DRAFT: This module has unpublished changes.
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DRAFT: This module has unpublished changes.

Jessica Rachel Gonzales Miramontes

Dr. Kenneth Hansen

Instructional Approaches to Physical Education

LaFetra College of Education, Univ. of La Verne

March 30, 2017

Observational Live Action Research Interview:

Physical Education Cross-Curricular/Integrated Education

 

“One, Two, Three, Go!” Ms. Maloney projected her voice across the field to her evenly lined up students. Amanda Maloney is a first and second grade combination teacher with the Alta Loma School District, and I observed her pedagogy and methods to Physical Education (P.E.) March 2017, during school hours. As I witnessed her working with the students, I observed that she was in her own world of teaching, and the vibrant twenty-eight combo students that she was working with, were ready and listening.

In 2017, the State of California continues to work with administration and teachers in every district, to ensure that each student receives, not only a Common Core Education, rather, a well-rounded, program enriched education that includes P.E. Today, I could see how that process worked alongside the California State Standards that include two-hundred minutes of physical education from sources such as: fifteen to twenty minutes of movement that allows for a total of sixty minutes of moderate to vigorous activity, every day and each week, that may include recess and breaks, for K-8 students. To better understand how Physical Education is integrated in a primary classroom, I interviewed Ms. Maloney via-email, and she was happy to respond with answers through both, interview and observation.

Ms. Maloney is a teacher of twelve years and seven of those years are integrated teaching with P.E., At Alta Loma Elementary School, Ms. Maloney is among several other teachers whom also teach their own students physical education under the district’s specialist, Jessica Bremer. Ms. Maloney is also joined by her Special Education team that helps with Adaptive P.E. for students with additional assistance. During the week, Ms. Maloney works in P.E. whenever and wherever possible. She starts with the morning, and stretching.

In the morning, Ms. Maloney starts off a warm-up to get the students focused for the day. They stand behind their desk, and they go through the body, stretching, and wake up, she addresses some of the muscles and movements they are learning. The stretching and movement near the work environment helps them feel at ease, as though there are no walls to close them in. When students can visually see with their own eyes a warm and inviting environment, they tend to be more open to learning new ideas. Their minds are focused on the content, and not focused on their bodily functions. Children, according to Jean Piaget, “play” is essential to a student’s learning environment. While P.E. is not “play,” Ms. Maloney uses, “play” as a part of their learning environment.

Ms. Maloney has learned how to use her experience to incorporate play and physical education into her lessons. Using the word “play” when needed sends verbal ques to the students. While they may not be “playing” essentially, they are being guided, and hearing “play” when needed, and this develops the foundations they need in learning through a building layered process.  This process is supported by the Alta Loma School District’s ability to foster a motivation within each learner and a lifelong learning interest. The language that a teacher uses with their students is imperative. The way we use that language can be movement in a student’s learning curve.

Next, Ms. Maloney has fostered their ability to achieve comprehension by assigning their weekly progress tied with their individual/group progress. She works in physical education, most of the time, into what they are learning that week, or unit. She explained, “I try to keep it focused. Since I am working with two different grade levels, I make sure to pair up students who are ready for advancement, as well as, students whom may need more help.” In addition, Ms. Maloney explained that, with a combo class, there are a lot of moving parts, and she does encourage them to be independent when needed. She shared with me her examples of how she dispensed the lesson that would carry some of the two-hundred minutes of activity, to her students.

Ms. Maloney explained how she broke up her activity based on where the activity took place. "I integrate physical education every day. Three days are outside and two days are inside. It may also depend on the month and the schedule.” As she explained her system and time management, she went into detail about how weather effects students, even in California.  “There have been times when I have had the students inside all week, such as increment weather, and when the weather is best, we will make time for 5 days outside.” The idea that California has perfect weather is a bit one-sided. While this region of the world has the best weather, more days a year than other regions, students still face extreme heat waves and, yes, downpour with nasty acid rain. Since health is a priority in the welfare of a student’s outcome, learning how to create the same type of vigorous and moderate movement can get difficult in small areas. These restraints on body movement can cause stress and the environment becomes counter-productive for the learner.  

The instruction that Ms. Maloney crates allows for the students to learn how to navigate through small areas, safely, without harm. She acknowledged that the largest immediate benefit to knowing how to integrate P.E. with other subject matter is essential to time management and a safe learning environment. A student’s ability to learn in different types environments, mimics real-world experience. Integration allows for a deeper focus, and respond clearer with precision to content. As for the long-term benefit, they will know how to maintain a healthy lifestyle when they become adults.

