Communicationinthefield.wikispaces.com/file/view/Interdependence+Uni…  · Web viewLesson Plan...

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Scope This hierarchy explains the disciplines that I will be focusing on and the content that will be taught within each discipline. The general theme between all the disciplines is Interdependence and students will be able to explore this theme through various experiential learning experiences that include simulation activities, creative writing, reading, clay modeling and creating illustrations.

Transcript of Communicationinthefield.wikispaces.com/file/view/Interdependence+Uni…  · Web viewLesson Plan...

Scope

This hierarchy explains the disciplines that I will be focusing on and the content that will be taught within each discipline. The general theme between all the disciplines is Interdependence and students will be able to explore this theme through various experiential learning experiences that include simulation activities, creative writing, reading, clay modeling and creating illustrations.

The lessons look into the interdependence of Saskatchewan resources, mining, agriculture, and transportation, and will ask students the general question, “What does interdependence mean for you in Saskatchewan resources and industry?” This question will be explored through the lessons and students

Grade Four InterdependenceEducational GymnasticsLesson Plan One: Safety & RollsLesson Plan Two: Basic Movement PatternsLesson Plan Three: Movement Variables Lesson Plan Four: Movement Sequences Using Equipment/PartnerLesson Plan Five: Apply and Solve Movement Principles Visual ArtLesson Plan One: Shapes and Lines Lesson Plan Two: Creating a LogoLesson Plan Three: Three Dimensional DrawingsMathLanguage Arts & Writing Language Arts Lesson One: Directed Reading-Thinking Activity (DRTA). Writing Lesson Plan One: (DRTA). Writing Lesson Plan Two: First Nations & Interdependence Writing Lesson Plan Three: Journey of a Wheat Kernel

will reflect by participating in educational gymnastics, visual arts, mathematics, language arts and writing.

Rational

Saskatchewan is vastly rich in natural resources and as a result, the population is increasing in growth. It is important for students to appreciate the resources and industries of their province, mining; transportation; agriculture; before these resources become scarce or few to come by. Students will learn the importance of protecting Saskatchewan’s resources while becoming familiar with the word, interdependence, and how each industry depends on each just like the citizens of Saskatchewan depend on other people, our body parts, and our natural resources and industries in order to maintain stability.

This idea of interdependence was established long ago when the First Nations and the white people depended on each other to launch a partner for building the railroad ( transportation industry) over First Nations lands. Students will develop understanding of contemporary information and historical information of this relationship, but with caution not to mistaken the historical information as something only seen as “something that happened in the past.”

Foundational Objectives

Educational Gymnastics

- Students will be able to perform and refine a variety of landings on the feet, on the hands and while rotating (safety/shoulder rolls).

- Students will be able to select, refine and perform Basic Movement, Patterns-Landings, Locomotions, Statics, Rotations, Swings, Springs-varying elements of Body, Space, Effort and Relationships

- Students will be able to select elements of Body, Space, Effort and Relationships to create individual movement sequences.

- Students will be able to select, refine and combine locomotor and non-locomotor skills in movement sequences, alone or with others, with or without equipment

- Students will be able to create and perform sequences using small and/or large equipment, individually or with others.

- Students will be able to demonstrate increasing capacity to apply movement principles related to stability and force in a variety of gymnastics activities

- Students will be able to solve movement problems using creative and critical thinking skill.

Visual Art- Students will understand that line; colour, texture, shape, form, and space comprise

the basic language of visual art. - Students will understand that shapes can be geometric or organic; symmetrical or

asymmetrical.- Students will explore the contributions of Saskatchewan and Canadian artists,

including First Nations and Métis artists.

- Students will become increasingly aware of the vast amount of visual information in the environment and daily life.

- Students will engage willingly in a process for viewing and responding to art works.- Students will understand they can create the illusion of three dimensions through

drawing.

Listening Objectives

- Students will be able to summarize in own words major ideas and supporting evidence presented.

- Students will be able to listen purposefully to determine the main ideas and important details.

- Students will listen attentively to a range of texts from a variety of cultural traditions for pleasure and information.

- Students will listen to and follow three and four-step oral directions

- Students will listen courteously and respond sensitively and thoughtfully to others.- Students will activate and build upon prior knowledge and experiences. - Students will be able to connect new ideas, information, and experiences to construct

meaning.

Speaking Objectives:

- Students will understand how to begin to use oral language to clarify thinking.- Students will be able to prepare and present information on a specific topic using print

and non-print aids to engage and inform a familiar audience.- Students will be able to use appropriate language for purpose, audience, and situation.- Students will be able to share ideas, observations, and experiences in structured small and

large group talk - Students will present information on a specific topic using print and non-print aids to

engage and inform a familiar audience.- Students will Experiment with language and non-verbal elements (e.g., gesture) to

achieve an effect for a particular purpose and audience.- Students will be able to prepare and present, to a familiar audience, narrative

presentations that relate events and experiences in a logical sequence. -

Writing Objectives:

- Students will be able to create original texts to communicate and demonstrate understanding.

- Students will write focused beginnings, middles, and endings - Students will be able to organize ideas in an appropriate sequence - Students will develop and demonstrate an understanding of written language conventions

including:

a.) combine short, related sentences b.) spell correctly common words and use a strategy to learn to spell new words

Viewing Objectives:

- Students will be able to participate in a variety of guided and independent viewing experiences from a variety of cultural traditions.

- Students will begin to identify (with assistance) the values underlying a visual text.

Representing Objectives:

- Students will be able to combine oral, print, and other media to communicate information, ideas, and experiences.

- Use visual aids to enhance spoken and written communication - Students will be able to experiment with different ways of representing and

communicating ideas. - Students will use visual aids to enhance spoken and written communication - Students will use secondary sources to support the information they need to communicate -

Reading Objectives- Students will monitor for meaning during oral and silent reading.- Students will read grade-appropriate texts orally and silently with increasing confidence,

fluency, and accuracy.- Students will experience the work of Saskatchewan and other Canadian authors,

including Aboriginal authors- Students will distinguish between cause and effect.- Students will use reference materials effectively (e.g., glossary, dictionary, encyclopedia)

Common Essential Learnings

Educational Gymnastics

Communication

Foundational Objective

Enable students to use language (listening, speaking, reading, writing) for different audiences and purposes that are relevant to the students and to physical education.

Learning Objectives

Students will develop the ability to:

· use their own words to make notes

· use writing as a means of recording their thoughts

· use the language and concepts of physical education to develop an argument or present information

· develop and use point-form notes

· demonstrate a cultural sensitivity to the language of others

· use dictionary, encyclopaedia, thesaurus, atlas, fiction, non-fiction, periodicals, periodical indexes, newspapers, pamphlets, materials, style manuals and government publications as resources

Foundational Objective

Enable students to understand and use the vocabulary, structures and forms of expression that characterize physical education.

Learning Objective

Students will develop the ability to:

· incorporate the vocabulary of physical education gradually into their talking and writing (e.g., using simple refinement cue vocabulary when helping a partner or use movement variables vocabulary when designing movement sequence with a partner)

Numeracy

Foundational Objective

Develop students' understanding of the uses and abuses of mathematical concepts in everyday life.

Learning Objective

Students will develop the ability to:

· transfer knowledge of mathematical concepts to physical education applications (e.g., estimate the distance an object will travel after being thrown and then measure using non-standard measurement units)

Critical and Creative Thinking

Foundational Objective

Contribute to the development of strong sense critical and creative thinkers. Strong sense thinkers are committed to using their abilities to seek out the most accurate and fair positions, regardless of, or in spite of, their own particular interests or desires.

Learning Objectives

Students will develop the ability to:

· explore the implications or consequences of actions

· participate in decisions about classroom management and evaluation

· be aware of the motives, interests, knowledge base and justifications for their own positions and be able to act for the good of all

Foundational Objective

Develop an understanding of how knowledge is created, evaluated, refined and changed in the area of physical education.

Learning Objective

Students will develop the ability to:

· focus their attention on their knowledge and gaps in their knowledge related to a specific topic (What do I know? What do I not know?)

Foundational Objective

Promote both intuitive and imaginative thought plus the ability to evaluate ideas, processes, experiences and objects in meaningful contexts.

Learning Objectives

Students will develop the ability to:

· generate and evaluate a number of alternative solutions to problems

· discover relationships and patterns (such as movement concepts that are similar in many sports)

· use imaging in order to enhance their learning

· consider all available evidence before drawing conclusions and developing generalizations (for example, using performance cues to determine appropriate changes in a motor skill)

Foundational Objective

Enable students to think for themselves, to recognize the limits of individual reflection and the need to contribute to and build upon mutual understanding.

Learning Objectives

Students will develop the ability to:

· recognize well-supported differences of opinions and ideas

· develop their own perspectives and give reasons for their positions

· criticize rather than passively accept ideas

· generate new ideas

· change positions when more acceptable arguments based on evidence and reasoning are presented

Technological Literacy

Contemporary technology refers to an understanding of technology within the political, cultural and economic frameworks of our society.

Foundational Objective

Develop an understanding that technology both shapes and is shaped by society.

Learning Objectives

Students will develop the ability to:

· explore how technology has affected family and community life, past and present (for example, the purchase of at-home fitness centres)

· explore how human needs shape the direction and development of technological innovations within the framework of students' own experiences (such as the increase in production and sale of fitness videos)

Foundational Objective

Develop students' appreciation of the value and limitations of technology within our society.

Learning Objectives

Students will develop the ability to:

· understand the benefits and limitations of technological tools used in physical education (such as the benefits that can be expected from purchasing a good pair of runners)

· explore how various forms of electronic media such as television, video, radio and audio recordings affect the impact of the message

Personal and Social Values and Skills

Foundational Objective

Develop compassionate, empathetic and fair-minded students who can make positive contributions to society as individuals and as members of groups.

Learning Objectives

Students will develop the ability to:

· recognize that the behaviour of an individual can affect the quality of an experience for others

· recognize that a balance is needed between the rights of the individual and the well-being of the group

· develop an understanding of the qualities needed for a classroom environment which will support the learning and development of everyone involved

· recognize the importance of sincerity, forgiveness, tolerance and other virtues in supporting a peaceful society

Foundational Objective

Support students in treating themselves, others and the environment with respect.

Learning Objectives

Students will develop the ability to:

· work toward improving self-esteem and self-confidence in themselves and others

· work cooperatively and contribute positively in group learning activities

· demonstrate respect for all persons regardless of race, gender, age or ability

· act upon the capacity for empathy, sympathy, fairness, loyalty, cooperation and patience towards others

· expect respect from others, including not accepting disrespect from others

· act upon an understanding of the potential for making friends across age, gender and culture

· act upon an understanding of the importance of knowledge, collaboration, cooperation, problem solving and meaningful dialogue in understanding the rights, feelings and viewpoints of others

· embrace those lifestyles that support the principle of respect for persons

Foundational Objective

Promote understanding of prejudice, discrimination, racism, sexism and all forms of inequality and exploitation, and promote a desire to contribute to their elimination.

Learning Objectives

Students will develop the ability to:

· understand the positive and negative influences of peer pressure upon one's beliefs, values and actions

· choose and use materials in physical education that support balanced, fair and accurate portrayals of sexes, races and cultural groups

· understand that negative expectations and treatment will affect others' achievements and behaviours

· recognize and understand that prejudice, racism, sexism and other forms of discrimination are a destruction of one's own humanness as well as that of others

Independent Learning

Foundational Objective

Support the development of a positive disposition toward lifelong learning.

