Class
Information
Manipulative
Skills
Unit
Toss
Catch
Two‐Hand
Roll
One‐Hand
Roll
Grade
2
18
Students
8
Lesson
Unit
30‐Minute
Lesson
Length
Preston
Ingram
Needs
Assessment
Psychomotor
Students
in
the
second
grade
have
already
been
introduced
to
the
toss
and
catch
in
their
first
grade
manipulative
skills
unit.
They
need
to
continue
to
practice
these
skills
by
using
the
instructional
cues
and
applying
them
in
low
organization
game
play.
They
will
be
introduced
to
the
two‐hand
roll
and
the
one‐hand
roll
for
the
first
time
in
this
second
grade
manipulative
skills
unit,
although
some
students
may
have
had
experience
with
the
two‐hand
roll
and
one‐hand
roll
in
formal
or
informal
physical
activity
settings
outside
school.
They
need
to
practice
two‐hand
rolling
and
one‐hand
rolling
using
the
instructional
cues
and
apply
these
skills
in
low
organization
games.
Students
in
the
second
grade
are
growing
at
a
slow,
steady
rate.
They
need
activities
that
encourage
the
use
of
large
muscle
groups.
Also
students
need
activities
that
will
stretch
their
growing
muscles
and
incorporate
full
range
of
motion.
Attention
to
flexibility
and
muscular
endurance
will
help
in
the
development
if
these
muscle
groups.
Cognitive
Students
in
the
second
grade
have
already
been
introduced
to
cue
words
for
the
toss
and
catch
in
the
first
grade.
They
will
need
to
review
the
cues
to
make
sure
they
can
describe
how
to
perform
each
skill.
Cue
words
for
the
two‐hand
roll
and
one‐hand
roll
will
be
introduced
as
these
skills
are
taught
and
practiced.
When
students
are
applying
these
skills
in
low
organization
games,
they
will
review
previously
learned
rules
and
strategies
or
learn
new
rules
and
strategies.
Students
in
the
second
grade
should
be
thinking
about
the
benefits
of
learning
skills
and
activities.
They
need
to
be
able
to
discuss
why
it
is
important
to
two‐hand
roll
and
one‐hand
roll.
Affective
Students
in
the
second
grade
have
already
had
some
experience
working
with
partners,
small
groups,
and
the
entire
class
in
kindergarten
and
first
grade.
They
need
to
continue
to
work
with
these
groupings
to
help
develop
their
ability
to
cooperate.
They
also
need
to
listen
while
others
are
talking
to
continue
their
development
of
respect
for
others.
Also,
students
need
to
participate
in
activities
that
involve
keeping
their
bodies
and
equipment
under
control
to
continue
to
develop
self‐
discipline.
Therefore,
the
focus
of
this
unit
is
for
students
to
continue
their
development
of
the
toss
and
catch
and
to
be
introduced
to
the
skills
of
the
two‐hand
roll
and
one‐hand
roll.
They
will
be
able
to
perform
these
skills
using
the
instructional
cues.
Students
should
be
able
to
describe
how
to
perform
each
skill.
Finally,
students
will
continue
to
develop
cooperation,
respect
of
others
and
self‐discipline
by
participating
in
the
unit’s
activities.
Instructional
Goals/Unit
Objectives
A.
Psychomotor:
Motor
skill
development
Addresses
NASPE
Standard
1:
Demonstrates
competency
in
motor
skills
and
movement
patterns
needed
to
perform
a
variety
of
physical
activities.
Addresses
NASPE
Standard
3:
Participates
regularly
in
physical
activity.
Goal:
Students
will
be
able
to
perform
the
toss,
catch,
two‐hand
roll
and
one‐hand
roll
using
the
instructional
cues
and
apply
these
skills
in
low
organization
games.
Objectives:
1. Students
will
be
able
to
perform
the
toss
using
the
ready,
bend,
reach
and
follow
through
pattern.
2. Students
will
be
able
to
perform
the
catch
using
the
ready,
reach,
squeeze
and
hug
pattern.
3. Students
will
be
able
to
perform
the
two‐hand
roll
using
the
ready,
bend,
push
and
follow
through
pattern.
4. Students
will
be
able
to
perform
the
one‐hand
roll
using
the
ready,
swing
back,
step
and
bend,
roll
and
follow
through
pattern.
B.
Psychomotor:
Health­related
fitness
Addresses
NASPE
Standard
4:
Achieves
and
maintains
a
health‐related
enhancing
level
of
physical
fitness.