“Yes, the PE standards are integrated by using resources that help provide easy lessons and structure to the content.” Ms. Maloney replied. “For example, some of my students are still learning how to gallop.” While galloping is simple enough, it is a hard concept for six-year-old to learn. The standard highlights areas that are known developmental markers. Lastly, the standards that she follows each day, are posted in the back of the class, where they have a map of the whole school year’s expectations.

During the observational aspect, I witnessed how Ms. Maloney incorporates a few ways to ensure that her students understand equality. “Bottom line. If all the students understand that they are all here with the common goal, looking at anything else, would just be a negative.” She explained that each time the students show kindness, helpfulness, and participation while we are outside during P.E., they write whatever they can think of from what they just experienced and earn a reward for good old classroom respect. The journaling helps them see who they are from the outside. Their cooperation and participation as a class works well with their personalities and lifelong learning.

Ms. Maloney described her experience to me as, being an active person and teaching active learning to small children, is a hard concept to grasp. Not only did she have to learn how to engage them, she was not taught well-enough from the start, about how to implement P.E. Since they have had training, and she has been teaching P.E. for several years, the additional learning experiences have made the difference in her appreciation for teaching P.E.  

Involvement from the faculty and staff at Alta Loma Elementary School has been a great example of team work and they work hard to keep the moral high. If there is a teacher that does not like the subject that they are teaching, Alta Loma Schools encourage team-work to help elevate the stress. Ms. Maloney explained further, “So, to answer properly, I would say that we value education high. We know that our students thrive from a lot of movement, and the more they move, they more engaged they become.”

Towards the end of the interview, I wrapped up with some questions that were about how she applies the Alta Loma School District’s Vision Statement into her own lifelong learning, and she said, the 2016 Southern District Conference is the last event she was interested her the most. The next event would be worth the wait. We have a new President in office, and to see where Education thrives will come from the conferences with additional learning.  Ms. Maloney` is aware of physical education in-service workshops. She brought up the Spark program as well as SHAPE for conferences. Both have impacted Physical Education equally well.

Lastly, the Alta Loma School District’s Vision Statement focuses on lifelong learning, and they promote all learning areas as part of that learning process that includes the Multiple Intelligences. Each area of content is also discussed how physical education can be applied at home. Asking the students to always think about how they can be the teacher of this activity. Students go home with how to repeat the activity and teach it to their community. This type of outreach helps families stay healthy, connect the schools to the community, and know what a healthy active-lifestyle looks like. Physical Education for the Alta Loma School District keeps the students talking about their education more than before; following through with their lifelong learning vision.

DRAFT: This module has unpublished changes.

Jessica R. Gonzales Miramontes

Dr. Ken Hansen

Instructional Approaches to Physical Education

LaFetra College of Education, Univ. of La Verne

23 February 2017

 

LESSON PLAN

 

INSTRUCTIONAL UNIT: Around the World and Back

 

 TEACHER

Jessica Rachel

Gonzales Miramontes

 

COURSE

EDUC 330 Hybrid

Instructional Approaches to Physical Education

 

DAY: 3/9/2017

 

CAMPUS: Main ULV

 

GRADE 4th grade

 

SUBJECTS TAUGHT:

Physical Education and Social Studies Integration

 

Additional Subject/ CCS content: Fine Art, Math, Human Development, Life Skills, Reading, Science, Language Arts, and Writing

 

LESSON TITLE

Native American Relay Survival

 

LENGTH OF LESSON

30 minutes (for P.E portion only and additional days of P.E. are easily integrated).

 

(This lessons is set up to spread across the week).

 

CONTENT STANDARDS AND/ CONTENT OBJECTIVES

SUBJECT STANDARD

 

CCS: RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems.

CCS: RL.4.6: Compare the point of view from which different stories are narrated, including the difference between first and third person narrations.

 

CCS: PE.4: Each Student must complete 150 minutes of physical education each week. Students will use 30 Minutes of the 150 from the integrated instruction, for the week.

 

 MULTIPLE INTELLIGENCE ADDRESSED Note to Sub: Students are well informed of how to address their multiple intelligences.

 

1. Musical–rhythmic and harmonic: Practice the recorder finger techniques.

 

2. Visual–spatial: Students are using the space and visual perspective around them to learn.

 

3. Verbal–linguistic:  Oral communication in comprehension.

 

4. Logical–mathematical: Counting the rows, items, and thinking ahead.

 

5. Bodily–kinesthetic: Running, skipping, hopping, jumping, squatting, bending, gross/locomotor skills.

 

6. Interpersonal: Students will get into groups of 3-4.

 

7. Intrapersonal: Student will look to their own Ideas and can come up with an advanced version of lesson with approval. 

 

8. Naturalistic: Using the outside environment, naturally as a human.

 

GOAL OF UNIT

 

Student goals are to understand how economic change can influence individuals, finance, health, and overall status on national and international levels using a combination of integrated subjects.

 

OBJECTIVE OF LESSON

 

After reading the Historical Text, TSWBAT use their locomotor skills and reading recollection to craft and structure the differences between poems and simple literature while also developing locomotor skills & non-locomotor skills, with 90% accuracy from 99% of the class.  

 

 

CLASSROOM MANAGEMENT:

  1. Teacher: “One, Two”

Students: “Eyes on You”

  1. All students have jobs along with their learning responsibility. IF they are done early, or need a mental break, they may attend to their job for a 5-minute break. I have 7-10 students who will utilize this classroom feature.
  2. Remind students about common classroom rules that follow them OUTSIDE.

 

 

 

ASSESSMENT

STRATEGY FOR ASSESSMENT

 

Success of groups with number of animals collected or how quickly crops are planted and gathered.

Using heart rates to judge cardiovascular gains.

 

 Collect the score cards that students carried around with them to record their results. Score 1-4.

 

Assessment of Students participation will also be graded (1, 2, 3, or 4). Mindful and Kind.

 

LEARNING ENVIRONMENT

STRATEGIES TO MEET DIVERSIFIED LEARNERS

Variations:

Decrease or increase distances of tossing or retrieving.
Have fewer or more crops/seeds.

 

Adaptations for Students with Disabilities:

Using partners to assist with retrieving. 
Decreasing the distance of travel.

 

 

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED:

Perquisites: Students should have received background knowledge in the classroom about types of activities the Native Americans participated in during all four seasons, to survive in their land.

 

Poems: Spring Summer Winter Fall (laminate and adhere each one to a . Use Hot Glue or rubber bands to make this device that looks likes this: “Station Stick Stand” and it will be used all year long in your class for PE Integration. Place the laminated sheet between the 2 matching wooden objects in a cone to stand up)

 

Pencils, History Journals, outside space, 15 cones, 6 hula hoops, 3 bean bags, 12 rubber animals or bean bag animals, three baskets of a dozen tennis balls, six empty baskets, 6 jump ropes, 3 cups, 36 manipulatives, 3 scoops, 18-22 whiffle balls, laminated poems, Station Stick Stand, hot glue gun, hot glue.

 

 

   

 

STEPS THROUGH THE LESSON

INTO (Orientation)

 

Using the jump rope, start jumping in the class (after having the students be seated).

Write your results on the board of how many jumps you completed.  (chart for math)

 

 

 Attention getter

 

 

 

 

Ask what muscle groups were potentially used during the jumping (chart Sample). They may want to see the jumping again, to see the muscles react.

Limit the answers 1 per student. EVERY STUDENT MUST participate in the KWL process. They are to write down all notes in the History Journal for this lesson.

 

RATIONALE

 

Students need to become interested. Starting the physical education portion to the instruction is very important. The students will become engaged as well as touch on the KWL learning system.

 

Notes: Muscles: calves, quads, gluts, biceps, triceps, deltoids, core… just a few. Students will come up with creative idea.

 

 

Recalling information can help a student perform better in test and assessments.

THROUGH (Presentation, Structured Practice, Guided Practice)

 

OUTSIDE DIRECTIONS: Students rotate stations with a teacher signal: 1 Whistle “rotate” two Whistles “Listen for Directions” 

 

PREP: Have the stations set up using a diagram for the P.E. Helpers. They know how to set up equipment to the diagram. These student’s names are hanging on the Jobs center. It should only take two students 8 minutes or less to set up the 4 stations.

 

 

 

NOTE: As the stations are being set up, go over the Historical Facts about the Native Americans Survival. Each station will also have a poem. The students MUST provide THREE KEY DETAIL in their History Journals before switching to a new station. Handout for Poems, dramas, and prose.

 

 

 

Divide students into groups 2. More than one team will be lined up at a station.

