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/Title (PEC: Lesson Plans for Physical Education)
/Subject (PE Central's lesson plans for physical education.)
/Keywords (Lesson Plans, physical education, elementary, K-2, Deb Stevens, movement plays, reading, art, music, health, wellness, ourtdoor, science, reading, language arts, articles, set induction, throwing, catching, chasing, fleeing, dodging, fitness, jumping, landing, class management, christine, hopple, instructional, holiday, traveling, body, awareness, space, dribbling, cooperative, learning, volleying, kicking, punting, striking)
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BT 34.016 744.679 Td /F2 14.0 Tf [(Name/Title:)] TJ ET
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BT 109.056 744.679 Td /F2 14.0 Tf [(Geometric Jamboree)] TJ ET
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BT 34.016 716.047 Td /F2 14.0 Tf [(Academic content:)] TJ ET
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BT 148.596 716.047 Td /F1 14.0 Tf [(math \(geometry\))] TJ ET
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BT 34.016 687.415 Td /F2 14.0 Tf [(Purpose of Event:)] TJ ET
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BT 144.840 687.415 Td /F1 14.0 Tf [(Cognitive: to learn or review mathematical concepts such as area, perimeter, )] TJ ET
BT 34.016 670.783 Td /F1 14.0 Tf [(circumference, radius, diameter, and movement on a number line Affective: to practice )] TJ ET
BT 34.016 654.151 Td /F1 14.0 Tf [(responsible social behavior and following directions, to work with a partner as well as large )] TJ ET
BT 34.016 637.519 Td /F1 14.0 Tf [(group. Psychomotor: to understand the movement concept of effort integrated with the )] TJ ET
BT 34.016 620.887 Td /F1 14.0 Tf [(academic content of mathematics.)] TJ ET
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BT 34.016 592.255 Td /F2 14.0 Tf [(Prerequisites:)] TJ ET
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BT 120.218 592.255 Td /F1 14.0 Tf [(Students should be familiar with the concepts of perimeter, area and movement )] TJ ET
BT 34.016 575.623 Td /F1 14.0 Tf [(on a coordinate plane.)] TJ ET
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BT 34.016 546.991 Td /F2 14.0 Tf [(Suggested Grade Level:)] TJ ET
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BT 179.340 546.991 Td /F1 14.0 Tf [(3-5)] TJ ET
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BT 34.016 518.359 Td /F2 14.0 Tf [(Materials Needed:)] TJ ET
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BT 147.042 518.359 Td /F1 14.0 Tf [(Sidewalk chalk \(at least one stick for each student\), two dice \(one with red )] TJ ET
BT 34.016 501.727 Td /F1 14.0 Tf [(and green \(negative, positive\) faces and one with number faces \(1-4\))] TJ ET
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BT 34.016 473.095 Td /F2 14.0 Tf [(Physical activity:)] TJ ET
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BT 139.286 473.095 Td /F1 14.0 Tf [(locomotor skills \(walking, skipping, hopping, leaping\))] TJ ET
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BT 34.016 399.079 Td /F1 14.0 Tf [(1. Before lesson begins, teacher should have 12-14 shapes drawn on the left side of the blacktop )] TJ ET
BT 34.016 382.447 Td /F1 14.0 Tf [(\(e.g., square, rectangle, triangle\) and a coordinate plane drawn on the right side. The shapes )] TJ ET
BT 34.016 365.815 Td /F1 14.0 Tf [(should be symmetrical with all straight sides-no circles! The coordinate plane should be big )] TJ ET
BT 34.016 349.183 Td /F1 14.0 Tf [(enough so that each interval is about a child’s step apart with positive and negative numbers )] TJ ET
BT 34.016 332.416 Td /F1 14.0 Tf [(clearly marked. Use red for negatives and green for positives. )] TJ ET
