Lab 16.. Lesson Planning: Four Stages of Game Play

Application and Assessments:

1. I observed a number of elementary kids that were playing soccer after school. They were a group of 4th graders. As I watched them, i noticed that almost all of them had good soccer skills in shooting, dribbling and passing the ball. They were playing a game of 5 on 5 with goalies. I feel that most of them were at level 3. I noticed that they were combining some of the skills such as dribbling and shooting. They definitely emphasized the rules when they felt it was necessary during the game. I feel that they were at the level 3 stage because they showed marking a man which involves defensive roles and they also showed that they each had certain positions on the field which is a good strategy. I feel that in order for these children to get the stage 4, they would need to work on each individual skill more and definitely combined passing, shooting, and dribbling. They could create more defenders on one team to make it more challenging to score. Also adding pressure the defense is a great way to keep them on their feet and make good decisions quickly. The last thing would be to increase the flow of the game play to really test their individual skills on and off the ball.
2. I would use the four stages of gameplay as a rubric in my own physical education class. I would use it to help me assess each individual student in my class. I can use it to see were my students are as a whole class and it will give me an idea what level to start at and what they could do to improve. During lab, we used a chart to come up with activities that progressed to each stage. This can be used in a physical education classroom.

Lab 11.. Parachute Fitness!

Application and Assessments:
1. Leonardo Da Vinci was the one that came up with the first sketch of the parachute in 1495. There were many experimental parachutes before the twentieth century. Fauste Veranzio constructed a device similar to Da Vinci's drawing and jumped from a tower in Venice in 1617. Louis Sebastien Lenormand constructed his own parachute, and also invented the name “Parachute”. A french man named Andre- Jacques Garnerin, in 1797, he jumped for the first time using the parachute without a rigid frame. In 1912, was the first jump out of a plane with a parachute. The purpose of a parachute is to create a drag which reduces the speed of a person when in the air to where they can land safely.
2. To introduce the parachute to my class, I would start by getting the students thinking about a parachute actually does. I would then teach the students how to properly unfold and fold the parachute so that they can do it at the start and end of class. I would then teach the students how to handle the parachute by showing them how to hold it and then create ripples and waves. One they get that down, then we can move on to making the cloud. The students can move in and out of the parachute. The headless Horseman is a really good activity and it is very fun. I would then end it with fun activities such as air conditioning or the black hole. 
3. Yoga routines are great for all ages and can be incorporated in any lesson to control the energy levels of the class. It is a great exercise to relax the body and also helps working on breathing. It can also clear the students mind. 
4. Salute to the Sun- Yoga Routine: 

Teaching!

1. I felt that my lesson was pretty good. As I entered the class, I felt a little nervous because I was going to teach the body of my lesson on a fitness concept. I thought that I came prepared and ready to teach as if I was teaching my own elementary class. I made sure that I had all the equipment I needed for my lesson before hand. As soon as I stepped into the gym, I  set up the different stations that I came up with. After my lesson, I thought about some strengths and weaknesses that I have when I'm teaching. I felt that the hook I used really got the students engaged and wanting to participate. I feel that I used the time I had to teach wisely. Also, my instructions and demonstrations were clear and simple. I gave positive and corrective feedback when I felt it was necessary. I felt that the use of 2 apples to pretend that one that looked good was a healthy heart and the one that was brown and moldy was the unhealthy heart. I used an apple to help them learn the concept on cardiovascular fitness. I felt that I could of used more visual aids and also incorporate more props into my lesson. This would definitely benefit the children on their learning. I also could of came up with more of a variety of stations. Overall, I felt that my lesson went well.
2. One of my most effective teachers was when I was in fifth grade. He taught in a way that all the students can learn and understand the information. He always let us work in groups to try and come up with the answers as a team. He made me really feel comfortable and got everyone involved. The one thing that I will always remember him by is when he used play a game with the class when everyone was behaving. We would all stand up where we were sitting and he would call out someones name and throw the nurf football to them. They would then have to answer the question from the topic we went over and if we answered it correctly we would earned bonus points in class. I will always remember my fifth grade teacher.
3. There are many goals that I set for myself for my 355 field experience. My number one goal is to get all the students engaged into my lessons in a fun way. I want all the students to learn in a fun way. Another goal I have is to have the students involved throughout the whole lesson with minimal waiting time. This can really benefit the students learning. My last goal would be to give every student the appropriate feedback when necessary to help them improve and learn.

Lab 9/10.. Imagination!