 

Station 1: Winter (hunting): Place 3 hula hoops with 4 rubber animals in each hoop. Place a cone approximately 10 feet in front of each hoop with a bean bag at each cone. Students will toss the bean bag into the hoop to collect an animal for their group. If they miss, they quickly retrieve a bean bag and bring it back to the cone and shoot again. If successful, the student will run to collect the animal and the beanbag and bring it back to the cone. As time permits, students will continue to toss beanbags into the hoop to collect all four animals.

 

Station 2: Spring (picking berries & fishing): This is a 2-part station. Part A - Place the buckets of balls approximately 10 feet away from empty buckets and three starting cones. The students will run back and forth from the empty bucket to the full bucket (berry bush), get a ball and bring it back. They continue until all are picked. Part B - Place three buckets (fishing holes) approximately 5 feet away from beginning cones with six jump ropes (fishing rods) at each cone. Have the student try to underhand flip the jump rope handle into the bucket. Each time the handle lands in the bucket they have caught a fish.

 

Station 3 - Summer (planting crops-squash, beans, corn): Place 3 cones as starting spots, each with a cup holding 12 manipulatives (seeds). The students pick one seed out of the cup, at a time, and place it out in a designated area. Have the students continue returning back to the cup to get another seed to plant until all seeds are planted nicely in a row directly in front of them. There should be 3 rows of planted seeds at the end. (The teacher will need to give them a set distance apart to plant seeds, based on space.)

 

Station 4 - Fall (harvesting crops): Place 3 cones for starting lines and put a scoop at each cone. Line up approximately 6-8 whiffle balls directly in front of each starting cone to resemble crops that need to be harvested. Place a hoop behind each starting cone to represent the collecting basket. Students at each cone will run out and scoop up one whiffle ball (crops) and return to place it in the basket and continue until all crops have been picked.

 

 

RATIONALE

 

 

A reminder that Students have different voice levels.

 

 

In my classroom, I have students who help with a job in the classroom. There are 35 Jobs. Some students have 2 jobs, while others are Unemployed. The job list in my file cabinet behind my desk as well as on the Job Status Board. I run my class like Mini Societal- Government. 

 

 

Busy time is busy time. I believe my gift of gab and ability to remember amazing facts to tell my students during cleaning, pack up time, recess exit prep.

 

This station works on their locomotor kill “throwing/tossing” and “running” while combining the needs to survive as a native American during the Winter months.

 

 

 

 

 

 

 

 

 

 

This station works on the “squatting/bending” skills. While also running and “jump/hopping” as they learn how to survive in the Spring as a Native American.

 

 

 

 

 

 

 

 

 

 

In this Station, the students learn how to plant the crops while learning how to survive as a Native American in the Summer.

 

 

 

 

 

 

 

 

 

Collecting and bending the crops for the Fall harvest will helps assist in comprehension to historical facts and learning how to survive like a Native American during the Fall season.

 

BEYOND (Independent Practice)

 After returning to the class, with all of the equipment picked up, the students will now create a map of their seasonal journey. A time line how this process took place. A handout will be passed out with details.

 

Recces Exit Slip: What type of attitude would you have had if this were a real situation and you were with your parents surviving during this timeframe?

 

RATIONALE

 

TO keep the students engaged with the lesson, as well as the flow of the day, the students will need busy work. They will need to keep busy as well as not let go of the newly learned content. By adding in a creative colorful ending to the lesson, the student will have a better change of remembering the historical information as well as remember the physical demand they just experienced. These types of lessons are great for students who need to move a lot.

 

References:

(Physical Education Lesson Idea) http://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=2412#.WK4GPfkrJPY

 

(Creative Commons Re-Use)

https://drive.google.com/open?id=0BzZRpWEzjASWMThWdlR4eHA1R1U 

 

(Poems for Reading and Historical Comprehension)

https://www.poetryfoundation.org/

 

Access to the poems to print for students to use.

https://drive.google.com/open?id=0BzZRpWEzjASWRXdwZjVzOVl0bkE

DRAFT: This module has unpublished changes.

Jessica R. Gonzales Miramontes

Dr. Ken Hansen

Instructional Approaches to Physical Education

LaFetra College of Education, Univ. of La Verne

23 February 2017

 

LESSON PLAN

 

INSTRUCTIONAL UNIT: Around the World and Back

Teacher 

Jessica Rachel

Gonzales Miramontes

 

COURSE

EDUC 330 Hybrid

Instructional Approaches to Physical Education

 

DAY: 2/23/2017

 

CAMPUS: ULV

 

GRADE 4th grade

 

SUBJECT:

Physical Education and Reading, Writing, and English Language (RWL) Integration

 

Additional Subject/ CCS content: Fine Art, Math, Human Development, Life Skills, Speaking and Listening, Science, and Social Studies

 

LESSON TITLE

 

Wright Pass

 

LENGTH OF LESSON

30 minutes (for P.E portion only).

