Assessments may occur at any time during the lesson and should be noted in the appropriate section of the lesson; supporting assessment or lesson documents may be attached as a separate page.
Learning Objective: I can show how to make my body go over an object, under something and move around something in the gym. I can keep my body from touching other classmates / Lesson Notes/materials:
· Direction cue cards that read: over, under, around, through, on top of, behind)
· Hurdles, ropes, boxes, balls, lines on floor
SOL: 2.2 The student will identify major musculoskeletal structures and the cardiorespiratory system and explain the importance of spatial awareness while moving.
a) The student will describe the concept of relationships (i.e., over, under, around, through, in front of, behind) in dynamic movement situations
Link to Background Knowledge
What is the background knowledge that students need to meet the learning objective? May include pre-assessment or review of previous instruction.
· Students should be able to crawl, moving arms and knees in opposition from the other side
· Students should be able to bend over, bend knees and stoop low to the ground
· Students should understand how to move their body side to side
· Students should be able to extend their arms and legs in their personal space, and
· Students should be able to perform balance activities like standing on one foot, standing on one foot and leaning forward
Engage and Explain
What is the knowledge or skill that students will need to be successful in meeting the learning objective?
· Scatter objects through the gym or play space. Ask students what they see. Allow 2-3 to tell you. “I see a line,” “I see a chair,” or “I see a hula hoop.” They must be able to identify what the item is that they see, and then be able to manipulate their body to move around, over, under, through the objects.
Active Learning
How will students apply the new knowledge?
· Show the students the word cards. Say, “Now let’s practice. The word on this card says, “Over. Can you show me a way that you can make your body be “OVER” a line?” Offer feedback. “I like how Jenny has made her body like a bridge over the line. I like how Tommy stood with his legs apart over the line.” Repeat this for each word card.
·
What will you do for students who have early success? How do you extend their learning?
Incorporate other gross motor skills with the words. “JUMP over the line.” “RUN around the box.” / What will you do for students who need additional support (special needs, EL, or more time/practice)?
Students with special needs may be permitted to use their hand/foot to show “over”, may be given additional time to complete the task when prompted, may have visual cue cards that they could look at and then demonstrate what they see.
Reflect
How will students connect new learning to previous learning? How will students make connections?
Students will be able to demonstrate movements, while moving, when given the cue words over, under, around, through, in front of, and behind. / Assessment: How will students know if they got it? How will teacher know if students got it?
Formative assessment – End of class, call out one of the words. Have students demonstrate in their current space, with a floor line.
Summative assessment – Participation Rubric
Next Steps
What is the real world application for this new learning? How does it connect to future learning?
· The words given are adjectives, adverbs and verbs. This will be an active, integrative method of demonstrating language through physical activity. Students are moving physically to demonstrate parts of speech.
· Students use their bodies to do all of these actions in class. They are used as building blocks for more advanced or combination skills in games. For example, students may be running in a tag game and must move “around” a stationary person to avoid being tagged by a noodle.
Participation Rubric for Summative Assessment:
Top of Form
/ 3 / 2 / 1 / Score/Level /Student is able to accurately demonstrate each skill on verbal or visual cue / Accurately demonstrates 6 of 6 times / Accurately demonstrates 4 or more times / Accurately demonstrates 1-3 times
Student remains on task. / Immediate response and action / Response after watching others / No response or distracted
Student remains in personal space. / Stays in personal space and respects other’s space / Student is reminded to stay in own space. / No spatial awareness of others.
Visual cue card example: