Shayna Panchik

Cirriculum Model Project

PEP 330

1. K-2 2. Philosophy Statement:

Physical education is the education through movement and is an instruction program that gives attention to all learning domains, predominantly psychomotor, but also cognitive and affective. Physical education is an important part of a child’s education. My goal in this class is to allow students to take what they learn in the classroom and apply it to their lifestyle outside the classroom. It is important for students to learn at a young age the proper way to perform simple motor skills and develop a healthy start to their life. Students should be educated and given the opportunity to be physically active. I want my students to develop personal physical activity and healthy habits and teach them the basic framework of personal fitness for a lifetime. I also want to better/ enhance the student’s movement competency and broaden their motor skills and body management skills. Finally students will gain an understanding of the movements and the knowledge behind the skill performance. It is important that we all work together as a team to accomplish these goals.

3. ODE standards, benchmarks, and performance indicators (under objectives) 4. Units of Instruction:

a. Fundamental Motor Skills (fundamental, locomotor, nonlocomotor)b. Manipulative Skills (throwing & catching) c. Body Management d. Rhythmic Skills/ Dancee. Gymnasticsf. Cooperative Skills

These units are inter-related; students will start out learning basic motor skills. They will then take these skills and apply them to manipulating an object. Students will then work on body management skills and apply what they learn there to dance and gymnastics. Finally students will learn how to put all of these skills together and work within a group for cooperative skills. By starting with the basic skills and moving forward students will have something to strive for. Students will not be starting with difficult skills that are unattainable. This allows students to develop each skill over time as they continue to get progressively harder.

5. Interdisciplinary Learninga. Body Part Identification- Students will have balloons with strings attached to

them. When the instructor states a body part, students must toss balloon and hit the balloon with that body part.

b. Ponies in the Stable (animal identification) – The instructor will state an animal when students are in given area, the students must then return to their “stable” by perform the movement that the animal does. Ex. horse would gallop, bunny would hop)

c. Body Spelling- Class will be split up into groups. The class will be given a word and the groups must spell out words with their bodies.

d. Letter Tag (letter recognition) - Similar to freeze tag. If any student is tagged he/she freezes in the shape of any letter. To become unfrozen another classmate must tag and say the letter they are to unfreeze the student.

e. Human Pencil (spelling) - Instruct students to spell a specific word using locomotor skills. They are the pencils and the entire teaching area is their paper.

6. Teaching Methodologies a. Fundamental Motor Skills (fundamental, locomotor, nonlocomotor)

i. Direct Style- When teaching fundamental motor skills you want to make sure that the skills performed are correct. These are the basic building blocks for the students to continue through Physical Education. Having the instructor demonstrate the skills will be the best teaching method since this will be first time some of these grade levels (K-2) perform these skills. The direct style is also very effective for teaching physical skills especially when students are inexperienced.

b. Manipulative Skills i. Direct Style- I will also use direct style with manipulative skills. Students

will be showed correct form by instructor and then broken off individually or with partners. This will allow control of class while instructor monitors groups, corrects errors, praises students, encourages students, and answers questions. Since different equipment will be thrown/ caught, I feel that this is the safest and most efficient way to teach and control class.

c. Body Management i. Direct Style- This will be used for the balance beam section for safety

reasons. When first explaining how to walk on the beam/ perform tasks the teacher will be the only one demonstrating and will explain safety procedures.

ii. Guided Discovery Style- When students try to figure out how to perform different tasks on the beam and mats the instructor will use guided discovery. The instructor will allow students to experiment with different techniques/ strategies and then discuss which way worked best for

students. This allows for students to be creative and allows experiment with different techniques and explore why certain techniques worked better than others.

d. Rhythmic Skills/ Dancei. Direct Style- Since the entire unit will be tinikling I will use the direct

style for safety hazards. If we were doing other rhythmic/ dance movements we may use free-exploration to allow students to be creative and explore different rhythmic patterns on their own. Since we are using equipment to jump over, there are some safety risks. Also, this is a movement pattern that students are not familiar with and need direct instruction from the teacher. Having student work in groups and perform the skills at the same time, the teacher can walk around and evaluate each group. We may also use cooperative learning style, since students will be working in groups. All group members must work together to reach a common goal. Students will also be switching roles often.

