Grade 4 Physical Educaion/ Healh Educaion
Grade 4 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 SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.4.A.1 Show an undersanding of he main characerisics of he maure paerns of he basic movemen skills from he hree caegories (i.e., ranspor, manipulaion, and balance) in self and in ohers. Curricular Connecions ELA: GLO 2 Comprehend and respond personally and criically o lierary and media exs (prior knowledge, comprehension sraegies, exual cues, cueing sysems, vocabulary) Parner Performance Provide sudens wih picures of he maure paerns of he 14 basic movemen skills (e.g., jumping, overhand hrowing, saic balance). Have hem lis maure-paern characerisics for each skill. Using he Think-Pair-Share sraegy, have sudens work in pairs o compare heir liss of characerisics. The parners hen ake urns demonsraing a specified number of skills o deermine how many of he characerisics are being achieved. (See Think-Pair-Share, K 4 ELA, Sraegies 15.) Picure Mach Have sudens use posers of basic movemen skills o mach he phase of skill developmen o he skill performed by hemselves or by a parner. Group Challenges Have small groups develop word cues for each of he manipulaion skills (e.g., roll: wind up, sep). See learning oucome K.1.3.A.1 for more word-cue suggesions. 4 4
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Inroduce, explain, use, and reinforce movemen vocabulary hroughou he year. Maure level or phase of skill developmen represens a period when all aspecs of a skill can be used and applied o a variey of siuaions. The characerisics of a maure phase include rhyhmical movemen, conrolled and coordinaed movemen, and consisen performance. 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 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 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 Observaion: Parner Performance Peer Assessmen: Invenory Working in pairs, one suden aemps o perform skills following cues given by he parner who describes he maure movemen paern using skills posers (see eacher noes). Have sudens move from one poser o anoher, swiching roles. Variaions: Try he simpler movemen skills wih one parner blindfolded. Have sudens observe heir parners as hey perform he described movemen paerns. Have hem offer correcions where necessary. TEACHER NOTES (coninued) Skills posers are available from he Manioba Movemen Skills Commiee (for conac informaion, see he MPETA websie: <hp://home.merlin.mb.ca/~mpea/>). Refer o learning oucomes S.1.4.A.1, S.1.4.A.2, and S.1.4.A.3 for furher suggesions for insrucion. Use BLM G 1: Summaive Checklis (see Appendix H) o record suden performance in all learning oucomes lised a he end of his GLO. 4 5
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.4.B.1 Demonsrae an undersanding ha rae, mehod, and exen of learning movemen skills are unique o each person (e.g., accep own and ohers differen developmenal processes...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (express ideas, consider ohers ideas, develop undersanding, explain opinions, combine ideas, exend undersanding), GLO 5 Celebrae and build communiy (compare responses, appreciae diversiy, celebrae special occasions, cooperae wih ohers, work in groups) PE/HE: S.1.4.A.2 (movemen skills) Parner Sharing Togeher wih sudens, brainsorm aciviies a which some people excel (e.g., spors hey compeiively rain for) and aciviies ha some migh find difficul (e.g., able ennis, juggling). Ask sudens o find a parner and each each oher aciviies a which hey excel. Have parners communicae and reflec on he following quesions while helping each oher: Why are you good a his aciviy? How ofen do you paricipae in or pracise his aciviy? Why migh you no have he same skill as your parner? How migh a high skill level be aained? Is i possible ha a high skill level migh never be aained? 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? Wha can you do o help ohers improve heir skills? Simulaion Aciviies Discuss individual differences and special needs. Have sudens paricipae in simulaions of aciviies adaped for sudens wih special needs (e.g., leading a blindfolded parner hrough an obsacle course). Targe Pracice Se up a variey of arges as saion aciviies and have sudens aim for he arges using a variey of manipulaion skills. Examples: Roll a ball o a pin. Toss a ball underhand hrough a held hoop. Shoo a ball a a baskeball ne. Kick a ball ino a goal. Throw overhand o a arge on he wall. 4 6
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Trea his learning oucome wih sensiiviy, realizing ha sudens may feel self-conscious abou heir abiliies. However, i is imporan ha sudens learn accepance and olerance of self and ohers because everyone is unique. Observaion: Parner Sharing Peer Assessmen: Anecdoal Have sudens wrie a repor card for heir parners, following specific crieria. Suggesed Crieria: The repor q is posiive q saes wha he parner was able o do q gives a suggesion as o how he parner could improve For furher informaion on programming for sudens wih special needs, refer o he series Moving o Inclusion (Naional Educaion Seering Commiee of he Moving o Inclusion Iniiaive). Refer o page 3 of The Canadian Acive Living Challenge: Leader s Resource Tool Ki, Program 2 (CAHPER/CIRA). 4 7
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.4.B.2 Show an undersanding of he conceps of force and moion (i.e., absorpion of force) when receiving an objec (i.e., give wih he objec o absorb he force in caching and receiving skills; use as many joins as possible over greaes range of movemen possible). Curricular Connecions ELA: GLO 3 Manage ideas and informaion (use personal knowledge, ask quesions, conribue o group inquiry, creae and follow a plan, access informaion, make sense of informaion, organize, record, and evaluae informaion) PE/HE: K.1.4.B.1, S.1.2.A.2 Passing and Caching Provide various pieces of equipmen (e.g., junior-size baskeball, fooball, sofball, flying disc) for parners o use in hrowing and caching aciviies. Quesions for Discussion: Use he following quesions o promp discussion of force and moion: How can you use your arms/hands o make i easier o receive/cach a fooball? Why is i easier o cach a lighly hrown ball? Egg Toss Have sudens oss a ball up o hemselves or o parners, imagining ha hey are caching somehing fragile (e.g., egg, glass objec, waer balloon). Discuss and demonsrae how he hands move o cach a fragile objec. 4 8
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Emphasize ha successful performance of he skill of caching depends largely on he disance and force of he hrow as well as he size of he objec hrown. Encourage sudens o sand close ogeher when firs pracising he skill and o increase disance and force as heir skill improves. Reinforce ha some sudens may have o sand closer ogeher o cach he objecs successfully or furher apar o creae a greaer challenge (link o learning oucome K.1.4.B.1). Paper and Pencil Task: Passing and Caching Teacher: Checklis In groups, have sudens discuss he quesions suggesed for he Passing and Caching aciviy. Have hem record heir responses on char paper. Suggesed Crierion: Look for q number of correc responses Learning Log: Egg Toss Teacher: Invenory As a ake-home aciviy, ask sudens o play cach wih a paren oudoors using firs a ball and hen an egg or a waer balloon. Have hem describe wha hey did differenly o cach he egg or waer balloon as opposed o a ball, and describe how i fel. Suggesed Crieria: The suden q moves hands closer o he body while caching he objec o absorb he force q moves many joins over a wide range of movemen o absorb he force (e.g., bend arms, legs, hips) 4 9
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q K.1.4.B.3a Recognize he qualiies of space awareness (i.e., levels, pahways, direcions) in a variey of aciviies (e.g., ag game, obsacle course...). Frogger SUGGESTIONS FOR INSTRUCTION Se up he play area wih ree snakes on mas, cobras on scooers, rolls on benches or behind sanding mas, and frog food (beanbags) placed a one end of he gymnasium. Have frogs, saring a he opposie end of he gymnasium from he beanbags, ry o ge he frog food and ake i home wihou being agged by he oher creaures. When agged, he frog akes he food back and performs a skill. Frogs are safe on lily pads (hoops) for a maximum of five seconds a a ime. Ship o Shore (levels, pahways, direcions) Have players imagine a ship on one side of he gymnasium (e.g., designae a line) and a shore on he oher side. The eacher is he capain and he players are he crew. The crew aemps o follow he capain s direcions as quickly as possible: Ship run o he ship line. Shore run o he shoreline. Submarine lie on back and raise a leg for a periscope. Crew overboard lie on somach and use swimming moions. Capain s coming salue he capain. Cook s coming rub somach and say, Yum, yum. In he lifeboas si down wih oher players and preend o row, singing, Row, row, row your boa. Iceberg run o he cenre of he gymnasium. Sharks place palms ogeher on op of head o represen shark fin. Scrub he deck go o hands and knees and preend o scrub he floor. Variaions: Add differen ranspor mehods o he commands (e.g., hop o he ship, skip o he shore). Make he gymnasium he ship and each bow, sern, por, and sarboard direcions. Also add crow s nes, direcing sudens o preend o climb o he lookou posiion and look around. When sudens are on eiher ship or shore, call ou, Here comes he fish gobbler! and ry o ag players as hey move from one line across o he oher. Any agged players go o a designaed ship brig area o perform a movemen skill or finess ask before reurning o he game (e.g., eigh jumping jacks). (coninued) (coninued) 4 10
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT For furher learning aciviy suggesions, refer o page 43 of Ready-o-Use P.E. Aciviies for Grades K 2 (Landy and Landy). Sudens learn he qualiies of space awareness hrough acive paricipaion in ag games and obsacle courses, as hese aciviies challenge heir hinking as well as heir abiliy o move in differen direcions, levels, and pahways. Learning Log: Frogger Teacher: Checklis Afer playing Frogger, have sudens complee he following knowledge assessmen ask. Frogger Space Awareness Name Grade Dae Good space awareness will help a runner move hrough various obsacles wihou being agged. Draw a map showing he obsacles used in he Frogger game and how you would move hrough he obsacle course. Use he following symbols o draw your map: J saring poin X sopping poin Levels: HL high ML medium LL low Pahways: sraigh curved zigzag Direcions: forward backward sideways diagonally Map of Travel Plan Suggesed Crierion: Look for q evidence ha he suden recognizes and undersands he qualiies of space awareness 4 11
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.4.B.3a (coninued) (coninued) Creaive Obsacle Course Have sudens work in groups of five or six o creae and move hrough obsacle courses ha include differen levels, pahways, and direcions using a variey of equipmen (e.g., cones, scooers, benches, carpe squares, mas, hoops, ropes). Corners (pahways, direcions) Divide sudens ino groups of five and have each group form a square, wih one person in he middle. Mark each corner wih a cone. Sudens on he corners ry o swich places wih each oher while he middle suden aemps o seal a corner. The suden lef wihou a corner goes o he middle. Parner Tag (levels, pahways, direcions) Have pairs of sudens ry o ag one anoher. When agged, he suden mus perform a skill (e.g., an exercise or balance). Once he skill is compleed, sudens reverse roles. 4 12
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT 4 13
