This activity has
been designed with the aim to teach students all aspects related to the
"basic movement patterns." For it has sought to implement an activity
based on the CLIL method in order to achieve a more meaningful learning.
Also during the
development of this class, to be conducted outside the classroom, it will work
and reinforce new vocabulary in L2 on geometric shapes (triangles, circles,
squares, pentagons, etc.) and commands and basic commands (sit, get up, run,
walk, jump, spin, silence) as a mechanism for strengthening content from other
areas and to increase levels of cognition and understanding of L2.
The locomotives are
all those activities that the child develops, using as a means of moving his
own legs, whether walking, running or jumping.
LOCOMOTIVE
ACTIVITIES:
First movements of
which derived skills, actions involving one or more joints they represent the
basis for further athletic skills development, are those that the child
develops, using as a means of transportation, their own legs, whether walking,
running or jumping.
Walk: The body
walks upright and comfortable the arms move freely in opposite direction feet
body weight from one foot is transferred to another during translation of the
whole body it is always kept one foot in contact with floor.
Run: The body
slightly tilted forward the knees are flexed and brought up and back. The arms
comfortably bent at the elbow the arms swing toward and back, alternating with
the foots the feet make contact with the ground, first part forefoot body
weight from one foot is transferred to another as which progresses there is a
phase where both feet lose contact with the floor.
Jump: The body
weight rests on one foot, while the another knee flexes the body is pushed to
rise and fall in the same foot the arms move upwards. The landing starts in the
fingers, then the part forefoot, to remove all weight from the body full foot.
NON-LOCOMOTOR
ACTIVITIES:
Are those movements
performed in children remaining in place, i.e. without any displacement as
stretching, bending, twisting, balancing, pulling and pushing. These activities
allow the child to learn about balance and coordination while developing
various skills.
Pull: Move or drag
an object into the body the knees are bent and body leaning slightly forward
initially extended arms by pulling, elbows and wrists are flexed, while the
body rises.
Bend: Flexing a
body part as a result, two adjacent body parts together.
Catch: One foot
slightly in front of the other. The body weight distributed in the forefoot hips
and knees slightly bent receiving the ball in the palm of your hand give body
and arms back, transferring weight body to the rearfoot in all times should
keep your eye on the ball if the ball is above the waist.
The fingers should
be pointing in an upward direction if the ball comes down from the waist, the
fingers should point down.
Kick: Foot position
is assumed slightly front, with the ball on the left side, front foot left
flexing the body a little to forward up, put the ball up and hit big toe moving
the opposite arm to maintain balance, while the leg extends towards the target
wanted.
Spin: Circular
motion of the body as a unit or segments of this space.
THE BASIC COMMANDS
Are indications
that the teacher gives students so that they comply with simple commands that
allow the execution of integrated complex exercises that manage to keep the
attention of children in each of the activities to be developed in the
classroom.
One of the great
advantages of these activities is to develop activities outside the classroom,
in open spaces where students can move freely either individually or in groups.
Also, these activities require great creativity by the teacher for their
development is satisfactory and allows the student to not only accumulate
knowledge but also generate it wishes to explore, learn and investigate new
content.
Recreational and
leisure activities allow students to acquire truly meaningful learning that
allow them to acquire the knowledge of independent, free, self-managed way and
according to their needs and potentials. Always in a context of fun and satisfaction.
In the graphic
organizer attachment is possible exercises to develop with students in
developing the issue raised.
It can see that the
teacher moves students to the sports field to develop various activities, a
group, and another individual. Once there divides into two groups, ensuring
that stay with the same number of integral (for equity criteria).
Before starting the
proposed activity, the teacher explains to students who must be attentive to
your commands (orders) to enable them to perform the assigned movement pattern
(walking, running, jumping, etc.) to reach the figure geometric indicated.
Tells them that
each year the groups can get a point that will be assigned to whichever comes
first to the stated goal.
It explains that
for higher order, each group will be located at opposite ends of the field and,
once a given explanations, and the bell has rung, they should be moved to where
it is drawn the entire geometric figure indicated. The first group with all its
members within the figure get the point.
To reinforce the
theme and to give greater choice several rounds of the activity will be made;
in each teacher will change the patterns of locomotion, basic commands and
geometric figures. In this way, students
can differentiate each of the elements of study and in turn be able to
integrate learning in L2.
The resulting team
with the highest score can choose the activity to be held in the next class,
the next film will be in some matter or the place they will visit the next
time. The important thing is that they know that their role in the learning
process is active and important.
Finally the graphic
organizer teaches that it is also possible to perform individual activities for
further strengthening issues, especially those that refer to no locomotion
patterns.
To display the Advanced Organizer with all your support we recommend download Link Dropbox:
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