Learning Objectives

Students will develop the ability to:

· discover how their efforts can affect their learning

· cooperate with and help each other in order to enhance their understanding through sharing information

· move from choosing among teacher directed activities toward self-directed activities that require more and more student planning

· work on in-depth studies of their choice

· develop a willingness to take risks

·

value learning for its own sake and as a means to other ends

· recognize that learning is continuous from birth to death

Foundational Objective

Develop students' abilities to meet their own learning needs.

Learning Objectives

Students will develop the ability to:

· connect what they already know with what they are learning

· analyze and understand consequences of decisions and results of learning experiences

· take responsibility for their own learning by setting goals, designing plans, managing activities, evaluating success and reviewing the process as capabilities develop

· construct clear, achievable goals and plan to meet them

· take more responsibility regarding planning, monitoring of learning tasks, using contracts and conferencing (with teachers, peers and others)

Foundational Objective

Develop students' abilities to access knowledge.

Learning Objectives

Students will develop the ability to:

· identify and use appropriately a variety of available resources such as human, print, audio/visual, video/film and electronic database

Art Education

Communication

Introduce vocabulary through activities that help students focus on what they know (or can see) and provide a bridge between students' life experiences and school learning.

Create opportunities for students to express their ideas in a variety of ways, allowing students to learn from each other's thinking and to demonstrate their present understanding (e.g., through dance creations, visual art works, role dramas, interviews, essays, journal entries, photographic layouts, visits, discussions, letter writing, or sound creations).

Have students use expressive language (spoken, written, and non-verbal) in order to explore ideas carefully and conscientiously.

Provide opportunities for students to use language in different modes (listening, speaking, reading, and writing) for a variety of purposes and audiences, and in a variety of mediums, in order to strengthen understanding in a strand (dance, drama, music, visual art).

Provide opportunities for students to reflect (e.g., through questioning, discussion, and journal writing).

Critical and Creative Thinking

Guide students' analysis of various arts experiences in order to deepen understanding of the concepts being explored.

Encourage students to look for alternatives and give reasons for decisions; for example, by asking, “In what other way(s) could you show that idea or do that action? Is there anything you would like to do differently? Why?”

Encourage students to approach content thoughtfully and discerningly by withholding judgements until students have enough information to respond in an informed manner.

Allow for differing expression and interpretation of assignments, and encourage imaginative responses.

Plan opportunities for students to think in images and to manipulate visual images for the solutions to a problem (e.g., by presenting students with a design or spatial problem).

Independent Learning

Guide students in the development of their own dance phrases, dramas, musical expressions, and art works.

Encourage use of resources both inside and outside the school; for example, by inviting artists to the classroom, collecting newspaper clippings, using magazine articles, visiting museums and galleries, viewing relevant television shows, or reading news reports.

Plan experiences that lead to independent exploration or require students to go beyond what the lesson provides.

Encourage students to talk about arts expressions experienced outside of school in order to discover the relationship between these expressions and their class work.

Provide time for students to share what they have discovered at home about concepts introduced in arts education classes.

Numeracy

Use mathematical vocabulary (e.g., square, cone, binary form). Have students experience and demonstrate quantitative differences (e.g., 3/4 and 4/4 time

signatures) as well as qualitative differences (e.g., smooth versus rough textures). Plan experiences that help students develop an intuitive sense of measurement; for

example, draw students' attention to the use of space as they move in and out during folk dances, thereby experiencing the concept of volume.

Provide opportunities for students to interpret and produce maps, graphs, charts, and sketches.

Help students develop spatial concepts, such as proportion, symmetry, and distance; for example, examine structural elements of animal skeletons, buildings, and sculptures. Learn spatial relationships; for example, looking at art works that have a foreground, middle ground, and background, and discovering that overlapping is a way to show distance.

Have students look for and create patterns.

Personal and Social Development

Explore varied cultural content. Explore the themes, characters, and conflicts of arts expressions (i.e., art works, plays,

dances, music, stories, novels) to foster greater understanding of various cultures, of people, and of discrimination or bias when present.

Model and encourage sensitive responses to the ideas, comments, and creative expressions of others.

Have students work co-operatively in paired or small group activities. Allow students to participate in activities that help them to explore and develop empathy

for the differences and diversity of all people.

Technological Literacy

Plan opportunities for students to explore various sides of an issue related to technological developments; for example, examine the relationship between the arts and the media.

Help students understand how technology shapes and is shaped by society; for example, examine how artists in each strand use technology.

Help students see how the constructed environment influences, and is influenced by, the natural environment.

Enhance students' perceptual abilities and awareness; for example, exploring visual information and its daily effects.

Language Arts

Communication

Use language as a tool for learning and communicating. Discuss ideas using their own language. Summarize their understanding. Listen, speak, read, write, view, and represent for various purposes. Extend their language repertoires. Communicate using various forms for differing audiences and purposes. Use language to think, read, write, discuss, and learn about the world, literature, and

language itself.

Numeracy

Participate in activities that focus on everyday life situations involving quantitative information.

Read, interpret, and communicate facts and figures through reports, charts, and graphs. Recognize and create organizational patterns to understand and communicate quantitative

information. Understand the difference between quantitative and qualitative data and comparisons.

Critical and Creative Thinking

Touch, handle, manipulate, or experiment with materials so they can discuss their observations from an experiential point of view.

Generate and evaluate ideas, processes, and products. Listen, read, and view analytically and critically. Make and explain decisions. Pose questions and seek clarification. Consider various points of view or alternative perspectives.

Technological Literacy

Understand that technology can be used to facilitate language learning and communication.

Use technology as appropriate to learning needs. Examine how technology shapes and is shaped by their lives, society, and the

environment.

Develop an understanding of both the value and limitations of technology within society.

Personal and Social Values and Skills

Learn to interact, co-operate, and collaborate. Understand the importance of social responsibility and personal integrity in the use of

language. Realize that literature enriches and broadens the experiences of life, including one's

personal and social understanding and responsibilities. Respect cultural perspectives that may differ from their own. Develop self, interpersonal, and cross-cultural understandings.

Independent Learning

Grow as independent learners within a classroom environment that promotes self-esteem, curiosity, competence, and trust.

Learn knowledge, skills, and attitudes necessary to become lifelong learners. Use a variety of resources to assist their learning. Learn to plan, monitor, and evaluate their own learning. Develop abilities to access knowledge and information. Choose from learning options.

Adaptive Dimension

While creating my unit, I consider the students who would benefit from alternations made in each lesson to help make them successful. I worked tedious long hours to think of ways that each one of my students can feel success at the end of each lesson.

Some ways that I have adapted my lesson is to write plenty of notes or drawing on the board. Writing notes on the board will help those students who are visual learners because all they can do is look up to be reinforced of the context of the class. In addition, it also allows students to feel dependent because they do not need to rely on their classmates to ask questions because they can just look at the board.

I have also incorporated group work into my lessons. Group collaboration is a beneficial way to have the stronger students and the weaker students come together to learn from each other. Group collaboration is good for learners who learn within a small group. It is less-intimidating for the student to ask questions amongst the entire class.

We have a student in our class who is Autistic. I have talked to his teacher and she has given me plenty of ideas of how to include him into the lessons. She says that he really enjoys games like tag. So as the beginning of each educational gymnastics lesson, the students, for a warm-up, will play a form of tag. They will play tag for approximately five minutes or so (usually the students run laps and this is the time that it takes them to run laps). In my visual art lessons, I have pictures for him to color (he really likes Veggie Tales so I have obtain a few from the internet). I have also included other forms of art such as painting or using clay because he enjoys using it.

I find that including music into lesson is a good way to benefit students who listen or understand instructions better using cues. In my fifth educational gymnastics lesson I found a game and adapted the game to match the theme of ‘musical chairs’. Music is good for those learners who learn best auditory because it allows them to focus on their movement and use their listening skills to pay attention to hear what the next step is.

In the visual arts unit, I have adapted a variety of activities and strategies to help meet the needs of my learners. One way that I adapted to the visual learners is providing a variety of samples using First Nation, Métis and Inuit illustrations. Writing notes, definition and classroom discussion ideas and suggestions in another way I adapted my lessons. This is will be easier for students to continuous refer to the notes written on the board rather than disturb other students to ask them questions.

In the class I am working in, there is a student who s autistic. The teacher he works with mention that he enjoys using his hands during art and using different types of mediums. I have included this student to work with clay/play-dough as a way to have him involved with the rest of the

For language arts and writing lessons I included student collaboration and other various activities as part of my adaptive dimension. Students will have the opportunity to work independently and with classmates. I have incorporated activities that involve independent writing task, developing illustration and a small group discussion and writing activity. Other ways that I have adapted for all my learners is to write ideas and directions on the board for all to see.

Assessment & Evaluation – overall unit

In my unit, I have created checklist and a rubric as forms of assessment. I decided to use a checklist because I noticed that in cases where a detailed assessment is not necessary, then using a checklist to identify if students understand work just as efficient.

For example, in educational gymnastics, I want a quite assessment to see if the students are conducting the proper skills in order to move on to the next round. Using a checklist is a quick and efficient way to understand if the student is able to conduct the proper skill. By watching the students performing various movements, I will check their names off in the appropriate boxes that they meet. If the student does not exceed the proper movement, then I will not place any check mark in the box and this will indicate that the student needs further practice.

For the visual art unit, I tried to provide various forms of assessment to helps meet the needs of all students. Mostly all assessment is performance based, where I will observe their art work as the student is creating it. Other forms of assessment are checklists and exit slips.

When it comes to language arts and the writing lessons I decided to use checklist and exit slips as well. The exit slips will help me determine the students ability to express their ideas and opinion through their writing and the checklists will be able to determine if the students met the learning outcomes.

Aboriginal Content and Perspective

Within this educational gymnastics unit, students will learn, through movement, how Saskatchewan industry develops over lands that were occupied by First Nations people. When

the railway was being built, the individuals building the railway thought that they “owned” the land therefore; they could build what they wanted. From the perspective of the First Nations people, they believed that nobody was entitled to “own” the land, but to share with everyone. Students will create a pathway in Language Arts and will later realize that their pathway crosses over the land that was once occupied by the First Nations people, and as a result, they are having difficulty retrieving food for their families. Students will learn a deep understanding of how industry within Saskatchewan can impact the environment and the people who live in it. Students will revisit this idea in a writing lesson where students will analyze their pathway and their industry (that they are in for their reading groups) and think of strategies to benefit the First Nations and the industries.

During my Visual Art unit, I am using Inuit, Métis and Indian Art binder that is full of various forms of historical and contemporary art created by Inuit, Métis and First Nations artists. This collect of artistic representations of these rich cultures will allow students to expand their critical lens and develop an appreciation towards the artists and their culture. The book uses a wide range of historical and contemporary artists and artwork which will allow students to understand that these artists are real people who continue to live on, either with us in our world or in another place. Some of the artists are within the province of Saskatchewan, so students will be able to recognize that artists are everywhere, even in their own province.

TechnologyThroughout the entire unit, a camera will be used to take pictures and to record

video of the students engaging in a vast amount of learning experiences in every discipline. This video will be created and viewed on the last day of classes to show students how the power of knowledge and learning closed the gap from where they started to where they finished off.