Addresses
NASPE
Standard
3:
Participates
regularly
in
physical
activity.
Goal:
Students
will
continue
to
develop
flexibility
and
muscular
endurance
by
participating
in
warm‐up
activities.
Objectives:
1. Students
will
continue
to
develop
flexibility
by
participation
in
activities
that
involve
stretching
and
bending
through
the
full
range
of
motion.
2. Students
will
continue
to
develop
muscular
endurance
by
participating
in
activities
that
involve
repetitive
movement.
C.
Cognitive:
Movement
concepts
and
principles,
rules,
strategies,
and
terminology
Addresses
NASPE
Standard
2:
Demonstrates
understanding
of
movement
concepts,
principles,
strategies,
and
tactics
as
they
apply
to
the
learning
and
performance
of
physical
activities.
Goal:
Students
will
be
able
to
define
what
manipulative
skills
are
and
describe
the
instructional
cues
of
the
toss,
catch,
two‐hand
roll
and
one‐hand
roll.
Objectives:
1. Students
will
be
able
to
define
manipulative
skills
as
where
you
use
your
hands
or
feet
to
control
an
object.
2. Students
will
be
able
to
describe
the
instructional
cues
of
the
toss
as:
• Ready
‐
ball
held
at
waist
in
two
hands
• Bend
‐
bend
knees
and
bring
ball
between
them
• Reach
‐
reach
in
the
direction
you
want
the
ball
to
go
and
release
it
• Follow
Through
‐
eyes
look
and
arms
point
in
the
direction
you
want
the
ball
to
go
3. Students
will
be
able
to
describe
the
instructional
cues
of
the
catch
as:
• Ready
‐
look
at
the
object
• Reach
–
reach
with
both
arms
toward
the
object
• Squeeze
‐
squeeze
the
object
with
fingers
of
both
hands
• Hug
–
bring
object
into
chest
4.
Students
will
be
able
to
describe
the
instructional
cues
of
the
two‐hand
roll
as:
• Ready
–
ball
held
at
waist
in
two
hands
• Bend
–
bend
at
knees
and
bring
ball
in
between
them
•
•
Push
–
extend
arms
in
direction
you
want
ball
to
go
and
release
Follow
Through
–
eyes
look
and
arms
point
in
the
direction
you
want
the
ball
to
go
5. Students
will
be
able
to
describe
the
instructional
cues
of
the
one‐hand
roll
as:
• Ready
–
ball
held
at
chest
in
two
hands
• Swing
Back
–
swing
arm
straight
back
• Step
and
Bend
–
step
with
opposite
foot,
bend
knees
to
bring
body
low
to
the
ground
• Roll
–
roll
the
ball
on
the
ground,
release
the
ball
before
you
opposite
foot
• Follow
Through
–
extend
your
arm
with
your
palm
up
and
in
the
direction
you
want
the
ball
to
go
D.
Cognitive:
Contributions
to
physical
and
social/emotional
well­being
Addresses
NASPE
Standard
6:
Values
physical
activity
for
health,
enjoyment,
challenge,
self‐expression,
and/or
social
interaction.
Goal:
Students
will
be
able
to
discuss
why
learning
the
toss,
catch,
two‐hand
roll
and
one‐hand
roll
is
important.
Objectives:
1.
Students
will
be
able
to
describe
that
learning
the
toss,
catch,
two‐hand
roll
and
one‐hand
roll
will
help
them
have
better
control
over
their
bodies
and
equipment.
2.
Students
will
be
able
to
describe
that
learning
the
toss,
catch,
two‐hand
roll
and
one‐hand
roll
will
help
them
be
able
to
play
games
that
the
skills
are
used
in.
E.
Affective:
Personal
development
Addresses
NASPE
Standard
5:
Exhibits
responsible,
personal
and
social
behavior
that
respects
self
and
others
in
physical
activity
settings.
Addresses
NASPE
Standard
6:
Values
physical
activity
for
health,
enjoyment,
challenge,
self‐expression,
and/or
social
interaction.
Goal:
Students
will
continue
to
develop
self‐discipline
by
participating
in
warm‐up,
practice,
and
application
activities.
Objective:
1. Students
will
continue
to
develop
self‐discipline
by
being
in
control
of
their
bodies
and
equipment.
F.
Affective:
Social
Development
Addresses
NASPE
Standard
5:
Exhibits
responsible,
personal
and
social
behavior
that
respects
self
and
others
in
physical
activity
settings.
Addresses
NASPE
Standard
6:
Values
physical
activity
for
health,
enjoyment,
challenge,
self‐expression,
and/or
social
interaction.
