Ice Skating:
Falling Safely and Sweeteners/Sugar Crashes
Sara Woodward
EDU 255: Dr. Yang
Lab D
Ms. Woodward’s Class Rules
- Treat everyone with respect.
- Keep your language clean and decent.
- When the teacher is talking please stay quiet and listen.
- Hats off and no chewing gum.
- Dress Appropriately for the Activities we will be doing.
- If you have a question, don’t be afraid to ask.
- Positive thoughts and comments in the class.
- Keep an open mind.
- Have fun!
Behavior Plan:
Protocols:
- Set goals for students, send them to parents so that everyone is on aboard
- Have IEP, or individualized plans for students
- Go over class rules with students
With Feedback:
- Keep it positive, don’t patronize the students, or talk down to them
- Try to be as congruent as possible, unless student is starting to act out disruptively
- Be clear and understanding when giving feedback
Safety:
- When the teacher is speaking, students need to listen to instruction
- Pinpoint students that are being careful, and also students that may be going off-task
Attention Moves:
- Remain positive, helpful, and approachable to students. Give them encouragement.
- Acknowledge when a student is following rules, make sure students that aren’t following rules know that they are not behaving correctly.
- Keep the lesson interesting and engaging. Lots of participation is needed.
- Use alerting: use the students’ names, keep moving around the classroom, make eye contact, change voice volume and pitch to keep attention.
Desisting:
Hierarchy of Behavior Management
1st: Use alerting to keep student on-task
2nd: Remind student of the rules and that they are not following them
3rd: Have student sit and watch the class
4th: Call Parent or Guardian
5th: Send to Principle or Disciplinary figure.
Curriculum Planning K-12 Scope & Sequence Chart
Lab D
Designing Downward!
Prescription for Success!
Curriculum Committee Members
1 2 3
4 5 6
NY State Standards - End of Unit Performance Task (What can the students do at Commencement Level?)
The following activities should be sequenced and represent a progression from the end of the Unit Performance Task down to the 12th grade, then 11th grade, 10th grade etc. all the way to and
Concluding at the Kindergarten level. Activities should be developmentally appropriate at each level.
Grade | Activity Description | Equipment Needed | Rules/ Modifications | Number of players |
12th
| Routine Performance. Students will be in pairs doing creative routines based on skills learned. | iPod, iHome, CD player, assessment sheets, skates, rink. | Songs must be approved by teacher first and costumes must be in accordance with school dress code. | One group at a time. Other students will peer assess. |
11th
| Solo Routine Performance. Based on skill cards that are more advanced skills . | iPod, iHome, assessment sheets, skates, rink. | Students will pick three cards that they can order in anyway and then will perform it for the teacher. | 1 student at a time, rest of class is free skating and working on their skill cards. |
10th | Introduction and practice of new skills like jumping. | iPod, iHome, skates, rink. | Make sure that students are aware of the space and the direction of the rink. | Can be done with the entire class |
9th | Introduction and practice of new skills like skating backwards and small jumps. | iPod, iHome, skates, rink. | Make sure that students are aware of the space and the direction of the rink. | Can be done with the entire class |
8th | On Ice Practice with forward and backwards stroking, and swizzles. | iPod, iHome, skates, rink. | Make sure that students are aware of the space and the direction of the rink. | Can be done with the entire class |
7th | On Ice Practice with basic gliding and forward stroking. | iPod, iHome, Skates, rink. | Students should know the direction of rink when free skating. | Can be done with the entire class |
6th | On Ice Practice with standing assisted and unassisted. Also walking. | iPod, iHome, Skates, rink. | Students should be aware of their space and others around them. | Can be done with the entire class |
5th | Off Ice Practice with falling properly. Also cover proper dress and rink safety rules. | iPod, iHome, Skates, Rubber Mats. | Students should be aware of their space and others around them. | Can be done with the entire class |
4th | Off Ice practice where students are walking on skates outside the rink, both forward and backwards. | iPod, iHome, Skates, Rubber Mats. | Students should have a railing or wall to lean on. | Can be done with the entire class |
3rd | Off Ice practice, where the students where the skates and practice standing assisted and unassisted. | Skates, Rubber Mats | Students should have a railing or wall to lean on. | Can be done with the entire class |
2nd | Introduction to the ice rink, let them walk carefully on it. | Rink | Students should not run on ice unless they show that they have control | Can be done with the entire class |
1st | Combing locomotor skills. Students will combine basic locomotor skills to create new ones. Emphasis gliding. | None needed. But iPod and iHome could be used. | Tag games with new movement skills. | Can be done with the entire class |
K | Basic locomotor skill practice with tag games. | None needed. But iPod and iHome could be used. | Replace just running with other basic locomotor skills into the tag games. | Can be done with the entire class |
Sweetener and Sugar Crashing Information
The effects of sugar on the brain and body can both be positive and negative. To have a healthy lifestyle it is important to know how to get the positive effects and avoid the negative effects the best we can. The first thing to acknowledge is that glucose is really the only kind of sugar that is truly good for the body. Glucose gives the brain the energy it needs to function properly. The brain needs about 125 to 150 grams of glucose to get the energy it needs. Consuming too refined sugars can be dangerous to the brain because it gets overflowed with glucose which leads to a “sugar high” but then later causes the well known “sugar crash.” The crash causes bodily fatigue because the body is delivering insulin to soak up the extra sugar and it leaves the muscles in the body without the energy they need. Too much sugar consumption over long periods of time often leads to diabetes, a problem too common in the United States.
