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Spatial Awareness

Subject:

P.E. & Health  

Grades:

K, 1, 2, 3  

Title – Spatial Awareness (Personal and General Space)

By – Denisha Williams

Primary Subject – Health / Physical Education

Secondary Subjects -

Grade Level – K-3

Students: 20

Rationale:

      State Standards 1, 2
    National Standards 2, 3, 5, 7

Objectives:

      After the teacher D&D, the students will:

(each objective matches one of the 4 domains)

      1. Know the classroom protocols and be able to utilize them while participating in physical activity.

        Cues/Learnable Piece(s):
        A) “Go”
        B) “Freeze”

2. Students will learn the difference between personal space and general space while participating in physical activity.

      Cues/Learnable Piece(s):
      A) Personal space
    B) General space

3. Students will demonstrate appropriate social behavior while participating in various activities.

      Cues/Learnable Piece(s):
      A) Keep arms and legs to yourself.
    B) Try to encourage others.

4. Students will understand that physical activity provides enjoyment and fun around the holidays

Objective Evaluation(s) (Assessment Statement):

    Through visual observation techniques, teacher will know if students know, understand, and can utilize the protocols learned. Teacher will also know if the students understand personal and general spatial awareness.

Types of Authentic Assessment Used:

      1.   (   ) Portfolio          
      2.   (   ) Project          
      3.   (   ) Homework          
      4.   (   ) Checklist/Rubric
      5.   (   ) Peer Observation
      6.   (   ) Poster Creation/Game creation
      7.   (X) Game observation/Rubric focus
      8.   (   ) Journal Writing
      9.   (   ) Written exam
      10. (   ) Self Evaluation
      11. (   ) Video Presentation/Evaluation
    12. (X) Other: Teacher observation

Materials/Equipment:

      1. 2-3 pennies
    2. 4 cones (boundaries)

EPISODE 1: Introduction

      Time/Focus (MIA): M 30 secs I 1 min A 2-3 mins I 2 mins A 3-4 mins M 1 min
      Teacher/Student Activity Task Description/D&D/Safety
      Tie old lesson with new/Warm-up/Sell the skill

Upon the students’ arrival, the teacher will randomly hand out 2-3 pennies. The students that have the pennies will be our designated “its” for the tunnel tag game. Students will “melt” facing T (teacher). T will greet students (Good morning boys and girls.) T will briefly review protocols (go, freeze, melt) by having the students perform various tasks incorporating the protocols:

      1. On “go” students will jog in place, “freeze” (Provide feedback).
      2. On “go,” students will continuously jump up and down; “freeze”, “melt”.
      3. On “go” students will walk around the gym; freeze.
    4. T will have students move close to T then “melt”. T will introduce the game of tunnel tag to the students. There will be D&D given by the T and or students (preferably use 3 students to demonstrate). (Note: students with pennies will be taggers)

Tunnel Tag: On the T’s signal, all students are to move in general space (preferably a locomotor movement other than running to begin with) trying to avoid being tagged by the taggers. When students are tagged, they are to freeze immediately and stand with their feet wide apart. To get unfrozen, “free” taggers must crawl through the students legs. The students MUST crawl through the legs from the front. No one is allowed to go through starting from behind the tagged person. After the students gets completely through their legs and begins to move again, they are eligible to be tagged again. T will have the students “freeze”. T will then have the students walk towards the T and have the students “melt” once they are close enough to the T.

Cues Formation: Melt, Good morning boys and girls, Go, Freeze, Melt, Feet wide apart, Crawl in front, Freeze, Walk to T, Melt

Evaluation: students will not be evaluated during this phase of the lesson. T will visually observe students memory of the protocols taught in the previous lesson. T will also provide informative corrective feedback to reinforce the protocols. T will provide pinpointing feedback techniques for students demonstrating appropriate behavior and usage of the protocols.