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.4.B.3b Show differen ways o propel or move (e.g., kick, srike, roll...) objecs using differen body pars (e.g., head, arms, hands, fee...). Curricular Connecions PE/HE: GLO 4 Personal and Social Managemen, S.1.4.B.2 (problem solving), S.1.4.C.1 (inerpersonal skills) Chapee Have sudens play his popular Mexican circle game of balance, agiliy, and reflexes by having hem sand close ogeher o oss a kick sack back and forh, bouncing i off heir body pars wihou using heir hands. Long Ball Have sudens play a wo-base baseball-ype game. The baer his a sponge ball wih one hand from he home base a one end of he play area and aemps o run o he opposie safey end zone (firs base) wihou geing hi below he shoulders by he ball. The fielders rerieve and hrow he ball a he runner(s) or o he picher o sop he play. The runner may no run when he picher has he ball, bu may aemp o run back o he home base safey zone if he ball is sill in play. There may be more han one baing player in he home base safey zone. All players on he baing eam have a urn a hiing before eams swich places. Score one poin for each reurn o he home base safey zone. Players are no ou if a fly ball is caugh (he ball mus hi he runner). Variaions: Use he non-dominan hand o hi a ball. Kick a ball as in soccer baseball. Roll a ball. H O M E B A S E baer s base picher fielders F I R S T B A S E 4 14
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT The use of scooers challenges sudens o propel and move in differen ways. For scooer aciviies and keep away games, refer o page 232 of Ready-o-Use P.E. Aciviies for Grades 3 4 (Landy and Landy). Use sof, sponge-like equipmen when inroducing manipulaion aciviies o preven injuries and o encourage paricipaion. When hrowing balls in dodge-ballype games, esablish he game safey rule ha a person who is hi above he shoulders (e.g., head) is no ou. Ensure ha games are coninuous and ha sudens are only emporarily removed from ( ou ) he game. Quesioning: All Aciviies Teacher: Invenory Afer sudens have paricipaed in a variey of aciviies, ask hem o mee in small groups o brainsorm he differen ways o propel or move objecs using differen body pars. Have a designaed group reporer share he brainsorm responses wih he whole class. Assess group responses for evidence of learning and undersanding. Suggesed Crieria: Look for examples showing q a variey of ways of moving q use of a variey of body pars 4 15
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.4.B.3c Differeniae beween qualiies of effor (e.g., fas and slow, srong and ligh, free and bound...) in movemen sequences performed by ohers. Curricular Connecions PE/HE: GLO 2 Finess Managemen SC: Cluser 1 Habias and Communiies (moving like animals) Creae Movemen Sequences Have each suden design a five-movemen sequence composed of a fas ranspor skill, a slow ranspor skill, a srong movemen, a ligh movemen, and a body shape, in any order. Ask sudens o wrie he five movemens on paper. Discuss sudens movemen ideas as a group. Once sudens are saisfied wih heir movemen choices, have hem share heir ideas wih a parner o ensure ha hey have all he required componens. Sudens hen pracise heir movemen sequences, afer which hey demonsrae heir sequences o a differen parner who deermines which movemens are fas, slow, srong, ligh, free, and bound. Change of Pace Have sudens paricipae in running aciviies o deermine differen qualiies of effor. Examples: sprining (fas) and jogging (slow) sriding, lunge walking (srong), and rhyhmic running (ligh) agging (free) and relays (bound) 4 16
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT See Appendix I: Glossary for definiions of he qualiies of effor in movemen. A sequence is a movemen senence wih a beginning, a middle par, and an ending. Provide sudens wih examples of movemen sequences for pracice and hen have hem inven heir own sequences. Provide opporuniies for sudens o observe each oher and encourage hem o offer posiive commens as he parners perform. Performance Task: Creae Movemen Sequences Peer Assessmen: Anecdoal Noes/Checklis Have sudens do a peer assessmen o demonsrae heir knowledge of he qualiies of effor. See BLM 4 1: Movemen Sequence Assessmen. Link aciviies o finess-relaed learning oucomes, wih explanaions of pacing and cardiovascular finess raining. 4 17
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q K.1.4.B.3d Idenify characerisics (e.g., idenical and conrasing movemens and/or rhyhms...) ha enhance choreography of movemen sequences wih a parner and in small groups. Saion Task Cards SUGGESTIONS FOR INSTRUCTION Assign a small group of sudens o a saion wih a ask card insrucing sudens o creae sequences wih hree differen movemens ha demonsrae key characerisics of choreography. Examples: Creae a movemen sequence ha shows ask card 1 conras in levels ask card 2 conras in direcions ask card 3 uniy in arm movemens ask card 4 wo differen pahways Variaion: Creae heme cards (e.g., holidays, sporing evens, celebraions) o be used in combinaion wih he ask cards. Teach Your Creaive Movemen Sequence Have sudens, working in pairs, each each oher heir Creaive Movemen Sequences (see learning oucome K.1.4.B.3c) so ha parners are performing idenical movemens. Once he parners have performed boh rouines, have hem choreograph heir sequences ogeher as conrasing movemens. Pairs hen each heir conrasing sequence o anoher pair. Variaions: Have sudens share oher movemen, gymnasic, aerobic, or jump-rope rouines. Friendship Dance Have sudens perform he idenical movemen and rhyhm of he Aboriginal Friendship Dance, which encourages accepance. All dancers hold hands in a circle and shuffle heir fee clockwise in rhyhm o he bea of drumming music. Encourage dancers o relax and go wih he flow, in ime and in une wih everyone else. 4 18