Teaching students the importance of moderation in sugar consumption and the types of sugars that they should consume will be helpful for learning healthy lifestyle patterns. Students should be taught that eating fruit is a great natural way to get the glucose that the brain needs to function. The safest fruit for getting the sugar needed are berries, apples, grapefruits, apricots, peaches, pears, and oranges. Sweeteners can also be an alternative to refined sugars.
Sweeteners that can be consumed in moderation are Stevia and sugar alcohols (xylitol, sorbitol, and erythritol). Truvia is made from Stevia and more products are getting the okay to use it. Stevia has zero calories, but can’t be used in baking very well. The sugar alcohols are good because they are made through fermenting corn or sugar cane. These sweeteners are a healthier alternative to the dangerous refined sugars that we consume too often.
The main objective for teaching about sweeteners is that there is an alternative to refined sugars and students should start to see the dangers of over-consumption of these products because it can lead to sugar crashes and diabetes.
http://www.brainhealthandpuzzles.com/sugar_and_brain_function.html
http://gobeyondorganic.com/Weekly-News-Tips/the-surprising-truth-behind-good-a-bad-sweeteners.html
“Teachable Ideas”:
- Give out fruit at the end of the lesson to encourage eating healthy sugar
- Create stations and at each station make a sign with a different product made from a sweetener
- Have homework assignment where students have to find a product made with a good sugar like, stevia, xylitol, sorbitol, and erythritol.
- During Halloween remind students to eat candy in moderation
- Talk about the function of pancreas
- Bring in 125-150 grams of something to represent the amount of glucose needed
- Discuss the dangers of diabetes/obesity
- Have a Truvia Trivia game
Possible Objectives:
- Psychomotor:
- During the lesson, students will be able to perform the backward fall by bending in the middle with chest on knees and arms forward, and then lowering seat to heels, and slide feet forward.
- During the lesson, students will be able to perform the forward fall by crouching down, sliding hands forward while straightening knees, and having the front of body contact the ice.
- During the lesson, students will be able to perform the forward fall with a proficiency of at least 3-.
- Cognitive:
- At the end of the lesson, students will be able to identify the amount of glucose needed for the brain to function by answering with 125 - 150 grams.
- At the end of the lesson, students will be able to name good sweeteners as an alternative to refined sugar by identifying them from a list of other sugars.
- At the end of the lesson, students will be able to name to effects of sugar over-consumption by writing on an exit slip either diabetes, obesity, or sugar crashes.
- Affective:
- During the lesson, students will be able to demonstrate respect for others by not making negative comments about each other’s skating style.
- During the partner work part of the lesson, students will be able to communicate effectively with other students with positive feedback and constructive criticism.
- During the lesson, students will be able to demonstrate cooperative work with other students by extending a hand to help someone who has fallen get up.
Visual Aid:
Student Homework Assignment:
1. Next time your family goes grocery shopping (or if its in your house already) find a product or two made with a good sugars like Stevia and sugar alcohols (xylitol, sorbitol, and erythritol):
____________________________________________________________________
- In three to four sentences describe what happens to cause a sugar crash:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
- What is the minimum number of grams of glucose the brain needs to function properly?
- 95 - 115 grams b. 125 - 150 grams
c. 25 - 50 grams d. 160 - 185 grams
Activity Progression
Instructions:
One of the characteristics of effective teachers is their content knowledge. They are able to develop interesting progressions that help students learn the skills they are teaching. Use this template to create a logical progression sequence for a skill, task or activity for students of varying abilities.
The instructor will determine most complex step (or end point) for you. Devise as many steps leading to that end point as you can. These steps should be in order of complexity with the simplest element in the progression at the bottom of the page.