Classroom Management

For my classroom management I use a music triangle. I find this method to be very successful because it makes a soft noise that all students can hear clearly. What I do is I hit the triangle three times and each hit represents an action. The first hit represents “Stop”, the second hit represents “Look” and the third hit represents “Listen”. At times, I will even whisper into a student’s ear offering them to hit the triangle three times and they become really excited as well as their classmates too. I like this method because it avoids me to raise my voice and I find that when I raise my voice, the reaction of the students is much different compared to when I use the triangle. I use this method in the majority of my lessons, with the exception of physical education.

When I have the students in the gym, I will not sure the music triangle. Instead, the students will collaborate and think of ways of communication through body signals. So for example, if I want the students attention, I would simply and calmly raise my hand. When the students notice this signal, they will stop. Or, if I want the students to come in, I may make a twirling motion with my hand. I want to give students the opportunity to create signals such as these. This will not only be classroom management, but also allow the students to be more aware of their surroundings.

Materials and Resources

Equipment:

Gymnastics

- Mats- Balls- Pylons- Hula-hoops - Skipping ropes- Index Cards- Photos of stretches- Number stickers- Marbles- Five station instructions- Pictures of stretches- 3 dice

Language Arts & Writing

- Comic sheet- First Nations online document - Blank map of Saskatchewan - Pictures of industry- Paper with a map of Saskatchewan

Visual Art

- White paper- Black markers- Envelope - Paper- Art Envelope- Pencil- Play-dough- White paper- Pencil- Ruler- Index Cards

Internet Resources:

Davis, B., Mitchell D. & Lopez R. (2002). Teaching Foundational Gymnastics Skills. Human Kinetics, Retrieved February 7th, 2009, from http://books.google.ca/books?id=BZUE5aDA0PcC//

Demand Media (2009). Gymnastic Moves & Routines for Beginners. Retrieved February 10th, 2009, from http://www.expertvillage.com/video-series/160_beginning-gymnastics.htm//

Foundry, B (2007). Quadriceps and Hamstring. Retrieved February 7th, 2009, from www.easy-golf-tips.com/leg-stretches.html

Library and Archives Canada (2003). First Nations. Retrieved February 7th, 2009, from http://www.collectionscanada.gc.ca/trains/kids/h32-1040-e.html//

NSW Gymnastics Association (2002). Gymnastics – It’s not that scary. Retrieved February 10th, 2009, from http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/csarticles/gymscare.pdf

TechScribe (2004). How to write instructions. Retrieved February 17th, 2009, from http://www.techscribe.co.uk/ta/how-to-write-instructions.htm//

Veterans Affairs Canada (2005). Welcome to the Music, Dance and Culture of First Nations People, Métis and Inuit of Canada. Retrieve February 8th, 2009, from http://www.vac-acc.gc.ca/general/sub.cfm?source=feature/abspirit/abback/ab_ceremony_program//

Videos:

Gymnastic Zone (2003). The Gymnastic Fall Complex. Retrieved from http://gymnasticszone.com/FallComplex2.htm//

Books:

Brown, M (1991). D.W. Flips. Toronto. Little, Brown Books for Young Readers (ISBN-13: 9780316112697)

Flatt, L (2007). Let’s Go: the story of getting from there to here. Toronto, Ontario. Maple Tree Press Inc.

Graham G., Holt/Hale A. S., Parker M(2001). Children Moving: A reflective approach to teaching physical education. 5th Edition. Mountain View: Mayfield Publishing Co., pp. 357 – 380.

Physical Education Unit

Educational GymnasticsGrade Four

Erica Paproski

Scope

In this interdisciplinary unit of educational gymnastics, students will begin with becoming aware of basic movements skills and strategies to prevent injury. The students will continue to build an understanding of body awareness and how their body parts depend on each other in order to maintain basic skills. Students will be able to relate this information to how Saskatchewan industry (main focus is on mining; agriculture; transportation) rely on each other in order to meets the needs of the citizens of the province.

This connection with Social Studies theme of interdependence will instil the idea to students that interdependence is a skill that we all rely on. This skill involves assistance from other people, industries, or our own body actions. For students to develop a better understanding of this idea that we all rely on each other, the students will be working with partner and as a pair, they will use their critical, creative and problem solving skills to create movement patterns and sequences while mainting and controlling equipment in an appropriate matter. Students will need to rely on their body parts and the partner in order to be successful.

To finish the unit, students will take part in a game called, Earthquake, where the students need to use the basic skills taught from the first lesson. Students will need to rely on bending their kness as the jump from mat to mat escaping the “lava”. Students will also rely on communication between the members of their group to transport an object from mat to mat.

This unit will provide students with an understanding of how we cannot live in this province alone and that we rely solemnly on the support of others as do others rely on the support and service that we provide.

RationaleThis unit will is intended to equip students with a deep understanding about what the

body does, where the body is, how the body moves, and with whom or with what the body is in relationship. In the same way, Saskatchewan industries manufacture and create products or services derived from a variety of resources, and people must work together to transport goods and services toward the betterment and existence of society.

This unit will meld the idea of necessary social collaboration using body movement efforts to deepen the social understanding of their future lives in a community dependent on others. We want to teach students about their own body movement and how their movement impacts others; we will then help the student to translate this information to the elements that support Saskatchewan's constructed environment (industry).

We want students to understand that everybody needs to work together through movement in order to have success. We will focus on the interdependent industries of agriculture, mining, and transportation.

Facts and Information about Educational Gymnastics

Educational gymnastics in the primary grades is nothing like the skills witnessed in the gymnastic events at the Olympic Games. Educational gymnastics is all about the exploration of movement and students being able to control and move their bodies in a range of ways (NSW Gymnastics Association, 2002, ¶ 1).

According to NSW Gymnastics Association, “gymnastics provides students with opportunities to explore what their bodies can do, the space within their bodies can move, the effort involved in the movement and the environment within which such movements take place” (2002, ¶ 2). It is important for students begin learning gymnastic in small strides to help build success and confidence within themselves.

Safety is officially the most important element to teach students. It is vital for students to understand the importance of proper stretching, landings, rotations and being attentive on their surrounding environment. According to Gymnastic Zone, the most important aspect of the sport is safety (2003, ¶ 1).

Stretching or participating in a warm-up activity will reduce the risk of injury. According to Mitchell et al. (2002) to warm up the body parts, execute a low-intensity aerobic exercise such as jogging or jumping rope for five to ten minutes. This will elevate the body temperature and cause slight perspiration, an indicator that the muscles are warm (p.4). So it is essentially to begin each class with a low-intensity aerobic exercise followed by a series of stretches that will increase the bodies flexibility and reduce injury.

Teaching landings of the feet involves students to practice landing positions by bending the knees. Mitchell et al. (2003) stresses the importance of using the knees to brace a fall (p. 9). Sometimes the act of slightly bending the knees is enough to regain balance. Next, it is important to teach hand landings. Continuous force upon the wrist can be straining and can later cause serious damage. It is important to teach students when performing a landing on the hands to land so the fingers are pointing outwards and the elbow is bent to help absorb the impact of the fall and also reduce the weight that is place upon the wrists.

Rotations Mitchell et al. (2002) also says to keep your students safe is to create a safe environment

teaching developmentally appropriate skills (p. 1). It is important that these skills are suitable according to the student’s intelligence, skill and maturity level (p. 1).

Terms:

- Forward roll – Start in standing position with legs together and arms up. Proceed to squat down and insert a marble under chin. This will help keep the head tucked in and prevent injury of the neck. Next, place hands flat on the floor facing forward and bend forward and rock and roll with hands. To complete a forward roll, you should finish standing up, without using your hands to help you up. Apply all the pressure and stress on your knees.

- Backwards roll – Start standing up with legs together. Proceed to squat down, placing hands up by ears, flat with shoulders. Slowly lay back and push using hands and hips to lift. Finish in a standing position.

- Locomotion - The ability to move or the act of moving from place to place; Self-powered motion by which a whole organism changes its location through walking. Examples: : Running, skipping, crab walking, jumping, crawling, human wheel barrel.

- Non-Locomotion – The opposite of locomotion. Examples: : pushing, pulling, twisting, turning, wiggling, sitting, rising, bending, swaying, swinging, stretching, falling, throwing, kicking, hitting.

*Terms were found using Dictionary.com

Stretches

- Straddle Stretch - Stretches the hips adductor (on the inside of the upper leg), gluteals, spinae, and hamstring muscles ( Retrieved from http://www.physicallytrained.com/fm21-20/physical-fitness-training/images/FLEX-groin-stretch-seated-straddle.PNG

- According to Easy-Golf-Tips, one of the best leg stretches for the quad is called the reverse can opener: On their website, here is what they had to say when it comes to stretching your quad. The following can be found from paragraph 10-15:

1.) To begin this stretch, stand with your legs shoulder-width apart. It’s important to keep your back straight.

2.) Now, bend your right leg behind yourself so your heel is pointing towards the sky.3.) Grab the right foot around the ankle with your left hand. This may seem opposite,

however , it actually keeps your knee in its normal bending range.4.) You may have to counterbalance this position by putting your right arm straight out.

Makre sure to keep your back land left (supporting) leg straight.5.) Keep your right knee behind your body and pull slightly back and up with your left

arm.6.) Hold his posting for 15-20 seconds, reverse legs and do at least two times.

If you have troubles balancing, try putting one hand against the wall. In addition, Easy-Golf-Tips also says that the “largest muscle in the leg is the quad” (¶ 6). This may come as a surprise, but the quad is made up of four divided muscles that wrap around your leg to act as the legs’ extensor which creates protection for the knee and allows you lift your leg as high as possible (¶ 6). This muscle, along with the rest of your leg, makes up for 50 percent of your total body weight, so it is always important to stretch your quad before involving yourself in any sort of physical activity (¶ 7). Overtime and with continuous stretching, the muscle will cause your legs to become much stronger and flexible (¶ 7).

- Another important muscle that is opposite to the quad is the hamstring (¶ 19). This large muscle is attached to the back of the knee and runs up into the glute (¶ 19). Both the

quad and hamstring work hand in hand to move the leg. According to Easy-Golf-Tip, “After the quad has lifted your knee( walking), the hamstring lifts the lower leg and helps bend the knee” (¶ 20). One of the single best stretches of the hamstring is the single floor reach (¶ 20). This stretch is also called the straddle stretch. On their website, Easy-Golf-Tips lists the steps of stretching using the single floor reach. The follow can be found from paragraphs 21 to 25:1.) First, sit on the floor with your legs straight out in front of you. Next, bring your right

leg and foot up to your left knee.2.) Keep your right knee as close to the floor as possible. 3.) With your left arm, reach for your straighten left leg. You’ll be able to feel a slight

pull in the hamstring. You’ll be able to feel a slight pull in your lower back.4.) The longer you hold the stretch, the farther you’ll be able to reach around your leg.5.) Hold the stretch for 15-20 seconds. Repeat the same for the left leg.

Although this website and information is related to golfers, these stretches are easily used and needed just as much in gymnastics. Gymnasts are constantly used their legs to maintain their center of gravity, balance and stress on their legs.

