Dimon Elementary Year One
Lawson – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to list primary colors and secondary colors.
- Students will be able to list types of lines.
- Students will toss ball gently to leader of activity.
VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.
- Identify primary colors and mix them to make new colors.
VA1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
PE1.2 The physically educated student applies the knowledge of concepts, principles, strategies, and tactics related to movement and performance.
- Differentiates between fast and slow speeds.
- Differentiates between strong and light force.
PE1.4 The physically educated student exhibits responsible personal and social behavior that respects self and others in physical activity settings.
- Accepts personal responsibility by using equipment and space appropriately.
- Follows the rules and procedures of the learning environment.
- Follows teacher directions for safe participation and proper use of equipment with minimal teacher reminders.
Visual Art & Physical Education
Any Open Classroom Space, Ball
The teacher brought students into the room and had them sit in a circle on the carpet. PAIR Specialist then started out Cat-Ball by asking students if they knew what the word “Category” meant, then explained that there are different categories for certain things.
PAIR Specialist went on to explain how to receive the ball and toss it back to Specialist in a gentle and appropriate manner and did some practice tosses to students sitting in the circle. We played a practice round of Cat-Ball naming any animal they could think of, then increased the level of the activity asking students to list “Animals on a Farm” to further express what a category is.
PAIR Specialist then invited the teacher into the center of the circle to do categories the students have learned in art class. The teacher used Cat-Ball to encourage students to practice their knowledge on primary colors, secondary colors, and types of lines.
Students enjoyed the activity, though they responded more efficiently when they were sitting down and passing the ball to PAIR Specialist/teacher in the middle. When I chose to stand them up, they started moving and talking when it was not their turn. This will be entirely dependent upon the group, so if they are not focused standing, try having them sit in the circle instead!
The students also needed a reminder that they would get the ball if they were quiet, and not shouting out answers, whining, or saying “pick me, pick me!” Likely, having them sit in the circle would have also alleviated much of this problem too, since some students began creeping in closer to Ms. Lawson because they were so excited to play!