Once you have completed this progression, you should be able to select one or more components from it to use in developing a lesson plan
Skill(s):
MOST COMPLEX SKILL
# | Task (Extensions) The activities for the whole class | Cues (Refinements) Secrets to improve performance | Challenges (Applications) More chances to practice the same tasks |
1 | From a fast skate, do the forward fall with a partner synchronized on ice. | Crouch, fists on ice, slides fists forward, straighten knees | Do this twice synced perfectly |
2 | From a slow skate, do the forward fall with a partner synchronized on ice. | Crouch, fists on ice, slides fists forward, straighten knees | Do this twice synced perfectly |
3 | From a skate walk, do the forward fall with a partner synchronized on ice. | Crouch, fists on ice, slides fists forward, straighten knees | Do this twice synced perfectly |
4 | From standing, do the forward fall with a partner synchronized on ice. | Crouch, fists on ice, slides fists forward, straighten knees | Do this twice synced perfectly |
5 | Skate around the ice rink at your top speed then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Do a pattern of skate 4 strides then fall, and repeat. |
6 | Skate around the ice rink at your top speed but slow down at a certain marker/cone to execute the forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Practice this for 45 seconds. |
7 | Skate around the ice rink at your medium to top speed then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Do a pattern of skate 4 strides then fall, and repeat. |
8 | Skate around the ice rink at your medium to top speed but slow down at a certain marker/cone then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Practice this for 45 seconds. |
9 | Skate around the ice rink at your medium speed then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Do a pattern of skate 4 strides then fall, and repeat. |
10 | Skate around the ice rink at your medium speed but slow down at a certain marker/cone then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Practice this for 45 seconds. |
11 | Skate around the ice rink at your slow to medium speed then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Do a pattern of skate 4 strides then fall, and repeat. |
12 | Skate around the ice rink at your slow to medium but slow down at a certain marker/cone then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Practice this for 45 seconds. |
13 | Skate around the ice rink at your slow speed then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Do a pattern of skate 4 strides then fall, and repeat. |
14 | Skate around the ice rink at your slow speed but slow down at a certain marker/cone then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Practice this for 45 seconds. |
15 | Skate walk around the ice rink then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Skate walk 4 strides then fall, and repeat. |
16 | Skate walk around the ice rink but slow down when you get to a certain marker/cone then do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Practice this for 45 seconds. |
17 | Standing unassisted on the ice, do a safe forward fall. | Crouch, fists on ice, slide fists forward, straighten knees | Do 4 falls one after the other. |
18 | While holding the hand of a partner for balance, do a safe forward fall on ice. | Crouch, fists on ice, slide fists forward, straighten knees | Do a fall then switch partners, and repeat. |
19 | While holding on to the wall for balance, do a safe forward fall on ice. | Crouch, fists on ice, slide fists forward, straighten knees | Do this for 30 seconds. |
20 | From the crouch position do the rest of the forward fall on ice. | Crouch, fists on ice, slide fists forward, straighten knees | Perform 5 falls in a row. |
21 | From standing, do each segment of the forward fall in a row on ice. | Crouch, fists on ice, slide fists forward, straighten knees | Practice this with a partner to check positioning. |
22 | From a sitting position do slide part of forward fall on ice. | Crouch, fists on ice, slide fists forward, straighten knees | Practice this for 30 seconds |
23 | Unassisted standing then crouching on ice. | Crouch, fists on ice, slide fists forward, straighten knees | Do 5 crouches in a row. |
24 | With the hand of a partner for balance go from standing to the crouch position on ice. | Crouch, fists on ice, slide fists forward, straighten knees | Practice this for 30 seconds |
25 | On ice, with the wall to hold on to for balance, go from standing to the crouch position. | Crouch, fists on ice, slide fists forward, straighten knees | Do this 5 times in a row. |
26 | To get a feel for the right position, get into the plank part of the fall on ice. | Crouch, slide fists forward | Have partner look at your position to peer assess |
27 | To get a feel for the right position, get into the slide part of the fall on ice. | Lay on stomach, with fists and legs out straight. | Practice this 4 times. |
28 | Standing on ice, have students show me the fist they make to protect their fingers. | Make a fist. | Have partner look at your fist to check for understanding |
29 | Outside the rink, from light jog have students do a forward fall synchronized with a partner. | Crouch, fists on floor, slides fists forward, straighten knees | Do this twice synced perfectly |
30 | Outside the rink, from walk have students do a forward fall synchronized with a partner. | Crouch, fists on floor, slides fists forward, straighten knees | Do this twice synced perfectly |
31 | Outside the rink, from standing have students do a forward fall synchronized with a partner. | Crouch, fists on floor, slides fists forward, straighten knees | Do this twice synced perfectly |
32 | From a light jog outside the rink, have students do the forward fall. | Crouch, fists on floor, slide fists forward, straighten knees | Practice this for 30 seconds |
33 | From a walk outside the rink, have students do the forward fall. | Crouch, fists on floor, slide fists forward, straighten knees | Practice this for 30 seconds |
34 | Outside the rink, have students do the forward fall from standing as a whole. | Crouch, fists on floor, slide fists forward, straighten knees | Practice with a partner to check positioning. |
35 | Outside the rink, have students go from standing, to crouch, to plank position, then to slide position, one at a time slowly. | Crouch, fists on floor, slide fists forward, straighten knees | Practice routine for 30 seconds. |
36 | Outside the rink, have students go from standing to crouch, to plank position | Crouch, fists on floor, slide fists forward, straighten knees | Practice 4 times. |
37 | Outside the rink, have students go into crouch position | Crouch | Practice this 5 times. |
38 | Outside the rink, have students go to plank position | Fists out in front, legs straight out, off the ground. | Hold for 5 seconds and repeat twice. |
39 | Outside the rink, have students lay on their stomachs in proper forward fall finish. | Lay on stomach, fists and legs straight out. | Practice this 4 times. |
40 | Outside the rink, have students make a fist to show they are protecting their fingers | Make a fist. | Have partner look at your fist to check for understanding |
LEAST COMPLEX SKILL
Name: Sara Woodward
Teacher Candidate(s): Sara Woodward
Skill(s): Ice Skating
Day 1:
Theme: On Land Introduction
Intro: Describe that we will starting ice skating and we need to practice ice skating, in gym.
