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Pe in A Box - Locomotor Unit With Modifications PDF
Pe in A Box - Locomotor Unit With Modifications PDF
Pe in A Box - Locomotor Unit With Modifications PDF
Jo Lansdown
Lesson #
1.1 Travel within a large group, without bumping into others or falling,
while using locomotor skills.
1.3 Demonstrate contrasts between slow and fast speeds while using
locomotor skills.
1.4 Create shapes at high, medium, and low levels by using hands, arms,
torso, feet, and legs in a variety of combinations.
4: Shapes
5; Levels
6: Pathways
2.5 Identify the locomotor skills of walk, jog, run, hop, jump, slide, and
gallop.
All
All contribute
4.1
All
4.4
4.5
All
All
Jo Lansdown
Welcome to the PE box check out. Please initial each item and you check the content
of the box. When you check it back in please initial each item and write lost if it is
missing. Leave this page on the wall above my desk and enjoy the unit!
Equipment
Cost
12 hoops
$74.95
Hoop storage
bag
$19.95
6 cones
$44.95
12 poly spots 9
inch (2 Red, 2
$54.99
Orange, 2 Yellow, 2
Green, 2 Blue and 2
Purple).
12 bean bags
$19.90
Box of chalk
$5.96
iPod
$158.95
Speaker
$179.95
Zig-zag pathway
Curved pathway
Straight pathway
Binder with
lessons
Total Box cost
$559.60
iPod songs: Animal action, listen and move, fast and slow music and other upbeat
music.
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!
Jo Lansdown
Your Adapted physical education (APE) teacher will teach the first lesson. This will
enable you to see the set up and the structures which will make the unit successful.
After your APE teacher has taught the first lesson go through the lesson binder and
preview the lessons. If you have any questions or need support you can email me at
jlansdown@rcsdk8.net.
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!
Modifications
This unit is written with inclusion in mind. Below are specific modifications you can
consider if you have students with specific disabilities.
Visual impairment
1. Keep the setup the same every class. Allow the student with the VI to orient to
the set up each class
2. Familiarize a visually impaired or blind student with any hazards.
3. Alert student to the location of any obstacle--such as goal-posts--in open areas,
on floor, and at head height.
4. Allow student to explore the entire physical education area to become familiar
with the area.
5. Keep the instructional areas as uncluttered as possible. If major changes are
made in the environment, the impaired students should be told and allowed to
explore the new area.
6. Say what it is you are actually doing in body oriented language. ( Example:
When teaching to hop, say "Stand on your left foot, raise your right foot, and
jump in the air on your left foot.") This is crucial when teaching a new skill.
7. Use directional words and landmarks in the playing area to direct a low vision
student. (Example "Walk to the door, turn toward the window using a quarter
turn.)
8. Boundaries-Change the floors texture. Example: Make sure to use of a rug or
rubber poly spot on the floor to mark space where exercises are done. Place a
rubber carpet runner next to the wall so that child knows when he steps onto
the changed surface that he has stepped out of bounds. The change in surface
also signals a warning to the student that a wall or object is coming up so he
needs to slow down and stop.
9. Running-Partner assists by holding hands, use brush contact (keep touching hand
fore arm, wrist or any part of the arm), a loop of a flexible piece of material can
be held guide runner and the impaired student. Run to caller's voice for a short
run. Student can run by self-holding onto a rope stretched between two points.
Put tape on the rope at the end so the student can turn and return to the
starting point in a shuttle run.
10. In the game Toy Store allow students with visual impairments to free students
to pick up their beanbag with a high-5.
Jo Lansdown
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Jo Lansdown
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One day Rod got tired of traveling so straight. He went to see his friend Penny. Penny
was very curvy and very round. Penny liked to travel by turning and spinning. Since she
was so round, she was very good at rolling also. Penny decided to help Rod find some
new ways to move. Lets take a walk on the wild side! she said.