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Characerisics of Choreography: Characerisics ha enhance choreography of movemen sequences include variey in levels, direcions, pahways, planes, and body shapes variey in qualiies of effor (ime, force, and flow) and relaionships idenical movemens conrasing movemens good use of floor space movemen in ime o music, if applicable (rhyhmical) a beginning, a middle, and an ending a general presenaion ha has audience appeal Learning Log: Saion Task Cards Teacher: Checklis Have sudens complee he knowledge assessmen ask suggesed below. Enhancing Choreography Name Grade Dae You are making up a creaive movemen sequence. Name he ways in which you could make your movemen sequence appealing. Suggesed Crierion: Look for evidence ha he suden is able o q idenify characerisics ha enhance choreography of movemen sequences (see eacher noes) 4 19
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.4.C.1 Explain simple rules used in lead-up games and aciviies ha are suiable for recess (e.g., four-square, hopscoch, jumprope aciviies, game of own design...). Game Wrie-Up Have sudens follow he invenive game srucure of five elemens (see eacher noes) o wrie up a familiar recess game/aciviy. See BLM 3 1: Game Wrie-Up. For a blank game wrie-up form, see page 207 of Physical Educaion K 4: Movemen wih Meaning (Manioba Educaion and Training). Inven-a-Game Have sudens use he elemens of an invenive game o creae and wrie a recess lead-up game or aciviy wih a parner. Teachers for a Day Provide sudens wih opporuniies o each heir games o a group of younger sudens. q K.1.3.C.2 à K.1.4.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 2 Comprehend and respond personally and criically o lierary and media exs (prior knowledge, comprehension sraegies, exual cues, cueing sysems, vocabulary) PE/HE: K.1.3.C.2, S.1.4.A.1 * The arrow (à) indicaes ha he learning oucome is mainained from a previous grade. Word Wall Have sudens develop a movemen word lis consising of acions relaed o playing simple games/aciviies. Prin he movemen vocabulary words on cards and pos hem as he skills are performed. (See Word Wall, K 4 ELA, Sraegies 199.) Follow he Signs Se up his aciviy as suggesed for learning oucome S.1.4.A.1 and add movemen signs such as spin, deke, dodge, counerclockwise, and so on, in a pahway hroughou he gymnasium. Variaion: Have sudens help creae signs. Pick-a-Card Circui Lis a series of exercises on he board. Have parners selec a playing card from a pile in he cenre of he gymnasium, he card number indicaing he number of repeiions hey will do when i is heir urn in he exercise area. Parners alernae in running wo laps and swiching wih he parner o perform a given exercise. Afer four o five minues, swich o he nex exercise. 4 20
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Elemens of Game Srucure: The five elemens ha form he srucure wihin which an invenive game can be played are 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 Paper and Pencil Task: Game Wrie-Up Teacher: Checklis Have sudens use BLM 3 1 o sor he componens of a known game ino appropriae secions. See BLM 3 1: Game Wrie-Up. Quesioning: Teachers for a Day Teacher/Peer Assessmen: Invenory Afer a suden explains his or her game, ask he class o answer he following quesions wih a show of hands: 1. Did he presener know and presen he game well? o Yes o No 2. Could you play he game, based on he explanaion given? o Yes o No Exercises could include skipping push-ups crunches (curl-ups) jumping jacks verical jumps dips 4 21
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q K.1.4.C.3 Recognize he basic conceps (e.g., accuracy, body posiioning, objec placemen...) of simple ne/wall and sriking/ fielding games/aciviies. Four-Corner Soccer SUGGESTIONS FOR INSTRUCTION Divide he class ino four equal eams, each eam wearing a differen colour of pinnies. To form goals, have each eam urn a bench ono is side on a diagonal across a corner of he gymnasium or use cones as goal poss. Provide sudens wih a number of indoor soccer balls and have eams aemp o score on he oher goals, keeping he ball below knee level. Variaions: Have a goalie a each goal. Sudens can repor o a recording area every ime hey score on anoher goal. Discuss observaions of he game using he following quesions for reflecion: How did aiming help you o score more goals? Wha sraegies did you use wih your eam players o score goals? Newcomball Creae eams of hree o six players who face one anoher across a volleyball or badminon ne. Have a suden from one eam serve, using an underhand hrow over he ne. The oher eam caches he ball and uses a wo-hand hrow o reurn i over he ne o rally. The opposiion scores a poin when a eam drops he ball or sends i ou of bounds. Play he game o 15 poins. Variaion: Three differen eammaes mus cach/oss he ball before sending i over he ne. Discuss observaions of he game, using he following quesions for reflecion: Wha did you aim for when passing he ball over he ne? How did you posiion your body when he ball was coming over he ne oward your eam? 4 22
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT These basic conceps can be emphasized in a variey of simple and/or lead-up ne/wall and sriking/fielding games/aciviies (see Appendix A: Physical Aciviy Caegories) such as volleyball ennis badminon able ennis handball racqueball squash sofball Encourage sudens o pracise he basic sraegies of simple ne/wall and sriking/fielding games/aciviies such as he following (Belka, cied in Human Kineics, wih Peifor, 156): Send objecs ino open spaces. Reposiion o he area ha gives he bes coverage afer every reurn. Vary play o make i difficul for opponens o anicipae wha will happen. Share coverage of he playing area wih eammaes. Communicae effecively wih eammaes. See page 296 of Ready-o-Use P.E. Aciviies for Grades 3 4 (Landy and Landy) for paddle-ype sriking games. See he 1999 Pan American Games: Resource Ki for Physical Educaion Teachers for baing-ype games, The Churches (page 21), and Pinaa (page 24). Observaion: Four-Corner Soccer Peer Assessmen: Invenory Assign wo suden coaches for each eam and provide hem wih observaion cards, such as he one below. Have he coaches observe heir eam in acion and place check marks in he appropriae box when hey see he following: Send he ball o an open space. Move he ball a variey of ways. Pass and aim wih accuracy. Observaion of Team in Acion Move o go o he ball. Pass he ball o eam members. Kick, using characerisics of he maure paern of his skill. Coaches use he informaion o advise heir eam on how o improve heir play. Change coaches every few minues. Variaion: Have coaches wrie he names of players in he appropriae box. 4 23
