1

Dodging Chasing and Fleeing

Carl Sandburg Elementary School

CUSD 1

Sarah Dowellrsquos 1st Grade Physical Education Class

March 24 2014 ndash April 25 2014

Ms Emily Moses

Mr Charles Gawle

Mr Robert Fitzmaurice

Mr Casey Pinnell

2

Table of Contents

Block Planhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip3

DAC Charthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip7

Pre and Post-Test Assessmentshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip9

Pre and Post-Test Datahelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip15

Lesson 2 Affective Checklist Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip23

Lesson 2 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip25

Lesson 3 Cognitive Student Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip26

Lesson 3 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip27

Lesson 4 Psychomotor Teacher Checklist Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphellip31

Lesson 4 Datahelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip33

Lesson 5 Affective Student Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip34

Lesson 5 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip35

Lesson 6 Cognitive Student Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip39

Lesson 6 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip40

Lesson 7 Psychomotor Teacher Checklist Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphellip43

Lesson 7 Datahelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip45

Lesson 8 Cognitive Student Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip46

Lesson 8 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip47

Lesson 9 Affective Summative Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip50

Lesson 9 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip51

3

KSS 3401 Block Plan

Unit Goals

Psychomotor ESWBAT dodge chase or flee from one another by following all of the cues

(eyes scanning balls of feet use fakestwistsstretches quick change of directions) for each skill

theme during isolated and partner extension and refinement tasks as well as small sided

application tasks

Cognitive ESWBAT identify the cues for all three skill themes (dodging chasing and fleeing)

understand the reasoning behind those cues and be able to recall them during large and small in

in-class discussions with a partner and on cognitive exit slips

Affective ESWBAT show respect to the teachers and their peers by being quiet and eyes on the

teacher during teacher instruction or in-class discussions and treat the equipment with respect by

putting anything away when told or by simply using the equipment as instructed in physical

education class

Day 1

Introduction Teachers will do an instant

activity when they enter the room Teachers

will introduce themselves to the students and

hand name tags to each kid We will

introduce them to their skill theme unit

dodging chasing and fleeing We will also

show the students what we expect as far as

classroom protocol

Content Development Teachers will begin

class with introductions They will then give

a brief explanation of the movement concept

they will be teaching (dodging chasing and

fleeing) They will give cognitive pre-test

immediately following the introduction

Teachers will follow the cognitive test with a

brief activity to install teacher protocols

during the unit Teachers will install start and

stop signals of ldquofreezerdquo and ldquogordquo They will

do extensions tasks for each fleeing chasing

and dodging for the psychomotor teacher

checklist pre-test We will end the class by

filling out an affective exit slip pre-test so that

we have covered all 3 domains

Assessment Psychomotor cognitive and

affective pre-test

Closure We will close by thanking the

students for listening and cooperating in

todayrsquos lesson We will review again what

Day2

Introduction As students enter the room we

will send them into the instant activity The

instant activity will be ldquoclimb the mountainrdquo

We will then introduce the lesson of fleeing

using directions

Content Development The lesson will begin

with introduction of the self and general

space Teachers will discuss directions with

students of forwardbackward and leftright

Teachers will do a variety of ERA tasks to

enforce the cues of fleeing and changing

directions Students will finish with the

application task of fleeing using change of

direction and running from the rolling balls

(Cues eyes up and scanningquick change of

directions)

Assessment Affective exit slip assessment

over feelings using directions

Closure Teachers will thank students for

doing a good job fleeing in all directions

today They will explain to students that next

class period will continue with fleeing but we

are going to work on fleeing with objects

around We will then give instructions for the

affective exit slip that students need to fill out

before they are ready to leave class

4

we do when we say ldquofreezerdquo and ldquogordquo so that

everyone is on the same page for how things

will work during the unit

Day 3

Introduction Teachers will begin with an

instant activity They will then freeze the

students to explain the dayrsquos lesson of fleeing

around overunder and alongthrough objects

or with people and pathways

Content Development We will begin with an

instant activity We will then have a

discussion of fleeing around objects

Students will know the importance of

scanning with eyes to makes sure to avoid

objects and people when fleeing They will

do a variety of ERA tasks to enforce the cues

of fleeing around overunder and

alongthrough objects and people We will

then get into fleeing using pathways (zig-zag

curved straight) Students will do a variety

of ERA tasks to enforce the cues of pathways

(Cues eyes scanning quick change of

direction)

Assessment Cognitive exit slip assessment

over fleeing with objects or people and

pathways

Closure Students will bet thanked for their

participation in the obstacle course and

congratulated on not getting caught while

fleeing Teachers will review what cues were

learned today and how they are important

when fleeing Teachers will then explain the

directions and questions on the cognitive exit

slip Students will then take the exit slip

before leaving class

Day 4

Introduction Teachers will begin with an

instant activity They will then get into

fleeing using extensions and time (nearfar

slowfast)

Content Development Teachers will begin

with the discussion of chasing with extensions

(nearfar) and time (fastslow) Teachers will

explain the importance of combining the two

Chasing objects far away students need to run

fast They will do a variety of ERA tasks to

ensure the cues and concepts are understood

(Cues eyes scanning quick change of

direction)

Assessment Psychomotor teacher checklist

over fleeing using extensions and time

Closure Teachers will thank the students for

really focusing on the cues of chasing today

We will recap what we talked about during

the lesson We will also explain what we will

be doing next time which will be chasing

using levels

Day 5

Introduction We will begin with an instant

activity to get kids moving We will then

introduce the concept of chasing using levels

(low middle high)

Day 6

Introduction We will begin right away with

an instant activity to get students moving We

will then bring students in to review last

5

Content Development Teachers will begin

with time talking about the difference

between chasing fast and slow They will do

a variety of ERA tasks to explain the

differences They will also discuss chasing

far and near objects and the different ways to

do that A variety of ERA task will be used

here as well We will finish with an

application of chasing a partner that starts

from different distances away (Cues bend at

knees)

Assessment Affective student exit slip over

their behaviors during class

Closure Teachers will close the day with

thanking the students for their effort of

chasing at different levels We will make

sure they understand the cues discussed in the

lesson We will take time to finish up the

class with an affective exit slip for the

students

lesson and discuss todayrsquos lesson of chasing

using mirroring and matching

Content Development Teachers will begin by

telling students why mirroring and matching

is important If yoursquore chasing a fleeing

object it is important to match their

movements We will do a variety of ERA

tasks with a partner in small groups and as a

class to help enforce the cues of mirroring and

matching Students will perform tasks of

follow the leader and Pac-man to demonstrate

matching Students will perform name

writing activities with a partner to

demonstrate mirroring (Cues oppositesame)