Resources:

Davis, B., Mitchell D. & Lopez R. (2002). Teaching Foundational Gymnastics Skills. Human Kinetics, Retrieved from http://books.google.ca/books?id=BZUE5aDA0PcC//

Foundry, B (2007). Quadriceps and Hamstring. Retrieved February 7th, 2009, from www.easy-golf-tips.com/leg-stretches.html

Gymnastic Zone (2003). The Gymnastic Fall Complex. Retrieved from http://gymnasticszone.com/FallComplex2.htm//

NSW Gymnastics Association (2002). Gymnastics – It’s not that scary. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/csarticles/gymscare.pdf

Lesson Plan OneIntroduction to Educational Gymnastics

Name: Erica Paproski Date: Tuesday March 3 rd , 2009 Subject: Educational Gymnastics Grade: 4

Content: Introduction to Educational Gymnastics; learning about safety precautions and basic skills (landings on feet, hands, while rotating).

Teaching Strategy: Direct

Learning Objectives:

- Students will be able to perform and refine a variety of landings on the feet, on the hands and while rotating (safety/shoulder rolls).

Assessment for student learning:

- For assessment I will use direct observation(anecdotal records).

Common Essential Learnings:

- Personal and Social Values and Skills- Independent Learning - Communication

Prerequisite Learning:

- Since this lesson is an introduction to Educational Gymnastics, it is important that the students know basic stretching skills.

- Students will also need to know about the safety precautions taken in Saskatchewan industry.

Lesson Preparation Equipment/materials:

- Three mats- Photos of stretches and gymnastic basic skills. - Number stickers

- Squat Jump Picture

Advanced preparation:

- Post the pictures on the wall

Presentation:

Set:

- Before leaving the classroom to go to the gym, assign students with a number sticker from one through five. Call the students to come to the front, get a number tag and line up at the door.

- Tell the students, “These numbers are for an activity that we are going to go after our warm up.”

- Also tell the students, “Instead of going to the gym to do laps, we are going to play a game called Popcorn Tag. How it works is that one person is it, and when the “it” tags someone, that person has to do five squat jumps (squat jump: bend your knees you can. Also show the picture). So who wants to be it?”

- Pick a student to be “it” and then proceed to walk to the gym

- While the students are playing a game, post the pictures of various stretches on the wall..

Development:

Classroom Management Strategies:

- With the class, develop non-communication strategies to help gather attention or commands (raise one hand to stop, etc)

- Use sticker number so students can refer to the number to remember which number group they are in.

- Only have a few selected students go to the storage room to retrieve materials.

Part One:

- After playing Popcorn Tag, have the students’ form a semi-circle so that they are facing the wall, where there will be pictures displayed of various types of stretches. Talk about the stretching as the students are performing them. Ask a series of questions, “What do you know about stretching? Why do you think we are doing these stretches?”

- During stretching, send five people to go get a mat Each mat will be lined up in the middle of the gym.

Part Two:

- Begin to explain safety precautions that students must take while performing gymnastic skills at all times (watch for people in front and around you, stay clear of mats when others are performing, etc).

- Tell the students, “Today we are going to be working on basic gymnastic skills which include landings and forward/backwards rolls.” Show the students the rubric to they understand what I will be testing them on.

- Demonstrate landing on the hands (fingers pointing forward, elbows bent to help absorb the shock/break of the fall).

- Begin to demonstrate landings on the feet. Stress the importance of bending the knees and landing feet first! Say, “Another situation where you might see this action of bending the knees is in the First Nation culture. The women’s traditional dance consists of them always bending their knees in time to

the beat. Although we won’t have any music. So in other words boys and girls, bending your knees is important in everything you do.” Give time for the students to practice jumping on the spot, bending their knees.

- Number the mats and have each student go to their numbered mat.

- Demonstrate how to perform a forward shoulder roll. Model strong and weak work. Have the students avoid using their hands and placing all the pressure and balance on their legs when they stand up. Give every student a marble to help keep their chin tucked in.

- Once all the students have tried it once, demonstrate how to do a backwards shoulder roll. Model strong and weak workGive students a chance to try it once.

- Go around and be sure that all the students are conducting proper rolls. Have the students’ line up in order of their numbers. One at a time have all the one’s perform and forward roll, two’s, three’s, etc. Using the checklist, mark the students as they conduct the skill.

Closure:

- Ask students a series of questions: What do you think about gymnastics? What do you know about safety? Compare and backwards roll to a forward roll?

- Have the students who brought out the mats and hula-hoops to return them to the storage room.

Extension:

- Add in locomotion to the basic skills (ex: run, forward roll; skip, jump through hula-hoop).

Adaptive Dimension:

- Playing a game for a warm-up is a good way to include Sam W.- Posting pictures of stretches on the wall for the visual learners.- Working within a group helps intrapersonal learners.

Target:

- Demonstrating

Resources:

Davis, B., Mitchell D. & Lopez R. (2002). Teaching Foundational Gymnastics Skills. Human Kinetics, Retrieved from http://books.google.ca/books?id=BZUE5aDA0PcC//

Demand Media (2009). Gymnastic Moves & Routines for Beginners. Retrieved from http://www.expertvillage.com/video-series/160_beginning-gymnastics.htm//

Graham G., Holt/Hale A. S., Parker M(2001). Children Moving: A reflective approach to teaching physical education. 5th Edition. Mountain View: Mayfield Publishing Co., pp. 357 – 380.

Gymnastic Zone (2003). The Gymnastic Fall Complex. Retrieved from http://gymnasticszone.com/FallComplex2.htm//

Veterans Affairs Canada (2005). Welcome to the Music, Dance and Culture of First Nations People, Métis and Inuit of Canada. Retrieve from http://www.vac-acc.gc.ca/general/sub.cfm?source=feature/abspirit/abback/ab_ceremony_program//

Target

Name: Erica Paproski Date: Tuesday March 3 rd , 2009 Subject: Educational Gymnastics Observer: ________________

Target: Demonstrating & Direction Giving

1.) Am I giving clear instruction and emphasizing on bending the knees?Yes/No

2.) Am I giving clear instruction and emphasizing the follow about forward rolls:Yes/No

a.) Start standing; legs together b.) squat down, c.) marble under chin hands flat on the floor facing forward d.) bend forward; rock and roll with handse.) Finish standing up

3.) Am I demonstrating a forward roll the way I am explaining the skill? Can everyone see?Yes/No

4.) Am I giving clear instruction and emphasizing the follow about backwards rolls:Yes/No

a.) Start standing up legs togetherb.) squat down

c.) hands up by ears flat with shoulders d.) lay back, push using hands and hips to lift; e.) Finish in standing position

5.) Am I demonstrating a backwards roll the way I am explaining the skill? Can everyone see? Yes/No

6.) Do I model strong and weak work?Yes/No

Comments:

Original Source: http://www.surfstronger.com/images/JumpSquats180.jpg//

Original Source:http://www.mckinley.uiuc.edu/handouts/back_and_neck_care_guide/

images/neckrotation.jpg//

Original Source:

http://www.lesliearwin.com/images/wrist_stretch_extension.gif//

Original Source:

http://www.lesliearwin.com/images/wrist_stretch_flexion.gif//

The straddle stretch- Stretches the hips adductor (on the inside of the upper leg), gluteals, spinae, and

hamstring muscles ( Retrieved from http://www.physicallytrained.com/fm21-20/physical-fitness-training/images/FLEX-groin-stretch-seated-straddle.PNG )

Original Source: http://www.fitnessgenerator.com/images/exercises/Seated

%20Hamstring%20Groin%20Stretch.gif//

Original Source: http://www.fitnessgenerator.com/images/exercises/Standing%20Groin%20Low%20Back%20Stretch.gif//

Original Source: http://www.google.ca/imgres?imgurl=http://www.easy-golf-tips.com/image-files/leg-stretches-hamstring.jpg&imgrefurl=http://www.easy-golf-tips.com/leg-stretches.html//

Lesson Plan TwoBasic Movement Patterns

Name: Erica Paproski Date: Monday March 9 th , 2009 Subject: Educational Gymnastics Grade: 4

Content: This lesson will be a review from the first lesson and the students will be able to perform basic movement patterns (locomotion).

Teaching Strategy: Interactive Instruction

Lesson Objectives:

- Students will be able to select, refine and perform Basic Movement, Patterns-Landings, Locomotions, Statics, Rotations, Swings, Springs-varying elements of Body, Space, Effort and Relationships

Assessment for student learning:

- Rubric: Assessing Motor Development (Landings, Locomotion) with the use of a check list.

- Goal Setting

Common Essential Learnings:

- Communication- Numeracy- Personal and Social Values and Skills

Prerequisite Learning:

- Students will need to know about the safety measures that must be taken when participating in gymnastics.

- Will need to know the basic skills and proper landing.

Lesson Preparation

Equipment/materials:

- Five mats- Five basketballs- Five skipping ropes- Five station instructions

- Pictures of stretches

Advanced Preparation:

- Form groups using numbered stickers.

Presentation:

Set:

- Have the students run three laps around the gym, then bring them over to the wall and have the students form a semi circle so they can see the pictures on the wall. Talk about the stretching as the students are performing them. Ask a series of questions, “What do you know about stretching? Why do you think we are doing these stretches?”

Development:

- After stretching, begin to explain the stations that are set up. I will go through it myself to show the students how it looks. Make sure to point out how the station is set up in a zig-zag pathway.

- Go through the rubric so they understand what they will be marked on.

- Arrange the students into groups according to their numbers.

- Station one: Practice Forward Roll three times and travel two station two with a ball between their legs.

- Station two: Practice backwards roll

Classroom Management:

- Use a whistle- Demonstrate how stations work. Model

only one station due to time constraints. - Always gather students’ attention from

the same spot in the gym.

three times and travel to station three with a jump rope.

- Station three: Students will conduct a Static position using variations, one arm, and two arms. Hold each position to the count of 30. Students will travel to station four by crab walking.

- Station four: Students will first perform a log roll and then a cart wheel. Perform two of each. They will travel to station five by hoping on one foot.

- Station five: Students will conduct two poses; shoulder stand and tree pose. Hold each pose to the count of 30. They will travel back to station one by frolicking.

- Tell the students, “ I will hit the triangle three times to indicate that it is time to switch stations.”

Closure:

- Have the students answer a series of questions; What did you think of the stations? Compare station one from five.

Extension:

- Have music playing in the background and play “musical stations”- Students can create their own station.

Adaptive Dimension:

- Illustrations on the wall and at the stations.

Resources:

NSW Gymnastics Association (2002). Gymnastics – It’s not that scary. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/csarticles/gymscare.pdf

Target:

- Time Management

Assessment FOR Learning

GOAL SETTING

Name:___________________________________________

Date:____________________________________________

MY OPINIONMy strengths are __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What I think I need to work on is __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MY TEACHER’S OPINIONStrengths: ____________________________________________________________________________________________________________________________________________________________

Work on: ____________________________________________________________________________________________________________________________________________________________

MY PLANWhat I will do now:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Next time I’ll ask for feedback from:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Assessment OF Learning

Learning Outcome: Perform basic movement patterns while maintaining control of their body parts, equipment, pathways and force. Levels of Ability Names of the students who are at this level most

of the timeLevel 1:

- Did not perform basic movement patterns – landings, locomotion, statics, rotations, springs, with no control and awareness of their body parts, equipment, pathways used and force.

- Students did not wait patiently for their turn, practice safety, assist and encourage each other.

Level 2: - Performed some basic movement patterns –

landings, locomotion, statics, rotations, springs, with some control and awareness of their body parts, equipment, pathways used and force.

- Students wait patiently some of the time for their turn, practice safety, assist and encourage each other.

Level 3: - Performed most basic movement patterns –

landings, locomotion, statics, rotations, springs, with full control and awareness of their body parts, equipment, pathways used and force.