Penny took Rod to the amusement park. First they went in a maze. They walked in
straight paths and made sharp corners. They tried to find their way to the center. Well,
this is fun, thought Rod, but Im still moving in straight paths. Lets try something else.
Next Penny took Rod to the merry go round. Rod climbed aboard and stood very
straight as usual. Suddenly Rod felt a feeling that was new to him. He was going
around! And around and around and around, went the merry go round. He even went
up and down in time to the music. Help me, Penny! Im dizzy! he cried. They got o
and went to find the next ride.
This will surely help you, said Penny as they climbed into the car on the roller coaster.
Now hang on Rod! Rod and Penny leaned their bodies as the car climbed to the top.
Then, their car swooshed downhill and they felt the wind blowing in their faces.
Suddenly, the car careened around to the right and they leaned into the curve. Up,
down and around went the roller coaster until Rod started to feel sick. At last, the ride
was over.
Oh, no, thought Rod as Penny got them tickets for the Ferris Wheel. But this ride was
nice. Up, down, and around. Rod could see the tiny people and houses far below.
When they stepped o, Penny had one more idea. How about a horseback ride? she
said. Before he knew it, straight Rod had climbed aboard a horse named Lightning. And
o they flew, jogging in zigzags all over the field. They jumped and leapt in zigzags,
going over hay bales and ditches. They galloped in zigzags. Lightning began to speed up
and Rod started to lose control. Whoa Lightning! he called, just as he soared over
Lightnings head and landed on the ground.
Penny came spinning over to help. Rod, she said, Are you all right?
Well, Im not as straight as I used to be! said Rod. And sure enough, some of Rods
Jo Lansdown
body was no longer straight, but could bend in dierent directions. Rod tried out his
new bendable joints. It felt good. Rod did a little dance. First he went straight, then in
curved paths, and finally in zigzags. He and Penny zigzagged all the way home.
Assessment Ideas:
After the story, ask the students to talk about the characters and the pathways each
used. At the end of the lesson, have the students travel to line up using straight, curved
or zigzag pathways.
Straight Pathway
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Curved Pathway
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Jo Lansdown
Jo Lansdown
1.1 Travel within a large group, without bumping into others or falling, while using locomotor skills.
Intro: Preview what is going to happen in the lesson. Ask the students to describe to
partner what participating in each physical activity will look like, sound like and feel
like. share with the group. (5.2 Participate willingly in physical activities.)
Part 3: Reflection
Discuss with students how it felt to be active. What was fun, what was challenging,
what made it enjoyable to play with others, how did they support each other etc. Use
this time to focus on creating a positive class climate.
(5.1 Identify the feelings that result from participation in physical activity.)
Jo Lansdown
Intro: Preview what is going to happen in the lesson. Ask the students to describe to
partner what participating in each physical activity will look like, sound like and feel
like. share with the group. (5.2 Participate willingly in physical activities.)
Jo Lansdown
Part 3: Reflection
Ask students to tell you where an own space is and where general space is.
Can they name one locomotor movement they did today? Discuss with students how it
felt to be active. What was fun, what was challenging, what made it enjoyable to play
with others, how did they support each other etc. Use this time to focus on creating a
positive class climate.
(5.1 Identify the feelings that result from participation in physical activity.)
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Jo Lansdown
Intro: Preview what is going to happen in the lesson. Ask the students to describe to
partner what participating in each physical activity will look like, sound like and feel
like. share with the group. (5.2 Participate willingly in physical activities.)
Part 3: Reflection
Ask students to tell you the dierence between fast and slow.
Can they name one locomotor movement they did today? Discuss with students how it
felt to be active. What was fun, what was challenging, what made it enjoyable to play
with others, how did they support each other etc. Use this time to focus on creating a
positive class climate.
(5.1 Identify the feelings that result from participation in physical activity.)
Jo Lansdown
Lesson 4: Shapes
1.4 Create shapes at high, medium, and low levels by using hands, arms, torso, feet, and legs in a variety
of combinations.