Assessment Cognitive exit slip over

mirroring and matching

Closure Teachers will ask students again

about mirroring and matching to reinforce the

cues We will then give the students time to

fill out a cognitive exit slip over the cues of

mirroring and matching

Day 7

Introduction Teachers will begin class with

an instant activity to get students moving

Teachers will then bring students in and have

a discussion about the dayrsquos lesson of

dodging We will be specifically discussing

dodging using body parts We will discuss

the importance of dodging using fakes twists

and stretches to avoid objects

Content Development In this lesson we will

focus on dodging using body parts We want

students to practice using movements of their

bodies Here we will dodge balloons taped to

the wall Students will keep their feet still

and twist with their bodies to dodge the

balloons Students will do other ERA tasks to

learn the cues (Cues Fakes twists and

stretches balls of feet)

Day 8

Introduction Teachers will begin with an

instant activity They will then bring students

in for a very brief review of last lesson and

discuss dodging using directions

Content Development Teachers will discuss

the importance of moving forwardbackward

updown and leftright when dodging objects

Teachers will then do a variety of ERA tasks

to help students practice using the cues given

Students will be broken into small groups to

work at stations (Cues fakes twists and

stretches balls of feet)

Assessment Cognitive Exit Slip Assessment

on dodging using directions

Closure Teachers will bring students in for a

brief discussion on the cues discussed today

6

Assessment Psychomotor Teacher Checklist

of dodging using body parts

Closure Teachers will thank students for

doing a good work on dodging the balloons

using the cues We will have a brief

discussion of the studentrsquos thoughts of the

activities during the day

They will then read the directions and the

questions on the cognitive exit slip students

will answer before leaving class

Day 9

Introduction Teachers will begin with an

instant activity They will then bring students

in to discuss the lesson for today which will

be a review from the entire unit

Content Development Teachers will give the

post-test on this day They will begin with

the cognitive post-test right after the

introduction They will then go into the post-

test ERA tasks for the psychomotor teacher

checklist These tasks will be the exact same

from lesson 1 We will end the class with the

affective exit slip post-test to cover all 3

domains

Assessment Psychomotor cognitive and

affective post-test

Closure We will thank students for their

participation in the tests We will also

introduce the activities for the summative

experience in the final lesson

Day 10

Introduction Today we will begin be

introducing the objectives to the chasing

fleeing and dodging obstacle course

Content Development This will be

summative dodging chasing and fleeing

experience for the students over the lesson

Assessment Affective Assessment over entire

unit

Closure Students will be thanked for their

participation in the unit Teachers will say

their good-byes

7

DEVELOPMENTAL ANALYSIS OF CONTENT

EXTENSION REFINEMENT APPLICATION

Dodging Chasing Fleeing

Location

1 Self-space

2 General space

Cues

Balls of feet

Change of

directions

Use fakes twists

and stretches

Students will try to avoid

objects on the ground by

chasing an imaginary

rabbit for 60 seconds

Fleeing

Directions

1 Forwardbackward

2 Rightleft

Cues

Eyes scanning

Quick movements

Students will see how

many times they can

change directions in one

minute without being

caught by their imaginary

chaser

Fleeing

With objects or people

1 Around

2 Overunder

3 Alongthrough

Cues

Eyes scanning

Quick change of

directions

Students will go through

the teacherrsquos imaginary

obstacle course without

getting ldquotripped uprdquo

Fleeing

Pathways

1 Straight

2 Curved

3 Zig zag

Cues

Eyes scanning

Quick change of

directions

Students will run in

different pathways for 30

seconds trying not to get

caught by their partner

Chasing

Extension

1 Far

2 Near

Cues

React to person or

object

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Time

1 Fast

2 Slow

Cues

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Levels

1 Low

2 Middle

3 High

Cues

Stay close to the

ground (low)

Stay low but not

too high

Reach up as high

as possible

Students will try to catch

the rabbit before it reaches

its hole It will go over

logs under tree limbs and

through tunnels

8

Chasing

With people

1 Partners

2 Matchingmirroring

Cues

Copy the fleeing

object

Do the opposite of

fleeing object

Students will follow a

partner trying to match

them for 60 seconds

Students will follow a

partner trying to mirror

them for 60 seconds

Dodging

Of body parts

1 Twisted

2 Wide

3 Narrow

4 Round (curved)

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to dodge

imaginary cotton balls

being thrown be their

partners while their feet is

stuck in quick sand for 60

seconds

Dodging

Directions

1 Updown

2 Forwardbackward

3 Rightleft

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to avoid

a rolled ball from partner

10 times using a change

of directions

Dodging chasing fleeing

Cues

All the above

Summative Experience

9

Name _______________________________________________

Cognitive Pre-Test Assessment ndash Lesson 1

Directions Circle the correct picture for each question below

1 If something is far away and you want to catch it how would you chase it

Slow Fast Medium

1 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

2 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

10

Name _______________________________________________Date ________________

Cognitive Post Test Assessment ndash Lesson 10

Directions Circle the correct picture for each question below

2 If something is far away and you want to catch it how fast should you run to chase it

Slow Fast Medium

3 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

4 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

2

Table of Contents

Block Planhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip3

DAC Charthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip7

Pre and Post-Test Assessmentshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip9

Pre and Post-Test Datahelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip15

Lesson 2 Affective Checklist Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip23

Lesson 2 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip25

Lesson 3 Cognitive Student Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip26

Lesson 3 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip27

Lesson 4 Psychomotor Teacher Checklist Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphellip31

Lesson 4 Datahelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip33

Lesson 5 Affective Student Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip34

Lesson 5 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip35

Lesson 6 Cognitive Student Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip39

Lesson 6 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip40

Lesson 7 Psychomotor Teacher Checklist Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphellip43

Lesson 7 Datahelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip45

Lesson 8 Cognitive Student Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip46

Lesson 8 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip47

Lesson 9 Affective Summative Assessmenthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip50

Lesson 9 Data and Student Exampleshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip51

3

KSS 3401 Block Plan

Unit Goals

Psychomotor ESWBAT dodge chase or flee from one another by following all of the cues

