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Spatial Awareness and Travel
Unit Plan
Physical Education
1st and 2nd Grade
Ashley Kuban
Needs Assessment:
Psychomotor: The first grade class has done some locomotor movements in Kindergarten. During the pre-assessment, the students demonstrated walking, jogging, and skipping very well. However, I did notice that they tend to confuse both hopping and jumping. The first grade also has some trouble moving throughout space without bumping or touching others. The second grade class has done locomotor movements before in Kindergarten and 1st grade. During the pre-assessment, I found that the students are fairly efficient movers and that they only require a basic review of their locomotor movements before moving on to combine them with pathways, directions, and levels.
Cognitive: The first and second graders are able to perform locomotor movements when they are modeled or instructed. However, when asked to recall or name a locomotor movement, a few students have difficulty remembering the names of the movements.
Affective: Most of the first and second graders are enthusiastic and ready to move. However, there are a few students who tend to fall to the ground when asked to freeze (regardless of how many gentle reminders are given to please stand). The students also show respect to one another. One area I noticed that might need improvement is to know when its okay to not do exactly as the teacher says. For example, when asked to touch 3 black lines and shake two friends’ hands, some students did not shake hands when asked by their classmate because they had already shaken two hands.
Management Plan
Entry: Mrs. Close had established “squad dots” on the gym floor and each student has their own spot that they sit at upon entry. The squad dots create lines of students and each student in the line has their own job.
Exit- The homeroom teachers prefer their students in two single file lines (a boy line and a girl line). The students will line up at the door in these lines and be released to their homeroom teacher.
Equipment Routines: (distribution, during activity, collection):
Distribution: The floor tape will already be placed on the floor before the students arrive. The posters will be placed on the walls for the students’ reference. The hula hoops will be placed on the stage, and the equipment managers of each team will help set them up. During Activity: When they hear the word “freeze”, the students will set their equipment down on the floor by their feet. Collection: The equipment managers will collect the equipment used by their team and return it to the stage.
Restroom/Drink Procedures: The students may use the restroom that is right outside the door and get a drink from the gym water fountain one at a time when given permission. Typically, the students are given a restroom break right after or right before physical education by their homeroom teacher.
Classroom Rules: (Mrs. Close’s rule posters) · Gym shoes are required. · Quiet when entering and leaving the gymnasium. · No gym or candy in the mouth. · Be careful when in motion! · When the whistle blows, stop and listen. · Play by the rules.
Consequences: 1. Teacher Look 2. Proximity Control 3. Verbal Warning (1st strike) 4. Verbal Warning (2nd strike) 5. Time-out on stage (3rd strike) 6. Meeting with Principle/call home
Rewards: 1. Smiling 2. Clapping 3. High five 4. Positive reinforcement 5. Piece of candy 6. Sticker 7. Positive call home
Grouping: The students will be at their squad dots when given instructions for the warm-up. They will also return to their squad dots when they need refocused. This unit will take place mainly in general or self-space.
Unit Specific Rules: (Safety Considerations) 1. When moving, try to avoid bumping or touching others.
Emergency Procedures: Tornado and fire drill posters are posted throughout the gym. In case of a fire, the students will line up at the back door, exit into the parking lot, and face the school.
Transitions: “When I say Go..” will be used to initiate movement When the students hear “Freeze” or the stoppage of music, they will stop where they are with both feet on the ground and have their eyes on the teacher.
Entry, exit, equipment, restroom/drink, classroom rules, consequences, rewards, grouping, unit specific rules (safety considerations), emergency procedures, transitions,
Terminal Unit Goal At the end of the unit, the students will perform all locomotor movements efficiently and fundamentally correct (ie. Jumping off two feet and hopping on one foot) and perform the locomotor movements at high, middle, and low levels throughout straight, curved, and zigzagged pathways in order to be able to combine these skills together for later units. At the end of the unit, the students will recall the names of locomotor movements, pathways, and levels when shown pictures or asked questions.
Content Analysis
Block Plan First Grade
Assessment Plan Pre-assessment: The week prior to the beginning of this unit, I will observe the students’ locomotor skills and assess how efficiently they move based upon the key elements of each movement. I will assess their understanding of the concepts by asking questions that require the students to recall the names of various locomotor skills.
During lesson: I will use questions throughout the lesson that aid in measuring the students’ understanding of the various movements, pathways, levels, and directions. I will also use culminating activities where students have the chance to share what they have created. The treasure hunt activity can be used by observing the students to see if they found their treasure by using their “locomotor” map.
Instructional Material:
Locomotor Assessment
Book used for 1st lesson
NASPE Standards
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Alignment: At the end of the unit, the students will perform various locomotor and non-locomotor movements at different levels and through different pathways.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Alignment: At the end of the unit, the students will recognize and recall the various movements, pathways, and levels.
Standard 3: Participates regularly in physical activity. Alignment: The students will participate in physical activity for a minimum of 40 minutes in class (2 days a week).
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Alignment: The students will respect classroom rules, equipment, and other students.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Alignment: By the end of the unit, the students will express themselves through culminating activities.
Resources:
Carle, E. (1997). From head to toe. New York: HarperCollins.
Graham, Holt/Hale, Parker. 2004, Children Moving: A Reflective Approach to Teaching Physical Education.
Wolff, C. (2001). Locomotor treasure hunt. Retrieved September 2, 2009 from PE Central Website: http://www.pecentral.com/lessonideas/ViewLesson.asp?ID=495
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