Grade 3 Physical Educaion/ Healh Educaion
Grade 3 1. Movemen The suden will demonsrae compeency in seleced movemen skills, and knowledge of movemen developmen and physical aciviies wih respec o differen ypes of learning experiences, environmens, and culures.
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q K.1.3.A.1 Show an undersanding of how he movemen paerns should be performed (e.g., opposie foo forward o hrowing hand; wo-foo ake-off and landing in jumping...). SUGGESTIONS FOR INSTRUCTION Word and Picure Cues Have sudens work in small groups o deermine movemen paerns for manipulaion skills. Ask hem o se up saions using equipmen of heir choice and word or picure cues of skills. Have sudens use he Jigsaw sraegy o each heir skill o heir home group. (See Jigsaw, K 4 ELA, Sraegies 22, and Success for All Learners, 5.9). Use posers of he basic movemen skills as visual ools. Variaion: Have groups designae a suden eacher o say back a heir home group while ohers roae from saion o saion. Skill Review Review he movemen skill o be used a he beginning of each aciviy. Ask for a suden o demonsrae he correc way o perform he skill. Ask for ways o verbalize a skill (e.g., o jump means o do a wo-foo ake-off o a wo-foo landing). When appropriae, show he incorrec ways o perform he skills and ask he class for correcions. 3 4
Grade 3: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Inroduce, explain, use, and reinforce movemen vocabulary hroughou he year. Refer o learning oucomes S.1.3.A.1, S.1.3.A.2, and S.1.3.A.3. Word Cues: Provide examples of word cues wih respec o he hree phases of he movemen paern: preparaion, execuion, and follow-hrough. Examples of word cues for movemen skills: Rolling: wind up, swing or wind up, sep, roll Underhand hrowing: wind up, swing or wind up, sep, hrow Bouncing: push Overhand hrowing: side, ball back, sep, urn, hrow Sriking: ready, back, swing, hrough Caching: ready, reach, use your fingers, give wih he ball Kicking: ready, sep, kick, hrough Refer o Basic Movemen Skills (K 3) (Manioba Educaion and Training) for more informaion on basic movemen skills and on developing skill posers ha can be used as visual ools. Skill posers can also be obained hrough he Manioba Movemen Skills Commiee (for conac informaion, refer o he MPETA websie: <www.mbne.mb.ca/~mpea/>). The purpose of he suden learning oucomes and of his documen is o ensure ha all sudens acquire he knowledge, skills, and aiudes o become physically acive and o Paper and Pencil Task: Word and Picure Cues Self-Assessmen: Invenory Have sudens make movemen picure cards (e.g., cuing up movemen skill posers ha show he preparaory, execuion, follow-hrough phases) and place he cards in he correc sequence in which ha movemen should be execued. Word cues may also be used o describe he picures. Suggesed Crieria: Have sudens check he basic movemen skills posers/picures o see how many correc sequences hey have made. TEACHER NOTES (coninued) make healh-enhancing decisions designed o improve heir personal qualiy of life. The knowledge oucomes ofen relae closely o he skill oucomes and, herefore, he suggesed learning aciviies are a imes inerchangeable and complemenary. Aiude indicaors for each of he general suden learning oucomes define he desired aiudes and are included o guide eachers in anecdoal reporing of aiudes. Always encourage sudens o develop posiive aiudes hrough involvemen in emoionally safe, enjoyable, personally meaningful, and challenging learning environmens. The learning oucomes and aiude indicaors are lised a he end of each GLO secion on he summary chars for each GLO (see Framework Excerps) on he poser char included wih his documen Use BLM G 1: Summaive Checklis (see Appendix H) o record suden performance in all movemen oucomes lised on he las page of his GLO. 3 5
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.B.1 à K.1.3.B.1* Show an undersanding ha personal aiudes (e.g., willingness o ry, level of involvemen, desire o learn...) affec skill developmen and success. Curricular Connecions PE/HE: K.4.3.A.2a, K.4.3.A.2b (goal seing) Juggling Have sudens paricipae in juggling aciviies using scarves, hen beanbags, and hen balls. Progressions move from a oneobjec oss, o a wo-objec oss, o a hree-objec oss. Ask he following quesions for reflecion: How did you feel when you firs sared o juggle? How did you feel afer each pracice session? Personal Challenges Have sudens choose a skill ha hey feel is challenging (e.g., a jump-rope rick, a gymnasics skill, rope climbing). Ask he following quesions for reflecion: How do you feel when pracising his skill? Wha aiudes can you adop o help wih successful developmen of his skill? * The arrow (à) indicaes ha he learning oucome is mainained from a previous grade. 3 6
Grade 3: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Look for sudens undersanding ha ime, commimen, and pracice are required for skill improvemen. Provide sudens wih skill breakdowns and progressions o build success along he road o masery. 3 7
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.3.B.2 Recognize conceps relaing o force (i.e., body alignmen, applicaion of force, addiion of forces) in pulling, pushing, and carrying aciviies (e.g., carrying a ma ogeher, ropepulling...). Curricular Connecions PE/HE: K.4.3.A.1, K.4.3.B.1a, K.4.3.B.1b (cooperaion) SC: Cluser 3 Forces Tha Arac or Repel (push, pull, graviy) Push and Pull Have parners face one anoher and lock wriss. Place a club or pin on he floor beween hem. On he go signal, sudens push and pull one anoher rying o cause he oher o knock down he club. Voyageur Theme Saions Se up saions on he voyageur heme ha encourage sudens o explore he various forces involved in pulling, pushing, and carrying aciviies. Examples: pull parner on scooer (canoe) push parner on scooer (canoe) carry ma (porage) swing rope (river crossing) Sand-Off Have parners sand facing one anoher, arm disance apar, and palm o palm. On he go signal, he parners push agains each oher, aemping o push one anoher off balance. Experimen wih a wide versus narrow base of suppor, and siff versus ben knees. Inui Games Have parners play Inui games such as he following: Back Push: Players si back o back and aemp o push heir opponen over a line using hands and fee. Wris/Arm/Finger Pull: Players perform a pulling cones involving differen holds, such as wris lock and pull, finger lock and pull, and elbow lock and pull. 3 8