e. Gymnasticsi. Direct Style- Teacher will explain most gymnastic movements and then

ask students to perform movement. Many of the movements the students will have inexperience with. The teacher will want to make sure that students are performing tasks safely, and correctly. Things such forward rolls, the instructor will want to emphasize chin down and head tucked, otherwise students may be injured with not performing it with proper technique.

ii. Cooperative Learning Style- When working with balance students, students will be with partners or in groups. They must cooperate as a group to reach common goals. Group members can switch roles, but must work together at all times and brainstorm ideas together. Without cooperation, the stunt will fail.

f. Cooperative Skillsi. Cooperative Learning Style- The entire class will be working together

during the parachute activities, and then broken up into smaller groups for the rest of the activities. As stated before students will strive for a common goal. This takes away the competitive situations. Cooperative learning helps foster constructive relationships among students. The instructor will emphasize joint, rather than individual outcomes. This will help enhance the students’ social and psychological growth. If a group is failing to cooperate, they will not be able to perform the task.

Unit: Locomotor and Nonlocomotor Movements:

Unit Objectives:

1. Students will demonstrate locomotor skills (ex. run, skip, walk, gallop, hop, leap, and slide) in

exploratory and controlled settings.

2. Students will demonstrate non-locomotor skills (ex. bend, twist, turn, sway, stretch) in

exploratory and controlled settings.

3. Students will demonstrate balance using a variety of body parts and body shapes (ex. wide,

narrow, twisted).

4. Students will demonstrate the ability to perform locomotor skills (ex. walk, run, gallop, slide,

skip, hop, jump, leap) while changing pathway, direction and/or speed.

ODE standards (1A)

Unit: Manipulative Skills

Unit Objectives:

1. Students will demonstrate throwing a variety of objects in various ways by hitting targets

and using correct form (opposite hand, opposite foot).

2. Students will demonstrate catching by catching different objects tossed by both partner

and self, objects coming from different angles, directs, and speed, and keeping elbows

extended, palms up, then elbows bent and trapping the object.

3. Students will demonstrate juggling by combining throwing and catching skills and

properly rotating tossing/catching objects between left and right.

ODE Standard 1B (1-3)

Unit: Body Management

Unit Objectives:

1. Students will demonstrate movement concepts related to body and space with balance

beams and mats.

2. Students will identity body parts and move them in a variety of ways on, through, and

around different objects.

3. Students will demonstrate an understanding of relationships such as lead, follow, over

and under in a variety of physical activities.

4. Students will apply different degrees of effort (ex. adjusting speed, changing direction,

using different body parts) to accomplish tasks.

ODE Standards: 2A (1-3)

Unit: Rhythmic and Dance

Unit Objectives:

1. The students will demonstrate rhythmic dance steps by jumping over poles in give

patterns , balance skills by not falling or messing up sequence, and moving around

equipment by jumping inside of poles on counts one and two, and jumping outside on

count three while tinikling.

2. The students will demonstrate rhythmic dance sequences by striking poles on floor on

counts one and two and striking poles against each other on count three and keeping with

beat throughout the routine.

3. The students will indicate how to tinikle by explaining which counts you step inside

the poles on, which steps you step outside the poles on, how to slide the poles, and which

counts to slide the poles on.

4. The students will summarize during a small quiz the background and history on

tinikling, and why learning this dance will benefit them.

5. Students will demonstrate teamwork by communicating on pole sliding, sliders and

jumpers keeping on beat with each other, helping other group members and counting out

loud.

ODE Standards: (1, A1, A4, A6) (2, A1) (3, A2) (5, B2, B4)

Unit: Gymnastics

Unit Objectives:

1. Students will demonstrate different position movements such as tuck, pike, straddle, front

support, and back support.

2. Students will demonstrate tumbling movements and inverted balances.

3. Students will demonstrate working and cooperating with partners and groups to perform

different balance stunts.