 

CONTENT STANDARDS AND/ CONTENT OBJECTIVES

SUBJECT STANDARD

WRITING-

RESEARCH TO BUILD AND PRESENT

 

CCS: W.4.7: Knowledge- Conduct short research projects that build knowledge through investigation of different aspects of a topic.

 

CCS: W.4.8: Recall relevant information from experiences from print and digital sources; take notes and categorize information, and provide a list of sources.

 

CCS: W4.9: Draw evidence from literacy or informational test to support analysis, reflection, and research.

 

RANGE OF WRITING

 

CCS: W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific task, purpose, and audiences.

 

SPEAKING AND LISTENING- 

COMPREHENSION AND COLLABORATION

CCS: SL4.1: Engage effectively in a range of collaborative discussions (one-to-one, in groups, and teacher-led) with diverse partners on grade 4 topics and text building on others’ ideas and expressing their own clearly.

 

 

 

MULTIPLE INTELLIGENCE ADDRESSED Note to Sub: Students are well informed of how to address their multiple intelligences.

 

All students will use Verbal and Logical in this activity. They may use more.

 

1. Musical–rhythmic and harmonic: Student must use of an original song or music written by the student.

 

2. Visual–spatial: Student must use to scale, representation of their project, small or large (outside is acceptable, weather permitting). 

 

***Must Use*** 3. Verbal–linguistic:  Oral presentation

 

***Must Use***4. Logical–mathematical: Student must use Vin diagram analytics in their research.

 

5. Bodily–kinesthetic: Students will use this during exercise and get a clear understanding of their body’s muscle groups.

 

6. Interpersonal: Students may choose to get into groups of 2. If this is a choice, both students will be graded individually based on contribution. 

 

7. Intrapersonal: Student will look to their own Ideas and can come up with an advanced version of lesson with approval. 

 

8. Naturalistic: Student must use nature and or organic/non organic objects either adhered or lose on their project to show their comprehension.

GOAL OF UNIT

 

 Student goals are to understand how economic and environmental change can influence individuals, finance, health, and overall status on national and international levels using a combination of integrated subjects.

 

OBJECTIVE OF LESSON

 

After researching on the internet with a handheld device about the human body muscle groups, TSWBAT present a mini presentation, as the muscle groups are worked out during a physical education instruction with 90% accuracy from 100% attendance and a minimum of 2 credible cited resources that will be assessed in a 1 page, 5 paragraph essay.

 

 

ASSESSMENT

STRATEGY FOR ASSESSMENT

 ***Note***The students will be assessed on their ability to comprehend the research content.  OBERSVATIONAL Assessment: A clear rubric (attached) will be what the students will follow. As the students speak, the teacher will need to mark off the areas the student covered and how well they covered the material as they orally presented their research. 

 

Each project will also be graded (1, 2, 3, or 4) for content accuracy after they are presented and collected.

   

 

LEARNING ENVIRONMENT

STRATEGIES TO MEET DIVERSIFIED LEARNERS

Accommodations will be made.

For example: hearing/visual impaired will either receive all content in adaptive books, auditorily, sign language, or through reading with additional human assistance.

 

 

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

List of what will be needed.

 

 Writing Journals, reading journals, P.E. journals, science journals, pencils, presentation materials, computer, projector, markers, posterbard, 1:1 tablets/smart device, Each group of 2-4 students will need: Large pieces of chart paper or butcher paper, markers, 1 basketball

   

 

STEPS THROUGH THE LESSON

INTO (Orientation)

 

 

With a basketball and a volunteer, pass a using the “chest pass” to that helper.

 

 

 Ask what muscle groups were potentially used during the jumping. They may want to see the jumping again, to see the muscles react.

Limit the answers 1 per student. EVERY STUDENT MUST participate in the KWL process. They are to write down all notes in the History Journal for this lesson.

 

Let the students know that they will complete the following tasks in what time frame needed (write them on the board):

  1. Research about the muscles on the human body.
  2. Exercise outside with Writing Journals, taking notes with your group about the muscles you are using.
  3. Create a mini presentation using the outline provided
  4. Reflect in your P.E. journal about your exercise using PROPER PUNCUATION AS WELL AS GRAMMAR!
  5. Turn un all journals
  6. Grab a Go Home Exit Slip.

