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Unit Plan Movement
Unit Plan Movement
Education
Grade Level: 3rd
John Gazerwitz
December 6th 2011
Movement Experiences In Elementary School
Class Description
6 week unit plan
Class meets twice a week for 45 minutes
There will be twelve lessons covered over the 6 week period
25 students in the class
Unit Goal:
To teach and integrate classroom material (Math) into Physical
Education activities
Objectives:
Psychomotor Students will be able to demonstrate dribbling, throwing, kicking,
catching, and jumping skills. They will also be able to show
different pathways and movements.
Cognitive Students will be able to describe proper throwing, catching,
dribbling, kicking and jumping skills. Students will also be able to
describe how they came to solve specific equations that pertain
to the different activities.
Affective The students will be able to work productively with partners and
teams while practicing different motor skills as well as
mathematical equations.
New Jersey Core Curriculum Content Standards2.5 Motor Skill Development: All students will utilize safe, efficient,
and effective movement to develop and maintain a healthy, active
lifestyle.
A. Movement Skills and Concepts- By the end of Grade 4
Content: Understanding of fundamental concepts related to effective
execution of actions provides the foundation for participation in games,
sports, dance, and recreational activities.
2.5.4.A.1. Explain and perform essential elements of movement skills
in both isolated settings (i.e., skill practice) and applied settings (i.e.,
games, sports, dance, and recreational activities).
2.5.4.A.2. Use body management skills and demonstrate control
when moving in relation to others, objects, and boundaries in personal
and general space.
2.5.4.A.3. Explain and demonstrate movement sequences,
individually and with others, in response to various tempos, rhythms,
and musical styles.
2.5 Motor Skill Development: All students will utilize safe, efficient,
and effective movement to develop and maintain a healthy, active
lifestyle.
C. Sportsmanship, Rules, and Safety- By the end of Grade 4
Content: Practicing appropriate and safe behaviors while participating
in and viewing games, sports, and other competitive events
contributes to enjoyment of the event.
2.5.4.C.1. Summarize the characteristics of good sportsmanship and
demonstrate appropriate behavior as both a player and an observer.
2.5.4.C.2. Apply specific rules and procedures during physical activity
and explain how they contribute to a safe active environment.
Equipment List:
Bean Bags
Radio
Newspapers
Hula-hoops
Cones
Pennies
Basketball court
Basketballs
Numbered polyspots
Kickball
Bases
Multiplication Flash Cards
White board OR Flash Cards
Yarn balls
Jump ropes
Index cards
Pencils
Deck of cards
Dice
Mats
2 sets of paper numbers from -10 to +12
List of Warm-Ups:
Day 1:
Octopus Tag Everyone must run from one side of the gymnasium to the
other without being caught by the Octopus. When caught
the student must sit where he/she was tagged and
becomes a tentacle that can catch people when passing
too close.
Day 2:
Sticky Parts Each student will be given a beanbag. When the teach calls
out a body part, the student must try to balance the
beanbag there for ten seconds.
Day 3:
Human Bop-It
The teacher will play music while shouting out commands
that the students need to follow.
Kick it - children kick in front of them
Twist it - twist their bodies half way around then
back, feet remaining in same place on the floor.
Spin it - children turn around
Day 11:
Follow the Leader The teacher will set up the gym with cones forming a track.
The students will follow the teacher or a designated leader.
We will start out by walking around the track then we will
progress to different locomotor skills: jog, gallop, hop, skip,
march, and slide.
Day 12:
Sticky Popcorn Dance When the popcorn starts popping in the song, the group
bounces (jumps) up and down. The leader calls out
numbers indicating how many must bounce together
shoulder to shoulder. (Music- Popcorn by Hot Butter)
Unit Content:
Day 1:
Basketball Math
Items Needed- Basketball Hoops, 2-3 basketballs, playground
balls, numbered polyspots
Each team gets numbered polyspots from 1-10, which will be laid
in number order across the gym in front of each team. I will
explain to the teams that they have 30 seconds to shoot a
basket, but in order to do so they must answer a math question.
