Movement Concepts Unit Plan

1st Grade

September
2nd
September
22nd, 2016

Liberty
Elementar
y School

Emily Morris

Unit

Outcomes/State & National Standards/Content/Assessment Template

Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level__1st Grade__

Unit Outcomes
(By the end of the unit,
students will be able to)

Reference
MA CF &
NASPE
Standards
by #

Psychomotor
Demonstrate the following
movement concepts: space
awareness (space, levels,
directions, and pathway),
Effort (force), relationships
(with objects, with people,
of body parts.), and
locomotor skills.
Students will practice and
use these skills during
various types of activities to
build experience in different
settings.

MACF:
2.1 2.2
NASPE:
S2.E2.1a
S2.E2.2
S2.E1.Ka
S2.E1.2
S2.E3.1b

Content to be taught

Lesson 1 & 1b: Practice

being in personal and general
space and how to move
safely in it.
1b: Practice personal and
general space while moving
and being aware of others
around you while introducing
some pathways.

Assessment
(include rubrics, quizzes,
etc. in written materials
section)
-Teacher Observation
-Pre-Assessment rating
scale
- Checking for
understanding (demo)
- Pinpointing (demo)

-Teacher Observation
Lesson 2 & 2b: Practice
moving space while moving
around others, obstacles and
using pathways to avoid
obstacles.
2b: Traveling using different
body parts, levels, and
directions.
Lesson 3 & 3b: Practicing
combining levels, directions,
and pathways.
3b: Perform levels, directions
and pathways using
locomotor skills with
partners.

- Checking for
understanding (demo)

-Teacher Observation
-Station Directions
-Team Maps

-Teacher Observation
-Teacher Rating Scale
-Post-Assessment

Lesson 4 & 4b: Practice

movement concepts learned
while chasing, fleeing and
dodging others.
4b: Practicing movement
concepts learned when
chasing, fleeing, and dodging
as well as in groups.

Cognitive
Name the different
pathways, levels and
directions when shown an
example / asked by the
teacher with 90% accuracy.

MACF:
2.4
2.2
2.1
NASPE:
S2.E2.1b
S3.E1.1
S3.E3.K
S2.E2.K
S2.E2.1a
S2.E2.2

Lesson 1 & 1b: Introduce

boundaries of general space.
Name the difference of
general & personal space and
what each mean / look like.
Lesson 2 & 2b: Introduce
pathways, levels and
directions & how to use them
around obstacles & people.

Lesson 3 & 3b: Naming

different levels, pathways and
directions to review. Learning
different ways to combine
them with locomotor skills
and working with others.
Lesson 4 & 4b: Learning to
combine all concepts learned

-Identifying Pictures of
space.
-Class Review Turn and
Talk Discussion
-Identifying drawings of
Pathways, levels &
directions.
-Class Review Turn and
Talk Discussion

-Teacher Observation
-Class Review Turn and
Talk Discussion

-Class Review Turn and

Rainy Day / Gym in use Plan

Gym in use:
-

On days the gym is in use, I am able to take the class outside where
there is a court yard. In this yard there is plenty of space for me to
bring equipment out and proceed with my original lesson I had
planned.

If I have half of a gym (when book fair was happening), I used a

fitness / locomotor class sized board game. Students Were in 4 groups,
each in their own corner of the half gym, with their own mini version of
the giant board game which was in the middle of the space. Students
in each group will take turns rolling their teams dice, playing like a
normal board game, the number rolled is the number of spaced the
groups bean bag moved on the giant game board. Depending on the
box the bean bag landed on, students would have to perform a specific
exercise, for locomotor movement in their groups space.

During this unit, there wasnt a plan that had originally taken place
outside. There for I only needed plans for gym in use or half of a gym
in use.

1st Grade Pre/Post Test on Skipping

Ms. W - 8/30 Pre-assessment, 10/11 Post-assessment
Skill Cues: Lift knee, step- hop to lift other knee, arms swing in opposition to
legs moving.

Student
Name:

1-3 - Needs
Improvement
(only can
perform 1 S.C.
and skip is
more of a
gallop.)

Bryan

4-7 - Working
Towards
Proficient

8-10 Proficient

6 Post
3 Pre

Dominic
Jeyshalee

7 Pre
3 Pre

Davian

6 Post
4 Pre
7 Post
7 Pre

Yadiel
X-zavian

8 Post
6 Pre

Nathan

7 Pre

Josephine

7 Pre

Salma
Luis

9 Post

3 Pre

Landen

Jialeez
(absent for
post)
Jenilya

9 Post

8 Post
9 Post
8

Post

3 Pre

6 Pre
Pre 6
6 Pre

8 Post
8 Post
8 post

Anayaliz

3 Pre

Janelle

6 post
6 Pre

Nathan Q

9 post

7Pre

Autum

9 post

5 Pre

Dulce
(Absent for
post)
Ayden

8 post

7 Pre

7 Pre

Jayden

6 Pre

Glorymar

5 pre

Mary

5 Pre

8 post
8 post
8 post
8 post

1st Grade Pre/Post Test on Skipping

Potter 9/2 Pre-Assessment, 10/14 post- assessment
Skill Cues: Lift knee, step- hop to lift other knee, arms swing in opposition to
legs moving.

