Document 6510694

HOW TO USE IT
Units of Instruction
The SPARK EC manual contains 10 instructional units, one for each month of the school year,
and aligns with the SPARK Sample Yearly Plan. SPARK recommends teaching these units in the
order presented, beginning with Building Blocks. This unit is designed to help teachers create
a positive learning environment and introduces children to class protocols, movement basics,
social skills, and behavioral expectations.
There are additional ways to integrate SPARK concepts and methods into the preschool day. For
example:
1. Transition times
2. Center time
3. Circle time
4. Recess play
5. Music time
Pages
uctory
Introd
uction
Introd
ng Tips
Teachi
eed
You N
What
EM
ACAD
AL
MUSIC
ASAPs
TS
STUN
S
SUPER CONTENT
E OF
TABL
ICS
S
SUPER STUNT
INTRODUCTION
PAGE
EARLY CHILDHOOD
Contact SPARK for more ideas on how to effectively utilize SPARK content to meet the needs of
preschoolers.
ience. Super Stunts
cal activity exper
strength.
of a child’s physi
ility, agility, and
fl
n, flexib
rtant components
sel
es such as coordinatio personal lessons such as selfSuper Stunts are impo
ed to increase abiliti
rtant
are primarily design
children learn impo
y, perseverance and
nts,
diatel
eleme
cal
physi
red imme
In addition to these
stunts are not maste
many
as
and
ive;
confidence and initiat
ng,
walki
ces, line
dedication.
s, single-leg balan
and trust. Key
e animal movement
in this unit includ
foster cooperation
ties – which also
Lessons presented
simple partner activi
cs, and music.
creative stunts, and
literacy, mathemati
ssed include art,
academic areas addre
Safety
en
ent space for childr
Ensure there is suffici
without obstructing
to perform and move
s.
or endangering other
safety
and
ioral
Share your behav
e
the children befor
expectations with
beginning activities.
iii
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ATICS
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11
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unts I
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akes, po
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Feel free to repea
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Have children start
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walking. Increase
s are
stop and start signal
expectations and
established.
lessons
weatheer, use the
During inclement
into
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classro
turn your class
from this unit to
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QUA
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Teaching Tips
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Station Clean-Up
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at the conclusion
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when and where
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equipment
iii
iv
i
EC Introduction: How to Use It
1
Table of Contents
The first page of each unit contains an informative table of contents.
The 1st column
provides a brief
description of
each lesson.
The 2nd column
helps you find the
lesson by giving a
page number.
The 3rd column
identifies the two
Musical ASAPs used
in the lesson.
ACADEMICS
MUSICAL
ASAPs
PAGE
SUPER STUNTS
TABLE OF CONTENTS
Introductory Pages
Introduction
iii
Teaching Tips
iii
What You Need
iv
Lessons
Lesson 1 – Animal Movements I
Children move like cats, elephants, ostriches,
rabbits, frogs, and fish.
1
Lesson 2 – Animal Movements II
Children share their spot markers while practicing
animal movements.
3
Lesson 3 – I Want a Home
Children leave their “homes” to explore
general space and return to a new spot marker
each round.
5
Lesson 4 – Animal Movements III
Children move like lions, horses, bees, seals,
crocodiles, penguins, ducks, and spiders.
7
• The Chicken Dance
• Move Like An Animal
9
• Move Like An Animal
• Act Like You Are In A
Zoo (Upright)
ART
• Act Like You Are In A
Zoo (Upright)
• Penguin Waddle
ART
Lesson 5 – Single-Leg Balances
Children learn and practice single-leg balances.
Lesson 6 – Creative Stunts I
Children pretend to be Jack-in-the-Boxes, stars,
elevators, rubber bands, fluttering leaves, and
balloons.
11
Lesson 7 – Creative Stunts II
Children pretend to be flat tires, pancakes, pogo
sticks, and spinning tops.
13
Lesson 8 – Line Walking
Children practice a variety of moves using lines
on the floor.
15
• Follow The Leader
• Bunny Jump
• Bunny Jump
• I Can Jump Like A Big
Green Frog
• I Can Jump Like A Big
Green Frog
• The Chicken Dance
• Penguin Waddle
• Bunny Jump
LITERACY
MUSIC
LITERACY
MATHEMATICS
LITERACY
• Bunny Jump
• Circus Dance
ART
i
The 4th column notes one of 6 types of Academic
Integrations included in each lesson. Use integrations
as academic enrichment tools before or after a SPARK
lesson or during circle time.
2
EC Introduction: How to Use It
Introductory Pages
Introduction
Describes the value and relevance of the
unit as well as the objectives addressed.
Safety
Provides guidelines to increase safety.
This is a “must read” prior to teaching
any unit.
Teaching Tips
Provides helpful teaching strategies and
guidelines. This is a “must read”prior to
teaching any unit.
SUPER STUNTS
INTRODUCTION
Super Stunts are important components of a child’s physical activity experience. Super Stunts
are primarily designed to increase abilities such as coordination, flexibility, agility, and strength.