(eyes scanning balls of feet use fakestwistsstretches quick change of directions) for each skill

theme during isolated and partner extension and refinement tasks as well as small sided

application tasks

Cognitive ESWBAT identify the cues for all three skill themes (dodging chasing and fleeing)

understand the reasoning behind those cues and be able to recall them during large and small in

in-class discussions with a partner and on cognitive exit slips

Affective ESWBAT show respect to the teachers and their peers by being quiet and eyes on the

teacher during teacher instruction or in-class discussions and treat the equipment with respect by

putting anything away when told or by simply using the equipment as instructed in physical

education class

Day 1

Introduction Teachers will do an instant

activity when they enter the room Teachers

will introduce themselves to the students and

hand name tags to each kid We will

introduce them to their skill theme unit

dodging chasing and fleeing We will also

show the students what we expect as far as

classroom protocol

Content Development Teachers will begin

class with introductions They will then give

a brief explanation of the movement concept

they will be teaching (dodging chasing and

fleeing) They will give cognitive pre-test

immediately following the introduction

Teachers will follow the cognitive test with a

brief activity to install teacher protocols

during the unit Teachers will install start and

stop signals of ldquofreezerdquo and ldquogordquo They will

do extensions tasks for each fleeing chasing

and dodging for the psychomotor teacher

checklist pre-test We will end the class by

filling out an affective exit slip pre-test so that

we have covered all 3 domains

Assessment Psychomotor cognitive and

affective pre-test

Closure We will close by thanking the

students for listening and cooperating in

todayrsquos lesson We will review again what

Day2

Introduction As students enter the room we

will send them into the instant activity The

instant activity will be ldquoclimb the mountainrdquo

We will then introduce the lesson of fleeing

using directions

Content Development The lesson will begin

with introduction of the self and general

space Teachers will discuss directions with

students of forwardbackward and leftright

Teachers will do a variety of ERA tasks to

enforce the cues of fleeing and changing

directions Students will finish with the

application task of fleeing using change of

direction and running from the rolling balls

(Cues eyes up and scanningquick change of

directions)

Assessment Affective exit slip assessment

over feelings using directions

Closure Teachers will thank students for

doing a good job fleeing in all directions

today They will explain to students that next

class period will continue with fleeing but we

are going to work on fleeing with objects

around We will then give instructions for the

affective exit slip that students need to fill out

before they are ready to leave class

4

we do when we say ldquofreezerdquo and ldquogordquo so that

everyone is on the same page for how things

will work during the unit

Day 3

Introduction Teachers will begin with an

instant activity They will then freeze the

students to explain the dayrsquos lesson of fleeing

around overunder and alongthrough objects

or with people and pathways

Content Development We will begin with an

instant activity We will then have a

discussion of fleeing around objects

Students will know the importance of

scanning with eyes to makes sure to avoid

objects and people when fleeing They will

do a variety of ERA tasks to enforce the cues

of fleeing around overunder and

alongthrough objects and people We will

then get into fleeing using pathways (zig-zag

curved straight) Students will do a variety

of ERA tasks to enforce the cues of pathways

(Cues eyes scanning quick change of

direction)

Assessment Cognitive exit slip assessment

over fleeing with objects or people and

pathways

Closure Students will bet thanked for their

participation in the obstacle course and

congratulated on not getting caught while

fleeing Teachers will review what cues were

learned today and how they are important

when fleeing Teachers will then explain the

directions and questions on the cognitive exit

slip Students will then take the exit slip

before leaving class

Day 4

Introduction Teachers will begin with an

instant activity They will then get into

fleeing using extensions and time (nearfar

slowfast)

Content Development Teachers will begin

with the discussion of chasing with extensions

(nearfar) and time (fastslow) Teachers will

explain the importance of combining the two

Chasing objects far away students need to run

fast They will do a variety of ERA tasks to

ensure the cues and concepts are understood

(Cues eyes scanning quick change of

direction)

Assessment Psychomotor teacher checklist

over fleeing using extensions and time

Closure Teachers will thank the students for

really focusing on the cues of chasing today

We will recap what we talked about during

the lesson We will also explain what we will

be doing next time which will be chasing

using levels

Day 5

Introduction We will begin with an instant

activity to get kids moving We will then

introduce the concept of chasing using levels

(low middle high)

Day 6

Introduction We will begin right away with

an instant activity to get students moving We

will then bring students in to review last

5

Content Development Teachers will begin

with time talking about the difference

between chasing fast and slow They will do

a variety of ERA tasks to explain the

differences They will also discuss chasing

far and near objects and the different ways to

do that A variety of ERA task will be used

here as well We will finish with an

application of chasing a partner that starts

from different distances away (Cues bend at

knees)

Assessment Affective student exit slip over

their behaviors during class

Closure Teachers will close the day with

thanking the students for their effort of

chasing at different levels We will make

sure they understand the cues discussed in the

lesson We will take time to finish up the

class with an affective exit slip for the

students

lesson and discuss todayrsquos lesson of chasing

using mirroring and matching

Content Development Teachers will begin by

telling students why mirroring and matching

is important If yoursquore chasing a fleeing

object it is important to match their

movements We will do a variety of ERA

tasks with a partner in small groups and as a

class to help enforce the cues of mirroring and

matching Students will perform tasks of

follow the leader and Pac-man to demonstrate

matching Students will perform name

writing activities with a partner to

demonstrate mirroring (Cues oppositesame)

Assessment Cognitive exit slip over

mirroring and matching

Closure Teachers will ask students again

about mirroring and matching to reinforce the

cues We will then give the students time to

fill out a cognitive exit slip over the cues of

mirroring and matching

Day 7

Introduction Teachers will begin class with

an instant activity to get students moving

Teachers will then bring students in and have

a discussion about the dayrsquos lesson of

dodging We will be specifically discussing

dodging using body parts We will discuss

the importance of dodging using fakes twists

and stretches to avoid objects

Content Development In this lesson we will

focus on dodging using body parts We want

students to practice using movements of their

bodies Here we will dodge balloons taped to

the wall Students will keep their feet still

and twist with their bodies to dodge the

balloons Students will do other ERA tasks to

learn the cues (Cues Fakes twists and

stretches balls of feet)

Day 8

Introduction Teachers will begin with an

instant activity They will then bring students

in for a very brief review of last lesson and

discuss dodging using directions

Content Development Teachers will discuss

the importance of moving forwardbackward

updown and leftright when dodging objects

Teachers will then do a variety of ERA tasks

to help students practice using the cues given

Students will be broken into small groups to

work at stations (Cues fakes twists and

stretches balls of feet)