Application and Assessments:
1. The theme that I would chose would be Marvel comics. I would set up different stations of fitness activities were the students can act like their favorite super hero, character, etc.
The first station, I would have the students pretend that they are a super hero character that they love. I would set up the area with enough space to move around in. They would then start performing different motor skills that their character can do.
The next station would be another super hero theme. The students will pretend that they are a super hero that is really strong such as the hulk or iron man. They will perform different exercises to increase their strength such as sit ups and push ups.
The last station, I would set up different jump rope activities that the students would perform. The students will pretend they are a super hero that can jump such as spiderman.
2. I feel that Stan Lee is a great example of a person that uses great imagination and creativity. He turned the image of super heros to resemble real life situations. This enabled so many children to want to pretend to be their favorite character and copy their positive behaviors.Also, The Warner Brothers are all very creative people that inspired over millions of viewers. They used their imaginations to have an impact on children's lives.
3. The rubric would be out of 4 points.

• Involvement in activities 1  2  3  4 

A 4 would mean that the students are fully involved in each activity. A 3 would mean that the student is involved throughout each activity but lacks enthusiasm. A 2 would mean that the student occasionally is taking part into some of the activities. A 1 would mean that the students do not seem to have any involvement in the lesson and does not show any enthusiasm.

• Students properly demonstrate the realistic sounds and actions of their character  1  2  3  4 

A 4 would mean that the student demonstrates the appropriate sounds and actions of their character and has high enthusiasm. A 3 would mean the student demonstrates the appropriate action but does fit with the sound. A 2 would mean the student performs the sounds with some errors but lacks the connection between the sound and action. A 1 would mean the student does not demonstrate the appropriate sound and action and their is minimal to no connection.

• Students guess the object correctly  1  2  3  4

A 4 would mean that the student demonstrates the object correctly. A 3 would mean that the students are able to get the object correctly with minimal help. A 2 would mean that the student uses help from other students by observing them and can then guess the object. A 1 would mean that the student does not guess the correct object and need more instruction and demonstration. 

Field Experience Day 2.. Feb. 14th Class 2

Topic: Student with Special Needs

After the 5th graders left, it was now time for the 1st graders to have P.E. class. I was a little nervous because I was going to meet the other half of the 1st grade. As soon as they came in, I noticed that many of the students were followed by teaching aids. Many of these students have special needs. The was one students that had autism and another student that had an earpiece built into his ear. From just observing the class, I could see that some of these students had behavioral issues. There was a students that would tend to have trouble getting into the rhythm of the class. As I observed the class, I noticed one of the students with special needs was struggling with bumping the ball to his partner. I then carefully demonstrated to him the proper technique of the bump pass so that it would be a little easier for him. I also explained to him that its ok and to try his best that he can. He ended up being able to make a couple of successful bump passes with his partner. This was a great example for me, that every student no matter what, they are all capable of achieving success and should always give their best effort. Also, there was another student in the class that could not sit still and he has has many behavior issues. He kept getting into conflicts with his peers and forced the teacher to sit him out. I sat down with him and asked "whats wrong?" He said that he felt the activity was too boring and easy. I then suggested a more complex task for him to try. He said that he thought it was challenging enough were it was a lot more fun. I really feel that I helped him participate with the rest of the class.
I am looking forward to observe the 1st graders in their classroom setting. I am also very curious as to how the teacher is able to handle certain situations with the students.

Field Experience Day 2.. Feb. 14th Class 1

Today was the second day of my field experience and it was also valentines day. It was expected that all of the students were very excited and energized. I was a little nervous when I found out that there was going to be a different 5th grade group. As they walked into the class, I noticed that the students seemed to get along for the most part. They were jumping up and down, ready to do some fun activities.
Today, I was able to lead the warm up that the 5th graders have to do everyday. It involves running around the outside area of the gym. The students are instructed to run the long lines and walk the short. This will help keep them in shape to run the mile at the end of the school year. I was able to make a cd that was suitable for there age group to try to motivate the students to stay enthused. Before I lead the warm up, with my host teacher, I went over some modifications that could incorporate in the activity. I was able to have the students perform various locomotor movements while they were jogging around the gym. This enabled me to see were the students are proficient and were they need some improvement. The students seemed to enjoy it more, rather than just running around the gymnasium. Overall, I feel that the students were able to keep moving throughout the entire warm up. I am looking forward to come up with my own instant activity next class.

Lab 8.. Hula Hoops!

Application and Assessments:
1. The important benefits of hoop play include:

• Improves and develops the students coordination 
• Improves and develops the students balance 
• Improves and develops the students body awareness

2. Hoops can be used to reinforce a cognitive concept linked with classroom learning. For example, during lab, we were asked to set the hula hoop in front of us and pretend it was a clock. Then we had to use a part of our body to make the hour mark for the time addressed by the teacher. This can enable the student to learn how to read the clock by using the hula hoops. The students can then get creative and come up with other ways to show the time on the clock. For example, using their feet or hands.
3. Hoops can be utilized to promote growth in the affective domain. When using the hula hoops, there are many different activities that involve the students to work together. This would allow for the students to communicate with each other. For example, during lab, one of the activities was to find a partner and stand close facing each other. The objective was to throw the hula hoop from your right hand to the persons left hand. This allows for the partners to talk to one another on when to release the hula hoop. We also played a game like twister using the hoops. These are ways to promote growth in the affective domain.
4. As a physical educator, we can incorporate other subjects of learning and tie it to an activity. For example, we can use the hula hoops and relate it to ecology. The students can pretend that they are frogs and the hula hoops are their lily pads. The students then can jump from one hula hoop to another. Also, you can pretend that when they are inside the hoop, they are fish in a pond. This can really benefit the students learning.

