lesson_fleece_balls

=​ Names:= Diana Rivera Jessica Sanabria Vickyana Rodriguez

//Physical Education Standards//

a- Is physically fit b-Does participate regularly in physical activity c- Knows the implications of and the benefits from involvements in physical activities. d- Values physical activity and its contribution to healthful lifestyles
 * 1) //National Association for Sports and Physical Education ;//

National Health Education Standards -describes the knowledge and skills essential to the development of health literacy. //; K-12 Movements forms -a Physical educated student//.

=ERIC ARTICLES=
 * || **Author(s):** || [|Erwin, Heather E.]; [|Castelli, Darla M.] ||
 * **Source:** || Research Quarterly for Exercise and Sport, v79 n4 p495-505 Dec 2008 ||  ||   || **Pub Date:** || 2008-12-00 ||
 * **Pub Type(s):** || Journal Articles; Reports - Research ||
 * **Peer-Reviewed:** || Yes ||  ||

[|Children's Early Mental Number Line: Logarithmic or Decomposed Linear?] (EJ842224)

[|Mathematics Activities]; [|Number Systems]; [|Values]; [|Number Concepts]; [|Grade] [| 1]; [|Task Analysis]; [|Student Evaluation]; [|Cognitive Development]; [|Age Differences]; [|Cognitive Processes]
 * || **Author(s):** || [|Moeller, Korbinean]; [|Pixner, Silvia]; [|Kaufmann, Liane]; [|Nuerk, Hans-Christoph] ||
 * **Source:** || Journal of Experimental Child Psychology, v103 n4 p503-515 Aug 2009 ||  ||   || **Pub Date:** || 2009-08-00 ||
 * **Pub Type(s):** || Journal Articles; Reports - Research ||
 * **Peer-Reviewed:** || Yes ||  ||
 * Descriptors:**

[|National] [|Physical Education] [| Standards: A Summary of Student Performance and Its Correlates] (EJ840635)

Recently, the nature of children mental number line has received much investigation. In the number line task, children are required to mark a presented number on a physical number line with fixed endpoints. Typically, it was observed that the estimations of younger/inexperienced children were accounted for best by a logarithmic function, whereas those of older/more experienced children were reflected best by a linear function. This led to the conclusion that children mental number line transforms from logarithmic to linear with age and experience. In this study, we outline an alternative interpretation of children performance in a number line task. We suggest that two separate linear representations for one- and two-digit numbers may exist in young children and that initially the integration of these two representations into the place value structure of the Arabic number system is not fully mastered. When testing this assumption in a sample of more than 120 first graders, we observed that the two-linear model consistently provided better fit indexes. We conclude that instead of assuming a transition from logarithmic to linear coding, performance differences could also be accounted for by an improvement in integrating tens and units into the Arabic place value system. (Contains 3 figures.)

[|Developing Quality] [|Physical Education] [| through Student Assessments] (EJ826407) [|Physical Education] ; [|National Standards]; [|Metric System]; [|Behavioral Objectives]; [|Student Evaluation]; [|Professional Associations] The National Association of Sport and Physical Education (NASPE) is committed to providing teachers with the support and guiding principles for implementing valid assessments. Its goal is for physical educators to utilize PE Metrics to measure student learning based on the national standards. The first PE Metrics text provides teachers with elementary assessments for Standard 1: "Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities." Consistent with the national standards, the assessments were written to determine what students should know and be able to do at the end of Kindergarten, Grade 2, and Grade 5. A future PE Metrics publication for Standard 1 will provide valid and reliable assessments for determining achievement at the end of Grade 8 and high school. In addition, a separate publication will address Standards 2-6 at all grade levels.
 * || **Author(s):** || [|Fisette, Jennifer L.]; [|Placek, Judith H.]; [|Avery, Marybell]; [|Dyson, Ben]; [|Fox, Connie]; [|Franck, Marian]; [|Graber, Kim]; [|Rink, Judith]; [|Zhu, Weimo] ||
 * **Source:** || Strategies: A Journal for Physical and Sport Educators, v22 n3 p33-34 Jan-Feb 2009 ||  ||   || **Pub Date:** || 2009-00-00 ||
 * **Pub Type(s):** || Journal Articles; Reports - Descriptive ||
 * **Peer-Reviewed:** || Yes ||  ||
 * Descriptors:**
 * Abstract:**

=LESSON PLAN WEBSITES=

http://www.thegateway.org/

http://www.lessonplanz.com/

http://store.atozteacherstuff.com/

http://www.instructorweb.com/


 * Online Collaborative Writing Assignment -**

Group Definition of blogs:

Example #1: A specific website were people go to communicate with each other: you can read, write and edit information. Many teachers use blogs to communicate with their students.