In addition to these physical elements, children learn important personal lessons such as selfconfidence and initiative; and as many stunts are not mastered immediately, perseverance and
dedication.
Lessons presented in this unit include animal movements, single-leg balances, line walking,
creative stunts, and simple partner activities – which also foster cooperation and trust. Key
academic areas addressed include art, literacy, mathematics, and music.
Safety
Ensure there is sufficient space for children
to perform and move without obstructing
or endangering others.
Share your behavioral and safety
expectations with the children before
beginning activities.
Watch for child fatigue. Attempting a stunt
when overly tired may increase the risk of
an accident.
Teaching Tips
Skill Cards and Visual Aid Cards
(SPARKfamily.org) accompany several
lessons in this unit and are referenced in
the Ready section.
Begin teaching lessons in the order
presented. While teaching, assess children’s
ability to perform activities and adjust
accordingly. If an activity is too difficult,
slow down, simplify the cues, and provide
extra practice time. Feel free to repeat
lessons.
Have children start new activities by
walking. Increase tempo after safety
expectations and stop and start signals are
established.
During inclement weather, use the lessons
from this unit to turn your classroom into
a circus, jungle, or zoo.
Station Clean-Up is an opportunity for the
children to assist with returning equipment
and station cards at the conclusion of the
final lesson. Make Station Clean-Up a part
of your routine not only during structured
activity time, but throughout the day,
when and where appropriate.
A good routine for Station Clean-Up upon
completion of the final station is to have
one child squat while the other child
stands. Then say, “If you are standing,
put the spots (identify a place). If you are
squatting, place the card from your station
(identify a place).”
Successful implementation of the final
lesson, Station Play, requires instruction
of Lessons 1-10. Children should also
exhibit the ability to cooperate and work
well with a partner. Refer to the Super
Stunts Station Cards (SPARKfamily.org) for
equipment needs and station diagrams.
iii
What You Need
Provides a list of equipment, materials,
music, and instructional media needed
to teach the unit.
SUPER STUNTS
WHAT YOU NEED
QUANTITY
INVENTORY
NEED
EQUIPMENT
Spot Markers
1 per child
Cones
4
SPARK EC Music CD
1
Music Player
1
Arrow Markers (optional)
10
SPARK INSTRUCTIONAL MEDIA (SPARKfamily.org and/or SPARKfolio)
Skill Cards: Animal Movements, Balances
Visual Aid Cards: Creative Stunts
Station Cards: Super Stunts
Performance Rubric: Super Stunts
FACILITIES
An indoor or outdoor area with a smooth surface is recommended (20X20 paces).
Limited Space:
Move classroom furniture to increase floor space.
Half the class participates in the activity while the other half marches in place.
iv
EC Introduction: How to Use It
3
Lesson Pages
Each SPARK Lesson Front Page includes the following;
States the name
of the lesson.
Shows the type
of Academic
Integration.
Lists the equipment and
materials needed.
LESSON 1
States which
unit the
activity came
from.
ANIMAL MOVEMENTS I
•
•
•
•
•
Describes
set-up prior
to beginning
instruction.
Designates
the grade
level of
SPARK
Program.
1 spot marker per child
4 cones for activity area boundaries
Animal Movement Skill Cards (SPARKfamily.org)
Musical ASAPs #16 and #17
SPARK EC Music CD and player
Set
• Create activity area.
• Scatter spot markers within area.
• Send children to stand on spot markers.
GO!
EARLY CHILDHOOD
A Readyto-Read
description
stating
objectives,
instructions,
and directions.
SUPER STUNTS
Ready
1. “Follow The Leader” (Teach Musical ASAP #16.)
2. Introduction to Animal Movements
• Today we will practice moving like different animals. When you move, stay near
your home and try not to pop your bubble.
• When you hear, “Go Home,” go back to your home. (After each animal movement,
cue children to “Go Home.”)
3. Animal Movements Challenges – Can you…
• Cat: Move like a cat? Put your hands on the floor and bend your arms and legs?
(Knees do not touch the floor.) Stop? Stretch like a cat? (Show Animal Movement Skill
Cards.)
• Elephant: Move like an elephant? Bend forward and put your hands together to
make a trunk like an elephant? Walk slowly with straight legs and swing your trunk
side to side?
• Ostrich: Stand like an ostrich? Bend at the waist and hold your ankles with your
hands? Move like an ostrich? Walk forward and hold your ankles?
• Rabbit: Move like a rabbit? Squat with your hands on the floor inside your knees?
Reach forward with your hands? Bring both feet forward to the outside of your
hands? (Prompt the children by repeating, “Hands first, feet next.”)
• Frog: Move like a frog? Squat with your hands on the floor outside your knees?
Jump forward so your hands and feet leave the floor at the same time? Finish in a
frog squat? (Encourage children to lift their hands and feet off the floor at the same
time.)
• Fish: Move your mouth like a fish? Swim like a fish? (As children demonstrate ability
to follow directions, have them leave their homes and move in the neighborhood.)
4. “Bunny Jump” (Teach Musical ASAP #17.)