 

RATIONALE

 

 

Students need to become interested. Starting the physical education portion to the instruction is very important. The students will become engaged as well as touch on the KWL learning system.

 

Notes: Muscles: calves, quads, gluts, biceps, triceps, deltoids, core… just a few. Students will come up with creative idea.

Engaging in effective conversation with the teacher in a range of topics that stem from a general area with diverse partners can fulfill a standard easily.

 

 

Recalling information can help a student perform better in test and assessments.

 

Placing the list of what is to be completed for the next 30- 60 minutes will help students stay on task.

 

THROUGH (Presentation, Structured Practice, Guided Practice)

 

Place students into groups of 2-4 students - depending on class size. Tell the class that now that they know how to perform a chest pass, you would like them to create clear instructions so that they could teach someone how to do the skill, if needed.

 

Explain that it must be in paragraph form and that it must use transition words. Allow a few minutes for students to brainstorm ideas, and even practice in their small groups. They can use their journals and brainstorm verbally, but must write all of it down. Use an additional page for another paragraph. Upon completion of the writing task, students should present their finished paper to the class in the presentation format using at least 5 Multiple Intelligences.

 

As one student reads it aloud, students from another group should perform the muscle movement along with the presenters just as it is said.

 

 

 

 

RATIONALE

This allows for the authors to see if their writing is out of sequence, or if they left out an important step. After they have seen their paragraph “in action," they may go back and edit it, as needed.

BEYOND (Independent Practice)

 After areas are clean, reflect in P.E. journals about the exercise preformed today. Who, what where, where, why, how, name, date.

 

Paper Pipers pass out Go Home Exit Slips.  

HW/ After group/ journal time/ Reflection/ assessments

RATIONALE

Reflecting on the events will ensure long term learning outcomes.

 

References:

 

(PE Central Lesson Plan Idea)

http://www.pecentral.com/lessonideas/ViewLesson.asp?ID=8531#.WK96UPkrJPY

 

 

(Printouts)

https://drive.google.com/drive/u/3/folders/0B57W4tIzDMfwNGdlNnNnRU9tR0U

 

DRAFT: This module has unpublished changes.

Jessica R. Gonzales Miramontes

Dr. Ken Hansen

Instructional Approaches to Physical Education

LaFetra College of Education, Univ. of La Verne

23 February 2017

 

LESSON PLAN

 INSTRUCTIONAL UNIT: Around the World and Back

 TEACHER

Jessica Rachel

Gonzales Miramontes

 

COURSE

EDUC 330 Hybrid

Instructional Approaches to Physical Education

 

DAY: 2/23/2017

 

CAMPUS: Main ULV

 

GRADE 4th grade

 

SUBJECT:

Physical Education and Science Integration

 

LESSON TITLE

Western Bone Hokey Pokey

 

LENGTH OF LESSON

30 minutes 

 

CONTENT STANDARDS AND/ CONTENT OBJECTIVES

SUBJECT STANDARD

 

SPEAKING AND LISTENING

 

CCS: SL.4.3: Identify the reason and evidence a speaker provides to support particular points.

 

PH0NICS AND WORD RECOGNITION

 

CCS: RF.4.3: know and apply grade level phonics and word analysis skills in decoding words.

 

 

MULTIPLE INTELLIGENCE ADDRESSED Students are well informed of how to address their multiple intelligences.

 

1. Musical–rhythmic and harmonic: Music and dancing

 

2. Visual–spatial: Moving arms and knowing personal space

 

3. Verbal–linguistic:  Singing and communicating

 

4. Logical–mathematical:

 

5. Bodily–kinesthetic: Dancing to music

 

6. Interpersonal:

 

7. Intrapersonal:

 

8. Naturalistic:

 

GOAL OF UNIT

 

Students to understand how the function of the human body works alongside the ecosystem and the world, day to day.

 

OBJECTIVE OF LESSON

 

After completing Learn the Skeletal System on the 1:1 tablet, TSWBAT identify the skeletal system by using technology with 90% accuracy from 100% of attendance.

 

 

 

ASSESSMENT

STRATEGY FOR ASSESSMENT

 

Print their Internet page. Glue it to their Science Journal. They will be assessed in how may tries it takes to get the correct answer.

 

Will also be assessed for skills by observation.

