# TEDU 390 – Activity Plan Assignment

This is a movement based lesson plan, created by my group in TEDU 390, that can be used by a classroom teacher to try and incorporate a type of physical activity into their curriculum teaching. This lesson in particular has a math focus and ties angle concepts into yoga.

Physical Education Activity Plan Assignment

Group: Jayne Benitez Abreu, Abigail Brown, & Melanie Gin

Class/Grade:  4th Grade         Activity Focus: Math/Geometry – Angles     # of Students: 20-30

Location:    Gym     Classroom     Field     Blacktop

Equipment: There is no equipment needed for the students to use. The instructor will need a whiteboard or posters with the different angle types (acute, obtuse, right, and straight) on them as a reference for the students.

Safety Concerns: Students should: be sure to check their shoes are ready for movement, put everything away, review classroom rules, consider spatial awareness, consider how to be respectful, and be told to be conservative with their movements (stretches should not strain the body, just a little push). All students should have enough space that they will not touch other people during the exercise. All other materials should be moved so there is nothing to trip and nothing for students to hit themselves on.

 National Content Standards (NASPE, 2004) The Physically literate individual… Demonstrates competency in a variety of motor skills and movement patterns. Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Exhibits responsible personal and social behavior that respects self and others. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Virginia Standards of Learning – Grade____4___ Subject ____Math ___ SOL Section 4.10 a) – Geometry: – Identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices Virginia Standards of Learning – Health & Physical Ed. SOL Section 4.1 a) – Motor Skill Development: –  Demonstrate mature form for specialized locomotor, non-locomotor, and manipulative skill combinations in game and modified sports activities, to include overhand throw and catch with a partner while moving, overhand throw to a target for distance, dribbling and passing soccer ball with varying speed while moving, dribbling with non-dominant/non-preferred hand SOL Section 4.4 a) – Social Development: –  Identify a group goal and the strategies needed for successful completion while working productively and respectfully with others.

Behavioral Objectives:

Affective:  Upon completion of the activity time the student will be able to feel happiness and enjoy interacting with peers as measured by the expressions on their faces.

Psychomotor:  Upon completion of the activity time the student will be able to perform mature, non-locomotor movements and maintain good personal and public space as measured by observations from the instructor as students perform task.

Cognitive:  Upon completion of the activity time the student will be able to differentiate the four types of angles (acute, obtuse, right, straight) as measured by observation of student performance during the activity and review of the visuals provided.

Health Related Fitness: Upon completion of the activity time the student will be able to improve their flexibility as measured by the demonstration and proper holding of yoga poses performed in class.

Activity Plan

Angle Yoga. This will be a whole class, instructor led activity that combines basic yoga and the geometric concepts of angles into one activity.

• The activity will begin with a simple review on angles, using the posters or whiteboard in the room to go through the four basic types with the students to ensure they have a frame of reference for the activity.
• Students will visually see representations of each, and the instructor will describe the characteristics and the names of each angle. This should take about 1-2 mins.
• Next, the instructor will have the class spread out around the gym, making sure students have decent spacing, and briefly describe the activity of the day is yoga, and what that means. Make sure the students understand that this is a calm, stretching activity and that this will be a quiet, very little talking activity.
• Have them practice deep breathing to get them into the correct mindset. They will simply breathe in and out slowly and deeply following the instructor’s example to get them to relax for about a minute. The instructor will do a brief demonstration of how it should look, breathing in for 5 seconds, and breathing out for 7.
• Following this, the instructor will begin demonstrating the first yoga angle pose and ask the students to copy the pose. As all of the students get into the pose, the instructor will ask the class at large which of the 4 angles they are performing, to which the class with respond with the answer. The instructor must be sure to highlight to the students which part of the body they are asking about. For instance, if the angle is made with the arms, the instructor will say: “What kind of angle are our arms making right now?” The class will then try to hold it for about a minute, being sure to stretch and move without putting too much stress on the body.
• This will be continued for the remaining poses (about 3-5) as well and will last a total of about 5-6 minutes. Finally, the class will finish their activity, shake everything out, and then gather around for a quick review of the angle concepts.
• Total approximate, activity time: 10 mins.