BT 34.016 298.951 Td /F1 14.0 Tf [(2. Dice should be prepared as well. You need to have three green sides, signifying positive, and )] TJ ET
BT 34.016 282.319 Td /F1 14.0 Tf [(one should have random numbers 1-4 on it. If you make them on your own, make them big )] TJ ET
BT 34.016 265.687 Td /F1 14.0 Tf [(enough for students to see from up to 10 ft. away.)] TJ ET
BT 34.016 237.055 Td /F1 14.0 Tf [(3. Activity begins with students using the whole blacktop space and working together to )] TJ ET
BT 34.016 220.423 Td /F1 14.0 Tf [(measure perimeter and area \(part 1\). They then move to measure their own individual shape and )] TJ ET
BT 34.016 203.791 Td /F1 14.0 Tf [(explore how dividing a shape in half affects perimeter\(part 2\). Lastly, they will work some with )] TJ ET
BT 34.016 187.159 Td /F1 14.0 Tf [(a partner and some on their own to explore a coordinate plane and draw a shape on it \(part 3\).)] TJ ET
BT 34.016 158.527 Td /F1 14.0 Tf [(Part 1:)] TJ ET
BT 34.016 129.895 Td /F1 14.0 Tf [(Teacher should review area and perimeter. Students may not realize that we can measure with )] TJ ET
BT 34.016 113.263 Td /F1 14.0 Tf [(anything, not just standard units like centimeter, foot, inch, etc. We can actually use our own )] TJ ET
BT 34.016 96.631 Td /F1 14.0 Tf [(bodies to measure wherever we go!)] TJ ET
BT 34.016 67.999 Td /F1 14.0 Tf [(- First we’re going to work as a class to measure the blacktop using our arms and bodies! )] TJ ET
BT 34.016 51.367 Td /F1 14.0 Tf [(Everyone hold your arms out to the side, so that your fingertips are touching the person beside )] TJ ET
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BT 34.016 744.679 Td /F1 14.0 Tf [(you! Can we count how many of us it takes to fill up the whole side of this blacktop? The )] TJ ET
BT 34.016 728.047 Td /F1 14.0 Tf [(teacher writes down the number with chalk on that side. Repeat this process for the width of the )] TJ ET
BT 34.016 711.415 Td /F1 14.0 Tf [(blacktop. What unit did we use? How many students measured this way? Can anyone tell me )] TJ ET
BT 34.016 694.783 Td /F1 14.0 Tf [(what our perimeter is? What about our area? Good job!)] TJ ET
BT 34.016 666.151 Td /F1 14.0 Tf [(- Now everyone is going to do a measurement on their own using steps! Using the chalk see )] TJ ET
BT 34.016 649.519 Td /F1 14.0 Tf [(how many steps it takes you to get from one side to the other and use your color chalk to write )] TJ ET
BT 34.016 632.887 Td /F1 14.0 Tf [(the number of steps on the ground \(students will have different number of steps due to different )] TJ ET
BT 34.016 616.255 Td /F1 14.0 Tf [(stride lengths\).)] TJ ET
BT 34.016 587.623 Td /F1 14.0 Tf [(- Line up on this side of the blacktop! How many steps does it take you to walk across this side? )] TJ ET
BT 34.016 570.991 Td /F1 14.0 Tf [(Write it on the ground so you’ll remember! As everyone starts to write, teacher asks, “so what )] TJ ET
BT 34.016 554.359 Td /F1 14.0 Tf [(was our unit this time?” Steps! Remember to always write your unit beside your measurement! )] TJ ET
BT 34.016 537.727 Td /F1 14.0 Tf [(Repeat this whole process, but have students use leaps as their measurement this time. Okay, so )] TJ ET
BT 34.016 521.095 Td /F1 14.0 Tf [(what was your unit this time? Good, leaps! Which number was smaller, the measurement in )] TJ ET
BT 34.016 504.463 Td /F1 14.0 Tf [(steps or leaps? Can anyone tell me why? Students should connect that we take greater strides )] TJ ET
BT 34.016 487.831 Td /F1 14.0 Tf [(with leaps, and so it takes less to fill the space we are measuring.)] TJ ET
BT 34.016 459.199 Td /F1 14.0 Tf [(Part 2:)] TJ ET
BT 34.016 430.567 Td /F1 14.0 Tf [(- I want everyone to look over here at the shapes drawn on this side of the blacktop \(shapes )] TJ ET
BT 34.016 413.935 Td /F1 14.0 Tf [(consist of squares, parallelograms, triangles, etc\). What are some of the shapes you see? Find a )] TJ ET