Assessment Cognitive Exit Slip Assessment

on dodging using directions

Closure Teachers will bring students in for a

brief discussion on the cues discussed today

6

Assessment Psychomotor Teacher Checklist

of dodging using body parts

Closure Teachers will thank students for

doing a good work on dodging the balloons

using the cues We will have a brief

discussion of the studentrsquos thoughts of the

activities during the day

They will then read the directions and the

questions on the cognitive exit slip students

will answer before leaving class

Day 9

Introduction Teachers will begin with an

instant activity They will then bring students

in to discuss the lesson for today which will

be a review from the entire unit

Content Development Teachers will give the

post-test on this day They will begin with

the cognitive post-test right after the

introduction They will then go into the post-

test ERA tasks for the psychomotor teacher

checklist These tasks will be the exact same

from lesson 1 We will end the class with the

affective exit slip post-test to cover all 3

domains

Assessment Psychomotor cognitive and

affective post-test

Closure We will thank students for their

participation in the tests We will also

introduce the activities for the summative

experience in the final lesson

Day 10

Introduction Today we will begin be

introducing the objectives to the chasing

fleeing and dodging obstacle course

Content Development This will be

summative dodging chasing and fleeing

experience for the students over the lesson

Assessment Affective Assessment over entire

unit

Closure Students will be thanked for their

participation in the unit Teachers will say

their good-byes

7

DEVELOPMENTAL ANALYSIS OF CONTENT

EXTENSION REFINEMENT APPLICATION

Dodging Chasing Fleeing

Location

1 Self-space

2 General space

Cues

Balls of feet

Change of

directions

Use fakes twists

and stretches

Students will try to avoid

objects on the ground by

chasing an imaginary

rabbit for 60 seconds

Fleeing

Directions

1 Forwardbackward

2 Rightleft

Cues

Eyes scanning

Quick movements

Students will see how

many times they can

change directions in one

minute without being

caught by their imaginary

chaser

Fleeing

With objects or people

1 Around

2 Overunder

3 Alongthrough

Cues

Eyes scanning

Quick change of

directions

Students will go through

the teacherrsquos imaginary

obstacle course without

getting ldquotripped uprdquo

Fleeing

Pathways

1 Straight

2 Curved

3 Zig zag

Cues

Eyes scanning

Quick change of

directions

Students will run in

different pathways for 30

seconds trying not to get

caught by their partner

Chasing

Extension

1 Far

2 Near

Cues

React to person or

object

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Time

1 Fast

2 Slow

Cues

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Levels

1 Low

2 Middle

3 High

Cues

Stay close to the

ground (low)

Stay low but not

too high

Reach up as high

as possible

Students will try to catch

the rabbit before it reaches

its hole It will go over

logs under tree limbs and

through tunnels

8

Chasing

With people

1 Partners

2 Matchingmirroring

Cues

Copy the fleeing

object

Do the opposite of

fleeing object

Students will follow a

partner trying to match

them for 60 seconds

Students will follow a

partner trying to mirror

them for 60 seconds

Dodging

Of body parts

1 Twisted

2 Wide

3 Narrow

4 Round (curved)

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to dodge

imaginary cotton balls

being thrown be their

partners while their feet is

stuck in quick sand for 60

seconds

Dodging

Directions

1 Updown

2 Forwardbackward

3 Rightleft

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to avoid

a rolled ball from partner

10 times using a change

of directions

Dodging chasing fleeing

Cues

All the above

Summative Experience

9

Name _______________________________________________

Cognitive Pre-Test Assessment ndash Lesson 1

Directions Circle the correct picture for each question below

1 If something is far away and you want to catch it how would you chase it

Slow Fast Medium

1 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

2 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

10

Name _______________________________________________Date ________________

Cognitive Post Test Assessment ndash Lesson 10

Directions Circle the correct picture for each question below

2 If something is far away and you want to catch it how fast should you run to chase it

Slow Fast Medium

3 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

4 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

3

KSS 3401 Block Plan

Unit Goals

Psychomotor ESWBAT dodge chase or flee from one another by following all of the cues

(eyes scanning balls of feet use fakestwistsstretches quick change of directions) for each skill

theme during isolated and partner extension and refinement tasks as well as small sided

application tasks

Cognitive ESWBAT identify the cues for all three skill themes (dodging chasing and fleeing)

understand the reasoning behind those cues and be able to recall them during large and small in

in-class discussions with a partner and on cognitive exit slips

Affective ESWBAT show respect to the teachers and their peers by being quiet and eyes on the

teacher during teacher instruction or in-class discussions and treat the equipment with respect by

putting anything away when told or by simply using the equipment as instructed in physical

education class

Day 1

Introduction Teachers will do an instant

activity when they enter the room Teachers

will introduce themselves to the students and

hand name tags to each kid We will

introduce them to their skill theme unit

dodging chasing and fleeing We will also

show the students what we expect as far as

classroom protocol

Content Development Teachers will begin

class with introductions They will then give

a brief explanation of the movement concept

they will be teaching (dodging chasing and

fleeing) They will give cognitive pre-test

immediately following the introduction

Teachers will follow the cognitive test with a

brief activity to install teacher protocols

during the unit Teachers will install start and

stop signals of ldquofreezerdquo and ldquogordquo They will

do extensions tasks for each fleeing chasing

and dodging for the psychomotor teacher

checklist pre-test We will end the class by

filling out an affective exit slip pre-test so that

we have covered all 3 domains

Assessment Psychomotor cognitive and

affective pre-test

Closure We will close by thanking the

students for listening and cooperating in

todayrsquos lesson We will review again what

Day2

Introduction As students enter the room we

will send them into the instant activity The

instant activity will be ldquoclimb the mountainrdquo

We will then introduce the lesson of fleeing

using directions

Content Development The lesson will begin

with introduction of the self and general

space Teachers will discuss directions with

students of forwardbackward and leftright

Teachers will do a variety of ERA tasks to

enforce the cues of fleeing and changing

directions Students will finish with the

application task of fleeing using change of

direction and running from the rolling balls

(Cues eyes up and scanningquick change of

directions)

Assessment Affective exit slip assessment

over feelings using directions

Closure Teachers will thank students for

doing a good job fleeing in all directions

today They will explain to students that next

class period will continue with fleeing but we

are going to work on fleeing with objects

around We will then give instructions for the

affective exit slip that students need to fill out

before they are ready to leave class

4

we do when we say ldquofreezerdquo and ldquogordquo so that

everyone is on the same page for how things

will work during the unit

Day 3

Introduction Teachers will begin with an

instant activity They will then freeze the

students to explain the dayrsquos lesson of fleeing

around overunder and alongthrough objects

or with people and pathways

Content Development We will begin with an

instant activity We will then have a

discussion of fleeing around objects

Students will know the importance of

scanning with eyes to makes sure to avoid

objects and people when fleeing They will

do a variety of ERA tasks to enforce the cues

of fleeing around overunder and

alongthrough objects and people We will

then get into fleeing using pathways (zig-zag

curved straight) Students will do a variety

of ERA tasks to enforce the cues of pathways

(Cues eyes scanning quick change of

direction)

Assessment Cognitive exit slip assessment

over fleeing with objects or people and

pathways

Closure Students will bet thanked for their

participation in the obstacle course and

congratulated on not getting caught while

fleeing Teachers will review what cues were

learned today and how they are important

when fleeing Teachers will then explain the

directions and questions on the cognitive exit

slip Students will then take the exit slip

before leaving class

Day 4

Introduction Teachers will begin with an

instant activity They will then get into

fleeing using extensions and time (nearfar

slowfast)

