Lia Caracciolo
Dr. Cone
10/9/08
TR 8:00
A. NJ Core Curriculum Content Standards for Health and Physical Education: 2nd Grade
~Integrated Skills:
2.2.2 A. Communication
4. Demonstrate effective communication and listening skills.
2.2.2 E. Leadership, Advocacy, and Service
1. Act as a leader and a follower.
~Motor Skill Development:
2.5.2 A. Movement Skills
1. Perform movement skills (locomotor, nonlocomotor, and manipulative skills) with
developmentally appropriate control in isolated (skill practice) and applied
(game/sport/dance/recreational) settings.
2. Demonstrate smooth transitions between sequential movement skills used in combination.
4. Move in personal and general space at different levels, directions, and pathways.
5. Respond in movement to changes in tempo, beat, rhythm, or musical style.
6. Change the effort (force, flow, energy) or range (extension) of a movement skill or skill
combination.
8. Respond appropriately to verbal and visual cues during physical activity.
10. Demonstrate the use of creative movement in response to music, poetry, or stories.
Lia Caracciolo
Dr. Cone
10/9/08
TR 8:00
B. Objectives
Psychomotor:
1. Demonstrate the ready position before a parachute activity is initiated.
2. Apply movement concepts that increase muscle strength by participating in the bicep builder,
sit up, and pushup activities.
Cognitive:
1. Recall the proper dance steps in La Raspa.
2. Relate the story of the wind on the beach to making the waves on the parachute.
Affective:
1. Create an individualized dance movement in the freestyle dance.
2. Discuss with the class different ways to move a ball on and around the parachute.
C. Movement Framework
1. In the Merry Go Round activity, the body was used in different high and low levels. The
students would hold onto the parachute with one hand (left arm) and position the left side of the
body to the parachute. As the music begins to play, students begin to walk and stretch the
opposite arm up as high as they can reach and then begin to bring the same arm as low to the
ground as they can. The Mountain Climber activity enabled student to use different pathways.
Lia Caracciolo
Dr. Cone
10/9/08
TR 8:00
In this activity they used a straight, ground pathway. The students would create a mushroom
with the parachute and when the teacher announced a certain color, the students holding that
color would then begin to crawl, on their colored pathway, to the center of the parachute and
then crawl backwards to their starting position.
2. The time them was used in the windy beach story. Students reacted to the stories different
changes by shaking the parachute slowly or with fast, sudden speed; depending on whether or
not there was a soft breeze or strong winds.
3. The relationship theme was used in the Number Exchange activity. Two students were
provided the same number. Initially the students were apart from each other but when their
number was called they would join in the middle, under the class made mushroom, give each
other a high five and switch places.
4. The force theme was used in the Floating Cloud activity. Students would use a strong force to
lift the parachute up and then a soft, relaxed touch by letting go of the parachute to release it into
the air.
D. Teaching Styles
1. Command: The task of creating the tent or igloo was effective for this activity because it
needed the instruction of the teacher and the listening of the students to make the igloo correctly.
2. Reciprocal: Before students participated in La Raspa dance, the teacher demonstrated the
proper dance steps and then allowed the students to practice with a partner to check for
understanding. This allowed the students to think of the proper steps by watching their
Lia Caracciolo
Dr. Cone
10/9/08
TR 8:00
classmate. It also helped students make sure the steps were being practiced the right way. The
teacher also circulated around the room to make sure each student was given feedback by their
partner.
3. Inclusion: This was used in the freestyle dance activity. Students could choose the type of
dance style they felt comfortable performing. This accommodates different student-learners
abilities and their decision making skills.
4. Divergent: This teaching style was used when the students participated in the Ball Surfing
activity. The teacher challenged the students to think of a way the ball could surf along the outer
part of the parachute. This caused students to work together and talk to one another, while others
would try things on their own. This was effective because it allowed the students to figure out a
problem without the teachers help.
E. Variation
In the Floating Cloud activity variations can be added. When students release the parachute into
the air, the teacher can use the Number Exchange activity again. Students could quickly switch
with the person that has the same number as them when their number is called. Also, the
partners could perform a quick dance move or hand shake while the parachute is still above them
and when finished can run back to their places.
While students are sitting in the igloo, the teacher can initiate a quick game of duck-duck-goose
under the parachute.