ODE Standards: 1A (1-3), 2A (1-3)

Unit: Cooperative Skills

Unit Objectives:

1. Students will demonstrate cooperation and consideration of others when working in

groups during parachute, juggling and group activities.

2. Students demonstrate cooperation with others when resolving conflict.

3. Students interact positively with others in partner and group activities without regard to

individual differences.

ODE Standards: 5B (1-3)

Scope:

Fundamental Motor Skills (locomotor, nonlocomotor)

Locomotor

Walking, running, skipping, galloping, leaping, sliding, jumping, hoping

Non Locomotor

Bending, swaying, swinging, twisting, turning, pushing, pulling, balancing, and stretching

Manipulative Skills (throwing & catching)

Throwing

Two-handed underhand (no foot movement)

One-handed underhand (no foot movement)

One-handed underhand (foot and trunk movement- opposite hand, opposite foot)

Over- hand throwing (no foot movement)

Over-hand throwing (foot and trunk movement- opposite hand, opposite foot)

Catching

Two- handed waiting on contact (extended arms, palms up, bend and trapping)

Two-handed reaching for object

Two-handed guides ball to chest

Two-handed no chest contact

One- handed catching with self

Throwing/ Catching

Partner – throwing, rolling, change speed, change direction

Self- clapping, snapping, and heel clicking in between

Juggling

2 objects – throwing and catching

Advanced 3 objects

Body Management

Balance Beams

-Locomotor Movements: Walking, running, skipping, galloping, leaping, sliding, jumping, hoping, grapevine

-Hand Positioning: Arms out, above head, pulls (supine, prone), pushing (supine, prone)

-Hoops and Wands: carry wand, step over wand, go under wand, step through hoop, twirl hoop around arm, balance wand on body part

Mats

-Command Movements: stretch, curl, balance, bridge, reach, rock, roll, twist, shake, melt, fall, collapse prone

-Movements On and Off Mat: locomotor movements, shapes, jump forward, jump backward, jump sideways, rhythmic sequences

-Movements around Mat: locomotor movements, keep hands on mat (crab position), one foot on mat, one hand on mat, use all mats and move throughout them

Rhythmic Skills/ Dance

Locomotor and Nonlocomotor Movements: Jumping, hopping on one foot, jumping/ hopping to a beat

Line: straddle jump, side jump, rocker step, crossover step, circling poles

Flat Pole: straddle jump, side jump, rocker step, crossover step, circling poles

Pole: straddle jump, side jump, rocker step, crossover step, circling poles

Gymnastics

Positions: tuck, pike, straddle, front support, back support, lunge position

Tumbling: log roll, side roll, forward roll, back roller, mountain climber, cartwheel, half teeter totter

Balance Stunts: one-leg balance, double- knee balance, kimbo stand, stork stand, leg dip, finger touch

Individual Stunts: Jump turns, heel slap, push-up, scooter, heelstand, knee drop, forward drop, egg roll, tanglefoot

Cooperative Skills

Parachute: Number exchange, color exchange, ball circle, popcorn, team ball, chute crawl

Group Juggling: Throwing, catching

Group- Lifeboats, mat folding, quiet cooperation, circle up (hoop challenge), keep it floating, scoop ball, flippers, centipede

Sequence

Week 1 Locomotor and Nonlocomotor Skills

Locomotor Walking, running, skipping, galloping

LocomotorLeaping, sliding, jumping, hoping-Shapes

Week 2 Locomotor and Nonlocomotor Skills

NonlocomotorBending, swaying, swinging, twisting, turning-Body part identification

NonlocomotorPushing, pulling, balancing, and stretching-Body spelling

Week 3 Locomotor and Nonlocomotor Skills

Combined -Letter tag -Human pencil

Combined -Ponies in the stable-Animal Movements

Week 4 Manipulative Skills Throwing-Two-handed underhand (no foot movement)-One-handed underhand (no foot movement)-One-handed underhand (foot and trunk movement- opposite hand, opposite foot)

Throwing-Over- hand throwing (no foot movement)-Over-hand throwing (foot and trunk movement- opposite hand, opposite foot)

Week 5 Manipulative Skills Catching-Two- handed waiting on contact (extended arms, palms up, bend and trapping) -Two-handed reaching for object-Two-handed guides ball to chest