Grade 3: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT In lifing and pulling aciviies, encourage sudens o use a wide base of suppor bend knees o direc he force hrough he cenre of he body s weigh keep back sraigh pull objec upward and oward body keep acion smooh raher han performing rigid, ballisic, bouncy-ype movemens Ensure proper and safe equipmen use (e.g., in carrying mas, using scooers, using ropes o swing on, using proper posure and body alignmen). Quesioning: Push and Pull Teacher: Invenory Look for evidence of undersanding hrough pre- and posaciviy quesioning. Pre-Aciviy Quesioning: Ask sudens he following quesion: Can you show how you would keep your balance if someone was pushing or pulling you? (Ask sudens o remember his balanced posiion.) Sudens hen paricipae in he Push and Pull aciviy. Pos-Aciviy Quesioning: Ask sudens o pose again, in he posiion hey can bes mainain balance agains he push and pull forces from heir parner. Ask: Wha adjusmens did you make o your iniial pose? Wha did you have o do o make hese adjusmens? 3 9
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.3.B.3a Design a movemen sequence (e.g., run/jump/land/roll sequence...) incorporaing direcions, levels, pahways, and planes (e.g., creaive gymnasics, hoop gymnasics...). Curricular Connecions PE/HE: K.4.3.A.3 (problem-solving process) Design-a-Rouine Have sudens design a rouine ha consiss of various direcions, levels, and planes, as oulined on he Direcion Word Wall (see learning oucome K.1.2.B.3a). Esablish guidelines. For example, he rouine should include wo ranspor skills: each performed in a differen direcion wo balances: each performed a a differen level wo roaions: each performed in a differen plane Equipmen Rouines Provide sudens wih pieces of small equipmen, such as balls, hoops, clubs, ribbons, and scarves, and a se of rouine guidelines. For example, move equipmen forward a a low level in a fronal plane backward a a high level sideways a a medium level in he sagial plane q K.1.3.B.3b Balance objecs (e.g., beanbags, balls...) using differen body pars (e.g., hands, shoulders, foo...) while ravelling alone and/or in parner aciviies. Curricular Connecions PE/HE: S.1.3.B.2, S.1.3.D.2 (balance and cooperaive aciviies) SC: Cluser 3 Forces Tha Arac or Repel (graviy) Movemen Exploraion Have sudens perform various movemens while hey balance equipmen on differen body pars. Examples: Can you balance a beanbag while walking, running, or galloping alone? Can you balance a beanbag while hopping wih a parner? Can you ravel across he room wih a parner while balancing a beanbag on joined hands or shoulders? Can you balance a rhyhm/lummi sick on your hand while walking, siing down and sanding up, and so on? Can you and your parner/group pass a ball from lap o lap, fee o fee, and so on? Parner Posure Tag Have sudens play ag wih a parner. Sudens walk wih beanbags on heir heads. When he agger caches his or her parner, he wo exchange roles. Variaion: Have sudens balance he beanbags on differen body pars (e.g., shoulder, elbow, back, somach). 3 10
Grade 3: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT For definiions of erms, refer o Appendix I: Glossary and o learning oucome K.1.2.B.3a. Performance Task: Design-a-Rouine Teacher/Peer Assessmen: Checklis The eacher or peers observe sudens and assess wheher he rouine mees he esablished crieria. Suggesed Crieria: The rouine clearly demonsraes q wo ranspor skills performed in differen direcions q wo balances performed a differen levels q wo roaions performed in differen planes Be aware of head lice siuaions before using equipmen ha comes in close conac wih sudens. Also refer o learning oucome K.5.2.A.2 for informaion on ways o preven he spread of diseases/illnesses/ condiions. Observaion: Movemen Exploraion Teacher: Invenory Observe sudens for evidence ha hey undersand balance sraegies. Suggesed Crieria: The suden q makes minor adjusmens o body posiion in order o mainain balance of objec q posiions body in appropriae sance o balance objec on a variey of body pars q is able o balance objecs while ravelling 3 11
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q K.1.3.B.3c Show an undersanding of he qualiies of speed (e.g., fas and slow...), force (e.g., srong and ligh...), and flow (e.g., free and bound...) in movemen. Source he Force SUGGESTIONS FOR INSTRUCTION Se up saion aciviies ha use srong movemens (e.g., jumping, baing, hrowing for disance) and ligh movemens (e.g., keeping up balloon, juggling scarf, passing beach ball). Have sudens deermine he qualiy of effor ha is eviden a he given saions. Animal Movemens Have suden move like he following animals: elephan (e.g., slow and srong) camel dinosaur kangaroo dog dog wih hree legs bear monkey (e.g., fas and ligh) 3 12
Grade 3: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Refer o he Effor Word Wall aciviy, learning oucome K.1.2.B.3c. For furher suggesions, refer o Lessons A9 and A10 of Up Down All Around (Russell, Schembri, and Kinsman). Learning Log: Source he Force Teacher: Checklis Have sudens complee he following knowledge assessmen ask. Source he Force Name Grade Dae Differen speeds, force, and flow are used in spor or physical aciviy. How much or how lile depends on he purpose or naure of he ask. 1. Name wo saion aciviies ha used srong movemens: 2. Name wo saion aciviies ha used ligh movemens: 3. Give an example of how changes in speed, force, and flow migh be used for differen resuls in a spor/aciviy of your choice. For example, in baseball, a fas, srong hrow wih grea force is used o make i harder for he baer o hi he ball, and a sof hrow wih more conrol and less force is used o make i easier o hi he ball. Suggesed Crieria: Look for evidence ha he suden undersands he qualiies of q speed q force q flow in movemen 3 13
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.3.B.3d Show an undersanding for mirroring and maching movemens wih a parner in a saionary posiion and/or while moving (e.g., follow he leader...). Curricular Connecions MA: Shape and Space (lengh, heigh, meric, comparing erms, shapes, symmery) M & M Have sudens firs mirror and hen mach a specified number of movemens ha hey creae wih a parner. Have sudens draw heir creaed movemens. Mirror Suppor Tag Selec four aggers and have sudens move abou he gymnasium. When agged, a suden mus make a saic balance body suppor (e.g., bridge, fron suppor, back suppor, wide suppor, narrow suppor). The suden holds he suppor unil anoher suden mirrors i for five seconds. The mirrored balances mus be joined ogeher. The wo sudens hen slap hands o give a high-five and rejoin he game. Silhouees Have parners perform movemen sequences in fron of a wall ha has been li up by an overhead projecor. Sudens observe heir shadows and silhouees o deermine wheher hey are moving in unison. 3 14
