[Phys Ed] [Grades K-5] Coordination Activities Theme

[Phys Ed] [Grades K-5] Coordination Activities Theme
[Phys Ed] [Grades K-5] Coordination Activities Theme
[Phys Ed] [Grades K-5] Coordination Activities Theme
[Phys Ed] [Grades K-5] Coordination Activities Theme
[Phys Ed] [Grades K-5] Coordination Activities Theme
[Phys Ed] [Grades K-5] Coordination Activities Theme
[Phys Ed] [Grades K-5] Coordination Activities Theme
[Phys Ed] [Grades K-5] Coordination Activities Theme
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[Phys Ed] [Grades K-5] Coordination Activities Theme <1-2>

INCLUDES: Comprehensive bundle of Coordination Activities for Kindergarten through 5th Grade - Physical Education

  • eye-foot resources
  • eye-hand resources
  • locomotor and non-locomotor resources
  • low organized games resources
  • manipulation resources

· UNIT OVERVIEW
Learning Focus – Coordination
Students will use manipulatives, movement, and play to develop body coordination, knowledge, and skill.   
· LONG-TERM LEARNING TARGETS
C.12.1   I can move my body safely.
C.12.2   I can move my body to develop skill.
C.12.3   I can use equipment to develop skill.
C.12.4   I can learn about movement.
· INSTRUCTIONAL CONSIDERATIONS
Essential Questions

· How is my body built to move?
· How can I control my body?
· How can I control equipment?
· How can teamwork help control equipment?
· How are control and safety related?
· What is coordination?
· How do my eyes help the rest of my body?
· What parts of my body can I coordinate really well?


Academic Language
Control, coordination, safety, body, locomotor, non-locomotor, space, equipment, boundary, rules, honesty, fair, cooperation, teamwork, force, manipulation

Content-Specific Language
Push, pull, catch, throw, kick, leap, walk, run, hop, slide, bounce, rebound, pass, toss, roll, track, jump, skip, gallop, strength, tap, trap, accuracy, sportsmanship, punt, strike, volley, chasing, fleeing, body parts

Common Misconceptions

· Once I do it correct, I can stop or try something else.
· If I can do everybody else can do it.
· Safety is from my perspective.
· Teammates/partners make the work harder.



Student Adaptations
Special Education / DAPE

· Picture communication systems, varied pieces of equipment in size, color and texture, more time to complete task, peer assistance, space modifications.

ELL

· Picture communications systems, peer assistance, modeling.

Background Knowledge

· INSTRUCTIONAL APPROACH

· Locomotor & non-Locomotor Skills
· Eye- Hand Coordination
· Eye-Foot Coordination
· Manipulation
· Low-Organized Games


Skills
Coordination (locomotor, non-locomotor, hand-eye, foot-eye, equipment manipulation), Manipulation, and Control

Total Pages
100 pages
Answer Key
N/A
Teaching Duration
N/A
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