Physical Education: Passing Soccer Ball to Target
I can pass a soccer ball using correct technique with accuracy to a target.
Lesson Notes/materials:
Soccer balls
Cones
Polyspots
Station cards
Targets
Physical Education: Hockey
I can use the correct wrist shot form to shoot a puck/ball into the floor hockey net.
Lesson Notes/materials: Full Gym Space, 6 Hockey Nets, 12 Hockey Sticks, 3 Gymnastic Mats, 6 Hockey Balls, 3 Hockey Pucks, 3 pillow polo stick, 3 gator skin balls.
Physical Education: Soccer Ball Dribble with Control
I can successfully dribble a soccer ball with control.
Lesson Notes/materials:
Soccer balls
Cones
Poly spots
Physical Education: Scooter/Wheelchair Jousting
I will strike an object with a long handled implement as I travel toward it.
Lesson Notes/materials: Scooter/Chair Jousting
Materials needed:
- 2 or more large cones or tee ball tees
- 2 or more poly spots to designate starting areas
- 2 or more large foam balls or beach balls
- 2 or more foam noodles
- 2 or more scooters/tricycles
- Rubber bracelets or hair bands to secure noodle to students with difficulty gripping
Solving problems involving decimals
Lesson Outcomes: students will be able to solve single and multi-step decimal problems
Equation Vocabulary (2)
Lesson Outcomes: The students will identify coefficient, term, variable and classify as equation or expression
Equation Vocab
Lesson Outcomes: Students understand vocabulary for equations
Intro to the Coordinate Plane and its 4 Quadrants
Students will define and then in their own words explain the following terms: x and y axis, coordinate plane, quadrant, origin, ordered pair
Students will apply their definitions as they create and label their coordinate plane.
Students will demonstrate their knowledge on a homework assignment due the next day. The assignment is a puzzle with a coordinate plane. In each quadrant, letters are plotted and students solve the puzzle by correctly matching the letter to its ordered pair.
Introduction of Circles/ Discovering Pi
In this lesson, we will discuss vocabulary associated with circles (radius, diameter, circumference), which most students should be familiar with, and discuss why the formulas similar to what we used with polygons for area and perimeter won’t work with circles (circles don’t have sides, aren’t polygons). Once that discussion is over, I will introduce Pi and ask if any students have heard of it (not the kind you eat!) and tell them it’s the “magic” number when it comes to circles. We will then do the activity, which is the main part of today’s class.
Parts is Parts
Students will demonstrate a fair share by drawing pictures, making a chart, or by using manipulatives.
Students will manipulate parts of a whole and make a whole from fractional parts.
Students will demonstrate and describe equivalencies using the fraction strips.