- Students wait patiently most of the time until it is their turn, practice safety, assist and encourage each other.

Level 4: - Accurately performs basic movement

patterns- landings, locomotion, statics, rotations, springs, with full control and awareness of their body parts, equipment, pathways used and force.

- Students wait patiently for their turn, practice safety, assist and encourage each other.

Target

Name: Erica Paproski Date: Monday March 9 th , 2009 Subject: Educational Gymnastics Observer: ________________

Target: Time Management

1.) Place a check mark on the areas that I tend to linger to long in:

__ Warm up__ Direction giving for the station activity__ Closure

If I tend to linger to long in any of the above, comment on how I can improve for next time:

2.) Place one check mark if I allotted not enough time for a station and two check marks if I allotted too much time:

__ Station One

__ Station Two

__ Station Three

__ Station Four

__ Five

Comments:

Original Source: http://www.holistic-online.com/yoga/images/sh_stand.gif

Original Source: http://www.webthatworks.net/Summer%20camp%20handout_files/image003.jpg

Station Floor plan

Station 1: - Do a forward roll three times.- Travel to station two by placing a ball between your ankles. Be sure to return the ball

back to station one.

Station 2- Do a backwards roll three times. - Travel to station three using a skipping rope. Return skipping rope back to station two.

Station 3- Maintain your balance in the “push up” position. Try with two hands and then using one

hand. Hold each position to the count of 30.- Travel to station four by crab walking.

Station 4- Do log rolls and cartwheel. Do two of each. - Travel to station five by hoping on one foot. Count how many hops it takes you.

Station 5- Using your balance to hold a shoulder stand and tree pose. Hold each pose to the count of

30. - Travel to station one by frolicking.

Station 4Station 2

Station 5Station 3Station 1

Lesson Plan ThreeMovement Variables

Name: Erica Paproski Date: Wednesday March 11 th , 2009 Subject: Educational Gymnastics Grade: 4

Content: Students will create a pathway that they will follow keeping in mind the movement variables.

Teaching Strategy: Experiential LearningLearning Objectives:

- Students will be able to select elements of Body, Space, Effort and Relationships to create individual movement sequences.

Assessment for student learning:

- Ask students a series of questions. This theme will continue over into Language Arts on the 13th so I will assess the students’ ability to make the connection in a writing lesson.

Common Essential Learnings:

- Communication- Independent Learning- Personal and Social Values and Skills

Prerequisite Learning:

- Students will need to know the types of locomotion.

Lesson Preparation

Equipment/materials:

- Paper with a map of Saskatchewan- Pylons (4)- Hula-hoops (7)

Presentation

Set:

- Before leaving the classroom have the students bring a pencil and their

Classroom Management:

- Use a whistle - Always gather student attention in the

same spot of the gym.

pathway that they created in Language Arts that morning.

- Have the students play Red Light, Green Light for a warm up game.

- While the students are playing the game, set up the exercise wall.

- After the game is over, have the students go to the exercise wall to conduct the stretches. While the students are conducting stretches, make a map of Saskatchewan using the four pylons.

Development:

- Once the warm-up is complete, ask the students, “What shape did I make with the pylons?”

- Have the students get out thier pathway sheet and get a partner. Tell the students “Using one map between the two of you, start at your starting point on the map that you created, begin to follow your pathway. Remember to you must stay within the map of Saskatchewan. You will be travelling and transporting yourself around like a semi or train travels around Saskatchewan, this means that you will need to communicate with your peers and to control your body effort (force, speed, flow); body (parts, actions, shapes;) relationships (with body parts); and this..”

- demonstrate how one partner will put their hands of the partner in front of them and in between their arms they will cradle a ball, “this ball represents

an industry (mining, agriculture) you must create a safe pathway to avoid an accident.” Review safety measures and students must take.

- Give enough time for the pair to go through one pathway.

- Now collect hula-hoops (7) and spread them out throughout the playing space.

- Stop the students and say, “These hula-hoops represent First Nations land. Land was destroyed to build transportation to transport goods. Now they are having difficulty finding food. Recreate your map in a way that benefits you and the First Nations people.”

- Give time for students to recreate their map or think of a way to help the First Nations people.

- Allow the pairs to explore their pathways. If there is time, have some volunteer pairs demonstrate their pathway.

Closure:

- Ask the students a series of questions: “What do you think about depending on your partners’ movement? What body parts did you depend on to maintain the balls position? Once you realize that your pathway interfered with the First Nations land, what changes did you make to benefit your transportation route and the First Nations land? How would you feel if a highway was built on your land?”

Extension:

- Incorporate equipment or partners- Take the activity outside.

Adaptive Dimension:

- Pictures of stretches.- Pylons form a map of Saskatchewan- Playing Red Light, Green Light includes Sam W.

Resources:

- Library and Achieves Canada (2003). First Nations. Retrieved February 20, 2009, from http://www.collectionscanada.gc.ca/trains/kids/h32-1040-e.html//

Target:

- Questioning

Target

Name: Erica Paproski Date: Wednesday March 11 th , 2009 Subject: Educational Gymnastics Observer: ________________

Target: Questioning

1.) Do I allow enough time for students to respond to questions I ask? Yes/No2.) Am I repeating questions or similar questions? Yes/No3.) Am I asking a variety of types of questions? Avoiding yes/no answer questions?

Yes/No4.) Did I create a safe environment? (respectful, no put downs). Yes/No

Comments:

Target

Name: Erica Paproski Date: Wednesday March 11 th , 2009 Subject: Educational Gymnastics Observer: ________________

Target: Time Management

1.) Place one check mark if I allotted not enough time for a station and two check marks if I allotted too much time:

__ Warm up__ Direction giving the station activity__ Closure

If I tend to linger to long in any of the above, comment on how I can improve for next time:

Comments:

Lesson Plan FourMovement Sequences Using Equipment/Partner

Name: Erica Paprosk Date: Monday March 16 th , 2009 Subject: Educational Gymnastics Grade: 4

Content: Students will create a movement patterns using a series of locomotion/non-locomotion with equipment and partner.

Teaching Strategy: Experiential

Learning Objective:

- Students will be able to select, refine and combine locomotor and non-locomotor skills in movement sequences, alone or with others, with or without equipment

- Students will be able to create and perform sequences using small and/or large equipment, individually or with others.

Assessment for student learning:

- Rubric- Anecdotal Records

Common Essential Learnings:

- Communication- Critical and Creative Thinking- Personal and Social Values and Skills

Prerequisite Learning:

- Will need to know the basic movements for locomotion/non-locomotion.

Lesson Preparation

Equipment/materials:

- 8-9 balls- 3 mats- 3 dice- Pictures of industry

- Pictures/typed words of locomotion/non-locomotion

Presentation:

Set:

- Play “Pac Man” tag (have three students to be it, they are now the Pac Man chasing the other students. They must stay on the lines in order to catch the others).

- Have the students go to the exercise wall to perform warm-ups. While students are setting up, set up the stations and pictures and dice at each station.

Development:

- Go over the rubric so the students understand what is expected.

- Begin explaining the stations that are set up. The pair will begin at one of the three stations by rolling the dice; if agriculture appears on the dice for example, the student must combine a locomotors practiced from previous lessons to move from existing station to the agriculture station with their partner.

- There will be pictures on the wall of various locomotion/non-locomotion for the students to rely on.

- Divide the students into groups of two/three.

- After conducting a movement pattern with their partner, they will be given a ball (the ball will represent an industry, agriculture, transportation, mining,). So

Classroom Management:

- Use a whistle - Gather student attention from the Sam

spot in the gym.- Use numbered colour stickers when

creating groups.

now the pair must travel to each station while carry the ball.

Closure:

- Ask the students a series of questions: What do you think of locomotion? Compare travelling with your partner and with a ball?

Extension:

- Have the lesson outside- Create a Wordle of types of locomotion/ non-locomotion

Adaptive Dimension:

- Pictures on the wall- Play Pac Man tag involves Sam W

Resources:

A Resource Manual for Sports Leaders (2000). Tag Games. Retrieved from http://www.sasksport.sk.ca/cis/pdf/tag_games.pdf

Brotherson, S (2006). Understanding Physical Development in Young Children. Retrieved from http://www.ag.ndsu.edu/pubs/yf/famsci/fs632w.htm//

Target:

- Direction Giving

Assessment OF Learning

Learning Outcome: Perform basic movement patterns/sequences while maintaining control of their body parts, equipment, pathways and force with a partner and with equipment. Levels of Ability Names of the students who are at this level most

of the timeLevel 1:

- Did not select, refine and combine locomotor and non-locomotor skills with a partner or with equipment.

- Did not cooperate with partner to maintain equivalent patterns of movement.

- Students did not wait patiently for their turn, practice safety, assist and encourage each other.

Level 2: - Performed some locomotor and non-

locomotor skills with a partner or with equipment.

- Demonstrated cooperation with partner to maintain equivalent patterns of movement.

- Students wait patiently some of the time for their turn, practice safety, assist and encourage each other.

Level 3: - Performed most locomotor and non-

locomotor skills with a partner or with equipment.

- Cooperated skills with partner to maintain equivalent patterns of movement.

- Students wait patiently most of the time until it is their turn, practice safety, assist and encourage each other.

Level 4: - Accurately select, refine and combine

locomotor and non-locomotor skills with a partner or with equipment.

- Demonstrated high cooperation with partner to maintain equivalent patterns of movement.

- Students wait patiently for their turn, practice safety, assist and encourage each other.

Target

Name: Erica Paproski Date: Monday March 16 th , 2009 Subject: Educational Gymnastics Observer: ________________

Target: Direction Giving

1.) Place one check mark on the areas where they weren’t enough directions given (were the students showing signs of confusion?) and two check marks if there was enough directions given?

__ Directions given on what forms of locomotion to use.__ Directions given on what forms of non-locomotion to use.__ Directions about what to do at each station.

2.) Were my directions clear? Yes/No3.) Was I explaining the directions too fast? Yes/No

Comments:

Original Source: http://dezignus.com/wp-content/uploads/2008/02/jumping-dezignus.jpg

Original Source: http://www.agriventurecanada.com/sask_pics/hay4.jpg

Original Source: http://www.scs.sk.ca/science/science/Weather/MPj04116670000%5B1%5D.jpg

Original Source: http://www.thewirelessreport.com/media/2006/02/miners.jpg

Original Source:

http://esask.uregina.ca/management/app/assets/img/enc2/selectedbig/51C33167-1560-95DA-4338ABF0F10E0F0B.jpg//

Lesson Plan FiveApply and Solve Movement Principles

Name: Erica Paproski Date: Wednesday March 18 th , 2009 Subject: Educational Gymnastics Grade: 4

Content: Students will use movement principles and problem solving skills to transport a piece of equipment from one end of the gym to the other.

Teaching Strategy: Experiential

Learning Objectives:

- Students will be able to demonstrate increasing capacity to apply movement principles related to stability and force in a variety of gymnastics activities

- Students will be able to solve movement problems using creative and critical thinking skill.

Assessment for student learning:

- Goal Setting - Rubric

Common Essential Learnings:

- Communication- Critical and Creative Thinking- Personal and Social Values and Skills

Prerequisite Learning:

- Students will need to know how use their problem solving and critical and creative thinking skills.

- Will need to know movement principles.

