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The student will be able to (TSWBAT) move appropriately in the warm up in
order to have a proper warm up that raises the heart rate, prepares the body
for activity, and prevents injury. TSWBAT display an appropriate sit-up
and push ups, which was taught in the first lesson.
TSWBAT feel an increased level of physical well-being due to increased
level of physical activity.
TSWBAT perform each locomotor skill at least once for a distance of
approximately 30 feet.
TSWBAT improve body
coordination, muscle strength, muscular endurance, cardio vascular
endurance, and flexibility through the animal walks, which will help promote
physical activity throughout life. TSWBAT run in general space without collisions in Big
Snake (Mamba), and try to evade or chase each other.
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TSWBAT know, understand, and apply the concept of social responsibility by
grading themselves after the lesson.
TSWBAT feel enjoyment by being more successful due to an increased level
of personal involvement through their grading and enhanced performance.TSWBAT feel enjoyment through increased level of success as well as
increased level of personal involvement in their homework, which enhances
their overall health.
TSWBAT know, understand, and apply the concept of
student expectations throughout every situation in the gymnasium.
TSWBAT give examples of situations when the student expectations are applicable.
TSWBAT know, understand, and apply the concept of skipping, galloping,
and other animal walks.
TSWBAT recollect where their personal seat is, and how it aids the students
ability to follow the rules and to be team players.
TSWBAT explain that the animal walks are good for them as the movements
will help them get stronger, faster, and feel better. TSWBAT reduce stress
with physical activity, since increased physical activity increases blood
circulation, which helps removal of glucocorticoids (a hormone that induce
stress.) TSWBAT enhance their own self-efficacy by trying and observe
their own improvements in the skills practiced. TSWBAT understand and
apply the rules of Mbube, Mbube, and Big Snake.
TSWBAT learn that there are other cultures and these cultures have
interesting games as well.
TSWBAT know that Mbube is a game from the Zulu tribe, and that Big Snake
is played in Ghana in order to teach children to stay away from the
dangerous Mamba. TSWBAT learn to recognize and understand boundaries
besides in the gymnasium such as border between countries and
continents through
games. TSWBAT learn and enhance their vocabulary through movement words to
increase their academic achievement in other subjects. TSWBAT
enhance their nutritional education in order to promote healthy growth
and development. (See
Nutrition Unit.) TSWBAT prevent child obesity through nutritional
education by learning how to make healthy nutritional decision for
self. (See
Nutrition Unit.) |
TSWBAT feels that they belong in the class as much as everyone else
by have equal rules for everyone. TSWBAT feel that they are in control of their behavior by giving a grade of
themselves at the end of the class. (1, 2, or 3) First and second grade
only.
TSWBAT feel enjoyment and success through increased participation in all
class activities.
TSWBAT promote teamwork and success among his or hers classmate through
positive feedback and positive interaction that does not display any
negative (i.e., hurtful) behavior. TSWBAT hear the teacher and other
students provide positive feedback in regards to their good effort
while moving. TSWBAT enjoy the social aspect of Mbube,
Mbube, and Big Snake as they all do their best by follow the rules and work
on trust and communication skills with each other. TSWBAT verbally guide a
partner to the impala in the Mbube, Mbube game from Africa. TSWBAT build
trust in each other while playing the game of Mbube, Mbube where two
students uses blind folds. TSWBAT socially and verbally guide a partner to the impala in the Mbube, Mbube game from
Africa. |