Lab 7.. Jumping Rope!

Application and Assessments: 

1. I feel that a child in a wheelchair cannot enter the front door and the back door. However, if the child is fast enough he might be able to get through the front door with some modifications. The students that are swinging the rope can really slow it down for the student so that he/she has time to get through the front door and under the rope. Also, it might be easier for the student to go through the middle. I feel that the student will not be able to go through the back door because the rope might hit him/her.

2. I would apply goal setting to this lesson by starting the students out with a warm up to see were everyones jumping level is at. This will create practice in their jumping skills. After this, the students can then get in groups where there are 2 students holding the rope and 1 jumping the rope. You can then set the goal as they have to consecutively jump the rope without hitting into it. If the student is able to do this, then they could set a higher goal for themselves. The students will then rotate in as the jumper.

3. My lesson would have both of the students to practice getting their jump synchronized with each other first. This will work on their timing and when to jump the rope together. If the students feel comfortable jumping to the outside of the rope, then they will be ready to both jump together in the middle. Providing the students with progressions is a great way for them to learn and perform the skills.

4. The checklist would be based out of 4. 

Student is taking off and landing on both feet  1  2  3  4

Student jumps 1-2 inches off the ground  1  2  3  4

Student lands with knees slightly bent  1  2  3  4

Student is swinging the rope with hands at waist level  1  2  3  4 

5. To organize a rope jumping club for my elementary school, I would start out by getting all the students  introduced to it when they are in kindergarden. This can benefit the students by learning and practicing many ways to jump. I would provide creative and fun ways for the students to learn the concepts of jumping, ways to practice the skills in jumping rope, and how it can keep your body healthy and fit. Getting them involved at this young age can really have an impact on them wanting to join the club. Also, as the students get older and more proficient in jumping rope, they can design their own routines or with groups to perform in front of the class. I would try to get the community involved as well as the students parents to come watch them perform. For the students hard work, I would reward each and every student that was involved with the club.

6. Stimulus variation is when the teacher provides different ways to present the task to the students, in hopes that they will maintain a high level of interest throughout the lesson. An example of stimulus variation from lab is that we switch the equipment used during each task. The use of bean bags or scarves will keep the students attention.

Field Experience Day 1.. Feb. 7th Class 2

Topic: Management Strategies

As I look back at the last class, I could already get a gist of how physical education was ran at this school. The second the 1st graders arrived to the classroom, I saw all of them come flying into the gym with big smiles on and ready to have fun. I really felt that all the students were enjoying themselves and wanting to play all kinds of games. While helping the host teacher, I really thought to myself that this really might be the right age group that I want to work with when I have a class. I really love to see how my teaching has an immediate impact on them and I can see the progress and development of each student so much more. It really makes me feel good to have an impact on their development.
During the lesson, I noticed that the teacher used pretty good management strategies. His way of managing the students was by using different techniques, some of which we learned in class. He had a set of class rules that the students should follow. The main management strategies that he used with his students was that he would say "freeze" and the students would stop what their doing and listen. I can relate to this because in my first lab of 355 we went over different strategies or approaches to manage and organize the class. I notice that the kids really responded to the teachers voice pretty well. Overall, the teacher uses some good strategies to control in his classroom.

Field Experience Day 1.. Feb. 7th Class 1

Topic: Reflection on Lesson

Today was the first day of my 355 Field experience. I was really excited to meet new people and interact with the students. When I walked in the gym, I noticed that there wasn't really any that stood out to me. I noticed that the equipment was out and ready to be used in the class. I was able to meet the two host teachers that I will be spending my time with. I was shocked to see that two of my colleagues are currently student teaching at the same school that I was placed at. This can benefit me because we can relate to one another and share experiences. I was able to converse with both of them and get a gist of what is to be expected during my 355 experience and how I can prepare for it. Both of the host teachers were really welcoming and that really made me feel comfortable.
As the first class arrived(5th graders), I noticed all the smiles on the students faces. I was able to introduce myself to the class and that I will be here for 9 weeks. The students replied by asking me questions like why are you here? and where do you go to school? I was really interested in what they had to say. This was the first day of starting the volleyball unit.
The lesson started out by the students performing locomotor movements around the gym for about 10 minutes while playing music. This was one of the warm ups that they have taught the students to do right from the start of class. I thought that this was a good way for the students to get their heart rates up. After this, the students teacher then demonstrated how to bump in volleyball. The students then performed various activities that help work on the bump. I noticed that the student teacher applied the knowledge that I have learned and applied it to his demonstration and throughout the activities. For example, he used the check for understanding after he demonstrated the skill to ensure the learning of the students. The last part of the lesson was the closing activity. It involved a short tag game. I thought that was a good idea to get all the students involved and end the class. Overall, I feel that this was a pretty good lesson.