Catching-Two-handed no chest contact-One- handed catching with self

Week 6 Manipulative Skills Throwing/ Catching-Partner – throwing, rolling, change speed, change direction -Self- clapping, snapping, and heel clicking in between

Juggling -2 objects – throwing and catching

Week 7 Body Management Balance Beams-Locomotor Movements: Walking, running, skipping, galloping, leaping, sliding, jumping, hoping, grapevine

Balance Beams-Hand Positioning: Arms out, above head, pulls (supine, prone), pushing (supine, prone)

Week 8 Body Management Balance Beams-Hoops and Wands: carry wand, step over wand, go under wand, step through hoop, twirl hoop around arm, balance wand on body part

Mats- Command Movements: stretch, curl, balance, bridge, reach, rock, roll, twist, shake, melt, fall, collapse prone

Week 9 Body Management Mats-Movements On and Off Mat: locomotor movements, shapes, jump forward, jump backward, jump sideways, rhythmic sequences

Mats-Movements around Mat: locomotor movements, keep hands on mat (crab position), one foot on mat, one hand on mat, use all mats and move throughout them

Week 10 Rhythmic and Dance Tinikling- Locomotor and Nonlocomotor Movements: Jumping, hopping on one foot, jumping/ hopping to a beat

TiniklingLine: straddle jump, side jump, rocker step, crossover step, circling poles

Week 11 Rhythmic and Dance TiniklingFlat Pole: straddle jump, side jump, rocker step, crossover step, circling poles

TiniklingPole: straddle jump, side jump, rocker step, crossover step, circling poles

Week 12 Rhythmic and Dance TiniklingWith pole, add advanced steps in if class is ahead

TiniklingWith pole, add steps in if advanced

Week 13 Gymnastics Positions: tuck, pike, straddle, front support, back support, lunge position

Tumbling: log roll, side roll, forward roll, back roller

Week 14 Gymnastics Tumbling:mountain climber, cartwheel, half teeter totter

Balance Stunts: one-leg balance, double- knee balance, kimbo stand, stork stand, leg dip, finger touch

Week 15 Gymnastics Individual Stunts: Jump turns, heel slap, push-up, scooter

Individual Stunts: Heelstand, knee drop, forward drop, egg roll, tanglefoot

Week 16 Cooperative Skills Parachute: Number exchange, color exchange, ball circle

Parachute: popcorn, team ball, chute crawl

Week 16 Cooperative Skills Group Juggling: Throwing, catching

Group- Lifeboats, mat folding

Week 16 Cooperative Skills Group- circle up (hoop challenge), keep it floating

Group- Scoop ball, flippers, centipede

Technology:

a. Fundamental Motor Skills ( locomotor, nonlocomotor)During this unit the students will track their steps with a pedometer. Since we will be doing a lot of locomotor movement, I feel this is a good unit to talk about the use of pedometers and how many steps a person should be taking daily.

b. Manipulative Skills (throwing & catching) The app “Coaches Eye” will be used during this unit. By using this on the iPad I will be able to show students exactly where they are making errors, or where they have good form. I can also pull up examples before or after class and show the students what good form looks like, and how their classmates are looking. I will not show a video of a student who does not want to be shown. Also before the class starts for that year, I will send home a parent consent form making sure everyone is allowed to be videoed.

c. Body Management Not much technology will be used during this unit. We will use the iPod to have access to music which will be played through speakers throughout the unit.

d. Rhythmic Skills/ DanceWe will use the iPod to have access to the music we need, which will be hooked up to speakers throughout the teaching area. Also, we will use heart rate monitors in this unit. The monitors will be linked to the teacher’s iPad to see if students are reaching their target heart rate. We will also discuss what a target heart rate is, and what the numbers mean on the monitors. The heart rate monitor app will be given to students at the beginning of the unit if they’re interested in tracking their heart rate outside of the classroom.

e. Gymnastics“Coaches Eye” will also be used in this section. As explained above, this app will allow the teacher to video students, and pull them aside and correct their errors. The teacher can also show student videos of correct form.

f. Cooperative SkillsNot much technology will be used during this unit. We will use the iPod to have access to music which will be played through speakers throughout the unit.

