & H

Question 19

References

CA Department of Education. (2006). Physical education model content standards for California

public school: Kindergarten through grade twelve. Sacramento, CA: California State Board of

Education.

Graham, G.M., Holt, S.A., & Parker, M. Children moving: A reflective approach to teaching

physical education [8th edition], pp. 27 – 39. New York, NY: McGraw-Hill Education Learning.

Pangrazi, R. & Beighle, A., (2013). Dynamic physical education for elementary school children

[17th edition]. Boston, MA: Pearson Education.

Pitts, T. “7 Essential Tips for Effective Classroom Management!” Retrieved from

https://learning.fresno.edu/course/view.php?id=14658