EPISODE II: Lesson Focus

      Time/Focus (MIA):I 2-3 mins A 5-6 mins M 30 secs I 1-2 mins A 5-6 mins

Teacher/students Activity Task Description/D&D/Safety

New Lesson Focus

Ss (students_ should be in “melt” so T can introduce spatial awareness. T will D & D personal space. Personal space is the space or area around you free of objects and/or people no matter which direction you choose to move. T will have Ss stand up until further instructions are given. T will give the Ss a visual to think about while exploring personal space. T will tell the Ss that they are stranded on an island by themselves with sharks surrounding the waters. They are unable to touch their friends because they too are on their own islands. On T’s “go” and “freeze” commands, Ss will perform the following tasks in personal space:

      1. On “go,” Ss will have 5 secs to get into personal space, “freeze”
      2. On “go,” Ss will move their arms in as many places as possible around their body, “freeze”
      3. On “go,” Ss will move their legs all around them in all places possible, “freeze”
      4. On “go,” Ss will try to move their arms and legs in all places possible while maintaining personal space, “freeze”
      5. On “go,” Ss will walk in personal space, “freeze”
      6. On “go,” Ss will jog in personal space, “freeze”
    7. On “go,” S’s will jump in personal space, “freeze.”

Ss are now in “freeze”; T tells the Ss to come close to T; T says “melt”. T will D & D general space. General space is all the space surrounding area outside of your personal space. (By using visual, T will tell Ss that general space allows you can travel to your friends’ island but you can not talk to them or touch them. T will have Ss stand up until further instructions are given. On T’s “go” and “freeze” commands, Ss will perform the following tasks using general space:

      1. On “go,” Ss will find a space by themselves within the boundaries, “freeze.”
      2. On “go,” Ss will begin to walk around the room without coming near anyone else at the same time, “freeze”
      3. On “go,” Ss will jog through general space, “freeze”
      4. On “go,” Ss will jump through general space; “freeze”
      5. On “go” Ss will hop like a bunny through general space; “freeze”
      6. On “go,” Ss will leap like a frog, “freeze”
      7. On “go,” Ss will be an airplane; “freeze”
    8. T asks the Ss to walk close to the T and “melt”.

Cues Formation: Melt, Personal space, (No touching), Go, Freeze, No touching with arms or legs, Freeze, Melt, General space (outside of personal space)

Diagram/Evaluation:

T will be visually observing the Ss while in personal space and providing feedback to ensure correct movements while in personal space. Group feedback and pinpointing. Visual observation and feedback given by T. T will be concentrating mostly on protocol and spatial awareness recognition by Ss.

EPISODE III: Culminating Activity/Cool Down/Assessment/Closure

Time/Focus (MIA): I 2 mins A 3-4 mins

T/SS Activity Task Description/D&D/Assessment/Wrap-up/Future lessons:

T will D & D game called Halloween Costumes.

Description of Idea:

      Have students spread out in the gym, finding their “personal space.” Explain to them that they will be moving around the gym, pretending to be “trick-or-treaters.” Review that the general space, the gym, is the space shared by everyone and that they must maintain their “personal space” and not bump into anyone. Tell the students that you will be naming a Halloween costume, and they need to move around the gym as though they are that character. For example, if the teacher says “bat”, the students will move around the gym flapping their arms. When the teacher yells “BOO!” all students must run to the sidelines and listen for the announcement of the next costume. Students enjoy movement and using their imagination, so encourage them to think of other Halloween costume ideas and demonstrate them. Ideas for costumes include:

        Marching Band – marching
        Cowboy – galloping
        Bat or Airplane – walking with arms flapping
        Cat – crawling
        Mummy – walk straight and stiff
        Monster – walking with arms out in front like Frankenstein
        Cinderella – dancing and twirling around
      Harry Potter – riding a broomstick

Variations: Students make up their own costume ideas while other classmates try to guess what they are.

Evaluation/Assessment Ideas: Watch for locomotor techniques and use of space. When the activity is done, as the following questions: What locomotor activities did you perform? What did you do to stay in your “self-space?”

Adaptations for Students with Disabilities: Have students partner up to create a costume.

Cues Formation: T will dismiss, Ss Personal space,
Boo- Run to sidelines and listen for next costume call.

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