5. Wrap it up (Lead a stretch, pose debriefing questions, and clean up.)
• Who will tell us what animal moves they will practice at home?
1
Shows the page
number within the
unit. Note: Page
numbers begin again
with each unit.
4
EC Introduction: How to Use It
A diagram
showing
equipment
placement,
where
children
should be, or
modeling the
skill.
Teacheroriented
instructions
are provided
in italicized
text within
parentheses.
Lesson Pages
Each SPARK Lesson Back Page includes the following;
Adaptations include limited space
suggestions, activity variations,
and inclusive strategies for children
with diagnosed developmental
delays and disabilities.
Indicates the
objectives this lesson
addresses with room
to write in your
state’s standards.
Use as academic
enrichment tools before
or after a SPARK lesson,
or during circle time.
ANIMAL MOVEMENTS I
ADAPTATIONS
Limited Space
Have children perform challenges on or
around spots.
Variation
Play Circus Animals. Identify a group of
children by spot color to move around the
“animal keepers,” the other children. The
“animal keepers” pretend to fork hay out
of the cages.
✓
✓
✓
✓
✓
Role playing
Upper body strength
Lower body strength
Agility
Balance
YOUR STATE STANDARDS
Literacy
Inclusive Strategies
Simplify instructions for children with
language delays or English language
learners (e.g., “hold your ankles” paired
with modeling).
For non-English speaking children
or those with a hearing impairment,
show the Animal Movement Skill Cards
(SPARKfamily.org) along with verbal
instruction.
FAMILY FUN
Animal Movements I
Turn on lively music and join
your child in fun animal moves.
For added fun, make the animal
sound. Try imitating a frog,
cat, ostrich, rabbit, elephant,
and fish. Ask your child to be
the leader and name other
animal movements to practice
together.
Art
Literacy
Read “Stand Back,” Said the Elephant,
“I’m Going to Sneeze!” by Patricia
Thomas.
• Ensure your activity area is wellmarked and safe to keep children
inside the boundaries.
• Encourage children to make
animals sounds while practicing
movements.
Mathematics
Music
Nutrition
Science
NOTES
2
Family Fun Activities promote
physical activity at home.
Pointers from SPARK Early Childhood
specialists who have taught the lesson.
Read prior to instructing for the “inside
scoop.” Space included for notes.
EC Introduction: How to Use It
5
Performance Rubric Assessment
Use Performance Rubrics
to document learning, guide
teaching, and to determine
progress toward program
goals. Fill in children’s
names, and use to assess
their skill levels.
Score children based
on the number
of skill cues they
demonstrate.
6
EC Introduction: How to Use It
EARL
Y CH
IL
DHO
OD
M
DEVELOTOR
OPM
ENT
• Dem
PERF
ORM
A
RUBR NCE
IC
on
non-lo strates
co
object motor sk
ills with
s
• Dem
onstrat
es
skills w
ith ob locomotor
• Tosse
jects
sa
and ca ball to on
es
tc
bounce hes it befo elf
re it
s twice
COG
DEVEL NITIVE
O
PMEN
• Iden
T
tifie
underh s examples
of
an
movem d and ov
erhand
ent pa
• Com
tterns
pa
needed res changes
in forc
various when rolli
ng ba e
distanc
lls
• Expl
es
ains
is pref why 1 ha
nd or
er
fo
manip red when
practic ot
ulativ
e skill
in
g
s
AFFEC
SOCI
TIVE
AL D
EVEL
DEVEL
OPM
• Coop
OPM
ENT
er
ENT
PERSO
partn ates with
NAL
er
DEVEL
• Coop /group
OPM
• Appl
er
ENT
ies
partn ates with
er
situatio skills to pl
• Dem /group
ay
ns
on
• Crea
tes ne
towar strates cour
w way
ds othe
tesy
manip
s to
rs
ulate
object
• Show
s
s re
equipm spect for
ent
Skill and Visual Aid Cards
NTS
ANIMAL MOVEME
SKI LL CARDS
Rana
Frog
ANIMAL MOVEMENTS
SKILL CARDS
Use Skill and Visual Aid Cards
(created in an 8.5" X 11"
format) to enhance children’s
understanding. Print from
SPARKfamily.org, copy onto card
stock, and laminate for durability.
ANIMAL MOVEMENTS
Frog
Frog
Rana
SKILL CARDS
Rana
Frog
Rana
SKI LL CARDS
ANIMAL MOVEME
NTS
Station Cards
Hopscotch
Use Station Play Activity Cards
(created in an 8.5" X 11" format)
as visual aids during Station Play.
Print from SPARKfamily.org, copy
onto card stock, and laminate for
durability.
• Hop on 1 spot marker.
• Jump on 2 spot markers.
Equipment needs:
STATION CARDS
8 Spot markers
SUPER STUNTS
Crab Walk
5 Feet
• Crab walk around
the cones.
SKILL CARDS
ANIMAL MOVEMENTS
STATION CARDS
SUPER STUNTS
Equipment needs:
2 Cones, 1 Hoop
1 Animal Moveme
nt Skill Card - Crab
EC Introduction: How to Use It
7