| |
0092 Student Lesson Answer 2
The Question
-
Choose one benchmark from Category A. Describe a 30
minute sequence of learning experiences that is appropriate for students at the 3rd grade
level and that will contribute to students' acquisition of the ability or abilities described
in the benchmark you have chosen. Your description should be sufficiently detailed to show
clearly how the sequence will contribute to the students' acquisition of the ability or
abilities.
-
Choose one benchmark from Category B. Explain how the sequence
of learning experiences you described in Part I could be modified so that the sequence will
contribute to students' acquisition of the abilities described in both benchmarks you have
chosen.
-
Identify one principle or concept from Motor Development,
MotorLearning, Biomechanics, or Exercise Physiology.
 |
Explain how you utilized or applied that principle or concept
in designing the sequence of learning experiences you described in Part I or the
modification described in Part II. |
|
Show that your use of the principle or concept contributed to
the students' acquisition of the abilities described in one or both of the benchmarks you
selected. |
Category A
-
Students will be able to - demonstrate basic competence
in physical activities selected from one of the following: locomotor skills, non-locomotor
skills, manipulative skills, or specialized sport/game skills.
-
Students will be able to - competently perform a variety
of rhythmic activities and dances (folk, square, creative, and/or contemporary) in time to
accompaniment.
Category B
-
Students will be able to - evaluate and select ways to
improve performance.
-
Students will be able to - self-test personal fitness
status as it relates to cardiovascular endurance, muscular strength/endurance, flexibility,
and body composition.
-
Students will be able to - enjoy the satisfaction of
meeting and cooperating with others during physical activity.
The Answer
- 3rd grade level
| principle of progression |
| Category A - # 1 - manipulative skills
|
- Introductory Activity: Warm-Up 3-5 min
- Students will begin introductory activity by thinking of various sports that require
throwing, they can pantomime or act like the various games that require throwing, e.g.,
basketball, baseball, etc.. They can get in their own space and demonstrate (possibly)
pantomiming their ideas or games where throwing occurs.
- Fitness Activity 7-10 min
- arm circles, to warm up arms, stretches to warm up arms and legs, flexibility exercises,
push-ups to work on upper body strength
- Lesson Focus 15-20 min
- The student's will work on activities that require throwing (but specific to a sport
yet).
- The students will then work on refining throwing skills. There can be various stations
where kids move from throwing (bigger) objects into a hula hoop, to throwing rings around a
target, to throwing beach balls to one another.
- Closing Activity 7-10 min
- Students can play a game of teacher and class (in groups of 4-5) where teacher (a
student) and students line up horizontally in front of her. The teacher throws the ball to
each student, if one makes a bad throw, (where it obviously leads to the miss), the student
will go to the end of the line. If the teacher misses, the next person up becomes the
teacher.
- Closure
- Next lessons should move into throwing smaller items to refine the throwing technique.
Then you can get into the sports skills of throwing.
Students will be able to work with a partner or small group while participating in
movement activities.
When students are refining their throwing techniques there are many activities that can be
incorporated to foster partnership, etc. Students can assume partner formation and practice
with bean bags, throwing underhanded, overhanded, etc. Eventually, students can work on
throwing with partners related to sports activities, e.g., basketball.
Principle of Progression
- Students will progress from simple to complex movement.
- When designing the sequence of learning experiences the activities moved from simple
(the kids are working w/out balls, getting an idea of throwing, they later move into
individual work with throwing bigger items, then they finish up with a game that
incorporates the throw in it.
- The sequential lessons will move onto move partner work with throwing and will make it's
way into more complex throws in various sports.
|
|
