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Locomotor Sequence Skills

Adelaide V. Carpenter: 1998 Southern District Elementary School Teacher of the Year Ravenel Elementary School ­ Seneca, SC

National Standards:

Standard 1: Learn different locomotor patterns and be able to recognize the words that represent the movements. Students should be able to move smoothly while demonstrating different movement patterns.

Students will Learn:

To create a sequence of three different locomotor skills with a beginning and an ending shape.

Teaching Strategy:

Guided discovery

How Students Will Be Organized:

Scattered in own space

Cues for Instruction:

· Walk One step on each beat of drum Look for empty space Head up Run Move with a beat of the drum Look for empty space Head up Jump Height: swing arms up, reach for sky, point toes, land softly Distance: swing arms forward, reach out, land softly Hop Bounce light Move on ball of foot Balance Gallop One foot stays in front Skip Step, hop, step, hop Knee up, knee up

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Practice Activities:

Students will choose three of six locomotor skills (walk, run, hop, jump, skip, and gallop) and perform them in a sequence. Students start off in the shape of a letter, perform the three movements, and end in a different shape. Before the lesson students should already be familiar with the six locomotor patterns. They should be able to recognize the written locomotor words and perform the skill upon viewing the written word. 1. The teacher will sound 8 beats on the drum, count the beats, and the students will practice moving with the drumbeats. After each set of 8 beats the teacher will change the speed or rhythm of the beat to produce a different response from the students. Example: slow beat for walk, fast beat for run, loud beat for jump, double beat for gallop. The students will adjust their speed to the beat and get used to moving and changing their patterns. 2. The teacher will explain that the students should change movement patterns smoothly without stopping. Students can count their steps as they move. 3. Teachers can practice different combinations of beats and movements. 4. The teacher will ask students if they can form the capital letter "A" shape with their entire bodies and give them time to explore different options. The teacher can point out students who show different shapes to achieve the letter. The teacher will ask students to hold that shape as they move. 5. Teachers can ask, "What does a period at the end of a sentence look like?" Have the students show with their bodies what a period, or other punctuation, resembles. 6. Students can make their shape for letter "A" and hold it still three seconds, then move walking for 8 beats, then gallop 8 beats, then hop 8 beats, then make their shape for the period. 7. The teacher will need to guide the students through this activity for several examples, changing the locomotor words in the sentence. 8. The teacher will place a pyramid shape on the floor (grip dot pyramid), then a sign with a locomotor word like `run' written on it, another sign with the word "skip," another sign "jump," and then a poly spot circle. (These signs will be placed side by side on the floor to resemble a sentence.) The teacher will ask the students what do they see? The students would be able to verbalize that it looks like a sentence with some help from the teacher. They pyramid at the beginning is similar to a capital letter at the beginning of a sentence and the poly spot at the end is similar to a period at the end of a sentence. The words in the middle are the body of the sentence. Verbs used as action words could be discussed. 9. The students will practice the sentence pattern that is on the floor. The teacher will aid the students by telling them to hold still in their shape, move, change smoothly, move, change, move, and freeze in their ending shape. The teacher can use a drumbeat to aid the children. 10. Teachers should have written cards with locomotor words for the students to pick three words that they would like to use. Beanbag animals, balls, cones, and poly spots can be used for the children to make their beginning and ending shapes. Each child should form a

sentence with an object for the beginning, three word cards placed side by side, and the ending shape object. Then the students should practice their movement sentence. 11. Students can change the order of their sentences, or the words in their sentence when they are ready to try different options. Teachers will remind students to hold shapes still, perform the words in the correct order, and make smooth changes.

Culminating Activity:

The students will make a final choice with their objects and words and practice this sequence to show the teacher. Students will show the teacher their visual setup and then perform the sequence correctly. They will remember to hold still while making their beginning and ending shapes and perform the locomotor words correctly and smoothly.

Assessment:

The teacher will assess the activity during the culminating activity. Did the student perform three different locomotor movements smoothly? Does the student put the manipulative objects in a sentencelike formation?

Scoring Rubric for Movement Sequence

Level 3 Makes a shap at the beginning and holds for 13 seconds Moves into first locomotor skill (example ­ gallop) Moves into second locomotor skill (example ­ hop) Moves into third locomotor skill (example ­ run) Makes an ending shape and holds for 13 seconds Moves smoothly between locomotor skills Makes a shape at the beginning and holds for 1 second or less Moves into First lcomotor skill (example ­ gallop) Moves into second locomotor skill (example ­ hop) Moves into third locomotor skill (example ­ run) Makes an ending shape and holds for 1 second or less Changes between locomotor skills are not as smooth as Level 3 Leaves out one or two of the above criteria Changes between locomotor skills are paused or stopped Does not perform the sequence Does not perform 3 locomotor skills Does not perform any shapes

Level 2

Level 1 Level 0

First Grade Locomotor Sequence with Beginning and Ending Shapes Assessment

Teacher

Student Name

Level

Date

Notes

©2003, National Association for Sport and Physical Education. Used with permission.

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