Content Development Teachers will begin

with the discussion of chasing with extensions

(nearfar) and time (fastslow) Teachers will

explain the importance of combining the two

Chasing objects far away students need to run

fast They will do a variety of ERA tasks to

ensure the cues and concepts are understood

(Cues eyes scanning quick change of

direction)

Assessment Psychomotor teacher checklist

over fleeing using extensions and time

Closure Teachers will thank the students for

really focusing on the cues of chasing today

We will recap what we talked about during

the lesson We will also explain what we will

be doing next time which will be chasing

using levels

Day 5

Introduction We will begin with an instant

activity to get kids moving We will then

introduce the concept of chasing using levels

(low middle high)

Day 6

Introduction We will begin right away with

an instant activity to get students moving We

will then bring students in to review last

5

Content Development Teachers will begin

with time talking about the difference

between chasing fast and slow They will do

a variety of ERA tasks to explain the

differences They will also discuss chasing

far and near objects and the different ways to

do that A variety of ERA task will be used

here as well We will finish with an

application of chasing a partner that starts

from different distances away (Cues bend at

knees)

Assessment Affective student exit slip over

their behaviors during class

Closure Teachers will close the day with

thanking the students for their effort of

chasing at different levels We will make

sure they understand the cues discussed in the

lesson We will take time to finish up the

class with an affective exit slip for the

students

lesson and discuss todayrsquos lesson of chasing

using mirroring and matching

Content Development Teachers will begin by

telling students why mirroring and matching

is important If yoursquore chasing a fleeing

object it is important to match their

movements We will do a variety of ERA

tasks with a partner in small groups and as a

class to help enforce the cues of mirroring and

matching Students will perform tasks of

follow the leader and Pac-man to demonstrate

matching Students will perform name

writing activities with a partner to

demonstrate mirroring (Cues oppositesame)

Assessment Cognitive exit slip over

mirroring and matching

Closure Teachers will ask students again

about mirroring and matching to reinforce the

cues We will then give the students time to

fill out a cognitive exit slip over the cues of

mirroring and matching

Day 7

Introduction Teachers will begin class with

an instant activity to get students moving

Teachers will then bring students in and have

a discussion about the dayrsquos lesson of

dodging We will be specifically discussing

dodging using body parts We will discuss

the importance of dodging using fakes twists

and stretches to avoid objects

Content Development In this lesson we will

focus on dodging using body parts We want

students to practice using movements of their

bodies Here we will dodge balloons taped to

the wall Students will keep their feet still

and twist with their bodies to dodge the

balloons Students will do other ERA tasks to

learn the cues (Cues Fakes twists and

stretches balls of feet)

Day 8

Introduction Teachers will begin with an

instant activity They will then bring students

in for a very brief review of last lesson and

discuss dodging using directions

Content Development Teachers will discuss

the importance of moving forwardbackward

updown and leftright when dodging objects

Teachers will then do a variety of ERA tasks

to help students practice using the cues given

Students will be broken into small groups to

work at stations (Cues fakes twists and

stretches balls of feet)

Assessment Cognitive Exit Slip Assessment

on dodging using directions

Closure Teachers will bring students in for a

brief discussion on the cues discussed today

6

Assessment Psychomotor Teacher Checklist

of dodging using body parts

Closure Teachers will thank students for

doing a good work on dodging the balloons

using the cues We will have a brief

discussion of the studentrsquos thoughts of the

activities during the day

They will then read the directions and the

questions on the cognitive exit slip students

will answer before leaving class

Day 9

Introduction Teachers will begin with an

instant activity They will then bring students

in to discuss the lesson for today which will

be a review from the entire unit

Content Development Teachers will give the

post-test on this day They will begin with

the cognitive post-test right after the

introduction They will then go into the post-

test ERA tasks for the psychomotor teacher

checklist These tasks will be the exact same

from lesson 1 We will end the class with the

affective exit slip post-test to cover all 3

domains

Assessment Psychomotor cognitive and

affective post-test

Closure We will thank students for their

participation in the tests We will also

introduce the activities for the summative

experience in the final lesson

Day 10

Introduction Today we will begin be

introducing the objectives to the chasing

fleeing and dodging obstacle course

Content Development This will be

summative dodging chasing and fleeing

experience for the students over the lesson

Assessment Affective Assessment over entire

unit

Closure Students will be thanked for their

participation in the unit Teachers will say

their good-byes

7

DEVELOPMENTAL ANALYSIS OF CONTENT

EXTENSION REFINEMENT APPLICATION

Dodging Chasing Fleeing

Location

1 Self-space

2 General space

Cues

Balls of feet

Change of

directions

Use fakes twists

and stretches

Students will try to avoid

objects on the ground by

chasing an imaginary

rabbit for 60 seconds

Fleeing

Directions

1 Forwardbackward

2 Rightleft

Cues

Eyes scanning

Quick movements

Students will see how

many times they can

change directions in one

minute without being

caught by their imaginary

chaser

Fleeing

With objects or people

1 Around

2 Overunder

3 Alongthrough

Cues

Eyes scanning

Quick change of

directions

Students will go through

the teacherrsquos imaginary

obstacle course without

getting ldquotripped uprdquo

Fleeing

Pathways

1 Straight

2 Curved

3 Zig zag

Cues

Eyes scanning

Quick change of

directions

Students will run in

different pathways for 30

seconds trying not to get

caught by their partner

Chasing

Extension

1 Far

2 Near

Cues

React to person or

object

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Time

1 Fast

2 Slow

Cues

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Levels

1 Low

2 Middle

3 High

Cues

Stay close to the

ground (low)