Goal:
Students
will
continue
to
develop
cooperation
and
respect
for
others
by
participating
in
warm‐up,
practice,
and
application
activities.
Objectives:
1. Students
will
continue
to
develop
cooperation
by
working
with
partners,
smalls
groups
and
the
entire
class.
2. Students
will
continue
to
develop
respect
for
others
by
actively
listening
when
others
are
talking
TASK ANALYSIS:
MOTOR SKILL
DEVELOPMENT
A. Skills: The task analysis
answers the question: What
would the learner need to
perform to meet the
instructional goal? List each
skill to be taught below.
1. Toss
2. Catch
3. Two-Hand Roll
4. One-Hand Roll
CORE
Points to Emphasize/Critical
Elements/Instructional Cues
For each skill identified in the
task analysis, list the points to
emphasize, critical elements,
and/or instructional cues to be
used when teaching.
1a.
1b.
1c.
1d.
Ready
Bend
Reach
Follow Through
2a.
2b.
2c.
2d.
Ready
Reach
Squeeze
Hug
3a.
3b.
3c.
3d.
Ready
Bend
Push
Follow Through
4a. Ready
4b. Swing Back
4c. Step and Bend
CLOSING ACTIVITY
Practice Activities
For each skill identified in the
task analysis, list practice
activities specific to learning
this skill.
Application Activities
Self-Toss
Partner Toss
For each skill identified in the
task analysis, list application
activities such as modified or
lead-up games, low
organization games, or other
activities that apply the skill.
Ocean Rescue
Throwin’ Hoops
Self Throw and Catch
Partner Toss and Catch
Ocean Rescue
Catching Circuit
Roll against wall
Partner Roll
Dog Pound
Foot Tag
Knock ‘em Down
Roll against wall
Partner Roll
Roller Ball
Hawaiian Bowling
Dog Pound
4d. Roll
4e. Follow Through
Modifications for differences in skill level: Different size and textured balls.
Safety considerations: Proper use of equipment. Pad any hazards within gymnasium.
TASK ANALYSIS: HEALTHRELATED FITNESS
Points to Emphasize
Warm-up (conditioning) Activities
B. Health-Related Fitness: The task
For each health-related fitness
For each health-related fitness component
analysis answers the question: What
component identified in the task
identified in the task analysis, list specific
health-related fitness components
analysis, list the fitness concept(s) to
exercises or activities that will be used to develop
would the learner need to continue to
emphasize in teaching.
this component.
develop to meet the instructional goal?
List each health-related fitness
component addressed in your HealthRelated Fitness goal below.
Flexibility
Full Range of Motion
High Five Warm-Up
The Hokey Pokey
Red Light Green Light
The Itsy Bitsy Spider
Four Corners
Muscular Endurance
Be active
Repeat movements
Follow the Leader
Elbow Tag
Knee Tag
Shadow a Partner
Modifications for differences in fitness levels: adjust length of activity.
Safety considerations: adequate spacing. Pad any hazards.
TASK ANALYSIS:
MOVEMENT CONCEPTS
AND PRINCIPLES, RULES,
CORE
STRATEGIES, AND
TERMINOLOGY
Points to Emphasize/Critical
Practice Activities
Elements/Instructional Cues
C. Concepts/Principles: The
For each concept, principle, rule, For each concept, principle,
task analysis answers the
strategy, and/or term identified
rule, strategy, and/or term
question: What would the
in the task analysis, list the
identified in the task analysis,
learner need to know to meet
points to emphasize, critical
list practice activities specific
the instructional goal? List each elements, and/or instructional
to learning it.
concept, principle, rule,
cues to be used when teaching.
strategy, and/or term to be
taught below.
CLOSING ACTIVITY
CLOSING DISCUSSION
Application Activities/Closing
Discussion
For each concept, principle,
rule, strategy, and/or term
identified in the task analysis,
list application activities such
as modified or lead-up games,
low organization games, or
other activities that apply it.