Locomotor Assessment

Teacher Assessment with iPad (Coaches Eye)

- Each student will be recorded during class and reviewed

1 (lowest) 2 3 (highest)

run

skip

walk

gallop

hop

leap

slide

leap

Student Name:______________________

Peer Assessment

Student Name_____________________

Body Part Identification

Did your partner hit the right body part for 1? Yes No

Did your partner hit the right body part for 2? Yes No

Did your partner hit the right body part for 3? Yes No

How many times did your partner’s balloon hit the ground? _________

Locomotor and Nonlocomotor Homework

Student Name: ______________________

What action are they doing in the pictures?

1) _____________________ 2)_____________________

3)_______________________________

Peer Assessment:

Student Name: _______________

How many times did your partner hit the target out of 10?

1) Yes No

2) Yes No

3) Yes No

4) Yes No

5) Yes No

6) Yes No

7) Yes No

8) Yes No

9) Yes No

10) Yes No

Teacher assessment

Student Name: ____________

Student had elbows extended: Yes No

Student had palms facing up: Yes No

Student bent elbows: Yes No

Student trapped object: Yes No

Side Comments:

Student Name: ______________

Find 3 different objects around your house. Toss each object up 10 times and record how many

times you caught the object. (Make sure you find something soft and non breakable ex. ball,

towel, pillow, tennis ball)

Object 1 ____________ Times Caught: _____________

Object 2_____________ Times Caught: ______________

Object 3_____________ Times Caught: _______________

Student Name: _____________

Teacher Assessment:

Yes No

Made it through hoop

Stepped over wand

Ducked under wand

Twirl hoop around arm

Balanced wand on hand

Balanced wand on forearm

Side Comments:

Peer Assessment

Student Name: _____________________________

How many times out of 10 did your partner fall off the balance beam?

1) Yes No

2) Yes No

3) Yes No

4) Yes No

5) Yes No

6) Yes No

7) Yes No

8) Yes No

9) Yes No

10) Yes No

Body Management Homework:

Student Name: __________________

Find a mat at home and perform 5 of the movements we did in class on or around it for 1 minute

each. Then ask somebody at home to sign the bottom of the sheet that saw you do it.

Movement 1:

Movement 2:

Movement 3:

Movement 4:

Movement 5:

I saw that (student’s name) ____________________ performed the tasks above for 1 minute

each.

Signature: _______________________________________________________________

Rhythmic and Dance

Self Assessment

Student Name: ________________________

Below explain what tinikling is and how you do it:

Peer Assessment

Student Name: ___________________

How many times during the first song did your partner mess up? _____________

How many times during the second song did your partner mess up? _____________

How many times during the third song did your partner mess up? ______________

Rhythmic and Dance

Homework

Student Name___________________

Go home and research 3 basic dances that you know of or can look up on the computer. If able

try to watch a video on it and try to perform the dance yourself. (For example: The YMCA )

Dance 1: _________________________________

Dance 2: _________________________________

Dance 3:__________________________________

Gymnastics

Teacher Assessment: Forward Roll

Student Name:

Yes No

Tucked chin

Tucked head

Rolled forward without going

to the right or left

Stood up after

Side Comments:

Student Assessment

Student Name: ___________________

Was your group able to do the stunts?

Where there any stunts you could not do?

Why did your group work so well together?

Gymnastics Homework

Student Name: ___________________________-

Name the following positions:

1)_________________________ 2) ________________________

3)____________________________

Cooperative Skills:

Teacher assessment:

Student worked well with group: 1 2 3

Student participated the entire time: 1 2 3

Student encouraged other group members: 1 2 3

Student helped other group members out when need: 1 2 3

Student Name: __________________________

Do you feel you worked well with you group?

What could you have done better in your group?

Did you do all of the stunts right? If yes why, if no why?

Homework Cooperative Skills

Student Name: _______________________

What are 3 different ways you can encourage your group members during class?

1)

2)

3)

How can you solve a problem if your group has one?