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.4.C.4 Idenify he five fairplay ideals (i.e., respec for rules, officials, and opponens, self-conrol, equiable playing ime). Curricular Connecions ELA: GLO 5 Celebrae and build communiy (appreciae diversiy, celebrae special occasions, cooperae wih ohers, work in groups) PE/HE: GLO 4 Personal and Social Managemen (inerpersonal skills) SS: social responsibiliy Fair Play for Kids Display a poser of fair-play rules on he wall. Have sudens work in pairs, wih one suden facing he poser on he wall. The suden who canno see he poser explains he five ideals/rules of fair play o he parner. The parner checks for correc idenificaion. Swich roles. Sudens repor he resuls o he eacher, if desired. Respec Your Opponen Respec he Rules Mainain Self- Conrol Respec he Officials Provide Equal Opporuniy 4 24
Grade 4: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Conac Spor Manioba for furher informaion on fair play. See also Fair Play for Kids: A Resource Manual (Binder). Fair-Play Ideals: Respec he rules. Respec he officials and accep heir decisions. Respec your opponen. Give everyone equal/equiable opporuniy o paricipae. Mainain your self-conrol a all imes. The fair-play ideals are idenified on page 16 in he Leisure secion of The Canadian Acive Living Challenge: Leader s Resource Tool Ki, Program 2 (CAHPER/CIRA). Quesioning: Fair Play for Kids Peer Assessmen: Invenory Have sudens sand in wo circles, one inside he oher: one circle faces ouside and one faces inside. Have facing parners discuss one of he five fair-play ideals. Have he circles roae for new parnerships wih each new ideal. 4 25
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q S.1.4.A.1 Demonsrae proficiency in basic ranspor skills and oher locomoor variaions and exensions (e.g., slide, leap, grapevine...). Curricular Connecions PE/HE: S.1.4.A.1 (fair play), GLO 3 Safey SS: culural diversiy Follow he Signs SUGGESTIONS FOR INSTRUCTION Se up cones, wih signs indicaing he basic ranspor skills, in a pahway hroughou he gymnasium. Have sudens read a sign (or look a he picure) and perform ha skill on heir pahway o he nex cone. (Refer o learning oucome K.1.4.C.2.) Game Grea Wall of China Ask hree aggers (guards) o sand in he cenre of he gymnasium beween wo parallel lines approximaely hree o five meres apar and have he oher sudens line up along one end line. On he guards chan, Scale he wall, he end-line players run across he wall o he opposie end line, rying o avoid being agged by one of he guards. If agged, he player remains on he wall o help defend i on he nex crossing. Variaions: Have he hree guards each selec one player o cross he wall a he same ime. If any one of hese hree players successfully crosses, hen all he oher players aemp o cross. Tagged players go o an exercise area unil he sixh agged player eners he area. The firs five agged players may hen reurn o he game. Arrange a changing of he guards afer a specified period of ime. Relays Ask sudens o line up along one sideline in pairs or small groups and have hem perform a variey of he movemen ranspor skills. x x x x x x x x x x x x x x x x x x x x x x x x (coninued) Game Owl Hop (Inui) Have sudens sar on a line and hop across he play area wih one foo behind he knee and heir bodies ben halfway down. Sudens aemp o cover he greaes disance wih he fewes number of coninuous hops. (coninued) 4 26
Grade 4: 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. For furher insrucional suggesions, see Basic Movemen Skills (K 3) (Manioba Educaion and Training). Curricular connecions can be made wih music by having sudens mach heir movemens o he rhyhm of he music. Perform he relays for a specified ime. Play music for moivaion and as a sar-sop signal. Selec music of appropriae empo for he various ranspor skills. Refer o Appendix C: Programming for Sudens wih Special Needs for guidelines relaed o modificaions, adapaions, and accommodaions. Performance Task: All Aciviies Teacher: Scoring Rubric While sudens paricipae in he aciviies, observe for proficiency in he basic ranspor and oher locomoor skills. Suggesed Crieria: Skipping The suden A. displays a sep-hop paern B. uses boh sides of body alernaely C. swings arms in opposiion o fee D. displays a rhyhmical paern E. focuses eyes forward Refer o Physical Educaion K 4: Basic Movemen Skills Assessmen (Movemen Skills Commiee) for oher ranspor skills crieria (i.e., running, jumping, hopping, galloping). 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. 4 27