Also indicate whether the
concept, principle, rule,
strategy, and/or term will be
focused on in the closing
discussion
1. Toss
2. Catch
•
•
•
3. Two-Hand Roll
1a. Ready - ball held at waist in See Skills A Practice
two hands
1b. Bend - bend knees and bring
ball between them
1c. Reach - reach in the
direction you want the ball to go
and release it
1d. Follow Through - eyes look
and arms point in the direction
you want the ball to go
See Skills A Application
Closing Discussion
2a. Ready - look at the object
See Skills A Practice
2b. Reach – reach with both
arms toward the object
2c. Squeeze - squeeze the
object with fingers of both hands
2d. Hug – bring object into
chest
See Skills A Application
Closing Discussion
See Skills A Practice
3a. Ready – ball held at waist in
two hands
3b. Bend – bend at knees and
bring ball in between them
3c. Push – extend arms in
direction you want ball to go and
See Skills A Application
Closing Discussion
release
3d. Follow Through – eyes look
and arms point in the direction
you want the ball to go
4. One-Hand Roll
See Skills A Practice
See Skills A Application
Closing Discussion
See Skills A Practice
See Skills A Application
Closing Discussion
4a. Ready – ball held at chest in
two hands
4b. Swing Back – swing arm
straight back
4c. Step and Bend - step with
opposite foot, bend knees to
bring body low to the ground
4d. Roll - roll the ball on the
ground, release the ball before
you opposite foot
4e. Follow Through - extend
your arm with your palm up and
in the direction you want the ball
to go
5. Manipulative Skills
5a. Use hands or feet to control
an object
Modifications for differences in cognitive developmental level: incorporate a multitude of teaching styles and aids to meet needs of
individual learning style
TASK ANALYSIS: CONTRIBUTIONS TO
PHYSICAL AND SOCIAL/EMOTIONAL
Points to Emphasize
WELL-BEING
D. Contributions to Physical and
For each objective listed in the task analysis, describe the major points to
Social/Emotional Well-being: The task analysis emphasize when teaching about the benefits of participating in the activity.
answers the question: What would the learner
need to know to meet the instructional goal? List
each objective written for the Contributions to
Physical and Social/Emotional Well-being goal
below.
Help them have better control over their bodies
and equipment
For many students this unit may be the first introduction to controlling an object
with their bodies. They will find that they when doing these skills it is imperative
to have full control of their body and equipment. With practicing manipulative
skills they are developing their hand-eye coordination and in turn gaining the
ability to have control over their bodies and equipment.
Learning the toss, catch, two-hand roll and onehand roll will help them be able to play games
that the skills are used in
Manipulative skills are used in almost all mainstream sports and games. Because
of this it is important to learn these skills to be able to participate in sports and
games. With a base understanding on how to perform these manipulative skills one
will be able to use them to play games. With practice of these skills student will
become more confident and be more willing to play games that use the skills.
Modifications for differences in cognitive developmental level: incorporate a multitude of teaching styles and aids to meet needs of
individual learning style
TASK ANALYSIS:
PERSONAL DEVELOPMENT
E. Personal Development: The
task analysis answers the
question: What would the
learner need to know/do to meet
the instructional goal? List each
component of personal
development from your
Personal Development goal
below.
Self-Discipline
WARMUP/CORE
Points to Emphasize
For each component identified
in the task analysis, list major
points to emphasize in
teaching. (This is the “by”
statement from the objective.)
By being able to be in control
of both their bodies and
equipment.
Warm-up and/or Practice
Activities
For each component identified
in the task analysis, list warmup and/or practice activities
that incorporate this
component.
See Fitness B
See Skills A Practice
CLOSING ACTIVITY
Application Activities
For each component identified
in the task analysis, list
application activities such as
modified or lead-up games, low
organization games, or other
activities that incorporate this
component.
See Skills A Application
Modifications for social/emotional comfort: Provide positive reinforcement and positive feedback. Establish a respective group
environment.
TASK ANALYSIS:
SOCIAL DEVELOPMENT
WARM-UP/CORE
Points to Emphasize
F. Social Development: The
task analysis answers the
question: What would the
learner need to know/do to meet
the instructional goal? List each
component of social
development from your Social
Development goal below.
For each component identified
under task analysis, list major
points to emphasize in
teaching. (This is the “by”
statement from the objective.)
Cooperation
By working with partners,
small groups and the entire
class.
Respect for Other
By actively listening while
others are talking.
Warm-up and/or Practice
Activities
For each component identified
under task analysis, list
practice activities specific to
learning this component.
CLOSING ACTIVITY
Application Activities
For each component identified
under task analysis, list
application activities such as
modified or lead-up games, low
organization games, or other
activities that incorporate this
component.
See Fitness B
See Skills A Practice
See Skills A Application
See Fitness B
See Skills A Practice
See Skills A Application
Modifications for social/emotional comfort: Provide positive reinforcement and positive feedback. Establish a respective group
environment.