Lesson Preparation:

Equipment/materials:

- 8 mats- 4 pylons- 4 hula-hoops

- Group evaluation sheets - Exercise pictures- Music player and cd- Index cards for exit slip

Presentation

Set:

- Have students bring a pencil to gym.- Have the students run three laps for a

warm up. While they are running laps, post the pictures of stretches along the wall (same side of wall where the pictures will always be posted).

- While students are stretching, send eight students to go get mats, have them form a circle with the mats, fairly close together.

- Have another four students get a hula-hoop each and four other students get four pylons.

Development:

- Explain the game Earthquake ( arrange mats in a circle. In between mats is lava. Use various movement principles to avoid falling in the lava. No one is eliminated. Pylons represent fire and hula-hoops represent quick sand).

- Go over safety of landings ( bend knees, always land feet first, watch for others), rubric and signals of communication.

- Divide the class into groups of five.- Play music and when the music is

playing students must transport their

Classroom Management:

- Use a whistle - Gather student attention from the same

spot in the gym.- Use music to indicate a point of

“freezing” in a position.

body (in any way they want too) to each mat and when the music stops, the students must freeze into a pose.

- After a while of playing, give each group a ball. The ball represents an industry and it is up to them to transport the industry anyway they can as long as it is a controlled movement and the ball does not fall in the lava.

Closure:

- Hand out an exit slip. Have the students answer the question, “How did your group use various forms of movement principles?”

Extension:

- Take the game outside

Adaptive Dimensions:

- Play music

Resources:

Gymnastic Activities. Retrieved from http://igreen.tripod.com/id60.htm

Target:

- Demonstrating

Assessment FOR Learning

Goal Setting

Name:______________________________________

Date:_______________________________________

Reflection

1.) Circle the things that you learned during physical education:

forward shoulder rolls backwards shoulder rolls types of locomotion

pathways(zig-zag) safety sharing cooperation industries in Saskatchewan

types of non-locomotion different speeds of movement working with equipment

2.) My strengths are

______________________________________________________________________________

3.) How have I improved from the first lesson until now?

______________________________________________________________________________

______________________________________________________________________________

Target

Name: Erica Paproski Date: Wednesday March 18 th , 2009 Subject: Educational Gymnastics Observer: ____________________

Target: Demonstrating

1.) Am I demonstrating various forms of movement?- Locomotion (skipping, hoping, jumping) Yes/No- Non-locomotion (twisting, throwing, etc) Yes/No- Emphasis on bending the knees to brace impact of landing. Yes/No

2.) Am I demonstrating examples of strong and weak work? Yes/No3.) Are all students able to see? Yes/No4.) Am I checking up with students, or reinforcing key concepts? Yes/No

Comments:

Art Education Mini-Unit

Visual Art UnitGrade Four

Erica Paproski

Scope

This unit is building on student’s prior knowledge about basic art skills and expanding it forward to progress at a higher level of understanding and appreciation. Students will have the opportunity to use their creativity to create illustrations that entail geometric and organic shapes surrounding positive and negative space in either a symmetrical or asymmetrical format. Students will develop understanding of these basic lines and shapes by viewing examples of First Nations, Métis and Inuit illustrations.

As the unit moves forward to the second lesson, the students will take a look through the critical lens of a graphic designer and design a logo for their industry (already established in industry groups, students will continue in those groups).

The third and final lesson, students will step in the shoes of an architect, using three-dimensional drawings, students will now draw their building. While students will be enhancing their artist lens, they will also be improving their

Rationale

The purpose of this lesson is to teach students about how people rely on each other in order to be successful. Students will learn how the industries within Saskatchewan rely on architects to construct an appropriate building to house their industry and graphic designers to create a logo that represents their industry in a creative and appropriate matter. As teachers, we hope that teaching about this awareness will influence student thinking about the process of creating an industry and the people involved.

Fact/Information Page

According to Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2008-09 Edition, claims that a “Graphic designers—or graphic artists—plan, analyze, and create visual solutions to communications problems. They find the most effective way to get messages across in print, electronic, and film media using a variety of methods such as color, type, illustration, photography, animation, and various print and layout techniques. Graphic designers develop the overall layout and production design of magazines, newspapers, journals, corporate reports, and other publications. They also produce promotional displays, packaging, and marketing brochures for products and services, design distinctive logos for products and businesses, and develop signs and signage systems—called environmental graphics—for business and government. An increasing number of graphic designers also develop material for Internet Web pages, interactive media, and multimedia projects. Graphic designers also may produce the credits that appear before and after television programs and movies.”

Phil Shapiro (1988) says that an architect is an individual who designs all kinds of buildings (¶ 1). Most buildings that you see were at one time designed by an architect. Constructing a building all begins with the architect drawing out the plans. They must consider many things before the construction crew comes to build the building. The architect must

consider the purpose for the building? How many people will be in the building at all times? What types of activities will go on in this building? (¶ 6).

Definitions:

Geometric Shapes – Recognizably named areas based on straight lines, angles and curves such as square, circle, triangle, etc.

Organic Shapes – natural look and a flowing and curving appearance.

Symmetrical – Having similarity in size, shape, and relative position of corresponding parts.

Asymmetrical – Irregular in shape or outlines.

*Definitions were founded using Dictionary.com

Resources:Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2008-

09 Edition, Graphic Designers. Retrieved February 9th, 2009, from http://www.bls.gov/oco/ocos090.htm//

Sharpio, P. (1988). What does an Architect do? Retrieved February 9th, 2009, from http://www.his.com/~pshapiro/architects.html//

Lesson OneVisual Art Introduction

Name: Erica Paproski Date: Tuesday March 3 rd , 2009 Subject: Visual Art Grade: 4

Content: Students will be introduce to basic visual art features by viewing examples through First Nations, Métis and Inuit art work.

Teaching Strategy: Direct

Learning Objectives:

- Students will understand that shapes can be geometric or organic; symmetrical or asymmetrical.

Assessment of student learning:

- Quick write- Checklist

Components:

- Creative /Productive- Cultural/Historical

Common Essential Learnings:

- Communication- Critical and Creative Thinking - Independent Learning

Prerequisite Learning:

- Students may or may not have an understanding of Geometric and Organic shapes. I will teach them what these terms mean and show representations so the students can instil a mental picture.

Lesson Preparation

Equipment/materials:

- White paper- Black markers- Envelope

- First Nations, Métis and Inuit art work

Presentation

Set:

- On the board I will write the following: Geometric; Organic; Symmetrical and Asymmetrical. I will point to a word and ask, “Just by looking at the word, can you tell me what you think it means? There is no wrong answer because you are saying what you think your opinion of the word means.”

- Go through each word using this procedure and using the First Nations, Métis and Inuit art work as examples of these terms.

Development:

- Hand out a piece of white paper and tell the students, “Using geometric/organic shapes you will create an illustration called, ‘bad hair day’.” Show the students the example.

- Remind the students that they must choose whether they want their illustration to be asymmetrical or symmetrical and write it on their paper. Show both examples, have the students identify which illustration is symmetrical and asymmetrical.

- Show examples of strong and weak work.

- Give students time to first draw their picture using pencil and then using a

Classroom Management:

- Use the music triangle to gather student attention.

- Have music play in the background as students work.

black marker to outline it.- Have the students give their person a

name. Also tell the students they can draw any kind of person they want; young, old, etc.

- Have students place their final product in the envelope provided for them, with their name on it.

Closure:

- Have students write an exit slip: Compare geometric and organic; asymmetrical and symmetrical; and positive space with negative space.

- Have the students date their exit slips and place them in their envelope.

- I will later collect the envelopes from each student.

Extension:

- Use clay or paint

Adaptive Dimension:

- Writing notes on the board- Illustrates of the examples- Coloring page for Sam W.

Resources:

Austin, M. & McClain, S. (2009). Bad Hair Day. Retrieved February 4th, 2009, from http://www.princetonol.com/groups/iad/lessons/SubPlans/subelem.htm//

Coloring Book Fun. Veggie Tales. Retrieved February 4th, 2009, from http://coloringbookfun.com/veggietales/imagepages/artbigatti.htm//

Noble, D (1991) Inuit, Métis, and Indian Art. Saskatchewan Education.

Target:

- Time

Assessment OF Learning

This is what __________________________ knows about symmetrical/asymmetrical and geometric/ organic shapes.

Label their drawing as being symmetrical or asymmetrical.

Used geometric shapes in their drawing.

Used organic shapes in their drawing.

Target

Name: Erica Paproski Date: Tuesday March 3 rd , 2009 Subject: Visual Arts Observer: ________________

Target: Time Management

7.) Place one check mark on the area(s) that I tend to linger to long in and place two checkmarks where I never spent enough time in:

____ Introduction: Discussing symmetrical/asymmetrical and organic/geometric shapes.

____Viewing representations of these shapes and lines through Inuit, Metis and First Nations art.

____ Directions for the “Bad Hair Day” activity. ____ Exit slips.

8.) Did I manage to finish my lesson in time and allow enough time to clean up?Yes/No

Comments:

Lesson Plan TwoCreating a Logo

Name: Erica Paproski Date: Wednesday March 11 th , 2009 Subject: Visual Art Grade: 4

Content: Students will develop their own industry, according to their reading groups, and create a log/advertisement using play-dough

Teaching Strategy: Experiential

Learning Objectives:

- Students will become increasingly aware of the vast amount of visual information in the environment and daily life.

- Students will engage willingly in a process for viewing and responding to art works.

Assessment of Student Learning:

- Quick write- Checklist

Components:

- Critical/Productive- Critical/Responsive

Common Essential Learnings:

- Communication- Critical and Creative Thinking- Personal and Social Development- Independent Learning

Prerequisite Learning:

- Students will need to know geometric/organic shapes; asymmetrical and symmetrical.

Lesson Preparation

Equipment/materials:

- Paper- Art Envelope- Pencil- Play-dough

Presentation

Set:

- Review terms from last day with the students.

- Show students various logo/advertisements. Ask the students various questions: Who do you think made these advertisements?

- Lead this discussion towards the idea of graphic designers. Tell the students, “In order for an industry such as Viterra to be successful, they need someone to create a logo/advertisement that represents what kind of industry they are in (V curves representing wheat). Industries like these depend on graphic designers. “

Development:

- Tell the students, “In today’s lesson, you all will be graphic designers. The artwork that you created last day, well now that person has hired you to design a logo and name for his company. Staying within your reading groups from Language Arts, you will create your very own advertisement. So for example, Hannah is in our reading group and our reading group is reading about Mining. So Hannah will create a company (call it whatever you want) under the mining industry.”

- Show students examples of strong and weak work.

- Give the person in the front row, of each row a piece of paper and have the students, using a ruler, draw a five-inch gap from

Classroom Management:

- Use the music triangle to gather student attention.

-

the top of their paper. Tell the students, “Using play-dough, you will create your logo in that gap. Use pencil to outline the logo and then fill it in with play-dough.”

Closure:

- Have the student write an exit slip. What do you think of the visual information that you see in your environment? What do you know about graphic designers and industry?

- Have students write their exit slip on an index card, date it and place it in their envelope.