Grade 3: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT See also Follow he Leader, Creaive Movemen Exploraions, and Creaive Movemen Sequences, learning oucome K.1.2.B.3d. Observaion: M & M Peer Assessmen: Checklis Have sudens paricipae in he mirror and mach aciviy and assess each oher. Suggesed Crieria: My parner was able o q mirror my movemens q mach he number of movemens I performed Ensure ha he overhead projecor is se up in a safe place wih he cord aped in place. Cauion sudens o avoid sepping on he cord. 3 15
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.3.C.1 Show an undersanding of fundamenal rules used in individual or parner games and aciviies (e.g., make up a game and share i wih a parner...). Curricular Connecions PE/HE: K.4.3.A.3, (decision-making/ problem-solving process), K.5.2.B.1 (acive living) Game Wrie-Up Have sudens wrie up a familiar game/aciviy, following he five elemens ha form he srucure wihin which an invenive game can be played: he number of players a choice of one player, parners, or a group he area assigned o or available for he game he equipmen available or chosen by he players he objec of he game he rules and skills Ensure ha games allow for maximum paricipaion (e.g., no eliminaion of players unless here is a way o reurn o he game) and ha hey promoe inclusion (e.g., abiliies, gender). Inven-a-Game See BLM 3 1: Game Wrie-Up. See also page 207 of Physical Educaion K 4: Movemen wih Meaning (Manioba Educaion and Training) for a blank game wrie-up form. Have sudens creae a game or aciviy wih a parner ha is acive, safe, inclusive, and fair. Provide a series of cards ha have various opions for each of he following componens: number of players (no more han four players) area maerial or equipmen needed objec of game rules and skills needed Fun for Home Have sudens each heir Inven-a-Game aciviy o a family member. 3 16
Grade 3: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Encourage sudens o make up ASIF games (games ha are acive, safe, inclusive, and fair). As well, ask sudens where hey could play heir games in heir leisure ime. Paper and Pencil Task: Game Wrie-Up Teacher: Invenory Have sudens sor he componens of a known game ino appropriae secions. See BLM 3 1: Game Wrie-Up. Quesioning: Fun for Home Peer Assessmen: Checklis Afer sudens have augh heir invened game o a family member, have a family member fill ou he following checklis and reurn i o school. Assessmen of Invened Game Game Componens 1. The number of players was suiable for he aciviy. 2. The area used was safe and allowed he game o be played as designed. 3. The equipmen was appropriae for he game and skill level of he players. 4. The rules were easy o follow. 5. The skills needed o play were a he righ level for he players. 6. No player was eliminaed (unless here was a way o reurn o he game). 7. The game promoed inclusion. Yes No 3 17
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.3.C.2 Recognize movemen vocabulary (e.g., hop, skip, spin, deke, dodge, couner-clockwise...) when following direcions relaed o simple games and aciviies (e.g., obsacle courses...). Curricular Connecions ELA: GLO 4 Enhance he clariy and arisry of communicaion (generae ideas, choose forms, organize ideas, share ideas and informaion, effecive oral communicaion, aenive lisening and viewing) PE/HE: GLO 2 Finess Managemen, S.3.3.A.1 (following rules) SS: diverse perspecives Word Wall Have sudens develop a movemen word lis consising of acions relaed o playing simple games/aciviies. Prin he movemen vocabulary on cards and pos hem as he skills are performed. (See Word Wall, K 4 ELA, Sraegies 199.) Los in Space Se up he gymnasium wih inerconnecing pieces of equipmen and a rocke ship a one end. Ask hree o five sudens o wear pinnies o idenify hem as aggers. Oher sudens move around on he equipmen rying o avoid he aggers. Anyone who is agged (or seps on he floor) becomes los in space and mus si in he rocke ship. If a agger seps on he floor, she or he gives he pinnie o he firs suden in he rocke ship, who can hen join in he game wih he ohers. Variaion: When here are four players in he rocke ship, he firs player caugh (he capain) couns down 4-3-2-1 and he rocke ship players shou blas-off and reurn o he game. Finess Dodge Ball Divide sudens ino wo equal eams: The eam of hrowers sands on he ouside of a large circle or recangle/square wih one or wo dodge balls. The eam of dodgers sands inside he circle or recangle/square. Dodgers who are hi below he shoulders or wais mus exi he playing area and run one full lap before reurning o he game. Afer a specified ime, he eams rade places. Variaion: Have caugh players hop or skip one or more laps or perform any finess aciviy a a finess saion before reurning o he game. Once hi, he player may swich places wih he person who hi him or her. 3 18
Grade 3: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Refer also o Holiday Theme Circuis, learning oucome S.1.1.C.1, and Parachue Aciviies, learning oucome K.1.2.B.3a. For furher parachue aciviies, see pages 222 o 229 of Ready-o-Use P.E. Aciviies for Grades 3 4 (Landy and Landy). Choose ypes of dodge ball games ha are coninuous and promoe paricipaion raher han eliminaion. Use foam-filled balls ha are sof and safe. Observaion: Word Wall Peer Assessmen: Checklis Presen he words from he Word Wall on a checklis. As one parner reads he word, he oher parner performs he movemen. The parner reading he words also checks off wheher he correc skill was performed (bu no he qualiy of he skill performance). Word Wall Movemen Skill Skill Performed Yes No walk skip gallop hop leap spin deke dodge chase flee oher 3 19