Poses:

(original poses referenced from: http://www.fitnessmagazine.com/workout/yoga/poses/beginner-yoga-poses/?page=1)

–          Acute – Arms in a ‘V’ form above the body while standing straight and reaching upwards with feet together (mountain pose)

–          Obtuse – Arms held out to side, in wide ‘V’ shape almost straight, but not quite, with body in a lunge position and legs apart (warrior pose)

–          Right – One arm straight out and the other straight up with body standing straight up and one leg bent with foot placed against inner thigh for balance (tree pose)

–          Straight – Arms straight out to sides and upper body bent at angle parallel to the floor w/ legs spread apart (triangle pose)

• Students unable to participate physically can assist by helping the class make sure their poses are accurate as leaders of the lesson.
• Students bound to a wheelchair or in a cast can sit in a chair to perform the activity solely with their arms.
• More time can be given to students who need to follow the activity at their own pace.
• If a student is having trouble balancing in certain poses, help them modify their pose by allowing them to hold their feet differently.

Resources

http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2009/stds_math4.pdf – The section of the VDOE website that addresses mathematics SOLs and helpful information on the curriculum framework.

http://www.doe.virginia.gov/testing/sol/standards_docs/physical_education/index.shtml – The section of the VDOE website that addresses physical education SOLs and other relevant information.

https://www.mathsisfun.com/angles.html -A fun and user-friendly site with information about angles.

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10000#.WPoO14grLIU – The original activity we used as inspiration to develop our lesson plan.

http://www.fitnessmagazine.com/workout/yoga/poses/beginner-yoga-poses/?page=1 – A listed description of the yoga poses used for the exercise.

https://www.brainpop.com/math/geometryandmeasurement/angles/ – A fun and interactive video about the different types of angles. Possible way to review information with students before or after the activity.

# INSC 310 – Solar System

The concepts at focus for this reflection was the solar system, and in particular, the phases of the moon. As a class we have been looking at space, the planets, and how they interact. This interaction was explored in the activity itself with us looking at the relationship between the moon, the earth, and the sun. The activity itself was simple with a flashlight, serving as the sun, flashing on a styrofoam ball, the moon, to show the different phases of the moon that we see on earth. We rotated the ball around the flashlight to see how its appearance changed from our point of view and were then able to make assumptions about how the phases work in reality.

The activity is a decent one. It is a simple, low cost, low mess piece that allows students to work how the moon’s phases occur on their own. But while the activity is simple, it is still a hard concept to grasp for some and the visual might not be strong enough for all students to really catch on. I would try to pair this activity with another model, perhaps a video on the web about the moon’s phases, to really enforce a firm explanation for the moon’s phases to students. Another solution would be try and color the balls like the moon and find sun shaped lamps to help with visual reference, though that could potentially be impractical with money and time.

# INSC 310 – Properties of Matter

The topics that we have been focusing on, and that relates to this activity, are the concepts of diffusion and osmosis. This is basically the movement of molecules through cells from high to low concentration Both are passive processes, and osmosis is different from diffusion because it focuses solely on the movement of water. This plays into the activity, “Eggs in Vinegar and Syrup”, because we observed directly the process of osmosis with it. The eggs, once the shells were dissolved with vinegar, were both placed into two containers of water and syrup. The ones in water retained their puffy, water filled appearance, while the ones in syrup looked deflated and shriveled thanks to the water leaving the high concentration in the egg and moving to the lower concentration in the syrup.

This is a great activity to show students just how diffusion and osmosis work. It might be a timely experiment that requires a few days, but it is an excellent way to give a physical demonstration of a concept that can often be very difficult for younger students to grasps. They are able to really see how the eggs change and how water and other molecules will move between semi-permeable membranes. It also offers a hands-on approach as well in which students can safely touch and explore the eggs once their shells have been dissolved. It is a fun experiment that offers multitudes of learning styles to cater to student needs and enforce the concepts of matter, diffusion, and osmosis.