Lab 5.. Hang on to that Ball!

Application and Assessments:
1. Facts about Turtles: 
* The first known turtles existed 200 million years ago.

* There are approximately 300 species of turtles.

* Turtles live on every continent except Antarctica.

*  Turtles are cold-blooded.  One way they regulate their temperature is by basking.

* Aquatic turtles have streamlined shells to help them move through the water. They also have webbing between their toes.

*  Aquatic turtles must be in water to eat.

* Tortoises only go to water to drink.  They do not swim.

*  Some tortoises can dig burrows 45 feet long.

*  Many turtles are expert climbers.

http://www.indianaturtlecare.com/Facts.html

2. Some of the fitness components that were addressed in squad square fitness involved working on ski jumps, hand walks, step-ups and curl ups. During these activities, we focused on agility, speed and reaction time. Being able to have quick feet and and being synchronized with the group made it somewhat challenging. Also keeping the rhythm with the song was a little challenging. I feel that these fitness components are part of physical education because I believe that a students ability to increase their cardiovascular endurance is great for their health and to stay active. 
3. If there was a second grade student that was afraid of catching a ball, I would start by introducing a game that doesn't involve the student to physically catch the ball. I would have the student bounce the ball and make circles around it. I would then test the student to see how many times they can get around the ball until it stops bouncing. If the child feels more comfortable, I would then instruct the student to throw the ball up and catch it to himself. If successful, the student may be ready for a partner to throw it to them and catch it. I will use objects that are soft and easy to catch or throw such as a gator ball. 
4. When pairing students for throwing and catching, I would assess each students abilities to perform the skills. I would then partner the student that can perform the skill well with a student that still need help on the skill. This will then give the student the opportunity to practice with someone that knows the technique and could help out. The student could then provide feedback for the student struggling. 
5. For a student with special needs, I would teach the student to catch from a different approach. I would first ask the student to work on clapping. I would then have the student use a ball that is big enough so it will make it easier for the student. Then I would demonstrate how to incorporate their arms and hands into catching the ball. I would instruct the student to open and close their hands when appropriate. Using various cues for teaching this cue can really benefit the student in performing the task. 

Lab 4.. Bean Bag Games!

Application and Assessments:
1. When incorporating bean bags into a lesson, it can really benefit the students learning the proper technique at an easy level. While the students are having fun using the bean bags, they also are learning as well as practicing a particular skill. Bean bags are great for young children because it is easy for them to catch or throw. Also they are soft; which will provide the students with a safe environment.
2. The theme that I would use is an animal zoo. I would have the students pick one of there favorite animals in the zoo that can hop. I will have stations set up so that the children can practice the skill while having fun at the same time. I would transform the gym into a zoo like environment.
3. The locomotor movement that I chose is the gallop. I would grade the students out of 4 points. If they perform the 4 different criteria, then they would get a perfect score. If the student has their arms bent and lifted to waist level at takeoff, that is one point. If the student has a step forward with the lead foot followed by a step with the trailing foot behind the lead foot, that is a point. If their is a brief period when both feet are off the floor, thats a point. Then finally, if the student maintains a rhythmic pattern for four consecutive gallops, that a point. The student will lose a point for doing the moves incorrectly.
4. Bean Bag Games:
Bean Bag Surprise: Students come into the activity area and pick a bean bag to stand on, or beside. When the marching music starts you call out a locomotor movement, like galloping, skipping, etc. Students move in their own pattern around the playing space. When the music changes, or whistle sounds, or music stops they move to the nearest bean bag and begin to do that activity. {If it says 'mountain climbers' then they do mountain climbers until the music switches again.} Then they walk in a different locomotor pattern and so on. It is a good idea to have rest spaces, or "do your own thing" to allow creativity.

Bean Bag Shuffle: Every student starts with a bean bag in their hand (Four different colors are good. [i.e, red, blue, green, and yellow]). Each color represents a different locomotor skill (i.e., blue=skip, green=gallop, red=hop, yellow=slide). For a visual cue, make signs that identify the locomotor skill matched with the specific color. On the teacher's signal the students will begin their locomotor skill, moving in general space while holding their bean bag. When the teacher says freeze the students stop and set the bean bag on the ground. The students will then be asked to find a different colored bean bag. The teacher repeats the directions and the activity begins again.