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.3.C.3 Recognize he basic conceps (e.g., invading, geing possession, keeping possession, scoring...) of simple erriory/ invasion games/aciviies. Curricular Connecions MA: Shape and Space (comparing lengh, heigh, disance using descripive words, shapes, measures) Keep Away Have sudens work in groups of hree or four wih a sponge ball or modified baskeball o challenge anoher group. Players pass he ball among eammaes wihou walking wih he ball, rying o keep i away from he players from he oher eam who aemp o inercep he ball or break up he pass. If successful, he opposing eam passes he ball o is players. Fouls are called whenever a defensive player conacs an offensive player. Ma Baskeball As in Keep Away, wo eams aemp o keep he ball away from each oher s eams; however, hey may score a poin if hey pass he ball o a capain sanding on he eam ma near he end line. Afer one eam scores a poin, he opposing eam sars wih he ball a he end line and he scoring eam swiches is capain. The general rules of baskeball are followed wih modificaions as desired and wih no dribbling. Tacical Approach In a brainsorming aciviy, have sudens hink of differen games in which a ball or objec can be aken away or inerceped by he opposing eam (e.g., soccer, baskeball, hockey, field hockey, ouch fooball). Organize sudens ino pairs or groups of four and have hem choose a piece of equipmen o inven an invasion-ype game ha includes he concep of geing or keeping possession of an objec. Esablish he rule ha no body conac is allowed. Have sudens hink of various sraegies o ge and keep possession of he objec. Scooer Hockey Divide he class ino eams of six o eigh players. All paricipans are on scooers and hey are no allowed o ge off or sand on he scooers. Players use scoops, mini-hockey sicks, or hands o srike a sponge or whiffle ball. The ball mus be sruck and no dragged wih he implemen. Use cones for goals. Teams only score when he ball passes hrough he cones, no above hem. This keeps he shos low. Change goalkeepers every wo o hree minues. 3 20
Grade 3: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT These basic conceps can be emphasized in a variey of simple lead-up erriory/invasion games/aciviies (see Appendix A: Physical Aciviy Caegories): soccer baskeball ouch/flag fooball hockey ringee spongee polo eam handball ulimae Encourage sudens o pracise he basic sraegies of erriory/invasion games/aciviies, such as he following (Belka, cied in Human Kineics, wih Peifor, 156): Creae open space and reposiion o gain an advanage. Guard space and reposiion o close or deny space. Inerfere wih opponens movemens or objec manipulaion. Move an objec o gain an advanage, reach a specified area, or score poins. Communicae wih eammaes and use heir abiliies effecively. Quesioning: Keep Away Teacher: Informal Invenory Afer several minues of play, sop he game. Ask which eam is currenly he offensive eam and which is he defensive eam. Have hem describe he roles of he eams ha are on offence and defence. Ask sudens how hey go possession of he ball and how hey plan o keep possession of he ball. 3 21
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q K.1.3.C.4 Demonsrae an undersanding of how posiive and negaive social behaviours (e.g., sharing, showing respec, fairness, honesy, cheaing, lying...) may affec he oucome of an aciviy. Role-Play SUGGESTIONS FOR INSTRUCTION Secrely designae one person o be uncooperaive during basic iniiaives or cooperaive games. Discuss how uncooperaive behaviour affeced he game/aciviy. Quesions for Discussion: 1. Wha behaviours did you no like while playing your game/aciviy? Wha did he uncooperaive person do o cause problems in he game? 2. Wha could you do o ry o ge his player o change his or her behaviour and o cooperae? 3. Which ideas/sraegies would work bes? Wha Rules? Play a game wihou many rules being saed. Discuss he oucome. Quesions for Discussion: 1. Did you feel you undersood he game well enough o play i? 2. How did each person s undersanding of he game rules differ? 3. Did players choose o make up rules so ha here was an advanage for hem? Did his cause a problem? 4. Did players cooperae o creae rules o make he game fair? 3 22
Grade 3: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Sress ha clariy in rules creaes a more posiive, fun amosphere and makes he game fair for all. Quesioning: Role-Play Teacher: Invenory Deermine, hrough answers o he Role-Play Quesions for Discussion, wheher sudens undersand he posiive and negaive oucomes of various behaviours. 3 23
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.3.A.1 Demonsrae proficiency in basic ranspor skills (i.e., running, hopping, galloping, jumping, skipping). Curricular Connecions MA: Saisics and Probabiliy (couning, measuring), Shape and Space (lengh, heigh, disance using descripive words, shapes, measures) Follow he Signs Se up cones, wih signs indicaing he five basic ranspor skills, in a pahway hroughou he gymnasium. Have sudens read each sign (or look a he picure) and perform ha skill on heir pahway o he nex cone. Variaions: Have sudens work in pairs, as suggesed in Follow he Leader (see learning oucome S.1.K.B.1). Include movemen conceps on he signs (e.g., run in a zigzag pahway, hop quickly, gallop slowly in a curved pahway). (See learning oucomes K.1.K.B.3c and K.1.2.B.3a.) Shapes Game Make a class se of small laminaed shapes (e.g., 10 circles, 10 squares, 10 riangles in hree differen colours). Have sudens si cross-legged in a large circle, each wih a shape on he floor in fron of hem. Call ou a ranspor skill and a shape or colour. The sudens wih ha shape or colour use he given ranspor skill o move one or wo laps around he circle before reurning o heir saring poin. Encourage hem o move wih proficiency raher han o race he oher sudens. Variaion: Vary he direcion or call shapes of only one colour. This is a useful aciviy for assessing movemen skills of a few sudens a a ime. Parner Challenges Have sudens pair up o ake he following parner challenges a various saions: Shule run. Jump your heigh measured on he floor. Hop a hoop paern. Run an obsacle course. Skip or gallop a figure-eigh paern. Relays Have pairs or small groups of sudens line up along one end line o perform relays for a specified ime, using a variey of he basic movemen ranspor skills. Play music for moivaion and as a sar-sop signal. Selec music of appropriae empo for he various ranspor skills. 3 24