Example #2: Teachers use blogs find many useful resource to define more their lesson plans and to integrate it in their everyday teachings.

Example #3: Blogs stores lots of information to produce definite information to keep as reference for other teachers also.

Example #1: A specific website with various information. Its allows the users to edit the information it has.
 * Group Definition of wikis:**

Example #2: Websites to produce resource for teachers to keep as reference.

Example #3: Wikis are to store information that is productive for teachers materials and has all kind of subjects.


 * How could Wikis and/or Web logs be used in your lesson plan?** Wikis and web blog are good sources to communicate with your students . Its give the teachers a way to provide different activities ,and keep track of students work as team.

=LESSON PLANS:=

#1) Building Numbers to Five
Crayons Paper Metal bowl Numeral Cards Show That Number Activity Sheet || Knowing which students understand the number of objects that represent the numerals 1 through 5 before beginning this lesson will allow you to adjust instruction and provide appropriate remediation activities to better meet the needs of each student. Familiarize yourself with the Counting Concepts listed below prior to teaching this lesson. || **Counting Concepts** //The following concepts are important to understand when teaching children how to count.// A **cardinal number** is a number that answers the question, "How many?" In **rational counting**, one and only one number name is assigned to each object in a group, and the last number name said is understood to name the quantity in the group. When the students show a given number of fingers, they are doing what is called rational counting. Note that a cognitive leap is required to accept that the last number named in counting tells how many are in the whole set. This is radically different than what happens when the names of a group of children are called out. If we call off, "Meg, Tara, Zeke," then "Zeke" does not stand for the whole group, just for the last child named. When we count "one, two, three," three is the answer to, "How many are in the group?" Although technically what we write is a **numeral**, not a number, this distinction is not necessary in an early childhood classroom. Writing the numeral is a different skill than either rote or rational counting and may develop at a different rate. Knowing how to reproduce the forms of the numerals will allow the students to record their mathematical investigations. The "10 Frame" uses the concept of **benchmark numbers** (namely, 5 and 10) to help the students develop visual images for each number. For example, this device makes it easy to see that 6 is 1 more than 5 and 4 less than 10. ||
 * In this lesson, students make groups of zero to 5 objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number. ||
 * [[image:file:///C:%5CDOCUME%7E1%5CADMINI%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image001.gif width="9" height="9"]] || ===Learning Objectives=== ||
 * || Students will:
 * Construct groups of zero to five objects
 * Identify the numerals 0 through 5 ||
 * [[image:file:///C:%5CDOCUME%7E1%5CADMINI%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image001.gif width="9" height="9"]] || ===Materials=== ||
 * || Connecting cubes
 * ===Instructional Plan=== ||
 * Rote counting** is the naming of the number words in the correct sequence. Many students come to school having the ability to count by rote to 10 or higher, and this ability provides an excellent starting point for number work.

