KIN 355

Electronic
Portfolio

Christina Haggerty
2018

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Table of Contents

- Lesson Plans
- Newsletter Series
- Student Resources &
Descriptions
- Teacher Related Resources
o Resources
o Five Extra Physical
Activities

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Lesson Plans

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Lighthouse and Ships Teacher: Christina Haggerty
School: MSU School of Fun
Date: 2/13/2018

Class: KIN 355 Equipment Used:

Grade Level:3rd & 4th Grade - Cones (6)
Time: 8 minutes and 30 seconds - Whistle
Targeted NASPE Standard(s):
Standard 4: Works cooperatively with others. (S4.E4.3a)
Works safely with peers and equipment in physical activity settings. (S4.E6.4)

Standard 5: Describes the positive social interactions that come when engaged with others in
physical activity. (S5.E4.3)

Specific Objective: Students will work together to either make it to the lighthouse or capture
students.

Concomitant Objective: Students will demonstrate listening skills and teamwork. Students will be
respectful to their peers.
Time Procedures Followed Materials
Warm Up: “Everyone join me on the green line.” None
30 - Introduction on what a lighthouse is.
Seconds
- “Who can tell me what a light house is?” (Whoever
demonstrates what a lighthouse is will be the light
house.)
- Lighthouse stands with me
- “Please join me up front.”
Transition: Count students off;1-4. Have students lock in None
30 their numbers.
Seconds
“Lighthouse, what is your favorite number between 1 and
4?” *Answer* “In our game the *#* will be our rocks!
Everyone else will be ships.”
Set Induction: None
30 “Before we begin, can everyone show me what they think a
Seconds
big ship looks like? A small boat?”
*Demonstrate how I think the boats should look”
How do lighthouses work with boats?”
High/medium/low spaces – makes for a dynamic game
Learnable Piece: None
30 Importance of teamwork and listening.
Seconds

Presentation of New Material/Directions: In our game, None

2 one person is the lighthouse and group number *#* are our
Minutes
rocks and are scattered in between the cones. Everyone
else is a ship of numerous sizes. Choose what boat you

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 want to be.
The ships will be starting at the edge of borders. The Rocks
will be spread out in no order, crouching down. Ships: you
want to try to reach the lighthouse safely, by blindly
navigating to it. If your boat bumps into a rock, you sit next
to your rock friend and are now a rock. Rocks will say
“Swish” as if water is hitting them. The light house will be
saying “Beep!” so you can listen for it. Does everyone
understand the directions? Give me a thumbs-up.
Safety: Ships, move slowly and listen. Do not kick to see if
someone is there. Rocks, if you feel like you might fall,
adjust your position. No reaching out to trip people, you may
reach out to stop them from running into you. Below the
knee. You may also say their name. This goes for the
lighthouse as well. Ships if you are scared about running
into something, honk like a horn and see if anything
responds.
Transition: The ships will be starting at the edge of 6 Cones
30 borders. Stand on the edges of the green line. Rocks and signifying the
Seconds
lighthouse stay with me. border.
Activity: OH NO! Fog has rolled in, and now you must
4 close your eyes. Rocks and Lighthouse, file into your place,
Minutes
anywhere in between the cones and begin makes your
noise. *Wait for them to find their place* Alright ships, you
may begin trying to find the lighthouse. Whoever finds it first
wins!

Possible Modifications: Easier – less people as rocks. Whistle

2 Harder – More people as rocks. Changing conditions;
Minutes
storms – have everyone spin 3 times, moving rocks. Make
boundary smaller.
1 Lesson Review: Alright, everyone circle up. None
Minutes Congratulations to our winners. Can someone show me
what a big ship looks like? Small one?
Why is teamwork important?
Winner, what were some strategies you used to win?

Notes: Set up – Circles are cones. Students are within the boundaries

Teacher: Christina Haggerty

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Explorers of the U.S. School: MSU Cool School

Date: 4/12/18

Class: KIN 355 Equipment Used:

Grade Level: 3rd PowerPoint
Time: 8 minutes
Targeted NASPE Standard(s): Standard 1: The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.

GLCE(s): 3 – G1.0.1 Use cardinal directions (north, south east west) scale, and key or legend to
describe the relative location and characteristics of major places in the immediate environment

Specific Objective: Students will be able to identify the cardinal directions within our classroom
through a series of physical activities.