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.4.A.1 (coninued) (coninued) Line Dance or Mayim Have sudens paricipae in Mayim, a Jewish folk dance ha involves he grapevine sep. The movemens express he joy of finding waer in a very dry land. The formaion is a single circle of dancers, facing inward, wih hands joined. The dance proceeds as follows: Grapevine sep (four imes): Sep righ, lef foo in fron; sep righ, lef foo behind, moving in a ligh, springy, clockwise manner. Ino cenre and back (wo imes): Beginning wih righ foo, ake four running seps ino he cenre, raising hands above head; reurn using four running seps back, slowly lowering hands. Repea. Run-oe-ouch-clap: Beginning wih righ foo, move clockwise using hree running seps; face cenre and hop on righ foo, ouch lef foo across fron o righ side; hop on righ foo, ouch lef foo o side; repea hree imes. Hop on lef foo, ouch righ foo in fron o lef side, and clap hands. Hop on lef foo, ouch righ o side, and swing arms ou o sides, shoulder high; repea hree imes. Repea dance from he beginning. Leaping Lizards Se up a variey of saions and have sudens leap over objecs, on objecs, in objecs, and so on. For example, se up cones wih ropes across hem cones wih sicks across hem combinaions of hoops, ropes, and mas on he floor 4 28
Grade 4: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Locomoor Variaions and Exensions: Grapevine a sep oward he lef side (coun 1), a sep placing he righ foo behind he lef (coun 2), a sep lef o he side (coun 3), and hen a sep placing he righ foo in fron of or beside he lef (coun 4). Slide a gallop performed in a sideways direcion. Leap aking off wih one foo wih a period of suspension, hen landing on he oher foo. Ensure ha sudens leap a appropriae heighs and say on he balls of heir fee when landing. For more dance ideas, see Ready-o- Use P.E. Aciviies for Grades 3 4 (Landy and Landy). Remind sudens o reurn equipmen o is original place. 4 29
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q S.1.4.A.2 Demonsrae proficiency in seleced manipulaion skills in a variey of individual aciviies (i.e., rolling, underhand and overhand hrowing, caching, sriking, bouncing, kicking, dribbling a ball using fee). SUGGESTIONS FOR INSTRUCTION Targe Pracice (variey of manipulaion skills) Se up a variey of arges as saion aciviies and have sudens aim for he arges using a variey of manipulaion skills. Examples: Roll a ball o a pin. Toss a ball underhand hrough a held hoop. Shoo a ball a a baskeball ne. Kick a ball ino a goal. Throw overhand o a arge on he wall and cach he ball. Hoop and Arrow (hrowing) Have sudens work in pairs. One player rolls a hoop along he ground and he oher ries o hrow an arrow (e.g., beanbag) hrough i. Players are awarded poins according o how close he arrow is o he cenre of he hoop. As players become more skilful, increase he hrowing disance. Dribble Tag (hand dribbling) Designae hree or four sudens as aggers and provide all he oher sudens wih a ball o bounce. Have sudens dribble heir ball coninuously. If hey are ouched (agged) on he shoulder, hey mus give up heir ball o he agger and become a new agger who ries o cach anoher dribbler. Sudens who lose conrol of heir ball while dribbling go o a penaly saion o do five jumping jacks before reurning o he game. Soccer Tag (foo dribbling) Have sudens foo dribble heir soccer balls and play Dribble Tag as suggesed above. 4 30
Grade 4: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT See also Inui Fooball and Inui Baseball (Scrub and Rounders), learning oucome S.1.3.A.2. For more learning aciviy suggesions, refer o Naive Games: Teacher Handbook (Manioba Educaion). To make arge aciviies more moivaional, use a variey of shapes and colours. Also use arges pained on walls, picures, and signs relaed o spors or hemes (e.g., enlarged picures or drawings of baseball gloves on he wall, carnival hemes). Link o Technology: Review skills ha are performed and videoaped by sudens. Refer o Basic Movemen Skills (K 3) (Manioba Educaion and Training) for informaion on developing skills posers ha can be used as visual ools. Performance Task: All Aciviies Teacher: Scoring Rubric While sudens paricipae in Targe Pracice, observe for proficiency in seleced manipulaion skills in a variey of individual aciviies. Suggesed Crieria: Overhand Throwing The suden A. focuses eyes on he arge B. bends and holds elbow back a shoulder heigh behind ear C. roaes hips so ha opposie shoulder is in line wih he arge D. seps forward wih foo opposie o hrowing arm E. shifs weigh from back o fron foo F. leads hrow wih elbow and follows hrough down and across he body Refer o Physical Educaion K 4: Basic Movemen Skills Assessmen (Movemen Skills Commiee) for oher manipulaion skills crieria (i.e., rolling, bouncing, caching, underhand hrowing, sriking, kicking). 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 6: Manipulaion Skills Crieria (Appendix H) for a summary of all manipulaion skills crieria. 4 31
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q S.1.4.A.3 Demonsrae compeency in saic and dynamic balance on apparaus a a low level (e.g., on a line, bench, low beam...). Tes Your Balance SUGGESTIONS FOR INSTRUCTION Have sudens perform various gymnasic balances such as hose lised below. Saic Balance: fron scale bridges V-si knee scale shapes/saics/hangs on srucure Dynamic Balance: walk on beam, bench walk backward walk sideways walk hrough hoops walk over obsacles dip sep On he Bench Tricks Have parners ravel along one bench wih a ball or balloon beween heir heads, somachs, hips, and so on. Using wo parallel benches, have parners ravel on separae benches while hrowing a ball (or differen pieces of equipmen) back and forh. Using one bench, have wo parners mee and pass one anoher wihou falling off he bench. 4 32
Grade 4: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Picures, videos, and eacher/suden demonsraions can serve as visual aids for he class. Encourage sudens o paricipae in a variey of leisure aciviies such as rollerblading, skaing, and skiing, supervised for safey, o coninue o develop heir balance. See Up Down All Around (Russell, Schembri, and Kinsman) for more aciviy descripions. Performance Task: Tes Your Balance Teacher: Scoring Rubric While sudens paricipae in he balance aciviies, observe for compeency in saic and dynamic balance on apparaus a a low level. Suggesed Crieria: Dynamic Balance The suden A. mainains balance while using alernae sepping acion B. mainains an uprigh posure C. mainains balance by using arms as needed D. focuses eyes forward Refer o Physical Educaion K 4: Basic Movemen Skills Assessmen (Movemen Skills Commiee) for oher balance skills crieria (i.e., saic balance). Ensure ha benches are sable so ha sudens ravel along hem safely. 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 11: Balance Skills Crieria (Appendix H) for a summary of all balance skills crieria. 4 33