Intro: Preview what is going to happen in the lesson. Ask the students to describe to
partner what participating in each physical activity will look like, sound like and feel
like. share with the group. (5.2 Participate willingly in physical activities.)
Name of Activity: Musical Shapes In Personal Space
Part 3: Reflection
Ask students to tell you what they did to be a good partner.
Jo Lansdown
Can they name one locomotor movement they did today? Discuss with students how it
felt to be active. What was fun, what was challenging, what made it enjoyable to play
with others, how did they support each other etc. Use this time to focus on creating a
positive class climate.
(5.1 Identify the feelings that result from participation in physical activity.)
Jo Lansdown
lesson 5 levels
1.4 Create shapes at high, medium, and low levels by using hands, arms, torso, feet, and legs in a variety
of combinations.
Intro: Preview what is going to happen in the lesson. Ask the students to describe to
partner what participating in each physical activity will look like, sound like and feel
like. share with the group. (5.2 Participate willingly in physical activities.)
Jo Lansdown
high level. It is ok to show o a shape as you walk around, or choose a couple students
to show their shape while the whole class relaxes to watch. This will build up the self
esteem of the students chosen, as well as give some great ideas to the other students.
Medium Level
Find a new own space and put your body in a shape that is in between a low level and a
high level. This is called a medium level. There are a lot of chances for variety in this
level. It is important to make sure your students understand the concept and do not
mistake low or high for this level. Let them try going to at least 2 more own spaces,
trying dierent shapes in medium levels.
Have the hoops spread out at the four corners of your workspace. This will allow all the
students to get a hoop at once without everyone running into each other.
When I say go, find a partner and stand in an own space together. I will count to five,
while you get a partner. If you dont have one when I say five, I will pick one for you.
Ready, go. 1, 2, 3, 4, and ...5. Decide which partner will stand, and which one will stay
seated. I will count to three, and you should be sitting or standing depending on which
you chose. Ready, go. 1, 2, 3. Ok, the partner standing will go get the hoop and bring it
to the space.
When you get to the space with the hoop, hold it so your partner can go through it,
traveling in a low level. Ready, go. As your students start to work, watch to see that
they are able to go through in a low level. Watch to see that the partner holding the
hoop is cooperating. Praise the students for the dierent ways they go through the
hoops, and for working well together. After a minute, switch partners who will hold the
hoop. Freeze
When I say go, hold the hoop so your partner can go through using a medium level. Be
sure it is not like a low level. Think of a way that you can go through using a medium
level from start to finish. After a minute have the partners switch roles. Again, pause
the class to show one or two really cool ways of traveling through in a medium level, as
well as the partners that are really cooperating well.
Freeze This time you will go through the hoop, staying in a high level. Your partner will
have to work with you moving the hoop as you travel through it, so that it allows you
to stay in a high level. Ready, go. This concept is a little harder, since the hoop holder
has to move the hoop as well as the person who is traveling has to maneuver their body
to stay in a high level. Point out the students who are doing an excellent job.
Once they have covered all three of the ways go through, go on to the last task.
One partner will hold the hoop this time for the whole class. They will get a turn the
second time. The partner who is traveling, will go through any body elses hoop (as long
as no one else is going through it) and then, pick a level to go through it, and travel to a
new hoop. Go through the new hoop using a dierent level, then travel back to your
own partner and hoop. Remember, travel through two dierent hoop, and then back to
your own hoop. Pick a dierent level to travel through all three hoops. Ready, go.
Jo Lansdown
While they are working, watch and praise. Choose one that stood out to show to the
class. Then have the second person take a turn.
Part 3: Reflection
Discuss with students how it felt to be active. What was fun, what was challenging,
what made it enjoyable to play with others, how did they support each other etc. Use
this time to focus on creating a positive class climate.
(5.1 Identify the feelings that result from participation in physical activity.)