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Some suggesions for insrucion apply across he grades (see learning oucomes S.1.K.A.1, S.1.1.A.1, S.1.2.A.1, S.1.3.A.1, and S.1.4.A.1); however, some are grade specific. Ensure ha learning aciviies and achievemen expecaions are developmenally appropriae. Due o he deph and breadh of skill-relaed oucomes, learning experiences will be ongoing hroughou he year. I is recommended ha skills in each of he caegories (ranspor, manipulaion, and balance) be assessed separaely. Look for sudens willingness o develop and show an enjoymen of movemen experiences. Performance Task: All Aciviies Teacher: Scoring Rubric While sudens paricipae in he aciviies, look for evidence of proficiency in heir basic ranspor skills. The suden Suggesed Crieria: Hopping The suden A. akes off on one foo and lands on same foo (oe-ball-heel) B. holds knee behind body a a 90 degree angle C. uses arms for lif D. displays rhyhmical hopping E. mainains balance Refer o Physical Educaion K 4: Basic Movemen Skills Assessmen (Movemen Skills Commiee) for oher ranspor skills crieria (i.e., running, jumping, galloping, skipping). Rarely 1 Iniial Wih Direcion 2 Iniial- Formaive Scoring Rubric Someimes 3 Formaive Frequenly 4 Formaive- Maure Consisenly 5 Maure Use BLM G 4: Movemen Skills Rubric and Checklis (see Appendix H) for recording class resuls. See also BLM G 5: Transpor Skills Crieria (Appendix H) for a summary of all ranspor skills crieria. Ensure ha relay eams comprise a small number of sudens (wo o four) o encourage paricipaion and shor waiing periods. x x x x x x x x x x x x x x 3 25
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.3.A.2 Demonsrae compeency in basic manipulaion skills (i.e., rolling, underhand and overhand hrowing, caching, bouncing, sriking, kicking, dribbling a ball using fee). Curricular Connecions SC: Cluser 3 Forces Tha Arac or Repel (graviy) Guard he Pin (rolling) Working in groups of hree, sudens roll a hand-size ball o aemp o knock over a pin guarded by one player in he cenre. Swich guards ofen. Throw and Go (overhand hrowing) Divide he class ino eams of hree (in relay formaion: see learning oucome S.1.3.A.1) and assign each eam a number. The leaders of each eam choose a numbered ball (e.g., 1, 2, 3, 4, 5, 6, 7) from a bucke. On a given signal, wih heir eyes closed, he leaders hrow heir ball overhand and hen run o rerieve heir own numbered group ball (e.g., eam number 1 looks for a ball wih a number 1 on i, and so on). While searching for heir own eam ball, he leaders can hrow any oher ball hey find, overhand, o a differen locaion. The firs leader back o his or her group wih he correc eam ball wins he challenge. Each suden in line has a urn a being he leader. Variaion: Toss ou a bonus ball wih a B on i ha can be rerieved once he leader has reurned wih his or her own eam ball. Junkyard (underhand hrowing) Divide he class ino wo eams. Scaer an equal number of objecs (e.g., balls, beanbags) on he floor on each eam s side. On a given signal, have all eam members pick up one objec a a ime and hrow i underhand ino a baske from behind a designaed line. Once a ball is hrown in, he suden sis down on he bench. The firs eam o ge all members on he bench wins. Sar Ball (caching) Place sudens in a circle formaion and have one suden hrow a ball (or beanbag) underhand o a suden wo spos over o he righ. Tha person aemps o cach he ball properly. The hrowing coninues unil everyone has caugh he ball. Repea he paern. Use an odd number of sudens in each group. (coninued) (coninued) 3 26
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Plan lessons o include he following skill-progression aciviies: individual asks, o parner, o smallgroup, o large-group aciviies. For more game/aciviy ideas, refer o Physical Educaion K 4: Movemen wih Meaning (Manioba Educaion and Training). Combinaions of he various basic manipulaion skills in he suggesions for insrucion may be incorporaed ino saion aciviies for suden skill pracice. Performance Task: All Aciviies Teacher: Scoring Rubric While sudens paricipae in he aciviies, look for evidence of compeency in heir basic manipulaion skills. Suggesed Crieria: Caching The suden A. focuses eyes on he objec hroughou he cach B. posiions body in he pah of he objec C. posiions one foo slighly ahead of he oher in a balanced sance D. caches he objec wih hands E. relaxes arms and absorbs he force of he objec Refer o Physical Educaion K 4: Basic Movemen Skills Assessmen (Movemen Skills Commiee) for oher manipulaion skills crieria (i.e., rolling, bouncing, underhand and overhand hrowing, sriking, kicking). Scoring Rubric Rarely 1 Iniial Wih Direcion 2 Iniial- Formaive Someimes 3 Formaive Frequenly 4 Formaive- Maure Consisenly 5 Maure Use BLM G 4: Movemen Skills Rubric and Checklis (see Appendix H) for recording class resuls. See also BLM G 6: Manipulaion Skills Crieria (Appendix H) for a summary of all manipulaion skills crieria. 3 27
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.3.A.2 (coninued) (coninued) Piraes (bouncing, dribbling) All bu wo or hree sudens have a ball o bounce. On he go signal, hose wihou a ball (piraes) ry o ake anoher suden s ball. If hey succeed, here are new piraes and he game coninues. Sudens are caugh if hey hold or lose conrol of heir ball. 3 28 Three Balls and You re Ou (sriking) Se ou hree bases in he field (gymnasium) wih a bucke of hree ennis balls a home plae. Choose hree srikers, and have he remainder of he class scaer in he field area. The firs sriker his all hree balls ou o he field and aemps o run around he bases before he fielders can place he balls back ino he bucke. The sriker is ou if he balls bea him or her home. Breakou (kicking) Have sudens sand in a circle and aemp o kick a ball below knee level hrough he legs of he oher players. If he ball goes beween wo players, hey boh perform a ask before reurning o he game. Inui Fooball (kicking) Use a field wih marks made on he snow o serve as goal lines. Divide he class ino wo eams and have players of each eam sand on heir goal lines. When a ball is ossed ono he ground a cenre, boh sides rush forward and aemp o kick he ball across he opposing eam s goal line. Inui Baseball (sriking, hrowing, caching) 1. Rounders: Divide players ino wo or four eams. Have one player on a eam oss he ball ino he air and he ohers ry o cach i. The one who caches he ball gains firs ba for his or her eam. Use four sones for bases. The baer his a piched ball and ries o reach he firs sone wihou being hi by he ball. The nex baer repeas his procedure. If he ball his a runner, he or she mus reurn o he bench. All players are allowed o hi he ball once before changing eams. 2. Scrub: Place wo bases 20 o 30 meres apar. Have a baer hi a hrown ball and run o he far base and back. If a fielder caches he ball or if he fielder his he runner wih he ball, he fielder replaces he baer. This could be played as a eam game wih each player on a hiing eam having a urn, and hen swiching eams.
