For some of us, movement means time for ourselves-a chance to regroup or unwind from a hectic day. Whether you enjoy a casual walk with friends or a competitive game of soccer, all of us can identify the existence of movement in our lives and can attest to the benefits of physical activity.
Movement is an essential component of a healthy, happy life. A boy touches her elbow to follow her arm movement. Photo: Marla tactile models how to run on a treadmill. May you see your ability and become the athlete of your dreams. To all children who have visual impairments, blindness, or deafblindness. This publication is protected by Copyright and permission should be obtained from the publisher prior to any reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise.įor information regarding permissions, write to American Printing House for the Blind, Inc., Resource Services, 1839 Frankfort Avenue, Louisville, KY 40206. Gross Motor Development Curriculum for Children With Visual ImpairmentsĬopyright © 2016 by American Printing House for the Blind, Inc. In keeping with our philosophy to provide access to information for people who are blind or visually impaired, the American Printing House for the Blind provides this book in large print with braille and HTML versions available online. Gross Motor Development Curriculum for Children With Visual Co-author Pamela Haibach and a girl practice hopping on one foot.
A teacher demonstrates the horizontal jump to a group of children. A teacher and girl practice standing on one leg. A teacher provides verbal instruction while a peer tactile models bending her knees for a girl. A teacher and a boy practice throwing a plastic disc. Co-author Lauren Lieberman signs to a boy while holding a ball. (Formative/Summative) Supplemental Information: Modifications: Safety Precautions: Comments (adaptations for various grades/ages, teaching styles, etc.Gross Motor Development Curriculum: Children with VI Gross Motor Development Curriculum Students will work with partners tossing underhand and trying to catchĪs class proceeds, you can move them further away ifĪsk students to think of what activities you would use an underhand throw or a similar actions (bowling, underhand serve in volleyball). Students can try to keep score to work on addition. Can also increase distance to offer more challenge. Taking turns students try to get their bean bag in the different hoops or targets with different point values by using an underhand toss. Thrower working with a partner Students will work with partners – each person will have twoīean bags. Retrieve the bean bags and try again.Īs class proceeds, you can move the further away from hula hoop to challenge the thrower. Object is to try to get their bean bag in the hula hoop by using and underhand throw. Thrower working alone Students will have twoīean bags. Before releasing students to work on their own would be good to have each student have a bean bag and have class go through each step with you a few times. What is the same, what is different? Demonstrate to the group. It is beneficial to also relate and compare this to an overhand throw. Go over correct underhand throwing pattern. instructions, warm-up, lesson, cool-down): _ YES _x_NO Instructional Plan: Anticipatory Set/Pre-Activity: Benefits/Explanation/Real-World Connection:Īctivities (i.e. Hula hoops, fleece balls, small foam balls, bean bags Time Required for Lesson: 30 mins per day Diagram/Setup: Technology Use: (M) Teacher Planning: Equipment/Materials Needed: PE.2.1.3.a Throws underhand using a mature pattern. PE.2.1.3 Performs manipulative skills in a variety of environments.
The student will correctly demonstrate an underhand throwing pattern. The lesson plan will show options for students to practice their underhand throw.