Physical Activity Assignment | Essay Help Services

Unit 2: Physical Activity Plan/Lesson Plan Using the activity plan template found in Course Information and above and what you have learned in this unit, plan a physical activity for young children. Identify the target child age Include an adaptation for children with special needs Use Bloom’s Taxonomy and the list of action verbs to help you with your lesson objectives. Refer to the course syllabus for the grading rubric. Make sure that your lesson includes physical activity. For instance, here are some example of physical activities on the preschool level from SPARK, which is a research-based program of San Diego State University Research Foundation https://sparkpe.org/ Building Blocks. Starting and Stopping. Musical ASAPs. Knees Up, Mother Brown. Super Stunts. Single-eg Balances. Parachute Play. Popcorn. Hoop It Up. Musical Hoops. Ribbons, Scarves, Balloons for Mehav. Abracadabra. Fluff’s ball Fun. Sit and Toss. Beanbag Bonanza. Self-Tossing I have provided an example of the lesson plan and template for my lesson plan

ACTIVITY PLAN (CHS 250, 252 & 254)
Activity Title: Pumpkin Exploration
Standards:
Science Strand: Early learning experiences will support children to apply scientific practices.
S.60.2 Engage in collaborate investigations to describe phenomena or to explore cause and effect relationships
S.60.3 Give evidence from observations or investigations
Language and Literacy: Early Learning experiences will support children to use language for social interaction.
L.60.9 Use language to share idea and gain information.
Taken from the CT Early Learning Standards found at:
http://www.ctearlychildhood.org/early-learning-standards.html
Identify Key Objectives:
 The students will explore and contrast pumpkins.
 The students will listen to a story and describe the stages of a pumpkin when prompted with questions.
 The students will recite a poem and participate in creative movement.
Identify Materials Needed:
 Several pumpkins of various sizes
 Large chart paper prepared for word web with the word “pumpkin” written in a circle in the middle.
 Marker
 Levenson, G. (2002). Pumpkin circle: The story of a garden. Berkely, CA: Tricycle Press.
Vocabulary:
• Pumpkin
• Pumpkin patch
• Seed
• Pulp or membrane
• Harvest
Name: Student Name
Number of Students: 15
Subject/Area: Science
Structure: Whole Group
Grade Level/Age: Preschool, 4 years old
Length of Lesson: 15 minutes
ACTIVITY PLAN (CHS 250, 252 & 254)
Identify Instructional Procedures:
 Initiation
1. Place several pumpkins in the center of the circle of children gathered in the meeting area of the room.
2. Let children touch and feel the pumpkins.
3. Ask children to describe the pumpkin. Prompt their responses by asking open ended questions such as:
How does it feel?
What do you notice about the pumpkin?
What do you think is inside?
4. Record their findings by writing their words on a large piece of paper by creating a word web. The word “pumpkin” should be in the middle.
 Lesson
1. Show the children the book Pumpkin Circle: The Story of a Garden written by George Levenson and photographed by Shmuel Thaler. Explain that there is not an illustrator who makes the pictures; the pictures are taken with a camera by a photographer.
2. Ask the children, “What do you think this book could be about?”
3. Read the book.
4. After reading the book, ask the children additional open-ended questions about pumpkins, such as:
What did you learn about pumpkins?
How do pumpkins grow?
What happens first? Second? Next?
What can we find inside of pumpkins?
5. Add any new vocabulary or language to the word web.
 Closure
Have the children stand and spread out. Using simple movements to coordinate with the poem, share “Five Little Pumpkins” with the students. Encourage them to participate. Suggested movements are provided in parentheses.
“Five Little Pumpkins”
Original Author Unknown
Five little pumpkins sitting on a gate. (Hold up five fingers.)
The first one said,(Hold up 1 finger.) “Oh, my, it’s getting late.” (Put hands on head as if to say “oh my.”)
The second one said, (Hold up 2 fingers.) “Look, there are bats in the air.” (Point to the sky.)
The third one said,(Hold up 3 fingers.) “Well, I really don’t care!” (Push hands away as if to say “I don’t care.)
The fourth one said, (Hold up 4 fingers.) “I think we’d better run, run, run.” (Run in place.)
ACTIVITY PLAN (CHS 250, 252 & 254)
The fifth one said, (Hold up five fingers.) “I’m ready to have some fun.” (Throw hands up in air.)
Whoo-ooo! went the wind, (Make a wind motion with hands and arms.)
And out went the light. (Clap on “out.”)
And the five little pumpkins rolled out of sight. (Roll hands around each other.)
Modifications: Attention Deficit/Hyperactivity Disorder
Some of the main characteristics include, but are not limited to:
 Inattentiveness
 High level distractibility
 Impatience or disability to wait for turn
 Physical
 Verbal
 Inability to sit still/large amount of fidgeting
(Taken from: Deiner, P. (2013). Inclusive early childhood education: Development, resources and practice. Belmont, CA: Wadsworth.)
Modifications will include:
To support the child’s ability to be attentive and reduce his level of distractibility I will seat him so that physical and visual reinforcement can be maintained. I will provide a designated “spot” on the carpet (marked with an “X” so that he knows where he must remain) away from visual/auditory distractions. For example, I will place him close to me, surround him with peers who exhibit developmentally appropriate behavior and away from the hallway door. I will also allow him to stand off the carpet in a designated area, should he prefer, at any time during the lesson to move. He (and any other children) will also be allowed to hold a stress ball during the lesson. These strategies will also address his inability to sit still and/or fidget.