Extension:

- Create a logo online: http://cooltext.com//

Adaptive Dimension:

- Have a Veggie Tale picture for Sam W. to color.- Pictures of logos

Resources:

- CNR photograph retrieved February 4th, 2009, from http://images.google.ca/imgres?imgurl=http://www.worldofstock.com/slides/TRT1388.jpg&imgrefurl=http://www.worldofstock.com/closeups/TRT1388.php&usg=__obR9VP5sQhShmJYDg08jhc90kaA=&h=333&w=500&sz=29&hl=en&start=2&um=1&tbnid=-2dlMNErvGvyFM:&tbnh=87&tbnw=130&prev=/images%3Fq%3DCNR%2Btrains%26um%3D1%26hl%3Den%26lr%3D%26safe%3Doff%26sa%3DG//

- Fast Food Logo’s retrieved February 4th, 2009, from http://www.babble.com/CS/blogs/strollerderby/2008/11/16-22/fast-food-logos.gif//

Target:

- Direction Giving

Assessment OF Learning

This is what _____________________ knows about visual art within their environment.

Did the student create a logo that represents their IRG meetings? Yes/NoDid the student explain what their logo means? Yes/No

Comments:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Target

Name: Erica Paproski Date: Wednesday March 11 th , 2009 Subject: Visual Arts Observer: ________________

Target: Direction Giving

1.) Where my directions clear and loud enough for all students to understand?Yes/No

2.) Did the students to be confused at any point of time? Asking plenty of questions?Yes/No

3.) Did I provide enough directions and example for students to understand the concept and activity?

Yes/no

Comments:

Lesson Plan ThreeThree-dimensional drawings

Name: Erica Paproski Date: Tuesday March 3 rd , 2009 Subject: Visual Art Grade: 4

Content: Students will be introducing to the basic skills of three dimensions through drawing their own industry.

Teaching Strategy: Experiential Learning

Learning Objectives:

- Students will understand they can create the illusion of three dimensions through drawing.

Assessment of student learning:

- Quick Write- Checklist

Components:

- Creative/Productive- Critical Responsive

Common Essential Learnings:

- Communication- Critical and Creative Thinking - Independent Learning- Numeracy

Prerequisite Learning:

- Students should remember information taught in the first lesson to help them in this lesson (geometric/organic/ symmetrical/asymmetrical)

Lesson Preparation

Equipment/materials:

- Chart Paper - Pencil- Ruler

- Lego’s- Clay

Presentation

Set:

- Review information from the first lesson: geometric/organic/ symmetrical/asymmetrical.

- Have the students take out a piece of paper and begin teaching the students how to create three dimensional drawings.

- Draw a cube, sphere, square base pyramid, and triangular prism.

- While drawing three-dimensional shapes, ask the students, “What kind of career involves someone drawing shapes like these and later making them into buildings?” Talk about architects and how industries rely on architect to design a building that is safe and can meet the depends according to their industry.

Development:

- Begin to pass back the students envelopes. Have the students get out their paper with their logo at the top of the page. Tell students, “Below your logo, you will now create your three-dimensional building of your industry. Keep in mind that you need to think of what your industry is going to do in that building. How many people will

Classroom Management:

- Use the music triangle to gather student attention.

- Have music play in the background as students work.

work there? How much room will you need to store your equipment?”

- Make sure to give students plenty of time to create their three dimensional illustration.

- Provide students with the option to either use clay or lego after they have created their desing.

- Provided an example of both ( using chart paper, lego and clay).

Closure:

- Have the students write exit slips and date them. Have the students answer this question: How do industries depend on architects?

Extension:

- Use clay/play-dough

Adaptive Dimension:

- Writing notes on the board- Illustrates of the examples- Coloring page for Sam W.

Resources:

- Geometric Shapes retrieved February 4th, 2009, from http://www.sciencebuddies.org/science-fair-projects/project_ideas/Math_img080a.jpg//

Target:

- Demonstrating

Did the student draw their building according to their industry?

Did the student use various forms of line to create a three-dimensional shape?

Target

Name: Erica Paproski Date: Wednesday March 18 th , 2009 Subject: Visual Arts Observer: ___________________

Target: Demonstrating

1.) Are all the students attentative as I demonstrate?Yes/No

2.) Do I manage to use a technique to gather all of the students attention?Yes/No

3.) If yes, does it work? If no, why didn’t work?

4.) Was everyone able to see the demonstration? Were the materials visible to all?Yes/No

Comments:

Language Arts and Writing Mini-Unit

Language Arts Lesson Plan OnePathways

Name: Erica Paproski Date: Wednesday March 11 th , 2009 Subject: Language Arts Grade: 4

Content: Have students read the book, Let’s Go by Lizann Flatt and will create pathways.

Teaching Strategy: Independent LearningLearning Objectives:

Listening Objectives- Listen attentively to a range of texts

from a variety of cultural traditions for pleasure and information

- Listen to and follow three and four-step oral directions.

Reading Objectives- Monitor for meaning during oral and

silent reading.

Viewing Objectives- Begin to identify (with assistance) the

values underlying a visual text.- Participate in a variety of guided and

independent viewing experiences from a variety of cultural traditions

Speaking Objectives- Share ideas, observations, and

experiences in structured small and large group talk

Writing Objectives- Develop and demonstrate an

understanding of written language conventions including:

c.) combine short, related sentences

d.) spell correctly common words and use a strategy to learn to spell new words

Representing Objectives- Use visual aids to enhance spoken and

Assessment for Learning:- Anecdotal Records

written communication

Common Essential Learning:- Communication- Independent Learning- Critical and Creative Thinking

Prerequisite Learning: - Students will need to know what a pathway is.

Preparation

Equipment/Materials:- Flatt, L (2007). Let’s Go: the story of getting from there to here. Toronto, Ontario. Maple

Tree Press Inc. - Map of Saskatchewan

Presentation

Set:- Read the story, Let’s Go by Lizann

Flatt. - Ask the students to make predictions

about the book only showing the cover. Ask the students a series of questions: What do you think a story with a title like this might be about? What do you think might happen in this story?

- Proceed to read the first page or two then ask the students, “Which of these ideas do you think would be the likely one?”

- Read the beginning of the story. Students can either confirm or reject their predictions. Ask the students a series of questions: What do you think now? What do you think will happen next?

- Continue reading and predicting, stopping at several key points to make new predictions

- Have students reflect on their predictions. Ask a series of questions: What predictions did you make? What in the story made you think of that prediction? What in the story supports that idea?

Classroom Management:- Use the music triangle to gather student

attention.

Development:- Had out a map of Saskatchewan. Ask

students to create a pathway. Ask students if they know what a pathway is. Demonstrate strong and weak work.

- After the students have created their pathway, have them use one method of travel. On the back of their map, have students explain their reasons for choosing their method, when would they use it, and why.

- Have students indicate where their pathway begins and where it ends.

Closure:- Students can share their pathways and

their method of transportation. Extensions:

- Students could create a comic strip or story of all the ways that they travel. Adaptive Dimension:

- Writing notes on the board.- Providing examples- Allowing the students to create illustrations.

Target:- Student Motivation

Target

Name: Erica Paproski Date: Wednesday March 11 th , 2009 Grade: 4 Observer: ___________________

Target: Student Motivation

1.) Is the activity the appropriate level of difficulty? Yes/No2.) Is the material relevant to the class? Yes/No3.) Does the teacher show enthusiasm? Yes/No4.) Is there active participation? Yes/No

Comments:

Writing Lesson Plan OneWriting Instructions

Name: Erica Paproski Date: Thursday March 5 th , 2009 Subject: Writing Grade: 4

Content: The students will be actively involved in a Reading-Thinking Activity (DRTA) while listening to the story, D.W. Flips by Marc Brown. After DRTA students will learn various strategies and methods about how to write instructions and will write instructions for a backwards shoulder roll, which was performed prior to this lesson in gymnastics.

Teaching Strategy: Direct

Learning Objectives:

Listening Objectives:

- Students will be able to summarize in own words major ideas and supporting evidence presented.

- Students will be able to listen purposefully to determine the main ideas and important details.

Speaking Objectives:

- Students will understand how to begin to use oral language to clarify thinking.

- Students will be able to prepare and present information on a specific topic using print and non-print aids to engage and inform a familiar audience.

- Students will be able to use appropriate language for purpose, audience, and situation.

Writing Objectives:

- Students will be able to create original texts to communicate and demonstrate

Assessment for Learning:

- Checklist- Anecdotal Records

understanding.

Viewing Objectives:

- Students will be able to participate in a variety of guided and independent viewing experiences from a variety of cultural traditions.

Representing Objectives:

- Students will be able to combine oral, print, and other media to communicate information, ideas, and experiences.

Common Essential Learnings:

- Communication- Critical and Creative Thinking- Independent Learning

Prerequisite Learning:

- Students will have prior knowledge of forward and backward rolls from their educational gymnastics class.

Materials Equipment:

- Brown, M (1991). D.W. Flips. Toronto. Little, Brown Books for Young Readers (ISBN-13: 9780316112697)

Presentation

Set:

- Begin by saying, “Boys and girls, the book that I am going to read this morning may be a book that you have read before or you may find that when I read the book to you that the text may seem fairly easy, but I feel that this book contains some valuable information that will be useful for you

Classroom Management:

- Use the music triangle to gather student attention.

to use.”- Begin to involve students in DRTA.

Introduce the story by showing the cover of the book and having the students make predictions. Ask the students a series of questions: “What do you think the story will be about based on the pictures that you see on tehe cover?”

- Read the beginning of the story aloud to the students. Students can confirm or reject their predictions by responding to a series of questions: “What do you think now? What do you think will happen next?”

- I will continue reading aloud, stopping in areas for the students to make, confirm, or reject predictions.

- Once the book is finished I will have the students reflect on their predictions and how many predictions help them comprehend the story.

- The questions that I will ask will include literal-level questions, inferential-level questions and evaluative questions.

Development:

- Next, tell the students, “Today boys and girls we are going to learn how to write instructions. Does anyone know anything about instructions?” Go over the method to write instructions: Begin with an action word (verb) to instruct the reader to do something; Number the points from 1, most important, and the last number indicates least important; write notes/warning of what to do before beginning; Avoid list that are

too long ( 10 steps), break down into subtasks.

- As a class, go through an example; use forward shoulder rolls as an example.

- Have the students write instructions of how to perform a proper backwards shoulder roll.

- Have students refer to the example on the board if they have any questions.

Closure:

- As a class, summarize the lesson in a grand conversation by asking inferential and evaluative questions about the story and the activity.

Extension:

- Have the students create illustrations.

Adaptive Dimension:

- Create a web on the wall.- Reading a story out loud to the students

Resources:

- Brown, M (1991). D.W. Flips. Toronto. Little, Brown Books for Young Readers (ISBN-13: 9780316112697)

- TechScribe (2004). How to write instructions. Retrieved February 17th, 2009, from http://www.techscribe.co.uk/ta/how-to-write-instructions.htm//

Target

- Direction Giving & Time Management

Target

Name: Erica Paproski Date: Thursday March 5 th , 2009 Grade: 4 Observer: ___________________

Target: Direction Giving

1.) Are my directions clear? Yes/No2.) Can everyone hear? Yes/No3.) Do I gather students’ attention when I want them to pay attention? Yes/No4.) Am I checking up or reinforcing with the students? Yes/No

Target

Name: Erica Paproski Date: Thursday March 5 th , 2009 Grade: 4 Observer: ___________________

Target: Time Management

1.) Place one checkmark on the areas that I didn’t spend enough time in and two checkmarks in the areas that I spent to long in:

____ Introduction; creating the web.____ Reading the story.____ Giving directions for the activity.____ Time for the activity____ Closure

2.) Did I provide enough time for the students to clean up and prepare for the next class?

