|
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 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 move in general space while maintain space
between themselves and other students in the group by keeping their own
personal space free of other students.
TSWBAT run and move in coordination with a group of students and line up
quickly to accomplish the task at hand.
TSWBAT perform six different gymnastics skills provided by the
teacher in front of the whole class, which is a graded assignment. TSWBAT use the whole body throughout the whole
gymnastics program of today. TSWBAT keep the balance in the scale they
perform. TSWBAT maintain eyes focused in the front while controlling
their body to the best of their ability and according to the
gymnastics skill that they are performing. TSWBAT maintain the balance in all
the scales without touching the ground with the opposite foot, and also
while moving on the balance beam.
|
TSWBAT know, understand, and apply the concept of social responsibility by
grading themselves after the lesson. 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 locomotor skills.
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 locomotor skills are good for them as the movements
will help them get stronger, faster, and feel better. It enhances the
self-efficacy. 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 explain why locomotor skills are good for them, as the
movement skills will enhance their future success with fitness, academic
achievement, sport achievement, and pursuit of wellness.
TSWBAT learn and use
the small details in each gymnastics pose, which encourages strength, body
awareness and body control. TSWBAT learn how to deal muscle fatigue as
each gymnastic pose requires strength and mental concentration. TSWBAT
improve their self-discipline, i.e., control their own behavior by being
quiet, listening, perform accurately. This will occur through learning
fundamental gymnastics skills that requires minute eye for detail and body
control. TSWBAT learn
this through memorize the poses, scales and jumps while doing it, watching
others do it, and hear the explanation of each action. TSWBAT recollect what
they have learned in the previous lessons as they will be given an oral
examination and each student will perform six different gymnastics skills
(see below in the gymnastics performance what skills will be tested.) TSWBAT recall and demonstrate
three basic key components in regards to the gymnastics skill
performed. The key components are:
1. Body needs to be positioned
or moved according to the gymnastics skill asked to be performed.
2. Eyes forward at all times, unless other is required for the gymnastics
skill.
3. Feet together, unless the gymnastics skill requires feet apart. 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)
TSWBAT feel enjoyment by being more successful due to an increased level of
personal involvement through their grading.
TSWBAT feel enjoyment and success through increased participation in all
class activities.
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 feel an increased level of well-being due to increased level of
physical activity.
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 enhance the team spirit through
by positively encourage their peers with positive comments and praise,
as they exercise in the class. TSWBAT enhance the team experience by
enhancing their own gymnastics skills.
TSWBAT display good team working skills through following the safety
precautions for tumbling and hand stand as it can have severe consequences.
TSWBAT self-assess their performance as an audience member based on the
student expectations within physical education. |