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.4.B.1 Demonsrae funcional use of basic movemen skills (e.g., jumping, hopping, hrowing, caching...) in sporrelaed lead-up individual/dual games and physical aciviies (e.g., juggling, rope jumping...). Curricular Connecions PE/HE: K.1.4.B.1 Game of Five (HOOPS) Have sudens shoo baskeballs from he five locaions around he baskeball key. As hey score a one locaion, hey progress o he nex locaion and earn a leer oward he spelling of HOOPS. If hey miss a sho, hey reurn o he end of he line a ha locaion while he nex person shoos. Jump Rope for Hear Have sudens creae jump-rope rouines. Parner Throw and Cach Volleyball Have sudens work in pairs o overhead hrow and cach a volleyball (or modified volleyball) over a low ne. Srike I Provide sudens wih sriking implemens (e.g., racques, paddles) and sof or slow-moving objecs (e.g., yarn or sponge balls, shulecocks). Have hem ry o hi he objecs coninuously up in he air wihou allowing he objecs o hi he floor. Sudens coun he number of successful srikes and graph or char heir resuls. Two-on-Two Soccer Provide sudens wih cones o be used as goals and soccer balls of appropriae size. Have sudens work in groups of four o paricipae in a wo-on-wo soccer game, changing goalie posiions ofen. Players sar he ball a he cenre afer each goal. Afer rough play or when a player inenionally ouches he ball wih he hands, he opposing eam akes a free kick. A ball going over he end line is kicked back ino play by a defensive player. A ball kicked over he end line by a defender is kicked back from a corner by an aacker. Variaion: Have sudens work in groups of six or eigh o play hree-on-hree or four-on-four soccer. 4 34
Grade 4: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Where possible, lower he baskes and use a smaller ball. Observaion: Game of Five (HOOPS) Self-Assessmen: Invenory If sudens successfully complee he word HOOPS during he alloed ime each class, hey add heir names o he HOOPS lis aached o he wall. Jump Rope for Hear maerials are available from he Hear and Sroke Foundaion of Manioba. Laminae and pos a large blank graph char wih squares he size of self-sick noes. When sudens graph heir resuls, ask hem o sign heir names on a self-sick noe and place i in he appropriae square. Discuss class resuls. 4 35
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.4.B.2 Demonsrae funcional use of basic movemen skills (e.g., kicking, sriking...) in large-group/mass-paricipaion aciviies (e.g., invasion and sriking/fielding-ype aciviies...). Curricular Connecions PE/HE: GLO 3 Safey Ball in he Air (Argenina) Divide he class ino eam A and eam B. Team A members form a line along he home boundary and sand ready o run. Team B members form a circle, leaving a mere or so beween players. On he given signal, eam A members run, one a a ime, around eam B, while eam B sars passing he ball around he circle as fas as possible, calling ou he number of each pass. When he las eam A player passes he boundary line, he enire eam shous, Sop! Team B sops passing he ball. Their score is he oal number of passes. Teams change places and sar again. Everyone Score Soccer Provide one o four soccer balls for wo eams, each on heir own side, wihou a goalie. On he given signal, each player aemps o score a goal, and hen goes o si on he eam bench. The firs eam o have everyone siing down on he bench is he winner. Use large mas as arges so ha everyone is successful. This is excellen for less skilled sudens as hey mus go afer he ball and canno rely on he sronger sudens abiliies. Many sraegies can be developed during he game. Variaion: Remove he ma and mark he goal wih cones and goalies. Coninuous Baseball Use mas o se up a baseball diamond, including a picher s mound. Divide he class in half as fielders and baers. Pich a whiffle or foam ball o a baer who uses his or her arm or a small racque o ba. Upon hiing he ball, he baer runs he bases unil he fielders ge he ball o he picher who hen calls ou, Sop! The baer eiher reurns o he las base ouched or says where he or she is unil he nex baer his. Runners coninue o run pas home base oward firs base, sopping on he signal. Poins are couned each ime a runner seps on home base. No one is ou, excep a baer whose fly ball is caugh. Change sides when all members of he baing eam have had a urn o hi. 4 36
Grade 4: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT To add o he challenge, use differen variaions of passes: backward, volleyball, and baskeball passes. See also Ma Baskeball, learning oucome K.1.3.C.3. Observaion: All Games Peer Assessmen: Scoring Rubric Have a suden assessmen eam rae he funcional use of players skills (and fair-play behaviour). For example, have wo sudens assess skills and wo ohers assess fair play, using he following rubric. Use of Skills Rubric Scale The suden 4 always demonsraes correc skill performance* Ensure ha sudens are aware of and follow he various spor-specific safey rules such as no conac in eam spors no high sicking in floor hockey See Safey Guidelines for Physical Aciviy in Manioba Schools (MPETA e al.) for addiional informaion. 3 demonsraes correc skill performance during mos game siuaions 2 demonsraes correc skill performance a few imes 1 rarely or never demonsraes correc skill performance * To assess fair play, subsiue correc skill performance wih fair play. Safey, finess managemen, and personal/social developmen can also be assessed during game play by subsiuing words such as safey, acive paricipaion, cooperaion and helpfulness, lisening skills, and so on. Use BLM G 2: Class Checklis or BLM G 4: Movemen Skills Rubric and Checklis (see Appendix H) o record class resuls. 4 37