Yes/No

Comments:

Assessment Checklist

Student Name:______________________________________

Did the student include the following in their instructions? Begin with an action word (verb) to instruct the reader to do something. Number the points from 1, most important, and the last number indicates least important. Write notes/warning of what to do before beginning.

Comments:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Writing Lesson TwoFirst Nations and Interdependence

Name: Erica Paproski Date: Friday March 13 th , 2009 Subject: Writing Grade: 4

Content: Students will reflect what happen in gymnastics class and discuss the issue with first nations land, followed by a writing activity.

Teaching Strategy: Experiential Learning Objectives:

Listening Objectives- Listen courteously and respond

sensitively and thoughtfully to others- Listen to and follow three and four-step

oral directions- Activate and build upon prior

knowledge and experiences

Reading Objectives- Read grade-appropriate texts orally and

silently with increasing confidence, fluency, and accuracy

- Experience the work of Saskatchewan and other Canadian authors, including Aboriginal authors

- Distinguish between cause and effect

Speaking Objectives- Prepare and present information on a

specific topic using print and non-print aids to engage and inform a familiar audience

- Experiment with language and non-verbal elements (e.g., gesture) to achieve an effect for a particular purpose and audience

Writing Objectives- Organize ideas in an appropriate

sequence

Representing Objectives- Experiment with different ways of

representing and communicating ideas

Assessment for Learning:- Exit slip- Checklist- Anecdotal Records

Common Essential Learning:- Communication- Critical and Creative Thinking- Personal Social Values and Skills

Prerequisite Learning: - Students will have prerequisite knowledge of this content from their last gymnastics

lesson.

Preparation

Equipment/Materials:- First Nations article

Presentation

Set:- Begin by asking the students if they

remember what they did in the last gymnastics lesson.

- Read the First Nations article. Talk about interdependence in reference to the First Nations people towards the land.

Development:- Assign students into their reading

groups (mining, agriculture and transportation).

- In their groups and in paragraph form, they will write three things: 1.) What their industry does; 2.) What could your industry do to help fix the issue with the First Nations people? (Remind the students to think realistically about the solutions that they could do to find a solution)

- Tell the students to write each topic in a separate paragraph using the question at their heading.

- Demonstrate examples of strong and weak work.

- Go over the assessment so students understand what I will be looking for.

Classroom Management:- Use the music triangle to gather student

attention.

Closure:- Have the students do an exit slip: First

Nations lost valuable hunting grounds when the industries came, how would you feel if you lost something valuable, like your house or church?

Extensions: - Create a web on the computer

Adaptive Dimension:- Assign the students into groups to ensure student collaboration and success.

Resources: Library and Archives Canada (2003). First Nations. Retrieved February 18, 2009, from

http://www.collectionscanada.gc.ca/trains/kids/h32-1040-e.html// Target:

- Time Management

Target

Name: Erica Paproski Date: Friday March 13 th , 2009 Grade: 4 Observer: ________________

Target: Time Management

3.) Place one checkmark on the areas that I didn’t spend enough time in and two checkmarks in the areas that I spent to long in:

____ Introduction; reflection from last gymnastics lesson____ Reading the article____ Giving directions for the activity____ Time for the activity____ Closure

4.) Did I provide enough time for the students to clean up and prepare for the next class?

Yes/No

Comments:

First Nations

The railway brought thousands of settlers to the West. Life for Aboriginal peoples was altered forever. More and more of their lands were taken from them. Unable to travel freely across the land, fishing and hunting, they couldn't provide for their people. The buffalo were gone too, hunted almost to extinction.

Meeting between surveyors and Native people on the north shore of Lake Athabasca, Alberta, 1893Copyright/Source

Native residents on Crow's Nest Pass Line Railway, British ColumbiaCopyright/Source

Native camp at Thompson River, British Columbia, with Canadian Pacific Railway in background, around 1899Copyright/Source

"We were here before anyone else…. Indians always had a tradition of sharing, so they must have felt they were simply sharing their land with the newcomers…. As more settlers came, the natives were pushed farther and farther away until they found they couldn't even fish in their own streams.""We Were Promised So Many Things", by Chief Stephen Knockwood. From the book Voice of the Pioneer, Volume Two, edited by Bill McNeil. Toronto: Macmillan of Canada, 1984, p. 123

Poundmaker, chief of the Cree Nation, saw what the railway would mean and in the spring of 1881 he told his people to prepare: "Next summer, or at the latest next fall, the railway will be close to us, the whites will fill the country, and they will dictate to us as they please. It is useless to dream that we can frighten them; that time is past; our only resource is our work, our industry, and our farms. Send your children to school … if you want them to prosper and be happy."The Great Railway: Illustrated, by Pierre Berton. Toronto: McClelland and Stewart, ©1972, p. 224, 226

Copied and pasted from http://www.collectionscanada.gc.ca/trains/kids/h32-1040-e.html

Writing Lesson Three

Mining, Transportation, Agriculture Comic Book

Name: Erica Paproski Date: Friday February 20 th , 2009 Subject: Writing Grade: 4

Content: Students will create a comic book demonstrating the journey of a wheat kernel as represented in their industry.

Teaching Strategy: Independent LearningLearning Objectives:

Listening Objectives- Connect new ideas, information, and

experiences to construct meaning. - Listen to and follow three and four-step

oral directions.

Reading Objectives- Use reference materials effectively

(e.g., glossary, dictionary, encyclopedia)

Viewing Objectives- Begin to identify (with assistance) the

values underlying a visual text.

Speaking Objectives- Prepare and present, to a familiar

audience, narrative presentations that relate events and experiences in a logical sequence

Writing Objectives- Write focused beginnings, middles, and

endings - Develop and demonstrate an

understanding of written language conventions including:

e.) combine short, related sentences

f.) spell correctly common words and use a strategy to learn to spell new words

Assessment for Learning:- Anecdotal Records

Representing Objectives- Use visual aids to enhance spoken and

written communication - Use secondary sources to support the

information they need to communicate

Common Essential Learning:- Communication- Independent Learning- Critical and Creative Thinking

Prerequisite Learning: - Students will need to know how to write in chronological order (taught them the lesson in

November 2008). - Will need to know information based from their industry groups.

Preparation

Equipment/Materials:- Comic sheet

Presentation

Set:- Begin to ask the students, “Does

anyone remember what chronological order means?” Have the students provide examples and write them on the board.

Development:- Begin to explain the activity, “Using

the information that you learned in your reading groups, you are going to create a comic strip of the journey of the wheat kernel. So for example, if you are a member of the transportation industry group, how might you draw out the journey of a wheat kernel? Well, first you might begin with who pick up the wheat; where was it picked up from; how far it travelled; where did it travel; etc.”

- Model strong and weak work- Before creating the illustrations, make

Classroom Management:- Use the music triangle to gather student

attention.

sure the students write out the story below in the space provided.

- Tell the students to have fun with it and give their kernel a name and clothes, etc.

Closure:- If there is time, have one member from

each group share their comic strip. Then, compare and contrast each other’s journeys.

Extensions: - Have a puppet show instead of creating the comic strip.

Adaptive Dimension:- Writing notes on the board.- Providing examples- Allowing the students to create illustrations.

Target:- Student Motivation

Target

Name: Erica Paproski Date: Friday March 20 th , 2009 Grade: 4 Observer: ________________

Target: Student Motivation

5.) Is the activity the appropriate level of difficulty? Yes/No6.) Is the material relevant to the class? Yes/No7.) Does the teacher show enthusiasm? Yes/No8.) Is there active participation? Yes/No

Comments:

Math Lesson

Math Lesson Plan OnePentominoes & Hexomino

Name: Erica Paproski Date: Wednesday March 18 th , 2009 Subject: Math Grade: 4

Content: Students will identify symmetrical shapes, draw lines of symmetry, identify nets of open cube and create new shapes that are symmetrical.

Teaching Strategy: Learning Objectives:

Conceptual Understanding:- Students can identify symmetrical

shapes and draw lines of symmetry. - Students can identify nets of open

cubes. Procedural Knowledge:

- Students can draw a line of symmetry.Problem Solving Skills:

- Students can create new shapes that are symmetrical.

Assessment for Learning:- Checklist

Common Essential Learning:- Communication- Independent Learning- Critical and Creative Thinking- Numeracy

Prerequisite Learning: - Students will need to know what symmetry means.- Students will need to know how to draw a line of symmetry.- Students will need to know what a net is.

Preparation

Equipment/Materials:- Pentominoes Sheet

Presentation

Set:- Go over expectations with the class. - Tell students that they will determine

which pentominoes are nets for an open cube, and which ones are symmetrical.

Classroom Management:- Use the music triangle to gather student

attention.- Go over classroom expectations.

- Go over what a pentominoes are and the ways that they are symmetrical Draw examples on the board. Have students come to the board and draw examples.

- Discuss a hexomino ( has one more square than a pentominoes). Draw examples on the board.

- Discuss what a line of symmetry is (A line that divides a figure into two halves that are mirror images of each other).

- Find the line of symmetry on pentominoes and hexominos.

Development:- Had out the unit problem (Changed it to

relate to Interdependence). - Have students circle which

pentominoes are symmetrical and draw lines of symmetry. Next, have students identify which pentominoes can be folded to make an open cube. The students can either predict or cut out the shapes.

- Review what a hexomino is. Have students identify a hexomino by adding an extra square to a pentominoe and cut it out. Students will also identify which hexominoes are symmetrical and will draw lines of symmetry.

- On grid paper, students will combine any pentomino and hexonimo to make a new shape that is symmetrical. Studetnts will draw this shape and draw lines of symmetry.

Closure:- Review what a pentominoes and

hexomino are.Extensions:

- Use building blocksAdaptive Dimension:

- Writing notes on the board.- Providing examples.

Target:- Direction giving

Resources:Pentominoes can be found on this website: http://www.galileo.org/math/images/Pentominoes.gif//

Unit Problem

One sunny afternoon, Miss Paproski and Mrs. Corson were thinking about all the ways they could build a bridge for semi-trucks to transport wheat and potash. They thought that the best way would be to use cubes. First, they have to construct the cubes.

Part 1Miss Paproski and Mrs. Corson have this set of pentominoes.

Which pentominoes are symmetrical?Draw the lines of symmetry.

Miss Paproski and Mrs. Corson know that some of these pentominoes will fold to make an open cube. Which pentominoes above can be folded to make an open cube?

Part 2Miss Paproski and Mrs. Corson will use the pentominoes that fold to make open cubes. They will draw a square on each pentomino so when it folds, it makes a closed cube. Draw a square on each pentomino so it is a net of a cube. Each net is a hexomino because it has 6 squares. Draw the hexominoes on grid paper. Which hexominoes are symmetrical? Draw the lines of symmetry.

Part 3 Combine any pentomino and hexonimo to make a new shape that is symmetrical. Sketch this new shape. Draw the line of symmetry.

Bonus!

A pentomino is an arrangement of 5

congruent squares.

Hmm... cubes

will be perfect! We are a great team!

A hexomino is an arrangement of 6 congruent squares.

“What does interdependence mean for you in Saskatchewan resources and industry?”

Assessment

Learning Outcomes:

Conceptual Understanding:- Students can identify symmetrical shapes and draw lines of symmetry.

- Students can identify nets of open cubes.

Procedural Knowledge:- Students can draw a line of symmetry.

Problem Solving Skills:- Students can create new shapes that are symmetrical.

Student Names Objective One Objective Two Objective Three

Objective Four

Bonus Question