Concomitant Objective: Students will identify and tell about major and non-major cities in the US.
Time Procedures Followed Materials
Warm Up: Describing what an explorer is and describing PowerPoint
30 what physical features are. Describe how we are going to
Seconds
be explorers
Transition: “Before We Go on Our Journey” slide, talks PowerPoint
about our movements. Great time to discuss safety and
30 gives hint that we will be standing and moving
Seconds
Set Induction: Starting in an area they know and love. PowerPoint
Mentioned the Spartans. Discuss that this is a journey that
we are all taking together.

Learnable Piece: Learning Cardinal Directions while PowerPoint

learning about new places and physical features of the U.S.

Presentation of New Material/Directions: This is on the PowerPoint

“Before We Go on Our Journey” slide.

Transition: Students will begin walking in place. PowerPoint

10
Seconds

Activity: During our activity, students will be engaged as

6 they walk (in place) to different areas in the U.S.. Students
Minutes
will listen for cardinal directions and point towards that
direction as the perform tasks, while learning about new
areas.

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 Possible Modifications: If the activity gets too repetitive, I
30 decided to offer students to “fly”, by doing jumping jacks.
Secs
1 Lesson Review:
Minutes What were some of your favorite places that we visited?
What did you learn there?
What directions did we go?

Notes:

North is towards the back of our classroom.

Students will not face North at any point in this part of the lesson.

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Newsletter Series
(The following pictures are incase the PDF does not work.)

Haggerty,C._New sle
tter_Final (1).pdf

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Student Resources and
Descriptions

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 Dole

Location: Online (http://www.dole.com/default.aspx?

aspxerrorpath=/superkids/html/Kids.html

Description: This is an attractive site to children because it has a ton of super heroes

dawning the page, while providing important nutritional information. The site encourages

children to find out which superhero they are by searching though recipes that have a

twist. They usually include cute names that correspond with the snack. On the sidebar,

students can learn about a variety topics within three core main topics; healthy body,

healthy family, and healthy life. These topics range in severity and, with parent

consultation, are perfect for a variety of students. I would recommend playing on this site

with an adult or guardian present, incase there is some information that they do not want

their child learning about.

Dairy Council of California

Location: Online (http://www.dairycouncilofca.org/Tools/MyPlate/)

Description: Students are introduced to calcium and how it affects health. On this

website, the creators entice kids to play games and answer questions about their health.

This is to get children interested and prepared for the information that they will receive. It

also helps parents to see where their child is at in terms of nutritional health and provides

them resources and options to explore. Children are greatly impacted by the internet, so it

is good to give them a visual and information about what and how much they should be

eating.

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 Fuel Up To Play 60

Location: Online (https://www.fueluptoplay60.com/tools)

Description: This program offers a little section that is useful parents and students. It

also includes information on nutrition and physical activity, which students can take part

in when they get home. It provides information on the importance of breakfast and

recipes that they can make in the morning which helps students physically and mentally.

It also provided movement activities for parents that can let them participate with their

child and encourages exercise. The most encouragement and motivation that a student

can get for nutrition and exercise is through their parents. There are a lot of teacher

resources included on this page as well.

Fit Sanford WebMD

Location: (Online) https://fit.webmd.com/kids/move/game/fitness-challenge-game

Description: This fitness challenge encourages students to become activity at least once

during the day. This can easily be used at a home or even in classroom (if it’s modified.)

Students will be engaged with the activity as they try to perform the actions that are

mentioned while they build up a sweat and have fun! Anything with a healthy motive, fun

music, and has students excited to move around is not only good for them physically, but

mentally as well.

Be Active Kids

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Location: Online (http://www.beactivekids.org/)

Description: This fun website encourages children to become active at school, at home,

and in the community. The website is fun and colorful that attracts students but is rich

with tactics and suggestions on how to have a more active lifestyle. Luckily for parents,

there are tabs where they can be trained to become trainers and help other children.

Although this is based in North Carolina, it’s information is dynamic and should be able

to reach children from all parts of the United States.

