InTASC Standard #1

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenge learning experiences (InTASC, 2013).

 

Physical Education Standard #2
Movement Concepts: Students demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

 

 

Developmental Milestones:

Students have the ability to think more in-depth, concentration levels are higher, and they have an understanding of time. Socially students are more independent and have a better ability to judge strengths and weaknesses, more self-control, and more willing to speak up about their personal opinions. Physically the student has more control over their movements and knows when their body needs a break and increased ability for repetitive actions when in games.

 

 

Objective 

The students work together and communicate with different partners while developing critical thinking skills when deciding what moves to make together, as well as individually. Students must enact various movements throughout the course such as crawling, weaving, and jumping. 

Age: 2nd Grade

 

Assessment Strategies 

• Observation, seeing what modifications needs to be made as students go through the course 

• Switching partners, seeing who works together best together 

• Timing, seeing how long it takes students to complete the course and retiming when they do it a second time.  (About 2.5 minutes)

 

Resources and Materials

• Balloons

• Furniture 

• Pool Noodles

• Floor Dots

• Paper Tubes

• Cones 

 

Procedures  

1. Begin by gathering students together to talk about sportsmanship. Brainstorm ideas about sportsmanship and write their ideas on a whiteboard.

2. Talk to the students about their ideas and then begin by having the students pair up with a partner. If there is an odd number, ask if there is a student that would be willing to go through the obstacle course twice.

3. Before starting the demonstrate to the children how the course will go.

4. The first course there will be dots on the ground on both sides of the room and each partner will be playing hopscotch on these.

5. Once the students are done on the first course, the next obstacle the students will have to army claw underneath pool noodles.

6. The students will then have to wait for their partner to finish the first two obstacles. Once both of them are finished, they will weave in and out of cones with their legs tied together.

7. After the students finish, they will be untied.

8. One of the students will then be blindfolded while the other student tries to guide them through pool noodles and rubber balls by communication. If they run into anything then they must start that course over.

9. Ask the students if they have any questions. If not, have the students line up with their partners to start.

 

 

Adaptation for Students with Disabilities 

Switching out balloons with foam balls

Using signs while also using hand motions to describe the course