The first person in each line will have the ball. I will call out a
math question- 2x4=? The student must dribble to the polyspot
that is the correct number and bounce the ball to give me their
answer. Teammates are allowed to help out to get the correct
answer. If the answer is correct I will tell them to try to make a
basket. They can keep shooting until one goes in up to the 30
second time allotment. If the answer is wrong, I will let them
know and then they cannot shoot until they bounce the correct
answer. Once the 30 seconds are up, next person on each team
gets the ball and gets a new question
Day 2:
Steal the Bacon
Items Needed- Basketballs
I will begin numbering the class off into two teams, with each
student on each team having a number. I will begin calling
numbers and the students will race to the middle of the gym to
pick up the basketball then dribble back to their sides and shoot
the basketball. After a round of calling single #s in the
traditional fashion we will start with equations such as 4x2, 1510, or 3x4
Day 3:
Math Kickball
Items Needed- Bases and a Kickball
This will be a basic game of kickball with some math included.
Once the ball is kicked fielders must immediately get the ball
back to the pitcher. When the pitcher has the ball the runners
must stop. The teacher will approach the base where he runner
has stopped and flashes a multiplication fact card to both the
runner and say the 2nd baseman. If the runner beats the 2nd
baseman with the correct response the runner stays, if the 2nd
baseman is the first to answer correctly, the runner is out.
Students will change positions after every inning and everyone
bats per inning. The teacher could add more bases this way there
could be more going on during the game.
Day 4:
Moving Math
Items Needed- numbers and symbols on pieces if paper
Students will be broken into groups of 3-4. The teacher will put
up an equation on the white board. All around the gym there will
be number and symbols to make an equation. The first student
will run out to find the first part of the equation. For example, the
equation would be 3x4=12. The first person would be looking for
the 3. The next person will be looking for the multiplication
sign (x), the next person for a 4 and so on until the equation is
complete. After they finish the teacher will give them another
equation.
Day 5:
Throw and Catch Math Integration
Items Needed- yarn balls
Students are placed in groups of three in the general space,
standing approximately 5-7 feet apart. Two students will throw
and catch, while the third student will record the total points
accumulated, by the team of three, during each trial. The first
throw to start can be an underhand toss with the emphasis
being on catching with two hands. Once completed, students will
take two steps back to begin the activity. If the group can throw
and catch the ball successfully, they will receive points. For
example, if a throw is made and the partner catches it inside the
trunk area, they get two points and if the catch is made in any
other place, they get one point. If a student drops the ball, four
points are deducted from the team score. If and when the team
gets to 21, students will step back once again two more steps.
Students continue the process of trying to get 21 additional
points for a total of 42 points. During the throwing and catching
session, if the catcher has to move out of his standing position
(more than a pivot), students must deduct 10 points from their
score. The teacher should rotate the students every three
minutes with the "new" thrower and catcher taking a few
practice throws before continuing the activity. (They should
continue with the previous score, with the goal of getting as
many team points as possible.
Day 6:
Running Away with the Answer
Items Needed- index cards, white board, hula-hoops, jump ropes,
cones
The students will be assigned to groups of 3-4 and will perform
an activity in which they will collect a certain number of cards
head to show they are finished. The team to complete this first
scores a point. The next task is to ask them to make numbers
with their bodies. When you hold up a number, the teams must
go to their area and form that number with their bodies in a
standing position. The whole group must work together to make
one number. When you see that the number is made, you will
then call out "number line". At that time, both teams must hustle
to get back in number line order. Points are awarded for the team
that makes the number first and the team that gets back in order
first. If you make the number 4, you get 4 points. If you get back
in number line order first you get half that amount of points or 2.
Students are asked to keep their scores as a team. They must
add the numbers each round.
Day 12:
Number Jump
Items Needed- jump ropes
Each student will get a jump rope and get into his/her personal
space. The teacher will then call out various math problems
appropriate to the grade level (including addition, subtraction,
multiplication, etc). The students will call out the answer to the
problem and then jump the rope the number of times that equals
the answer (counting the jumps out loud). The teacher will vary
the jumping skill by asking students to jump forward, backward,
crossing the rope, jumping while moving or other skills that have
been taught previously in the class.