I can throw and catch an underhand tossed ball to myself and with a partner. I can throw a ball overhand.
SOL: 2.1 – The student will demonstrate approaching (at least two critical elements) of locomotor, nonlocomotor, and manipulative skills.
Lesson Notes/materials: Yarn balls, tennis balls, gator skin balls, playground balls, poly spots, hula hoops, buckets, various other containers and music.
I can show how to make my body go over an object, under something and move around something in the gym. I can keep my body from touching other classmates
The student will identify major musculoskeletal structures and the cardiorespiratory system and explain the importance of spatial awareness while moving.
a) The student will describe the concept of relationships (i.e., over, under, around, through, in front of, behind) in dynamic movement situations
10 rainbow tees, 10 rainbow whiffle balls, 10rainbow bats, and 10 rainbow dome cones. Setup tees 8 steps from one another. Setup dome cones 8 steps behind each tee. Hitter beside tee, next hitter behind dome cone.
I can dribble 3 consecutive dribbles using my finger pads and using the correct form with my dominant hand.
I can demonstrate how to dribble a ball correctly with my hands.
The student will be able to name and describe the stages of the water cycle in the correct order. The student will be able to write a narrative or create a lesson to explain the water cycle to someone else.
Topic: Fractions
Grade Level: 2nd
SOL’s: Math 2.3 a The student will identify the parts of a set/and or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths
2.3 b The student will write the fractions
Time Frame: 180 minute lesson (2 days of 90 minute lessons)
Background: Students will be grouped based on pre-assessment (same assessment that will be given at the end of the unit). Students will have had previous lessons about equal and not equal. Students should also have had experience with Readers Theatre before this lesson.
Objectives: The student will be able to explain the definition of a fraction. The student will be able to identify and write fractions
Materials: Deck of Playing cards, index cards for each student with fractions written on one side, document camera, white board, candy bar for each set of 4 students (big enough to share), fraction manipulatives (rainbow tiles, circles, food, cubes, etc.), readers theatre scripts
Assessment: 1) Presentation of Readers Theatre
2) *Only for students who have scored 85% or higher on pre-assessment: Writing of Readers Theatre Script
3) Formal Assessment Quiz