Music and Movement Assignment 8

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Ashworth College *

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360

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May 22, 2024

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Madisyn Reem AC1907189 Movement and Music EC360 Assignment 8 May 24, 2022 Part 1- Movement Activity for Early Childhood-Aged Students Kindergarten Physical Education Lesson Plan Grade Level: Kindergarten Allotted Time: 30 minutes Learning Objective: Demonstrate basic gross motor skills Objectives for the students: 1. Students will participate in a variety of activities to aid in the development of their gross motor skills. 2. Students will demonstrate their balance skills while moving. 3. Students will enjoy participating in the gross motor activities that will motivate them to do so on their own time. Objectives for the teacher: 1. The teacher will observe the students as they demonstrate basic gross motor skills and will determine whether or not the students are motivated and exhibit the ability to perform gross motor activities.
2. The teacher will provide the students with the setting and the materials for the development of their gross motor skills. Materials required: Plastic eggs, spoons (enough for one per student), rice, paint, colored paper, bubble wrap, pillows, poster paper, and blue tape. Procedure: Step #1: The teacher will explain to the students that today they will be building their gross motor skills. The teacher will then explain that gross motor skills help in building their large muscles that they use to jump, run, climb, balance, and play sports. The students will be asked whether or not they have heard of or watched the Olympics. The students will also be told that today they will be competing in their own “Olympics” type activity. Each student will receive an Olympic card to stick stickers on after they successfully complete each gross motor activity. Step #2: The teacher will speak to the students about of the gross motor activities that they engage in or use on a daily basis, then the students will demonstrate some of the movements that have been discussed. Students will also discuss other activities or movements that are sometimes difficult to engage in, such as climbing. Step #3: The students will be taught how to establish the skill of balancing their arms. The students will then play a game called “The Floor is Lava.” Using the colored paper, tape a pathway on the floor to have the students move through an obstacle course that includes walking, hopping, running, jumping, and skipping. The students are to move only along the path of colored paper to the finish line. The teacher should put objects such as small cones between some pieces of paper for the students to jump over. The students are not supposed to step on the
plain floor. While the students are doing this activity, there will be music playing in the background. Step #4: When they reach the finish line, the students will collect a plastic egg and spoon. The students should walk along the “hot lava” path to the beginning of the obstacle course. The students will work groups of 3, with each child in the group having their own paths. With the egg on the spoon, the students must try their best to not fall off the path. To encourage the students to walk in a straight line, the students will be presented with a straight sensory path. The straight line will be made with blue tape and will be placed on the court outside. Along different points on the path there will be sensory materials, like rice, sand, a post, and bubble wrap for example. The students will first walk along the post and then make their way to the next sensory material. The students are to make sure that they use the technique that was taught to them in the beginning of the class to use their hands as a form of balance. Also, the students should try their best to stay on the blue tape. At the end of the path with the sensory materials, there will be a large platter with paint on it. The students will step on this and end on a sheet of paper. The child’s footprint will be their final reward for completing the obstacle course.
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Part 2- Activity for Early Childhood-Aged Students with Integration of Music Kindergarten Science Lesson Plan Grade Level: Kindergarten Allotted Time: 30 minutes Learning Objective: Identify varying movement in the environment Objectives for the students: 1. Students will be able to identify a variety of moving objects in their environment. 2. Students will be able to indicate the direction that various objects move in. 3. Students will be able to demonstrate various body movements. Objectives for the teacher: 1. The teacher will observe the students as they identify the main external body parts by naming every part. Materials required: YouTube video the depicts items in their surroundings that display similar motions, objects and toys that move, and charting paper. Procedure: Step #1: The day before the activity ask students to bring in an item from home that they can make move. Students will take their object to their seats and practice making it move. The teacher will write the movement words that students supply onto sticky notes that will be used on the predictable chart. The teacher will ask the questions “What makes your object move? How can you make it move? Can you make your object move more than one way? How does your
object move? Do you have any questions for your classmates about why they brought the object that they did?” Step #2: The day of the activity, the teacher will write the different vocabulary words on the board for all students to see. The students will watch a video that will depict various items in their surroundings that display the same or similar motions. The students will demonstrate each movement with their body. Then, the students will identify other objects that move in the classroom. Step #3: Next, students will sing a song while playing a ring game. There will be different people within the ring game circle that will demonstrate a different motion. When these students show the motion, the other students in the ring will mimic it. At the end of the motion, the person in the ring will choose another student to name the motion they just demonstrated. If that student is correct, they will enter the ring, the song will be sung, and the student will demonstrate a different type of motion that was exhibited in the previous steps. Below is the song that goes with the ring game: There’s a brown girl/boy in the ring, tra la la la la (3 times) For she/he likes sugar and I like spice. So show me your motion, tra la la la la (3 times) For she/he likes sugar and I like spice.
Part 3- Activity for Early Childhood-Aged Students that Integrate Movement Kindergarten Reading Lesson Plan Grade Level: Kindergarten Allotted Time: 30 minutes Learning Objective: Students should recognize a variety of action verbs. Objectives for the students: 1. Students will be able to demonstrate various actions. 2. Students will be able to locate action verbs or words in text or pictures. Objectives for the teacher: 1. The teacher will observe the students as they identify the various actions in the story. 2. The teacher will be able to ensure that students are engaged in a variety of actions. Materials required: The class set of readers, a computer, Action Verbs: Action Anna video, and paper will be needed. Procedure: Step #1: The students will play the game Simon Says, and when the game is finished, the students will identify the different actions that were demonstrated during the game. Step #2: Using objects from the dramatic play area to aid them, students will demonstrate different actions. As each child demonstrates an action, the rest of the class will be asked to take turns describing what the student is doing. The teacher will write the sentences on the board. When at least five students have demonstrated actions and the sentences have been recorded, the class’s attention will be refocused to the board. Each sentence will be read and the class will identify the verb in the sentence.
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Step #3: Next, students will listen to the story from the following link about action verbs, the students will list the words and verbs found in the story. https://department.monm.edu/english/kroberts/english201-old/project2002/group2/ actionverbs.htm Step #4: The next step of the activity is to have students play charades and act out various actions to the class. Students will be asked to guess the action. Finally, students will be asked to form a sentence with the action word, for example: Sasha is hopping like a frog, or Sasha is drinking. Step #5: The last step is the teacher will read a short story to the class. When the teacher has finished, the students will read the story themselves. After each sentence is read line by line, the students will identify and circle the action verb. The students will make sure the word is a verb by demonstrating the action.
Part 4: Assessment for Kindergarten Lesson Plan In the words of (Gallagher, J. D., & Sayre, N. E. 2015) “a valid assessment measures what it is meant to measure. In addition, the assessment must be appropriate for the intended use.” I believe that a rubric is the most appropriate assessment instrument that can be used in order to give a fair and accurate measurement of each students’ ability to demonstrate their gross motor skills.
Rubric for Motor Development Activities Needs Improvement Novice Competent Jumping Student jumps with feet too high and/or hitting the ground without bending knees. Student jumps with 1 correct posture. Either the student’s knees are not bent when the student hits the ground or the student jumps too high. Student jumps with feet at moderate height and hits the ground with knees bent. Walking in a straight line Student makes continuous zig-zag movements when walking on the blue line. Student walks straight in the majority of the line and has less than 3 stumbles. Student walks the entire line without stumbling. Balancing Student was not able to hop or balance in the post. Student was able to either hop or balance on the post while walking. Student used the balancing techniques and was able to balance on all of the obstacles.
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