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Seasonal Circui Aciviies: Celebrae various occasions or seasons (e.g., Chrismas, Hallowe en, Valenine s Day, Easer, Hanukkah) by seing up circui aciviies in which sudens can pracise various basic manipulaion skills. Example: Valenine s Circui 1. Tunnel of Love: Place a parachue over large equipmen and have sudens use scooers o ravel hrough he unnel of love. (Beware of falling in love.) 2. Lover s Leap: Have sudens jump off a vaul box and land safely on crash mas. 3. Throwing Kisses: Have sudens hrow balls or beanbags overhand o hear-shaped arges. 4. Swinging Sweehears: Have sudens hang or swing from ropes/climbing frames/monkey bars. 5. Jous Your Hear Ou: Have sudens use jousing pads o ry o manoeuvre opponens off a ma. Be aware of he culural differences among sudens, especially wih respec o he celebraion of holidays. When playing Scrub, use a nonhreaening dodge ball or sponge ball. The ball should hi he runner below he shoulders or wais. 3 29
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.3.A.3 Demonsrae compeency in sof and balanced landings from developmenally appropriae heighs (e.g., floor, bench, low beam, jumping box...). Curricular Connecions PE/HE: GLO 3 Safey SC: Cluser 2 Maerials and Srucures (balance, sabiliy), Cluser 3 Forces Tha Arac or Repel (graviy) Safe Landings Have sudens pracise safe landings (see learning oucomes S.1.K.D.2 and S.1.1.D.2) as hey creae shor sequences of movemens. For example, use combinaions of landings on he fee forward backward sideways make a shape and land landings on hands on various surfaces raised surface (box op) umbling mas hick mas wih umbling mas over op scaered mas bare floor (firs from knees and hen from a crouching posiion) Landings Circui Have sudens proceed hrough a circui of aciviies ha allow hem o pracise heir sof, balanced landings. Examples: Variaion: Have groups pracise for a specified ime a he various landing saions before roaing on o he nex saion. (coninued) (coninued) 3 30
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Emphasize he imporance of sof and balanced landings for safe play on oudoor play srucures. See Safey Guidelines for Physical Aciviy in Manioba Schools (MPETA e al.). See Lessons A1 o A3 of Up Down All Around (Russell, Schembri, and Kinsman) for more landing aciviies (available a he Manioba Tex Book Bureau). Noe correc hand posiion when landing backward: Performance Task: Landing Aciviies Teacher: Scoring Rubric While sudens paricipae in he learning aciviies, observe for evidence of compeency in sof and balanced landings from developmenally appropriae heighs. Scoring Rubric 3 2 1 The suden Consisenly Someimes Rarely lands sofly by meling ino he floor (oe, ball, heel of foo) uses arms for balance gives a he knees 3 31
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.3.A.3 (coninued) (coninued) Gymnasics Obsacle Course Have sudens paricipae in he following challenges: Jump ono he box and roll ono mas. Run, jump ono he ma, and roll. Jump from a heigh, roae, and roll backwards. Perform Tarzan swings off he rope and land wih balance in a hoop. Sharks and Islands On a large maed surface, place objecs off which sudens may jump (e.g., mas, boxes, horse, springboard). Designae hree sudens o be sharks and have hem ry o ouch he oher sudens who jump off heir island (objec) and move o anoher island. Sudens are allowed o say safe on an island for five seconds wih no more han wo people per island. If caugh off an island, sudens mus perform an assigned ask (e.g., 20 curl-ups, eigh push-ups) in a designaed area before reurning o he game. Remind sudens o look before hey jump and o land safely. 3 32
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT To accommodae sudens varying abiliies, use progressions, moving from simple o complex: on floor, wide o narrow lines on bench, wide o narrow surface low o high beam 3 33
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.B.1 à S.1.3.B.1 Use basic movemen skills (e.g., hopping, rolling, underhand hrowing) and conceps (i.e., body and space awareness, relaionships) in creaing cooperaive and/or low-compeiive games wih parners or in small groups (e.g., hopscoch, playing cach wih a parner, simple arge games...). Curricular Connecions MA: Paerns and Relaions (paerns, sequence) Creae-a-Saion Have sudens creae an individual or parner aciviy saion for one skill from each of he following: ranspor (e.g., move hrough an obsacle course) manipulaion (e.g., do a ball bounce rouine, coun bounces) balance (e.g., walk a low beam wih one balance) Canyon Crossing Have groups of sudens creae a canyon crossing using various pieces of equipmen (e.g., hoops, benches, ropes, ladders, fooprins) posiioned in rows from one end of he gymnasium o he oher. Sudens can hen experience oher canyon crossing creaions. Sudens aemp o cross over he bridges, sepping only on he equipmen, being careful no o fall ino he canyon. If hey fall, hey can go back o he beginning of he bridge and ry again. Variaions: Have sudens cross bridges while balancing a beanbag on heir heads sep in and ou of hoops while walking along benches crab walk across benches while balancing a beanbag on heir somachs cross bridges wih a parner or small group of sudens linked ogeher (e.g., joined hands) 3 34
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Encourage sudens o creae challenges such as individual records or challenge a sandard goal eiher ogeher or individually. To creae variey, provide various ypes of equipmen. Performance Task: Creae-a-Saion Peer Assessmen: Invenory As one individual or se of parners demonsraes a skill, have observing parners check wheher he saed skill is used. Observers indicae wih a humbs-up or humbs-down signal wheher he goal was achieved. 3 35