 

 

 

LEARNING ENVIRONMENT

STRATEGIES TO MEET DIVERSIFIED LEARNERS

Accommodations will be made.

For example: hearing/visual impaired will either receive all content in adaptive books, auditorily, sign language, or through reading with additional human assistance.

 

 

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

List of what will be needed.

 HokeyPokey Western Song

Skeletal Interactive Media

 

   

 

STEPS THROUGH THE LESSON

INTO (Orientation)

 Start playing the music for the students to hear. They will start to sing with you.

 

Variations:

Bring out the Skeleton!

While doing the activity, the teacher could have a skeleton model with the bones labeled to make it easier for the students to learn the bones.

 

 

RATIONALE

 

Listening to music is soothing. For students, this is a break in the norm. They will get to sing, dance, and learn.

THROUGH (Presentation, Structured Practice, Guided Practice)

 

 This activity will be based on the song "Hokey Pokey." The teacher will teach a lesson on the anatomical names of the bones of the body and then tell the students to get in a huge circle around the gym. The students will learn this song and sing it while they point to each body part identified and place each body part inside the circle.

 

"You put your tarsals in, your put your tarsals out, you put your tarsals in and you shake it all about. You do the fun bone dance and you turn yourself around that’s what it’s all about!"

 

*Other bones that could be identified:

 

*Fibula  * Sternum            * Radius *Tibia    * Pelvis    

*Carpals              *Humerous *Patella * Ribs               *Ulna   

* Cranium *Femur

 

At the end of the song, the whole class will shake their body and bones, turn around in a circle and sing " You do the fun bone dance. You do the fun bone dance. You do the fun bone dance. That’s what it’s all about!"

 

 

 

RATIONALE

 

Using the music will help them remember the terminology long term.

BEYOND (Independent Practice)

 

In the Science Journal, write a list of the major organ system to dance to. Bring to class the next day.

 

Reflection:

In P.E. Journal, what was your favorite bone to list off? Why? How many bones are there in the human body.

 

RATIONALE

 

The students can get ready for the next day’s lesson. It will talk about the major organs.

 

Reflecting on what was learned will keep the information in the long-term memory. The students can also always come back to their notes.

 

DRAFT: This module has unpublished changes.

Jessica R. Gonzales Miramontes

Dr. Ken Hansen

Instructional Approaches to Physical Education

LaFetra College of Education, Univ. of La Verne

23 February 2017

 

 LESSON PLAN

 

INSTRUCTIONAL UNIT: Around the World and Back

 TEACHER

Jessica Rachel

Gonzales Miramontes

 

COURSE

EDUC 330 Hybrid

Instructional Approaches to Physical Education

 

DAY: 2/23/2017

 

CAMPUS: Main ULV

 

GRADE 4th grade

 

SUBJECT:

Physical Education and Math Integrated

 

 

LESSON TITLE

Math Facts

 

LENGTH OF LESSON

30 Minutes 

 

CONTENT STANDARDS AND/ CONTENT OBJECTIVES

SUBJECT STANDARD

CCS:4.OA.A.2: Multiply or divide to solve work problems involving multiplication comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

.

 

 

MULTIPLE INTELLIGENCE ADDRESSED Students are well informed of how to address their multiple intelligences.

 

1. Musical–rhythmic and harmonic:

 

2. Visual–spatial:

 

3. Verbal–linguistic:

 

4. Logical–mathematical:

 

5. Bodily–kinesthetic:

 

6. Interpersonal: Students will get into groups of 2.

 

7. Intrapersonal:

 

8. Naturalistic:

 

GOAL OF UNIT

Student goals are to understand how economic change can influence individuals, finance, health, and overall status on national and international levels using a combination of integrated subjects. 

 

OBJECTIVE OF LESSON

 

After going over multiplication math facts, the students will be able to answer 19% of the math facts in each activity with 90% accuracy from 100% of the attendance and preforming with Physical Education in mind.

 

 

ASSESSMENT

STRATEGY FOR ASSESSMENT

 

The students will turn in their worksheets. They will be graded and handed back   

 

LEARNING ENVIRONMENT

STRATEGIES TO MEET DIVERSIFIED LEARNERS

Adaptations for Students with Disabilities:

Using partners to assist with retrieving. 
Decreasing the distance of travel.

 

 

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

List of what will be needed.

 

 Math facts, cones, Stick Stands, P.E. journal, math journal.

   

 

STEPS THROUGH THE LESSON

INTO (Orientation)

 

Start by asking multiplication questions. Holding up the life size cards that are for outside relay.  