Stay low but not

too high

Reach up as high

as possible

Students will try to catch

the rabbit before it reaches

its hole It will go over

logs under tree limbs and

through tunnels

8

Chasing

With people

1 Partners

2 Matchingmirroring

Cues

Copy the fleeing

object

Do the opposite of

fleeing object

Students will follow a

partner trying to match

them for 60 seconds

Students will follow a

partner trying to mirror

them for 60 seconds

Dodging

Of body parts

1 Twisted

2 Wide

3 Narrow

4 Round (curved)

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to dodge

imaginary cotton balls

being thrown be their

partners while their feet is

stuck in quick sand for 60

seconds

Dodging

Directions

1 Updown

2 Forwardbackward

3 Rightleft

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to avoid

a rolled ball from partner

10 times using a change

of directions

Dodging chasing fleeing

Cues

All the above

Summative Experience

9

Name _______________________________________________

Cognitive Pre-Test Assessment ndash Lesson 1

Directions Circle the correct picture for each question below

1 If something is far away and you want to catch it how would you chase it

Slow Fast Medium

1 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

2 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

10

Name _______________________________________________Date ________________

Cognitive Post Test Assessment ndash Lesson 10

Directions Circle the correct picture for each question below

2 If something is far away and you want to catch it how fast should you run to chase it

Slow Fast Medium

3 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

4 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

4

we do when we say ldquofreezerdquo and ldquogordquo so that

everyone is on the same page for how things

will work during the unit

Day 3

Introduction Teachers will begin with an

instant activity They will then freeze the

students to explain the dayrsquos lesson of fleeing

around overunder and alongthrough objects

or with people and pathways

Content Development We will begin with an

instant activity We will then have a

discussion of fleeing around objects

Students will know the importance of

scanning with eyes to makes sure to avoid

objects and people when fleeing They will

do a variety of ERA tasks to enforce the cues

of fleeing around overunder and

alongthrough objects and people We will

then get into fleeing using pathways (zig-zag

curved straight) Students will do a variety

of ERA tasks to enforce the cues of pathways

(Cues eyes scanning quick change of

direction)

Assessment Cognitive exit slip assessment

over fleeing with objects or people and

pathways

Closure Students will bet thanked for their

participation in the obstacle course and

congratulated on not getting caught while

fleeing Teachers will review what cues were

learned today and how they are important

when fleeing Teachers will then explain the

directions and questions on the cognitive exit

slip Students will then take the exit slip

before leaving class

Day 4

Introduction Teachers will begin with an

instant activity They will then get into

fleeing using extensions and time (nearfar

slowfast)

Content Development Teachers will begin

with the discussion of chasing with extensions

(nearfar) and time (fastslow) Teachers will

explain the importance of combining the two

Chasing objects far away students need to run

fast They will do a variety of ERA tasks to

ensure the cues and concepts are understood

(Cues eyes scanning quick change of

direction)

Assessment Psychomotor teacher checklist

over fleeing using extensions and time

Closure Teachers will thank the students for

really focusing on the cues of chasing today

We will recap what we talked about during

the lesson We will also explain what we will

be doing next time which will be chasing

using levels

Day 5

Introduction We will begin with an instant

activity to get kids moving We will then

introduce the concept of chasing using levels

(low middle high)

Day 6

Introduction We will begin right away with

an instant activity to get students moving We

will then bring students in to review last

5

Content Development Teachers will begin

with time talking about the difference

between chasing fast and slow They will do

a variety of ERA tasks to explain the

differences They will also discuss chasing

far and near objects and the different ways to

do that A variety of ERA task will be used

here as well We will finish with an

application of chasing a partner that starts

from different distances away (Cues bend at

knees)

Assessment Affective student exit slip over

their behaviors during class

Closure Teachers will close the day with

thanking the students for their effort of

chasing at different levels We will make

sure they understand the cues discussed in the

lesson We will take time to finish up the

class with an affective exit slip for the

students

lesson and discuss todayrsquos lesson of chasing

using mirroring and matching

Content Development Teachers will begin by

telling students why mirroring and matching

is important If yoursquore chasing a fleeing

object it is important to match their

movements We will do a variety of ERA

tasks with a partner in small groups and as a

class to help enforce the cues of mirroring and

matching Students will perform tasks of

follow the leader and Pac-man to demonstrate

matching Students will perform name

writing activities with a partner to

demonstrate mirroring (Cues oppositesame)

Assessment Cognitive exit slip over

mirroring and matching

Closure Teachers will ask students again

about mirroring and matching to reinforce the

cues We will then give the students time to

fill out a cognitive exit slip over the cues of

mirroring and matching

Day 7

Introduction Teachers will begin class with

an instant activity to get students moving

Teachers will then bring students in and have

a discussion about the dayrsquos lesson of

dodging We will be specifically discussing

dodging using body parts We will discuss

the importance of dodging using fakes twists

and stretches to avoid objects

Content Development In this lesson we will

focus on dodging using body parts We want

students to practice using movements of their

bodies Here we will dodge balloons taped to

the wall Students will keep their feet still

and twist with their bodies to dodge the

balloons Students will do other ERA tasks to

learn the cues (Cues Fakes twists and

stretches balls of feet)

Day 8

Introduction Teachers will begin with an

instant activity They will then bring students

in for a very brief review of last lesson and

discuss dodging using directions

Content Development Teachers will discuss

the importance of moving forwardbackward

updown and leftright when dodging objects

Teachers will then do a variety of ERA tasks

to help students practice using the cues given

Students will be broken into small groups to

work at stations (Cues fakes twists and

stretches balls of feet)

Assessment Cognitive Exit Slip Assessment

on dodging using directions

Closure Teachers will bring students in for a

brief discussion on the cues discussed today

6

Assessment Psychomotor Teacher Checklist

of dodging using body parts

Closure Teachers will thank students for

doing a good work on dodging the balloons

using the cues We will have a brief

discussion of the studentrsquos thoughts of the

activities during the day

They will then read the directions and the

questions on the cognitive exit slip students

will answer before leaving class

Day 9

Introduction Teachers will begin with an

instant activity They will then bring students

in to discuss the lesson for today which will

be a review from the entire unit

Content Development Teachers will give the

post-test on this day They will begin with

the cognitive post-test right after the

introduction They will then go into the post-

test ERA tasks for the psychomotor teacher

checklist These tasks will be the exact same

from lesson 1 We will end the class with the

affective exit slip post-test to cover all 3

domains

Assessment Psychomotor cognitive and

affective post-test

Closure We will thank students for their

participation in the tests We will also

introduce the activities for the summative

experience in the final lesson

Day 10

Introduction Today we will begin be

introducing the objectives to the chasing

fleeing and dodging obstacle course

Content Development This will be

summative dodging chasing and fleeing

experience for the students over the lesson

Assessment Affective Assessment over entire

unit

Closure Students will be thanked for their

participation in the unit Teachers will say

their good-byes

7

DEVELOPMENTAL ANALYSIS OF CONTENT

EXTENSION REFINEMENT APPLICATION

Dodging Chasing Fleeing

Location

1 Self-space

2 General space

Cues

Balls of feet

Change of

directions

Use fakes twists

and stretches

Students will try to avoid

objects on the ground by

chasing an imaginary

rabbit for 60 seconds

Fleeing

Directions

1 Forwardbackward

2 Rightleft

Cues

Eyes scanning

Quick movements

Students will see how

many times they can

change directions in one

minute without being

caught by their imaginary

chaser

Fleeing

With objects or people

1 Around

2 Overunder

3 Alongthrough

Cues

Eyes scanning

Quick change of

directions

Students will go through

the teacherrsquos imaginary

obstacle course without

getting ldquotripped uprdquo

Fleeing

Pathways

1 Straight

2 Curved

3 Zig zag

Cues

Eyes scanning

Quick change of

directions

Students will run in

different pathways for 30

seconds trying not to get

caught by their partner

Chasing

Extension

1 Far

2 Near

Cues

React to person or

object

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Time

1 Fast

2 Slow

Cues

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Levels

1 Low

2 Middle

3 High

Cues

Stay close to the

ground (low)

