Lesson Plan: Giraffe Legs Activity (4/13)

Page 11

Applying What You Have Learned

Below is a lesson plan that supports active play. The lesson plans are intended to be an optional resource that you may adapt for use in your classroom. The worksheets at the bottom of each lesson plan are part of the required coursework (not optional).

Please read each lesson plan carefully and then answer the question at the bottom of the page.

Giraffe Legs Activity

Age Group:

School-Age

Objectives:

Students will practice the gross motor skill of balance
Students will express themselves through painting .

Washington Common Core Standard:

Standard 1: Students will demonstrate competency in a variety of motor skills and movement patterns.
Topic: Motor Skills: Balance
Outcome: Demonstrate static balance on different bases of support, combining levels and shapes. PE1.3.2 .

Materials:

Empty cans
String
Paint
Screwdriver

Procedure:

Prepare for the activity by creating the “legs” that the students will balance on.
Use the screwdriver to make two holes on opposite sides of the cans (make sure they are on the bottom of the cans).
Invite the students to decorate their cans. This would be a great time to have an informal class discussion about giraffes.

Questions to ask:

What does a giraffe look like?
How do they eat their food?
Can you describe where giraffes live?

4. When the cans are dry, turn the can upside down and thread the string through both holes.
5. Loop the string over the top of the can and thread it back through the holes again.
6. Tie the ends together. Show the children how to use the “strap” that you have created using the string to help hold their foot in place as they walk.

Assessment:

During the activity, assess the student’s gross motor balancing skills. Did they struggle staying on top of the cans? How far were they able to walk without falling? Allow students many opportunities to practice.

This is assignment 4 of 13.

Worksheet

School-Age Children at Play * Giraffe Legs Activity * Page 11 (4/13)

Page 1

Student Information

Your Name

Your Email Address

Open-Ended Question

1. In what ways is this activity an example of ‘Active Play’?

Page 2

Here is an example of a possible answer for the question on the previous page.

Possible answer:

The activity includes balancing and hand-eye coordination which are both beneficial for a child’s physical development and are often incorporated in ‘Active Play’.

Page 3

Open-Ended Question

2. How could this activity be adapted for children with special needs?

Page 4

Here is an example of a possible answer for the question on the previous page.

Possible answer:

The activity can be adapted based upon what the child’s abilities are. For example, the child can hold onto a wall, a table, or teacher for support instead of walking on their own. The teacher can adapt the “legs” as something that goes around a child’s legs rather than affecting how they walk. For example, the child can decorate paper and have it attached around their legs as what they think a giraffe’s legs look like.

Submit the worksheet to proceed with the course

Optional notes for your own reference:

Use this field to type your own notes. This field is OPTIONAL. You will receive an automated email with a copy of this worksheet, including any notes that you type here. Be sure to watch your junk mail or spam folder.

Contact Information

Course Navigation Menu

1. Course Agenda
2. Discussion: Play
3. Defining Play
4. DAP
5. Cooperative Play
6. Hula Hoop Activity
7. Independent Play
8. Supporting Play
9. Jellyfish Painting Activity
10. Active Play