Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

S2.E2.5: Combines movement concepts with skills in small-sided practice tasks in games, gymnastics, or dance. 

Student Actions

Teacher Actions

The student will:

• Combine movement concepts in game environments, gymnastics and dance with self-direction. Students will utilize locomotor skills specific to games, dance and gymnastics.

• Combines movement concepts (space awareness, relationships, and effort) with skills as directed by the teacher.

• Perform understanding of pathways, shapes, and levels in cooperative activities.

• Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

• Apply strategies and tactics in self-sided games.

The teacher will:

• Introduce the different movements concepts with specifics in game environments, dance, and gymnastics.

• Explain and demonstrate locomotor skills that are utilized in games, gymnastics and dance.

• Review locomotor skills as needed for units for student understanding and use reference from previous lessons for reflection.

• Let students practice self-awareness and self-direction in dance.

• Provide feedback as needed.

Key Understandings

Teacher Insights

1. Applying: Learners can demonstrate the critical elements of the motor skills or knowledge components of the grade-level outcomes in a variety of physical activity environments.

2. Choreography: The art or practice of designing sequences of movements of physical bodies (or their depictions) in which motion or form or both are specified.

3. Coordination: Ability to synchronize, or combine at the same time, movements of several parts of the body. 

4. Fundamental motor skills: The locomotor, non locomotor or stability, and manipulative skills that provide the foundation for the more complex and sport-specific movement patterns used in games and sports.

5. Movement concepts: The application of knowledge and concepts related to skillful performance of movement and fitness activities, such as spatial awareness, effort, tactics, strategies and principles related to movement efficiency and health-enhancing fitness.

6. Small-sided practice tasks: Small-sided games or deliberate tasks designed to practice particular skills or tasks. 

To help students with movement concepts:

• Show and combine techniques and drills to allow extensive knowledge of small sided games.

• Review fundamental locomotor skills for gymnastics to allocate safety and form.

• Allow students to come up with dance choreography that is accessible from previous locomotor skills learned while inquiring about new movement concepts.

• Use previous lessons as comparison so students will reflect on previous experiences and can apply to new skills.

• Allow students to self-lead themselves in gymnastics and dance and give self-expression.

UDL 

Assessment 

• Provide diagrams, labels, or pictures to support understanding of movement concepts and strategies (e.g., colored lines or markers on the floor) to represent pathways, shapes, and levels.

• Pair the student with a peer to serve as a model and provide guidance during activity.

• Offer choice boards with different movement activities or games that align with the student's interests and abilities at their own pace.

• Encourage self-direction by allowing students to set goals, make decisions, and evaluate their own performance.

• Grades 3-5: S2.E2: Pathways, Shapes, Levels Assessment

Instructional Resources

• OPEN Dancin' Train

• PE Kansas Everyone Kicks Kickball

• OPEN Rocking and Rolling