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q S.1.2.B.2 à S.1.3.B.2 Use basic movemen skills (e.g., running, caching...) and conceps in cooperaive and/or low-compeiive group games (e.g., dodging aciviies, ag games...). SUGGESTIONS FOR INSTRUCTION Colour Tag (ranspor) Divide he class ino four groups, each wearing pinnies of differen colours. Assign each eam o a wall. One group a a ime serves as aggers. They have a ime limi o ag as many of he oher hree colours as possible. When agged, players ouch heir wall wih one hand and exend he oher arm. Free eam members can rescue hem by ouching he exended hand. Dungeons and Dragons Divide he class ino wo eams. Each eam begins wih he same number of beanbags in he baskeball key (e.g., six). On he go signal, eam members ry o cross he opponens line (cenre line) and ge o he safey zone (baskeball key) o ge a beanbag wihou being agged. Opposing eam members may no ener he safey zone. Players hen mus ry o reurn safely across he cenre o place he beanbag in heir own hoop. If agged, a suden mus reurn he beanbag and go o jail, saying here unil a eam member safely crosses o he jail and hey boh reurn, hand-in-hand, o heir own zone wihou being agged. The firs eam o collec all he beanbags wins. hoop o o x x jail jail x o o o x x x o hoop Variaion: Each eam may selec wo guards o wach over he enrance o he baskeball key. Coninuous Dodge Ball (manipulaion) Provide sudens wih six o en foam balls and have hem aemp o hrow he balls a oher sudens below he shoulders. Anyone can be i and chase he balls and anyone can be hi. When hi, runners mus si on he floor and wai for a free ball o roll by. When his happens, siing players sand up wih he ball and reurn o he game. Each player may possess only one ball a a ime and mus release i wihin hree seconds. If hi while holding a ball, a player sis down and rolls his or her ball away. 3 36
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Each colour can represen a popular caroon characer. Emphasize awareness of agged eam members so ha rescues occur before he enire eam is eliminaed. Observaion: All Games Teacher: Checklis As sudens paricipae, observe he following skills and use he suggesed code o record heir performance. Use of Movemen Skills The suden X is experiencing difficuly in using skills in a game conex is experiencing some difficuly in using skills in a game conex 4 is experiencing no difficuly in using skills in a game conex? has no been observed Skills Name Run Jump Hop Gallop Skip Bounce ec. 3 37
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q S.1.2.B.3 à S.1.3.B.3 Se up and manage own games (e.g., skipping games, arge games, hopscoch...). Recess Games SUGGESTIONS FOR INSTRUCTION Divide sudens ino small groups and have hem se up and manage previously augh recess-ype aciviies such as Four Square, skipping games, ag/grid games, and so on. Four Square Creae a four-square area, wih each square leered (A o D). Have one suden sand in each square, wih he player in he A- square holding he playground ball. Tha player begins he game by bouncing he ball in his or her own square, and hen his i wih one hand or boh hands (up in an arc raher han downward) o have i bounce in anoher player s square. The receiving player hen his he ball afer one bounce o any of he oher squares. The game coninues unil a player misses he ball, his he ball on a line or ou of a square, or his i wih a fis. Any player breaking hese rules moves o he D-square and all oher players move up one square oward he A-square. Variaions: Have exra players line up behind he player a he D-square. When a player is ou, he or she goes o he end of he line and an exra player moves ono he D-square. The suden in he A-square is he King/Queen of he game. Sudens can coun he number of imes ha hey are he King/Queen. Have sudens reverse he order of he leers, roaing oward he leer D. Sudens may be allowed o cach he ball when hey are firs learning he game. Advanced sudens can hi downward and/or use a smaller ball and hi i wih only one hand. Grid Aciviies In a designaed square area, have sudens play ag games using a ball. Two Versus Two: Pass a ball back and forh wih a parner wihin he designaed grid area. The oher pair mus ag he person wih he ball o gain possession. Four Versus Four: Repea he above wih four members on a eam. If agged, sand o he side. If he oher eam drops he ball, reurn o he game. In Fours: If a single player inerceps he pass being made by a group of hree, he person making he pass swiches places wih he inercepor. Change posiions every 15 o 20 seconds if no inercepions are made. Sudens canno receive he ball in he same locaion hey passed from. 3 38
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT See also Creae-a-Saion, learning oucomes S.1.2.B.1 and S.1.3.B.1. A Four Square D Performance Task: All Aciviies Teacher: Scoring Rubric Observe sudens as hey organize heir groups, equipmen, and rules. Scoring Rubric Scale The suden/group 4 organizes all sudens ino groups selecs appropriae and safe equipmen explains rules clearly B C 3 organizes friends ino groups selecs appropriae and readily available equipmen saes mos rules clearly 2 selecs sudens who will win he game selecs equipmen ha may no be appropriae or safe is unclear on many rules 1 refuses o selec cerain sudens selecs inappropriae and unsafe equipmen does no undersand he rules Grid Formaions: Divide he gymnasium or playing field ino several small play areas (e.g., 7 by 7 meres, or 14 by 7 meres). Define grid boundaries wih markers (e.g., floor lines, cones, ape). (See also learning oucome K.1.2.C.1 for more grid aciviy ideas.) Encourage sudens o creae siuaions ha require los of movemen. 3 39