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Teacher Resources and
Extra Physical Activities

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 Teacher’s Resources

United States Environmental Protection Agency

Location: Online (https://www.epa.gov/sunsafety)

Description: The EPA provides information on sun safety and laws and regulations that

teachers must follow when dealing with students and letting them go outside. This

website also provides ample information on how to start and maintain a SunWise

Program. This program is to warn teachers, parents, and students about the dangers of the

sun and reminding that over-exposure to UV radiation can cause damage to skin , such as

skin cancer.

Fuel Up To Play 60

Location: Online (https://www.fueluptoplay60.com/tools)

Description: Fuel Up To Play 60 is an excellent site for teachers who would like to

update their newsletter or giving information about physical activity guidelines. Ideas for

physical activity in the classroom is also presented, which is provided in a clear,

organized manner by the National Center for Chronic Disease Prevention and Health

Promotion (CDC). This website is also very helpful for parents and students who are

interested in learning more about their personal health.

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 Michigan Department of Education

Location: Online (https://www.michigan.gov/mde)

Description: The Michigan Department of Education offers a tab about health and safety

in schools. It offers teachers resources about what to do in certain situations and gives

additional resources for teachers to use. Some of these situations would be like if a child

has diabetes or asthma. It provides back up plans and district policy to make sure that

students are safe and healthy. They also have a set of standards that teachers can use

when planning lessons.

Dairy Council of California

Location: Online (http://www.dairycouncilofca.org/Tools/MyPlate/)

Description: Although this was already listed as a student resource, it is also an

important teacher resource. Introducing teacher training and grade-level based nutritional

programs. By using this information, teachers can inform and reflect on what they are

seeing students eat inside of school. Although there are boundaries between teachers and

parents, maybe the teacher could suggest healthy alternatives to the whole group, rather

than single someone out.

AledHughs.ie

Locations: Online (http://www.aledhughes.ie/co-dex-kids/fms-fundamental-movement-

skills/)

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Description: This website breaks down and explains the importance of Fine Motor

Skills. It provides several reasons and even includes a video. This is important because

sometimes teachers are too busy to sit down and read an article. With the video, the

teacher can listen to it in the background while working on other things. This is

convenient and informational on a subject that does not seem to get enough attention.

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 Activities
1. Wall Ball
 Materials: Exercise Ball and Stop Watch
 Directions: “Have students lay down next to each other around the
outside wall of the gym with their legs up against the wall. Take the
exercise ball and start it down the line and students have to pass it using
the wall and their feet. Once the ball has passed them, they can get up and
run to the end of the line, lay down and wait for the ball to come again.
The objective is to get all the way around the gym the fastest. For older
students, make it interesting by having them lay one arms-length apart.
You can even time classes and have a friendly competition to see who can
pass it the fastest.”

2. Balloon H-O-R-S-E
 Materials: 1 Balloon per Student, Starting Line (Tape), Hula Hoop
 Directions: “Give each student a balloon and divide them into small
teams. Each team will need a starting line and a hula hoop, laundry basket
or other goal. Have them make up a “trick” such as hitting the balloon
three times in the air and then hitting it into the goal or carrying it between
their knees to the goal and getting it to land in the hula hoop. The other
team must replicate the trick. Each time a team is unsuccessful, they get a
letter. Compete to see who can keep from spelling H-O-R-S-E first.”

3. Toilet Tag
 Materials: None!
 Directions: Tag game, but once tagged, you kneel down and hold out arm
like a toilet handle and must be “flushed” by another runner in order to
become un-tagged.

4. Captain’s Coming
 Materials: None!
 Directions: “Similar to Simon Says but with a nautical theme! One person
is “captain” and calls out actions and dismisses players who don’t do the
actions quickly or are out of character. Some command ideas include:
“Starfish”(get in a group of five and lay down in shape of starfish),
“Crow’s Next” (get in a group of three and lock arms at the elbows to
form the nest) or “Shark Attack” (lie on back with feet up in the air).”

5. Hula Pass

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  Materials: Hula Hoop.
 Directions: The whole class holds hands and tries to pass a hula-hoop by
stepping through it and “passing” it to the person next to them. The goal is
to get the hula-hoop completely around the circle without breaking hands.

For more activities, visit:

http://www.signupgenius.com/sports/gym-class-games.cfm

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