Student
Name:

Tyreed

1-3 - Needs
Improvement
(only can
perform 1 S.C.
and skip is
more of a
gallop.)

4-7 - Working
Towards
Proficient

6 pre

8-10 Proficient

8 post

Badour

3 Pre

Bmaneen

3 Pre

Sophia

Absent for post

5 Post
6 Pre

Ave

8 Post

7 Pre

8
Post

Isabell

3 Pre

Mialanie

6 Post
6 Pre

Arihanna

3 Pre

Elijah

7 Post
6 Pre

Humberto

7 Pre

Ella

6 Pre

Dinalee
3 Pre

8 Post
8 Post

6 Pre

Rudy

7 Pre

Jad

6 Pre

Jemil

3 Pre

Stephanie

3 Pre
3

Pre

9 Post

6 Post

Nate

Liuviana

8 Post

7 Pre

Travonte

Diajah

9 Post

8 Post
9

Post

8 Post

6 Post
5 Post
Absent for Post
6 Pre

8 Post

Abdour-Raheim

7 Pre

9 Post

During the Movement Concepts Unit, I used different forms of assessment to

check for student learning. Out of the different assessments I used, there was a
mixture of formal and informal throughout the entire unit.
The main type of assessment that I used throughout the unit was teacher
observation. During every lesson I would observe my students performance on the
movement concepts we were learning that day. Being able to watch all students
during the lesson was helpful for me to be able to see all of the students skill levels
because not all students were at the same level. When observing students, I often
saw many doing well in which I would then pinpoint them to the rest of the class.
Observation also gave me the ability to give corrective feedback to students who
needed help with some skills such as first graders practicing their skipping.
Another type of assessment I used that is informal is simply checking for
understanding during each class. Not only can this assess the students learning on
skill cues, or naming levels etc. It can also hold students accountable for class rules,
routines and behaviors.
Some formal assessments I used during the unit include an exit slip where
students had to identify the 3 different pathways or draw them. After 2 classes of
practicing pathways, I used this slip to tell me if students learned and could identify
and draw the different pathways. This gave me evidence to show how my teaching
increased students learning on the topic. A second formal assessment I used was a
class rubric rating scale where students were rated 1 4 on different unit topics as
well as behavior and participation. As students were participating in different
activities, I would observe them and then mark down their score on the rubric.
The assessment I used for my unit plan, to show student learning, was a pre
and post assessment for first grade skipping. As shown above, my assessment was
a scale check list to show what level students we before the unit and then after the
unit. On the scale, a 1-3 was needs improvement where students could only perform
1 skill cue of the skip which looked more like a gallop. A 4-7 was students working
towards proficiency and 8 10 was proficient. Majority of my students improved in
their skipping skills from the beginning of the unit plan to the end. There was only
one student, of those there for both the pre and post- test, that stayed at the same
level. There were some students from both classes that were absent for the post
test so I wasnt able to evaluate their skill improvement.
Through practice in nearly every lesson, students were able to build up their
skill level of skipping. Watching real life demonstrations by the teacher and
classmates, getting positive and corrective feedback, students were able to get
many opportunities to respond. As shown through my assessment on 1 st grade
skipping, I had a positive impact on student learning through my teaching.

Grading Policy

The grading policy is based on a 1 4 rating scale. 4 is the highest grade given and 1 is the
lowest. This scoring system is used for class work if given, student participation/preparedness,
behavior and teacher assessments.
When it is time to grade, the teacher averages each grade from assessments given to students.

4- High- Student completes work to the teachers standards if / when given.

Student writes and answers questions in class in complete sentences, follows all
directions, and comes to class prepared with appropriate dress and shoes.

3 - Moderate- Student completes most work to the teachers standards. Student

writes and answers in complete sentences, uses correct punctuation, follows
directions, and comes to class prepared most of the time.

2 - Low- Student completes some work to the teachers standards. Student writes
or answers in partial sentences, follows some directions in class / may be set to
time out square sometimes. Student is often talking when the teacher is and is often
reminded of how to come to class prepared.

1 - Poor- Student is unprepared to participate. Student doesnt not complete

homework or class work if / when given. Student does not raise their hand to

answer questions and is often disruptive in class.

Resources/References:

National Standards & Grade-Level Outcomes for K-12 Physical Education by

Couturier, Chepko, and Holt/Hale.

Children Moving Ninth Edition by Graham, Holt/Hale, and Parker.

Ready-to-use PE Activities for grades k-2 by Landy & Landy

Massachusetts Comprehensive Health Curriculum Framework, 1999

Children Moving 6th Edition by Graham, Parker, Holt/Hale.

PE Central. (PECentral.com Couch potato)