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.1.C.1 à S.1.3.C.1 Demonsrae funcional use of basic movemen skills (e.g., hopping, jumping, kicking...) and equipmen in oudoor aciviies and/or special evens (e.g., hopscoch, rope skipping, snow soccer, abloids, culural heme days, Aboriginal games...). Curricular Connecions SS: connecing wih communiies Tabloid Day As suggesed in Holiday Theme Circuis (see learning oucome S.1.1.C.1), se up a variey of oudoor saion aciviies and have sudens roae in group formaion from even o even. Variaions: Have sudens paricipae in muli-age groups. Use older suden leaders o se up and insruc he learning aciviies and o lead he groups from saion o saion. A variey of hemes can be accommodaed in his forma: Olympic Days, Winer Carnival, Arcic Games, Fesival du Voyageur, The Big Circus, and so on. 3 40
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Refer o learning oucome S.1.1.C.1 for more suggesed learning aciviies. Organizaional Sraegies: Use a variey of ways o organize eams. Use muli-age groups o encourage communiy (older sudens helping younger, and so on). See also Four-Corner Soccer, learning oucome S.1.2.A.2. 3 41
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.3.D.1 Creae rhyhmic sequences using ranspor skills (e.g., walk, jump, sep-hop, samp, slide...) alone and/or wih ohers (e.g., jump-rope aciviies, aerobics, creaive movemen...). Curricular Connecions MA: Paerns and Relaions (paerns, sequence) PE/HE: GLO 2 Finess Managemen More Basic Aerobic Paerns Add Spors Moves o he Slim Jim word lis of Basic Aerobic Paerns (see learning oucome S.1.2.D.1). Examples: jump diagonally (skier s jumps) jump rope dribble and shoo jog in place and serve swing a ba Have sudens mimic he acions demonsraed by he eacher or oher sudens. Repeiion of hese moves serves as a finess developmen aciviy. (See Slim Jims, K 4 ELA, Sraegies 116.) Creae-a-Sequence Have sudens follow guidelines (e.g., four movemens repeaed four imes each) o creae heir own sequence of Basic Aerobic Paerns. They can hen use he Think-Pair-Share sraegy o each heir sequence o anoher person. These parners can hen join ogeher heir wo sequences and share ha eigh-movemen sequence wih anoher se of parners. (See Think-Pair-Share, K 4 ELA, Sraegies 15.) Jump-Rope Rouine Have sudens work in pairs o creae a shor jump-rope rouine. Creaive Movemen Have sudens (alone, in pairs, or in small groups) design, refine, and perform a movemen sequence. For example, he sequence mus have a definie beginning and ending include four differen ranspor skills follow he rhyhmic bea of he music provided (e.g., drum bea, aped music) Variaions: Connec wih oher learning oucomes by including crieria from oher learning oucomes (e.g., direcions, levels, pahways, and planes, learning oucome K.1.3.B.3a; mirroring and maching, learning oucome K.1.3.B.3d). 3 42
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Have half he class demonsrae heir ideas o he ohers and hen swich. This sraegy is an effecive use of ime ha allows hose who may feel shy or inimidaed abou performing in fron of ohers feel more comforable. Encourage sudens o develop an appreciaion of he aesheic and ahleic values of movemen. A sequence is a movemen senence wih a beginning, a middle par, and an ending. Demonsrae examples of movemen sequences for sudens o pracise and hen have hem inven heir own sequences. Provide feedback and opporuniies for sudens o observe each oher. Jump Rope for Hear maerials are available from he Hear and Sroke Foundaion of Manioba. Performance Task: Creaive Movemen Teacher/Peer Assessmen: Checklis The eacher or peers observe sudens and assess wheher he movemen ask crieria have been me. Suggesed Crieria: The sequence clearly shows q a definie beginning q four differen ranspor skills q effor o follow he musical bea q a definie ending q smooh ransiions, no breaks in coninuiy 3 43
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.D.2 à S.1.3.D.2 Demonsrae funcional use of basic movemen skills (i.e., ranspor, manipulaion, balance), applying movemen conceps (e.g., body and space awareness...) o gymnasicype aciviies (e.g., balancing on differen body pars, swinging and circling small hand apparaus...). Curricular Connecions SC: Cluser 2 Maerials and Srucures (balance, sabiliy), Cluser 3 Forces Tha Arac or Repel (graviy) Gymnasics Mas and Apparaus (ranspor) Have sudens explore rolls, roaions, and ranspors, such as he following. On mas: log roll (leap over rolling logs) churn-he-buer roll (fron suppor o back suppor) forward roll (down an incline, from a bench or box) backward roll (wih assisance) carwheel On apparaus: running approach o springboard springboard (ucks, urns) bench and balance beam (walks, ravel, mouns, dismouns) horizonal bar (roaions) climbing frame/ropes (ravel) Rhyhmic Gymnasics Hand Apparaus (manipulaion) Have sudens explore and manipulae a variey of small hand apparaus such as hoops ribbon wands rhyhmic balls scarves Gymnasic Balances Have sudens explore gymnasic balances, such as he following. On mas: scales parner balances V-si shoulder sand eddy-bear sand back bend (assised) invered balances knee scale (headsand progressions) On apparaus: shapes/saics/hangs on climbing frame, balance beam, benches, and box horse 3 44
Grade 3: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT For eaching gymnasic skills, refer o Safey Guidelines for Physical Aciviy in Manioba Schools (MPETA e al.). Performance Task: All Aciviies Teacher: Raing Scale Observe suden performance of gymnasic balances and look for evidence ha he suden is able o use balance skills funcionally during he gymnasic-ype aciviies. Raing Scale 4 3 2 1 All he Mos of Some of Rarely The suden Time he Time he Time uses seleced movemen skills and conceps Use BLM G 4: Movemen Skills Rubric and Checklis (see Appendix H) o record class paricipaion/performance. Teddy-bear sand o headsand progression: Teach sudens o roll ou of a eddy-bear sand safely before allowing hem o lif legs ino a headsand. 3 45