Distribute the student activity sheet, Show That Number and ask the students to write a different numeral (1, 2, 3, 4, or 5) in each row and draw the number of objects that match the numeral. Collect the papers and review them to determine which students can complete this task correctly and which cannot. Save this work sample for future reference. Begin the class by inviting the students one by one to count to five as they sit in a circle. [Observe which students can do this and which students cannot yet count fluently.] To help students make connections between in-school mathematics lessons with out-of-school mathematics experiences, ask them whether they have ever heard the expression "high five." To demonstrate its meaning, high-five the student to your right, then ask that child to high-five the student next to him or her, and so on around the circle. Next give each child paper and crayons, and have the students work in pairs to trace one of their hands with the fingers outstretched. This helps students recognize the match between a high-five and the number of fingers on their hand. It also allows students to practice working with a set of five. Then show the students Numeral Card 4 from the Numeral Cards activity sheet. (In this lesson, the numerals 0 through 5 will be used. To make the numeral cards easier to cut apart and handle, you may want to print them on heavy paper.) Say to students, "Lift your hands in the air. Show this many fingers. How many fingers are you holding up?" Repeat with the other numeral cards for 0 through 5. Now put out a large set of connecting cubes, show a numeral card [for example "3"], and ask the students to come forward and take out as many connecting cubes as the numeral you are showing. When all the students have returned to their seats, ask them to count aloud the connecting cubes they are holding. Model this counting with the three connecting cubes you are holding by saying, "One, two, three." Then ask, "How many connecting cubes are you holding?" Encourage the students to answer "Three." Now drop your cubes into a metal bowl so they will be heard as they drop. Count "one, two, three" as you do. Then have the students come up one at a time and drop the cubes into the container while counting aloud. [You might invite the class to count along as each child drops his or her connecting cubes into the bowl.] Repeat with other numbers from 0 through 5.
 * [[image:file:///C:%5CDOCUME%7E1%5CADMINI%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image002.jpg width="118" height="152" align="left" caption="Show That Number Activity Sheet" link="@http://illuminations.nctm.org/%5CLessons%5CCount10%5CCount10-AS-ShowThatNumber.pdf"]] || Show That Number Activity Sheet ||
 * [[image:file:///C:%5CDOCUME%7E1%5CADMINI%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image004.jpg width="118" height="152" align="left" caption="Numeral Cards" link="@http://illuminations.nctm.org/%5CLessons%5CCount10%5CCount10-AS-NumeralCards.pdf"]] || Numeral Cards ||


 * [[image:file:///C:%5CDOCUME%7E1%5CADMINI%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image002.jpg width="13" height="13"]] || ===Assessment Options=== ||
 * || # Use the teacher resource sheet, Class Notes, to document your observations about the students' abilities to do the following:
 * Construct groups of zero to five objects
 * Identify and write the numerals 0 through 5
 * 1) Use the Show That Number activity sheet as a pre- and post-assessment in this lesson. ||
 * [[image:file:///C:%5CDOCUME%7E1%5CADMINI%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image002.jpg width="13" height="13"]] || ===Extensions=== ||
 * || # Counting books are one way to foster rational counting. Because such books gently pave the way for more formal rational counting experiences, you may want to collect several counting books to display throughout the unit in your class library and ask the students to share with the class any counting books they have at home. ||
 * [[image:file:///C:%5CDOCUME%7E1%5CADMINI%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image002.jpg width="13" height="13"]] || ===Teacher Reflection=== ||
 * || * Which students could count by rote to five? What experiences are necessary for those who could not?
 * Which students are able to count rationally to five?
 * Which students could identify the numerals to 5?
 * Which students were not able to identify how many times the bell was rung in Questions for Students 4? What instructional experiences do they need next?
 * What adjustments will I make the next time that I teach this lesson? ||
 * [[image:file:///C:%5CDOCUME%7E1%5CADMINI%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image002.jpg width="13" height="13"]] || ===NCTM Standards and Expectations=== ||
 * || [|//Number & Operations Pre-K-2//]
 * 1) Connect number words and numerals to the quantities they represent, using various physical models and representations.
 * 2) Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers.
 * 3) Count with understanding and recognize "how many" in sets of objects. ||

=LESSON PLAN # 2=
 * //Summary: Today we will be playing Oscars Garbage Can lesson .Its a very fun game, but you are going to need to follow my directions and be good teammates to your peers .//****Performance Objectives A**//- **Psycho motor - during the Oscars Garbage Can lesson , students will perform their throwing skills with opposition. They will assesses themselves with a psycho motor self checklist .**//


 * //Cognitive - during the oscars garbage can lesson, students should display good understanding of math skills by counting the fleece balls at the end of every hit. The students will be assessing each other by making sure everyone is counting along with the teacher.//**