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q S.1.2.B.3 à S.1.4.B.3 Se up and manage own games (e.g., skipping games, arge games, hopscoch...). Game Day SUGGESTIONS FOR INSTRUCTION Have sudens se up and paricipae in a variey of games and aciviies in which hey have paricipaed during pas classes (e.g., soccer, four square, skipping, ag, invened games). Recess Games: Tweny-Poins Wall Ball Have players face a wall and sand behind a line approximaely five meres from he wall. The hrower sands closer o he wall and osses a ennis ball agains he wall so ha i lands beyond he five-mere line. A player who caches he ball, ges 10 poins caches he ball afer he firs bounce, ges five poins caches he ball afer he second bounce, ges wo poins drops he ball, loses 10 poins If a player drops he ball, he play immediaely sops. The ball is reurned o he hrower and he game is repeaed unil someone reaches 20 poins and becomes he new hrower. 4 38
Grade 4: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT For skipping ricks, see pages 209 o 221 of Ready-o-Use P.E. Aciviies for Grades 3 4 (Landy and Landy), as well as Jump Rope for Hear maerials available from he Manioba Hear and Sroke Foundaion. See also Four Square, learning oucome S.1.3.B.3. Preeach sraegies for selecing fair eams (e.g., avoid using capains o pick eams, leaving one suden as las pick). Observaion: Game Day Group Assessmen: Checklis Afer sudens have played a game, have hem complee a checklis such as he following. Game-Managemen Checklis Yes No 1. We all helped o se up he game o o by voluneering for jobs. 2. We all followed he rules. o o 3. All players go equal urns. o o 4. We made safey rules and followed hem. o o 5. We had a penaly ha we used when someone broke he rules. o o 4 39
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.4.C.1 Demonsrae funcional use of basic movemen skills (e.g., sriking a ball wih he hand and/or implemen, balancing...) in oudoor aciviies on he school grounds and/or special evens (e.g., four-square ball, T-ball, skaing, snowshoeing, abloids, miniolympics, muliculural games...). Curricular Connecions PE/HE: GLO 2 Finess Managemen, K.5.4.A.2 Recreaional Field Trips Take sudens on field rips o communiy recreaion areas. Have sudens paricipae in a variey of recreaional aciviies (e.g., skaing a he communiy cenre, cross-counry skiing in a nearby park or field, aending a finess/recreaion cenre or racque spor faciliy). (See Excursions, Success for All Learners, 9.4.) Teherball Have wo players sand on opposie sides of a line, facing a eherball aached o a pos. One player sars he game by hiing he ball in any direcion wih he hand or fis. The challenger srikes he ball in he opposie direcion. The player who his he ball all he way around he pole firs is he winner. Players canno ouch he rope or he pole, cach or hrow he ball, or ouch he ball wih any par of he body oher han he hand. Oudoor Fun Provide sudens wih opporuniies and safe equipmen o srike a ball wih an implemen, as in broomball kick and dribble wih heir fee, as in snow soccer pracise heir dynamic balance, as in cross-counry skiing, snowshoeing, and skaing Shinny Mark off a long field (using four sicks for boundary markers and four sicks for goal lines) for a game of shinny. Divide he class ino wo eams, giving each player a sick. Teams aemp o score a he opponens end wih no goalies in he goalie area. Emphasize ha here is o be no body conac and no slashing during play and ha sick blades canno go above he player s wais even when he player shoos. 4 40
Grade 4: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Discuss spor- and recreaionspecific safey rules wih sudens, especially as hey apply o children playing near hin ice, riding bicycles or rollerblading on srees, and so on (see Safey Guidelines for Physical Aciviy in Manioba Schools [MPETA e al.]). Allow older sudens or spors leaders opporuniies o conduc aciviies wih younger sudens. Use resources ha are nearby, especially a imes when he gymnasium is no available. Ensure ha sudens pracise sun smar healh habis (refer o learning oucome K.5.4.A.2). Learning Log: Recreaional Field Trips Self-Assessmen: Anecdoal Noes Afer a field rip, have sudens pick heir favourie recreaional aciviy and describe i in heir learning logs. Have hem deermine wheher hey feel hey performed he aciviy well or require improvemen. Refer o page 7 of Naive Games: Teacher Handbook (Manioba Educaion). 4 41
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.4.D.1 Demonsrae funcional use of basic rhyhmic seps and paerns (e.g., grapevine, walk/urn, slide, samp, run...), applying movemen conceps alone and wih ohers in a variey of rhyhmic aciviies (e.g., muliculural aciviies o reflec differen syles such as folk, counry, novely...). Curricular Connecions MA: Paerns and Relaions (paerns, sequence) Muliculural Folk Dances Have sudens learn and perform muliculural folk dances such as hose described in 1999 Pan American Games: Resource Ki for Physical Educaion Teachers (Pan American Games Physical Aciviy/Physical Educaion Commiee): Trick he Dancers (page 14) La Raspa (page 20) La Cucaracha (page 22) Conga (page 33) Line Dances Have sudens learn and perform line dances such as hose described in 1999 Pan American Games: Resource Ki for Physical Educaion Teachers: Elecric Slide (page 15) Aerobic Rouines Refer o More Basic Aerobic Paerns (learning oucome S.1.3.D.1) and have sudens use hese o creae and o demonsrae heir own aerobic rouines. Aboriginal Hoop Dance Invie a local hoop dancer o perform for sudens. Be sure o follow culural proocol. 4 42