Jo Lansdown
Lesson 6: Pathways
1.10 Travel in straight, curved, and zigzag pathways.
Intro: Preview what is going to happen in the lesson. Ask the students to describe to
partner what participating in each physical activity will look like, sound like and feel
like. share with the group. (5.2 Participate willingly in physical activities.)
Part 1: Explicitly teach the concept of straight, curved and zigzag pathways.
Criteria for competence:
Straight: like an arrow in one constant direction.
Curved: making continuous "U" shapes.
Zigzag: making continuous "W" shapes.
Zigzag:
A zig zag pathway is a line that has a lot of sharp points on it. Think of a "saw" or a
lot of "letter Z's" put together
When traveling in a zig zag pathway make sure you have a distinct change in
direction
Plant your outside foot firmly and then move your weight in the other direction
Keep head and eyes up to avoid others
Jo Lansdown
One day Rod got tired of traveling so straight. He went to see his friend Penny. Penny
was very curvy and very round. Penny liked to travel by turning and spinning. Since she
was so round, she was very good at rolling also. Penny decided to help Rod find some
new ways to move. Lets take a walk on the wild side! she said.
Penny took Rod to the amusement park. First they went in a maze. They walked in
straight paths and made sharp corners. They tried to find their way to the center. Well,
this is fun, thought Rod, but Im still moving in straight paths. Lets try something else.
Next Penny took Rod to the merry go round. Rod climbed aboard and stood very
straight as usual. Suddenly Rod felt a feeling that was new to him. He was going
around! And around and around and around, went the merry go round. He even went
up and down in time to the music. Help me, Penny! Im dizzy! he cried. They got o
and went to find the next ride.
This will surely help you, said Penny as they climbed into the car on the roller coaster.
Now hang on Rod! Rod and Penny leaned their bodies as the car climbed to the top.
Then, their car swooshed downhill and they felt the wind blowing in their faces.
Suddenly, the car careened around to the right and they leaned into the curve. Up,
down and around went the roller coaster until Rod started to feel sick. At last, the ride
was over.
Oh, no, thought Rod as Penny got them tickets for the Ferris Wheel. But this ride was
nice. Up, down, and around. Rod could see the tiny people and houses far below.
When they stepped o, Penny had one more idea. How about a horseback ride? she
said. Before he knew it, straight Rod had climbed aboard a horse named Lightning. And
o they flew, jogging in zigzags all over the field. They jumped and leapt in zigzags,
going over hay bales and ditches. They galloped in zigzags. Lightning began to speed up
and Rod started to lose control. Whoa Lightning! he called, just as he soared over
Lightnings head and landed on the ground.
Jo Lansdown
Penny came spinning over to help. Rod, she said, Are you all right?
Well, Im not as straight as I used to be! said Rod. And sure enough, some of Rods
body was no longer straight, but could bend in dierent directions. Rod tried out his
new bendable joints. It felt good. Rod did a little dance. First he went straight, then in
curved paths, and finally in zigzags. He and Penny zigzagged all the way home.
Assessment Ideas:
After the story, ask the students to talk about the characters and the pathways each
used. At the end of the lesson, have the students travel to line up using straight, curved
or zigzag pathways.
Teaching Suggestions:
Be sure to allow enough time for the story; ten minutes is about right. You can also
invite the students to say some of the dialogue with you. You might want to add some
music, especially marching or percussive music.
Adaptations for Students with Disabilities:
Movement stories allow for a great deal of creative variation. Students with visual
impairments or students who use wheelchairs might have a buddy guide them through
the pathways. Students with a hearing impairment can watch the movements of others
to help them understand how to move.
Part 3: Reflection
Discuss with students how it felt to be active in this lesson. What was fun, what was
challenging, what made it enjoyable to play with others, how did they support each
other etc. Use this time to focus on creating a positive class climate and reflect upon
their learning.
(5.1 Identify the feelings that result from participation in physical activity.)
Jo Lansdown
Find My Home
Directions: Help the animals find their way home by drawing the correct pathway
Zig-Zag
Curved