 

 

RATIONALE

 

Showing the students a larger version of the object they will be using is intriguing.

THROUGH

 

In table groups, work together as the students walk around the room and try and solve the math facts at each station. Make sure write your name and turn it in!

 

 

RATIONALE

 

Walking is good when the students just need to move a small but. Getting the students to learn math facts while moving will help the brain think more clearly.

BEYOND (Independent Practice)

 

In the P.E. journal, what other muscle is being worked out while you are walking around room using only the body?

 

Work together to exchange note on the math facts.

RATIONALE

 

Allowing the students to reflect on the newly learned content will help with long term memory  recall.

 

DRAFT: This module has unpublished changes.

Jessica R. Gonzales Miramontes

Dr. Ken Hansen

Instructional Approaches to Physical Education

LaFetra College of Education, Univ. of La Verne

23 February 2017

 

LESSON PLAN

 

INSTRUCTIONAL UNIT: Around the World and Back

 TEACHER

Jessica Rachel

Gonzales Miramontes

 

COURSE

EDUC 330 Hybrid

Instructional Approaches to Physical Education

 

DAY: 2/23/2017

 

CAMPUS: ULV

 

GRADE 4th grade

 

SUBJECT:

Physical Education and Fine Art

 

 Additional Subject/ CCS content: Reading, writing, Language, Math, Human Development, Life Skills, Speaking and Listening, Science, and Social Studies

 

LESSON TITLE

 

 

LENGTH OF LESSON

30 Minutes 9 P.E. portion only)

 

CONTENT STANDARDS AND/ CONTENT OBJECTIVES

SUBJECT STANDARD

CCS:

.

 

 

MULTIPLE INTELLIGENCE ADDRESSED Students are well informed of how to address their multiple intelligences.

 

1. Musical–rhythmic and harmonic:

 

2. Visual–spatial:

 

3. Verbal–linguistic:  Verbally Cite Artistic Vocabulary

 

4. Logical–mathematical: Use precise Measurements to measure out the pain needed for the assignment.

 

5. Bodily–kinesthetic: locomotor skills to obtain the art supplies.

 

6.Interpersonal: Team work and building relationships in the classroom while painting.

 

7. Intrapersonal: 

 

8. Naturalistic: The use of the outdoors to teach about Monet.

 

GOAL OF UNIT

 Student goals are to understand how economic change can influence individuals, finance, health, and overall status on national and international levels using a combination of integrated subjects.

 

After watching a short video about Monet, TSWBAT create a replica by collecting the needed colors to form the painting by completing a color relay and completing the artwork with 90% accuracy from 100% of the attendance.

 

 

 

ASSESSMENT

STRATEGY FOR ASSESSMENT

 

Maximized left and right brain function output by allowing a simple income of information, resulting in the learner absorbing the needed information to use in future problem based learning.

   

 

LEARNING ENVIRONMENT

STRATEGIES TO MEET DIVERSIFIED LEARNERS

Adaptations for Students with Disabilities:

Using partners to assist with retrieving. 
Decreasing the distance of travel.

 

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

List of what will be needed.

 

 Paint, paint brushes, canvases, water cups, paper towels, cones, art journals and P.E. journals.

   

 

STEPS THROUGH THE LESSON

INTO (Orientation)

 Bring in a replica of a Monet Painting. Have the students analyze the painting with the best vocabular possible.

 

 

 

 

RATIONALE

 

Letting the students see the artwork and how it can look different in person and change the way a student perceives art.

THROUGH (Presentation, Structured Practice, Guided Practice)

 

With 4 stations set up, each one with a primary color, one for each student, and one of the stations is set up with black and white as colors to collect.

 

The students are to follow the direction on each of the quest sheets at the beginning of the relay.

Hopping, skipping, jumping, and galloping while singing a previously sleeted song.  

 

Students will work together back in class to ensure that all of the content was shared and noted in their Art Journals.

 

 

RATIONALE

 

 

Having a quick and fun activity for the students to do in order to collect their art supplies is a simple way to integrate the Fine Arts as well as Physical Education.

BEYOND (Independent Practice)

 

In the P.E. Journal, reflect on how this artist would have exercised during his life time? How would that look? Did Monet exercise at all?

 

Finish any incomplete art work. Return it to class the next day.

RATIONALE

 

Following through with any new and additional content helps cement the central ideas into the learning environment.

 

DRAFT: This module has unpublished changes.