Unit:
Manipulative
Skills
Grade
Level:
2
Student
Evaluation
Instructional
Goal
Motor
skill
development:
Goal:
Students
will
be
able
to
perform
the
toss,
catch,
two‐hand
roll
and
one‐hand
roll
using
the
instructional
cues
and
apply
these
skills
in
low
organization
games.
Health‐related
Fitness:
Goal:
Students
will
continue
to
develop
flexibility
and
muscular
endurance
by
participating
in
warm‐up
activities.
Movement
concepts,
principles,
rules,
strategies,
terminology:
Goal:
Students
will
be
able
to
define
what
manipulative
skills
are
and
describe
the
instructional
Method/s
of
formative
evaluation
Teacher
Feedback
(from
observation)
Method/s
of
summative
evaluation
Skills
Checklist
(completed
by
teacher)
Teacher
Feedback
(from
observation)
Participation
in
Warm‐Up
Rubric
Questions
and
Answers/Discussion
End
of
Unit
Worksheet
cues
of
the
toss,
catch,
two‐hand
roll
and
one‐hand
roll.
Contributions
to
physical
and
social/emotional
well‐being:
Goal:
Students
will
be
able
to
discuss
why
learning
to
toss,
catch,
two‐hand
roll
and
one‐hand
roll
is
important.
Personal
Development:
Goal:
Students
will
continue
to
develop
self‐
discipline
skills
by
participating
in
warm‐up,
practice,
and
application
activities.
Social
Development:
Goal:
Students
will
continue
to
develop
cooperation
and
respect
for
others
by
participating
in
warm‐up,
practice,
and
application
activities.
Questions
and
Answers/Discussion
Teacher
Feedback
Self
Recording
Question
on
End
of
Unit
Worksheet
Teacher
Feedback
Self
Recording
Personal
and
Social
Development
Rubric
Personal
and
Social
Development
Rubric
Unit
Evaluation
I. I
know
my
motor
skill
development
goal
and
objectives
have
been
met
if
students
are
able
to
perform
the
toss,
catch,
two‐hand
roll
and
one‐hand
roll
using
the
instructional
cues
and
apply
these
skills
in
low
organization
games.
This
will
be
assessed
by
teacher
feedback
(from
observation)
and
skills
checklist
(completed
by
teacher).
II. I
know
health‐related
fitness
goal
and
objectives
have
been
met
if
students
continue
to
flexibility
and
muscular
endurance
by
participating
in
warm‐up
activities.
This
will
be
assessed
by
teacher
feedback
(from
observation)
and
participation
in
warm‐up
rubric.
III. I
know
my
movement
concepts,
principles,
rules,
strategies
and
terminology
goal
and
objectives
have
been
met
if
students
are
able
to
describe
the
instructional
cues
of
the
toss,
catch,
two‐hand
roll,
one‐hand
roll
and
define
what
manipulative
skills
are.
This
will
be
assessed
by
questions
and
answers/discussion
during
the
closing
discussion
and
an
end
o
the
unit
worksheet.
IV. I
know
my
contributions
to
physical
and
social/emotional
well‐being
goal
and
objectives
have
been
met
if
students
are
able
to
discuss
why
learning
to
toss,
catch,
two‐hand
roll
and
one‐hand
roll
is
important.
This
will
be
assessed
by
questions
and
answers/discussion
during
the
closing
discussion
and
a
related
question
on
the
end
of
the
unit
worksheet.
V. I
know
my
personal
development
goal
and
objective
have
been
met
if
students
continue
to
develop
self‐discipline
skills
by
participating
in
warm‐up,
practice,
and
application
activities.
This
will
be
assessed
by
teacher
feedback,
self‐
recording
based
on
Hellison’s
levels
and
a
personal
and
social
development
rubric.
VI. I
know
my
social
development
goal
and
objectives
have
been
met
if
students
continue
to
develop
cooperation
and
respect
for
others
by
participating
in
warm‐up,
practice,
and
application
activities.
This
will
be
assessed
by
teacher
feedback,
self‐recording
based
on
Hellison’s
levels
and
a
personal
and
social
development
rubric.