I will encourage patience for turn taking, whether it is for exploring a pumpkin or sharing observations, by providing clear instructions and enforcing the classroom rules consistently. For example, I will use a visual reminder for whose turn it is to share. I will choose one pumpkin to be the “talking pumpkin;” whoever is holding the pumpkin will share his/her observation. I will provide frequent feedback using verbal, visual or tactile methods during all portions of the lesson. Examples of such are using positive praise, a “reminding” look, a hand symbol for “wait” and a light touch on the child’s back. These methods allow me to modify behavior without disrupting the flow of the lesson. I will use whichever strategy seems to be most effective for the child.
I will redirect behaviors that are not safe or cannot be ignored into more purposeful actions. For example, if the child is moving about and at risk of hurting another student, I will ask him to assist with a portion of the lesson. Perhaps, he
ACTIVITY PLAN (CHS 250, 252 & 254)
could help with the word web, turn the pages of the story, or assist with the recitation. In the event that he cannot be redirected, I will have pre-established consequences for behavior, remain calm at all times and, when necessary, administer consequences immediately.
In addition, I will utilize any behavior plan that is already in effect in the classroom, with the family or specialists to encourage appropriate behaviors. The behavior plan will focus on the child’s positive behaviors and reward him for making good choices.
Home-School Connection:
The children will engage in a scavenger hunt with their family members to find foods with seeds. With their families, children can take photos, create a collage or a drawing. Families will help children write a few sentences about their findings and send in their written experiences. The families’ stories will be read to the class by the children with their family members and/or teachers. Children, parents and teachers will work together to create a class book titled “Pumpkin Exploration” using the children’s creations, stories and class experiences.
Community-School Connections:
There is a community garden located within walking distance of the school. I have invited the organizers to come to the school and share photographs and the history of the garden. Some of the harvest from this garden is donated to a local homeless shelter. The organizers are willing to help the school create a small garden at the school for spring planting; the students will also take a walk to the community garden to explore. Might there be some opportunity for the center to also support the local homeless shelter? Write letters including pictures of their small garden? Donate some of their harvest?
Assessment of Objectives:
During the initiation phase of the lesson I will assess the children as they explore and describe the pumpkins. I will utilize the word wall to document each child’s observations. I will record this data into the assessment checklist I have created.
During both the story reading and poem recitation/creative movement activities I will carefully observe the children and use a checklist to record the data I collect. The chart will include all three objectives. A check mark will be used to indicate whether the objective has been met. An additional column has been included for any necessary notes or comments. Please see the attached page for my checklist.
Reflection:
Guideline 1- Creating a caring community of learners
ACTIVITY PLAN (CHS 250, 252 & 254)
During the initial phase of this lesson the children are encouraged to explore pumpkins and share their findings. Each member of the class “respect(s) and is accountable to the others to behave in a way that is conducive to the learning and well-being of all” (Copple and Bredekamp, 2009). As teacher, I will be responsible to create an environment which promotes self-regulation and the development of responsibility. Setting clear behavioral expectations and applying them consistently is one means I can employ. In addition, I can model respect and acceptance of others by listening to and acknowledging the students’ individual contributions. Documenting the words of each student on the web, is one way to do this. Every child’s input will be accepted and represented, both orally and in written form.
Guideline 2 – Teaching to enhance development and learning
Section D states that “teachers plan for learning experiences …so that children attain key goals across the domains (physical, social, emotional, cognitive) and across the disciplines…” (Copple and Bredekamp, 2009). This lesson incorporates both a variety of the domains and disciplines. The students will be participating in a creative movement activity, as well as, practicing social skills (such as, taking turns and actively listening) and learning about the growth cycle of the pumpkin. These experiences include the disciplines of literacy, science, mathematics and creative arts.
According to the text there are several strategies that can be utilized to effectively promote children’s learning and development; several of those strategies are represented in this activity. This plan allows the educator to: acknowledge (word web,) model (appropriate behavior/respect,) provide information (through the reading of the book,) and stimulate children’s thinking through the use of open-ended questions. These are several of the skills mentioned in Section F (Copple and Bredekamp, 2009).
ASSESSMENT CHART
STUDENT NAME
EXPLORES & COMMENTS
ATTENDS STORY & RESPONDS
RECITES POEM W/MOVEMENTS
NOTES

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