Warm-up: A tag game where you can only go counterclockwise around the gym like you would in an ice rink.
Lesson focus: Learn proper dress, equipment, safety, and stretches.
Fitness component: Students will get heart rate up during the ice rink direction tag game.
Closure: Debrief the class by reviewing what they will need for next class to be dress properly for ice.
| Day 2:
Theme: Introduction to the Basics
Intro: Brief the class in what is going to happen the next few days in class.
Warm-up: Free Skate, get use to the ice
Lesson focus: Be able stand, skate walk on ice assisted and unassisted.
Fitness component: Students will get heart rate up during the free skate, and gain balance from trying to stand up
Closure: Debrief the class by reviewing cues and task that was learned today in class.
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Day 3:
Theme: Falling Properly
Intro: We are going to learn how to fall more safely. Warm-up: Free Skate around the rink.
Lesson focus: To learn the forward and backward fall so students aren’t falling dangerously. Fitness Component: Balance, agility, and cardio will be achieved during the free skate and the practice of falls. Closure: Debrief the class by reviewing cues and task that was learned today in class. | Day 4:
Theme: Skating Wiggles and Swizzles
Intro: Today were are going to start moving more fluidly.
Warm-up: Free Skate around the rink
Lesson focus: Marching forward steps, swizzles standing still, and backward wiggle. Fitness component: The warm up will get the heart rate going and students will be working on muscle endurance by trying to stay up the whole time. Closure: Next class we will be moving a little faster and look a little more graceful.
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Day 5: Theme: Striding It Out then Gliding
Intro: Moving away from the wall getting our ice legs.
Warm-up: Skating from one end to the other to get use to not using the wall
Lesson focus: Performing forward skate across the rink, without the wall and working on the glide.
Fitness component: Balance and muscle endurance will be achieved from trying to skate alone without the wall
Closure: Next class we will be doing more adventurous stuff like jumping and backwards work. | Day 6: Theme: Backwards and Jumping
Intro: The glide and stride will be used today but in a different way.
Warm-up: Free Skate but try to glide for as for as you can before going again.
Lesson focus: Doing the two foot glide backwards and the in place 2 foot jump. Fitness component: Students will get their heart rate from the free skate, and achieve balance and muscle endurance by trying to landing the jump and skate backwards. Closure: Next class we will be doing more backwards work. |
Day 7:
Theme: Backwards Swizzles Intro: We will be going back in time today with all the backwards work we will be doing.
Warm-up: Free Skate backwards
Lesson focus: Students will be doing the backward swizzle along with backward partner work
Fitness component: Students will get the heart rate up while doing the free skate, and achieve balance with the backward motions. Closure: Next class we will be working on more effect stops and turns.
| Day 8:
Theme: Stop and Turn
Intro: Everyone is looking more comfortable with basic skills we are learning, and we are just adding to them.
Warm-up: Skate through cones set up across the rink.
Lesson focus: T-stop, forward 2-foot turn on a circle and from backward to forward.
Fitness component: Heart rate will be up from the warm up and practice.
Closure: Next class we will be moving on to the crossovers, and you will feel like real ice skaters.
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Day 9:
Theme: Crossovers
Intro: Next class you will putting the skill together into a small routine.
Warm-up: Perform skill cards
Lesson focus: Students will do crossovers and practice all the skills learned so far.
Fitness component: Skill cards and practice will get the heart rate up and practice balance.
Closure: Assessment next class.
| Day 10:
Theme: Skill Card Test
Intro: You will get three cards and you can do them in any order you want for your test.
Warm-up: Practice skill cards session
Lesson focus: Students will be assessed on fluidity and execution of the skills.
Fitness component: Practice and testing will get the heart rate going as well as balance and muscle endurance work. Closure: Mention that it has been a fun unit to watch and how everyone improved.
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