BT 34.016 397.303 Td /F1 14.0 Tf [(shape and stand in the center of it with your chalk? If you know the name of the shape you are )] TJ ET
BT 34.016 380.671 Td /F1 14.0 Tf [(standing on, write the name in the middle! We are going to measure the perimeter of the shape )] TJ ET
BT 34.016 364.039 Td /F1 14.0 Tf [(with our feet! Find a starting point and walk around the line of your entire shape. It might be )] TJ ET
BT 34.016 347.407 Td /F1 14.0 Tf [(hard to balance, so hold your arms out to the side if you need to! Once you are finished, write )] TJ ET
BT 34.016 330.775 Td /F1 14.0 Tf [(the perimeter on the outside of your shape-don’t forget to include the unit feet! Lets divide our )] TJ ET
BT 34.016 314.143 Td /F1 14.0 Tf [(shapes in two with our chalk, by drawing right down the middle. Is there a reflection over the )] TJ ET
BT 34.016 297.511 Td /F1 14.0 Tf [(line, or even amount of space? Measure one side of the reflection with your feet, and write the )] TJ ET
BT 34.016 280.879 Td /F1 14.0 Tf [(distance down underneath. Now, do this to the other side of the reflection and write it down. )] TJ ET
BT 34.016 264.247 Td /F1 14.0 Tf [(What do you notice about the distances? Are they the same?)] TJ ET
BT 34.016 235.615 Td /F1 14.0 Tf [(Part 3:)] TJ ET
BT 34.016 206.983 Td /F1 14.0 Tf [(- Move over to the other side of the blacktop. Everyone find a dot on the ground to stand on. )] TJ ET
BT 34.016 190.351 Td /F1 14.0 Tf [(What we are standing on? a coordinate plane! Where is the y-axis? Where is the x-axis? Which )] TJ ET
BT 34.016 173.719 Td /F1 14.0 Tf [(way is positive and which way is negative? Can you hop two positive spaces on the x-axis? )] TJ ET
BT 34.016 157.087 Td /F1 14.0 Tf [(Two negative spaces on the x-axis? You should be back to where you started! Now, three )] TJ ET
BT 34.016 140.455 Td /F1 14.0 Tf [(positive spaces on the y-axis? Four negative spaces on the x-axis?)] TJ ET
BT 34.016 111.823 Td /F1 14.0 Tf [(- Go back to the dot where you started with your chalk? Everyone will get a turn rolling a die, )] TJ ET
BT 34.016 95.191 Td /F1 14.0 Tf [(and follow what it tells you to do! We are going to mark where we move with our chalk. One )] TJ ET
BT 34.016 78.559 Td /F1 14.0 Tf [(student is given the green/red dice to roll and one is given the number one to roll. Example,dice )] TJ ET
BT 34.016 61.927 Td /F1 14.0 Tf [(lands on green and 3...which direction on the x-axis are we going to move? UP, 3! Everyone )] TJ ET
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BT 34.016 728.047 Td /F1 14.0 Tf [(times so that all students have a turn with dice and they will have 5-6 dots in their color on the )] TJ ET
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BT 34.016 590.255 Td /F1 14.0 Tf [(Younger students might have trouble understanding area, so primarily focus on perimeter. Use )] TJ ET
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BT 34.016 514.359 Td /F2 14.0 Tf [(Assessment Ideas:)] TJ ET
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BT 34.016 483.727 Td /F1 14.0 Tf [(Review and ask questions about all of the ways we can measure things using our bodies. See if )] TJ ET
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BT 34.016 433.831 Td /F1 14.0 Tf [(room, or spoon if we didn't have a ruler sitting around?)] TJ ET
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BT 169.664 295.703 Td /F1 12.0 Tf [( in Greenville, SC. Thanks for contributing to PE Central! )] TJ ET
BT 450.980 295.703 Td /F2 12.0 Tf [(Posted on PEC: )] TJ ET
BT 34.016 281.447 Td /F2 12.0 Tf [(10/7/2013)] TJ ET
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BT 218.694 267.191 Td /F1 12.0 Tf [( for all your physical education equipment and supplies!)] TJ ET
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