Stay low but not

too high

Reach up as high

as possible

Students will try to catch

the rabbit before it reaches

its hole It will go over

logs under tree limbs and

through tunnels

8

Chasing

With people

1 Partners

2 Matchingmirroring

Cues

Copy the fleeing

object

Do the opposite of

fleeing object

Students will follow a

partner trying to match

them for 60 seconds

Students will follow a

partner trying to mirror

them for 60 seconds

Dodging

Of body parts

1 Twisted

2 Wide

3 Narrow

4 Round (curved)

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to dodge

imaginary cotton balls

being thrown be their

partners while their feet is

stuck in quick sand for 60

seconds

Dodging

Directions

1 Updown

2 Forwardbackward

3 Rightleft

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to avoid

a rolled ball from partner

10 times using a change

of directions

Dodging chasing fleeing

Cues

All the above

Summative Experience

9

Name _______________________________________________

Cognitive Pre-Test Assessment ndash Lesson 1

Directions Circle the correct picture for each question below

1 If something is far away and you want to catch it how would you chase it

Slow Fast Medium

1 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

2 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

10

Name _______________________________________________Date ________________

Cognitive Post Test Assessment ndash Lesson 10

Directions Circle the correct picture for each question below

2 If something is far away and you want to catch it how fast should you run to chase it

Slow Fast Medium

3 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

4 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

5

Content Development Teachers will begin

with time talking about the difference

between chasing fast and slow They will do

a variety of ERA tasks to explain the

differences They will also discuss chasing

far and near objects and the different ways to

do that A variety of ERA task will be used

here as well We will finish with an

application of chasing a partner that starts

from different distances away (Cues bend at

knees)

Assessment Affective student exit slip over

their behaviors during class

Closure Teachers will close the day with

thanking the students for their effort of

chasing at different levels We will make

sure they understand the cues discussed in the

lesson We will take time to finish up the

class with an affective exit slip for the

students

lesson and discuss todayrsquos lesson of chasing

using mirroring and matching

Content Development Teachers will begin by

telling students why mirroring and matching

is important If yoursquore chasing a fleeing

object it is important to match their

movements We will do a variety of ERA

tasks with a partner in small groups and as a

class to help enforce the cues of mirroring and

matching Students will perform tasks of

follow the leader and Pac-man to demonstrate

matching Students will perform name

writing activities with a partner to

demonstrate mirroring (Cues oppositesame)

Assessment Cognitive exit slip over

mirroring and matching

Closure Teachers will ask students again

about mirroring and matching to reinforce the

cues We will then give the students time to

fill out a cognitive exit slip over the cues of

mirroring and matching

Day 7

Introduction Teachers will begin class with

an instant activity to get students moving

Teachers will then bring students in and have

a discussion about the dayrsquos lesson of

dodging We will be specifically discussing

dodging using body parts We will discuss

the importance of dodging using fakes twists

and stretches to avoid objects

Content Development In this lesson we will

focus on dodging using body parts We want

students to practice using movements of their

bodies Here we will dodge balloons taped to

the wall Students will keep their feet still

and twist with their bodies to dodge the

balloons Students will do other ERA tasks to

learn the cues (Cues Fakes twists and

stretches balls of feet)

Day 8

Introduction Teachers will begin with an

instant activity They will then bring students

in for a very brief review of last lesson and

discuss dodging using directions

Content Development Teachers will discuss

the importance of moving forwardbackward

updown and leftright when dodging objects

Teachers will then do a variety of ERA tasks

to help students practice using the cues given

Students will be broken into small groups to

work at stations (Cues fakes twists and

stretches balls of feet)

Assessment Cognitive Exit Slip Assessment

on dodging using directions

Closure Teachers will bring students in for a

brief discussion on the cues discussed today

6

Assessment Psychomotor Teacher Checklist

of dodging using body parts

Closure Teachers will thank students for

doing a good work on dodging the balloons

using the cues We will have a brief

discussion of the studentrsquos thoughts of the

activities during the day

They will then read the directions and the

questions on the cognitive exit slip students

will answer before leaving class

Day 9

Introduction Teachers will begin with an

instant activity They will then bring students

in to discuss the lesson for today which will

be a review from the entire unit

Content Development Teachers will give the

post-test on this day They will begin with

the cognitive post-test right after the

introduction They will then go into the post-

test ERA tasks for the psychomotor teacher

checklist These tasks will be the exact same

from lesson 1 We will end the class with the

affective exit slip post-test to cover all 3

domains

Assessment Psychomotor cognitive and

affective post-test

Closure We will thank students for their

participation in the tests We will also

introduce the activities for the summative

experience in the final lesson

Day 10

Introduction Today we will begin be

introducing the objectives to the chasing

fleeing and dodging obstacle course

Content Development This will be

summative dodging chasing and fleeing

experience for the students over the lesson

Assessment Affective Assessment over entire

unit

Closure Students will be thanked for their

participation in the unit Teachers will say

their good-byes

7

DEVELOPMENTAL ANALYSIS OF CONTENT

EXTENSION REFINEMENT APPLICATION

Dodging Chasing Fleeing

Location

1 Self-space

2 General space

Cues

Balls of feet

Change of

directions

Use fakes twists

and stretches

Students will try to avoid

objects on the ground by

chasing an imaginary

rabbit for 60 seconds

Fleeing

Directions

1 Forwardbackward

2 Rightleft

Cues

Eyes scanning

Quick movements

Students will see how

many times they can

change directions in one

minute without being

caught by their imaginary

chaser

Fleeing

With objects or people

1 Around

2 Overunder

3 Alongthrough

Cues

Eyes scanning

Quick change of

directions

Students will go through

the teacherrsquos imaginary

obstacle course without

getting ldquotripped uprdquo

Fleeing

Pathways

1 Straight

2 Curved

3 Zig zag

Cues

Eyes scanning

Quick change of

directions

Students will run in

different pathways for 30

seconds trying not to get

caught by their partner

Chasing

Extension

1 Far

2 Near

Cues

React to person or

object

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Time

1 Fast

2 Slow

Cues

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Levels

1 Low

2 Middle

3 High

Cues

Stay close to the

ground (low)