//**Diverse students ;**// > for each team to defend. 3- Each team will have 2 minutes inside of the mat area which is Oscars Garbage can, if you are on he outside, a for the team inside to keep as many fleece balls as they can out of the mat area. 4- Once the whistle is blown, students should freeze and stop playing to receive instructions from the teacher. The class will count the amount of fleece balls inside and outside of the mat area. This will determine which team did the best, whichever team has the least amount of fleece balls in their garbage. 5- The team inside of the garbage can will come out and the next squad will go in.
 * //Materials or equipments//**
 * 1) **//A lesson plan//**
 * 2) **//whistle//**
 * 3) **//watch//**
 * 4) **//40 fleece balls//**
 * 5) **//mats//**
 * **A- Hearing impaired students ; if students are hearing impaired the teacher will use hand signals through out the game . Theses hand signals will be pre-determined by theteacher andthe students needing to use them .**
 * Procedure ;**
 * 1) B - warm ups 5 minutes
 * 2) arm circles
 * 3) biceps stretch across body
 * 4) Quadriceps stretch
 * 5) toe touches
 * 6) jumping jacks (10)
 * 7) Roman soldiers (20)
 * 8) This game is all about team work . Each of you are part of a team, which is your squad.3minutes
 * 9) Mats will be set up in the center of the gymnasium floor fo each team to defend.
 * 10) The object of the game is to get as many fleece balls into Oscars Garbage can if you are on the outside, and for team throwing which we know means stepping with the oposite foot.
 * 11) Once the whistle is blown students freeze and stop playing to receive instructions from the teacher. The class will cunt the amount of fleece balls inside and outside of th mat area .This determine which team did the best, whichever team has the least amount of fleece balls in their garbage.
 * 12) The team inside of the garbage can will come out and the next squad will go in.
 * **Game:**
 * 1) The whistle will start the game which will be continuous for 2 minutes heats. If there are any issues that I feel must be address my whistle will temporarily stop game play so i may address those issues. The game play will continue for about 20 minutes, switching teams every two minutes.
 * 2) If there is any confusion on therules of the game, they will be address throughout game play.

> Very nice job today boys and girls, you moved around well and displayed excellent team work. Remember to release the ball at its highest point and step with your opposite foot, can you all return one fleeece ball to the crate and line up quietly please? Have a great day boys girls! >
 * Closure**

The activity called the Sharks and Barracudas is a fun children's phys. ed. game involving tagging and chasing. This activity is geared for children at the 1st or second grade level. Their are two teams, one is the //Sharks// and the other is the //Barracudas//. This game involves thinking and having fun. 1. Use thinking skills on when to chase the other group. 2. Control stops and tags. 3. Play fair and have fun. This activity can be used with any elementary grade level. You just have to modify. This lesson involves the sharks and barracudas and trying to catch one another. The lesson teaches students on how to play and other variations associated with this game. Students will have a lot of fun participating in this activity. 1. Students will understand the basic tagging techniques and how to use them to their advantage. 2. Students will have to learn thinking strategies so they do not end up being caught by the other group. 15-20 orange cones 5-7 flags 1. All of the students will come to the center of the gym. 2. The students will form a circle and count off by twos. Once that is done the teacher will select a leader for each group. One group will be the sharks and the other will be the barracudas. 3. Each group will go to the end line on each end of the gym. 4. The object of the game is for the group that is sneaking up on the other group, is to try to get away without being tagged from the other group. 5. The game starts out with the sharks sneaking up real slowly behind the barracudas, which have their backs to the sharks. 6. Once the barracudas leader feel the sharks are getting close enough to be caught, he or she yells out: **//Here come the Sharks!//** 7. The barracudas take off and try to catch as many sharks as possible. Each shark that is tagged now and becomes a member of the barracudas. 8. Now it is the barracudas turn to sneak up on the sharks. Once the sharks leader feels that the barracudas are close enough he or she yells out: **//Here come the Barracudas.//** The sharks turn around and chase the barracudas tagging as many as they can. 9. The ones that are tagged now become sharks. 10. Each group used running to catch the other members of the other group. Now the students will have to skip to tag the other group. 11. The teacher can also modify different techniques for chasing and tagging. 1. Ask the students to give ideas on when they decided to yell here come the sharks. 2. What type of strategies were used in tagging the other groups? 3. How well did each student listen to the directions? 4. What other ways could you play this game? 5. Ask the students other games related to this game and play those. ||  ||   ||
 * Grade Level(s):** 1, 2, 3
 * Subject(s):**
 * Physical Education/Games (educational)
 * Description:**
 * Goal:** Students will learn how to play Sharks and Barracudas.
 * Objectives:** The students will learn to:
 * Background Information:**
 * Concepts:** Students will be able to:
 * Materials:**
 * Procedure:**
 * Assessment:** Test questions ;


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 * Test Questions**??

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