LP Noodle Game TWS Day 2
- 1. Grade Level: K Subject: Physical Education (Noodle Game) Dates of Unit Instruction: Day 2 WV CSOs/VA SOLs: WE.K.2.01 Identify healthcare/safety professionals (e.g., teachers, school nurses). WE.K.4.01 Display appropriate communication and decision making skills. WE.K.4.02 Demonstrate appropriate interactions with others. WE.K.5.01 Create a beginning movement vocabulary for body and spatial awareness (e.g., general/self-space, directionality, levels). WE.K.5.02 Perform locomotor movements of running, hopping, jumping, galloping, and sliding. WE.K.6.02 Apply basic movement concepts of self and shared space. WE.K.6.03 Identify one’s relationship (e.g., out, in, over, under, and through) with an object or a person. 21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real or imaginary experiences, clearly and effectively through oral, written, or multimedia communication. 21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts interact with one another. 21C.O.PK-2.2.LS3 Student engages in a problem solving process using objects to solve problems and demonstrates learning by explaining how they solved the problem. 21C.O.PK-2.2.LS4 Student engages in discovery, exploration, and experimentation to reach unexpected answers. Student makes unusual associations and provides a variety of solutions to problems. 21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the goals of others, and works cooperatively and productively with others in small groups. 21C.O.PK-2.3.LS4 Student knows the difference between right and wrong, is accepting of others in work and play groups, and shows regard for peers and adults within the school by keeping work, play and public areas clean and
- 2. organized. 21C.O.PK-2.3.LS5 Student uses clearly defined teacher directions and interpersonal skills to move others toward the goal. 21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance, frames appropriate questions related to the goal, considers possible courses of action, selects a plan of action and completes the project. Overarching Big Ideas/Enduring Understandings: Motor skills/Personal Space/Pathways/Directions/Levels Essential Questions: Why is it important to know pathways, levels and directions? Does following directions closely help provide a safe learning environment? Specific Lesson Objectives for the Lesson: Students will learn movement concepts, directions, levels and pathways while participating in a game. Students will learn the rules of the game. Students will demonstrate appropriate interactions with others and space while playing the game. Students Will KNOW: How to play the noodle game. Students Will UNDERSTAND: The rules of the noodle game. Students Will Be Able To DO: Participate in the game while applying appropriate behavior with others and space. Lesson Procedure: AnticipatorySet:Askwhyisitimportantto know pathways,levels anddirections. Instructional Approach:Explainanddemonstrate the rulesof the game. GuidedPractice:Breakintosmall groupsto practice the game. IndependentPractice:Putall the studentsintheirownpersonal space andplaythe noodle game. Closure:Discussthe levels,pathwaysanddirections used, how theywere appliedduringthe game,andhowthey relate today-to-day life. Reflection:IdentifySEstudentsandknowtheirrequirementsanddon’ttalkoverstudents.Commandvoice isgood, but notoverstudents.Stopspeakinguntil theystopspeaking. Materials/Resources/Technology:
- 3. 1 noodle per student Basketball court Assessment: Formative Duringguidedandindependentpractice make onthe spotcorrectionsandtake anecdotal notes. Summative Askdirectquestionsduringthe closure toensure studentsunderstoodthe conceptof utilizingstrategies as well asthe rulesof the game.