BLOCK PLAN
Activity
Discussion
Unit: Manipulative Skills
KEY I = Introduction
CA = Closing
WU = Warm-up
CD = Closing
C = Core
Number of Lessons: 8
Toss
Date: 2/5/12
Catch
Date: 2/7/12
Toss/Catch
Date: 2/12/12
Two-Hand Roll
Date: 2/14/12
I. Behavior Expectations
Outline Unit
Outline Lesson
Define a Manipulative Skill
I. Behavior Expectations
Outline Lesson
I. Behavior Expectations
Outline Lesson
I. Behavior Expectations
Outline Lesson
WU. High Five Game
WU. Red Light/Green Light
WU. Four Corners
WU. The Hokey Pokey
C. D/E Toss
Self-Toss
C. D/E Catch
Self-Toss and Catch
C. D/E Toss
D/E Catch
Partner Toss and Catch
C. D/E Two-Hand Roll
Self Roll Against Wall
CA. Throwin’ Hoops
CA. Catching Circuit
CA. Ocean Rescue
Cooperation
CA. Knock ‘em Down
CD. Instructional Cues of Toss
Respect for Others
CD. Instructional Cues of Catch
Cooperation
CD. Instructional Cues of Toss
And Catch
Self-Discipline
CD. Instructional Cues of TwoHand Roll
BLOCK PLAN
Activity
KEY I = Introduction
WU = Warm-up
C = Core
Unit: Soccer
CA = Closing
CD = Closing Discussion
Number of Lessons: 8
Two-Hand Roll
Date: 2/19/12
I. Behavior Expectations
Outline Lesson
One-Hand Roll
Date: 2/21/12
I. Behavior Expectations
Outline Lesson
One-Hand Roll
Date: 2/26/12
I. Behavior Expectations
Outline Lesson
Review
Date: 2/28/12
I. Behavior Expectations
Outline Lesson
WU. Follow the Leader
WU. Shadow A Partner
WU. Elbow Tag
WU. The Itsy Bitsy Spider
C. D/E Two-Hand Roll
Partner Two-Hand Roll and
Receive
C. D/E One-Hand Roll
Self Roll Against Wall
C. D/E One-Hand Roll
Partner One-Hand Roll and
Receive
C/CA. Stations
Including Skill Review
Teacher Skill Checklist
1- Self Toss and Catch
2- 2 hand roll against wall
3- 1 hand roll against wall
CA. Dog Pound
Self-Discipline
CA. Roller Ball
CA. Hawaiian Bowling
CA. Foot Tag
CD. Instructional Cues of Two-
CD. Instructional Cues of One-
CD. Instructional Cues of One-
CD. Instructional Cues of Skills
Hand Roll
Hand Roll
Hand Roll
Review Definition of
Manipulative Skill
Equipment
Needed
Lesson
1:
18
Large
Gator
Skin
Balls
18
Bean
Bags
6
Hula
Hoops
Lesson
2:
5
Large
Gator
Skin
Balls
5
Bean
Bags
4
Super
Soft
Stuff
Softballs
4
Foam
Balls
6
Hula
Hoops
12
Cones
Lesson
3:
9
Large
Gator
Skin
Balls
6
Super
Soft
Stuff
Softballs
9
Mats
Lesson
4:
18
Large
Gator
Skin
Balls
10
Bowling
Pins
Lesson
5:
9
Super
Soft
Stuff
Soccer
Balls
End of Unit Worksheet
9
Jump
Ropes
8
Cones
Lesson
6:
18
Small
Gator
Skin
Ball
10
Bowling
Pins
10
cones
Lesson
7:
18
Small
Gator
Skin
Ball
4
cones
Lesson
8:
9
Super
Soft
Stuff
Soccer
Balls
5
Large
Gator
Skin
Balls
5
Small
Gator
Skin
Ball
10
Cones
Resource
Material/References
Used
Teacher
Resources
I. Developmental
Movement
Binder
II. Children
Moving,
by
George
Graham,
Shirley
Ann
Holy/Hale,
Melissa
Parker
Student
Resources
I. After
School
Programs/Clubs,
Mr.
Ingram
II. Keene
Kiwanis
Youth
Club,
http://www.keenekiwanis.org
III. Keene
City
Recreation
Dept.,
603‐352‐0133
IV. Joyce
Athletic
Complex,
Keene
State
College
Campus
Integration
with
School‐Wide
Goals
and/or
Other
Curriculum
Areas
School‐Wide
Goal:
Be
respectful
to
people.
This
unit
supports
this
school‐wide
goal
because
during
discussions,
warm
up,
practice
activities
and
modified
game
play
students
will
have
to
listen
respectfully
to
their
peers,
share
equipment
and
cooperate
with
each
other
in
the
gymnasium.
Curriculum
Area:
Language
Arts
This
unit
supports
this
curriculum
area
because
students
will
be
introduced
to
new
words
and
terminology
within
lessons
and
instructional
cues,
such
as
Follow
Through.