Stay low but not

too high

Reach up as high

as possible

Students will try to catch

the rabbit before it reaches

its hole It will go over

logs under tree limbs and

through tunnels

8

Chasing

With people

1 Partners

2 Matchingmirroring

Cues

Copy the fleeing

object

Do the opposite of

fleeing object

Students will follow a

partner trying to match

them for 60 seconds

Students will follow a

partner trying to mirror

them for 60 seconds

Dodging

Of body parts

1 Twisted

2 Wide

3 Narrow

4 Round (curved)

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to dodge

imaginary cotton balls

being thrown be their

partners while their feet is

stuck in quick sand for 60

seconds

Dodging

Directions

1 Updown

2 Forwardbackward

3 Rightleft

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to avoid

a rolled ball from partner

10 times using a change

of directions

Dodging chasing fleeing

Cues

All the above

Summative Experience

9

Name _______________________________________________

Cognitive Pre-Test Assessment ndash Lesson 1

Directions Circle the correct picture for each question below

1 If something is far away and you want to catch it how would you chase it

Slow Fast Medium

1 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

2 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

10

Name _______________________________________________Date ________________

Cognitive Post Test Assessment ndash Lesson 10

Directions Circle the correct picture for each question below

2 If something is far away and you want to catch it how fast should you run to chase it

Slow Fast Medium

3 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

4 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

6

Assessment Psychomotor Teacher Checklist

of dodging using body parts

Closure Teachers will thank students for

doing a good work on dodging the balloons

using the cues We will have a brief

discussion of the studentrsquos thoughts of the

activities during the day

They will then read the directions and the

questions on the cognitive exit slip students

will answer before leaving class

Day 9

Introduction Teachers will begin with an

instant activity They will then bring students

in to discuss the lesson for today which will

be a review from the entire unit

Content Development Teachers will give the

post-test on this day They will begin with

the cognitive post-test right after the

introduction They will then go into the post-

test ERA tasks for the psychomotor teacher

checklist These tasks will be the exact same

from lesson 1 We will end the class with the

affective exit slip post-test to cover all 3

domains

Assessment Psychomotor cognitive and

affective post-test

Closure We will thank students for their

participation in the tests We will also

introduce the activities for the summative

experience in the final lesson

Day 10

Introduction Today we will begin be

introducing the objectives to the chasing

fleeing and dodging obstacle course

Content Development This will be

summative dodging chasing and fleeing

experience for the students over the lesson

Assessment Affective Assessment over entire

unit

Closure Students will be thanked for their

participation in the unit Teachers will say

their good-byes

7

DEVELOPMENTAL ANALYSIS OF CONTENT

EXTENSION REFINEMENT APPLICATION

Dodging Chasing Fleeing

Location

1 Self-space

2 General space

Cues

Balls of feet

Change of

directions

Use fakes twists

and stretches

Students will try to avoid

objects on the ground by

chasing an imaginary

rabbit for 60 seconds

Fleeing

Directions

1 Forwardbackward

2 Rightleft

Cues

Eyes scanning

Quick movements

Students will see how

many times they can

change directions in one

minute without being

caught by their imaginary

chaser

Fleeing

With objects or people

1 Around

2 Overunder

3 Alongthrough

Cues

Eyes scanning

Quick change of

directions

Students will go through

the teacherrsquos imaginary

obstacle course without

getting ldquotripped uprdquo

Fleeing

Pathways

1 Straight

2 Curved

3 Zig zag

Cues

Eyes scanning

Quick change of

directions

Students will run in

different pathways for 30

seconds trying not to get

caught by their partner

Chasing

Extension

1 Far

2 Near

Cues

React to person or

object

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Time

1 Fast

2 Slow

Cues

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Levels

1 Low

2 Middle

3 High

Cues

Stay close to the

ground (low)

Stay low but not

too high

Reach up as high

as possible

Students will try to catch

the rabbit before it reaches

its hole It will go over

logs under tree limbs and

through tunnels

8

Chasing

With people

1 Partners

2 Matchingmirroring

Cues

Copy the fleeing

object

Do the opposite of

fleeing object

Students will follow a

partner trying to match

them for 60 seconds

Students will follow a

partner trying to mirror

them for 60 seconds

Dodging

Of body parts

1 Twisted

2 Wide

3 Narrow

4 Round (curved)

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to dodge

imaginary cotton balls

being thrown be their

partners while their feet is

stuck in quick sand for 60

seconds

Dodging

Directions

1 Updown

2 Forwardbackward

3 Rightleft

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to avoid

a rolled ball from partner

10 times using a change

of directions

Dodging chasing fleeing

Cues

All the above

Summative Experience

9

Name _______________________________________________

Cognitive Pre-Test Assessment ndash Lesson 1

Directions Circle the correct picture for each question below

1 If something is far away and you want to catch it how would you chase it

Slow Fast Medium

1 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

2 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

10

Name _______________________________________________Date ________________

Cognitive Post Test Assessment ndash Lesson 10

Directions Circle the correct picture for each question below

2 If something is far away and you want to catch it how fast should you run to chase it

Slow Fast Medium

3 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

4 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

7

DEVELOPMENTAL ANALYSIS OF CONTENT

EXTENSION REFINEMENT APPLICATION

Dodging Chasing Fleeing

Location

1 Self-space

2 General space

Cues

Balls of feet

Change of

directions

Use fakes twists

and stretches

Students will try to avoid

objects on the ground by

chasing an imaginary

rabbit for 60 seconds

Fleeing

Directions

1 Forwardbackward

2 Rightleft

Cues

Eyes scanning

Quick movements

Students will see how

many times they can

change directions in one

minute without being

caught by their imaginary

chaser

Fleeing

With objects or people

1 Around

2 Overunder

3 Alongthrough

Cues

Eyes scanning

Quick change of

directions

Students will go through

the teacherrsquos imaginary

obstacle course without

getting ldquotripped uprdquo

Fleeing

Pathways

1 Straight

2 Curved

3 Zig zag

Cues

Eyes scanning

Quick change of

directions

Students will run in

different pathways for 30

seconds trying not to get

caught by their partner

Chasing

Extension

1 Far

2 Near

Cues

React to person or

object

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Time

1 Fast

2 Slow

Cues

Balls of feet

Students will try to catch

a partner that starts both

near and far away

Chasing

Levels

1 Low

2 Middle

3 High

Cues

Stay close to the

ground (low)

Stay low but not

too high

Reach up as high

as possible

Students will try to catch

the rabbit before it reaches

its hole It will go over

logs under tree limbs and

through tunnels

8

Chasing

With people

1 Partners

2 Matchingmirroring

Cues

Copy the fleeing

object

Do the opposite of

fleeing object

Students will follow a

partner trying to match

them for 60 seconds

Students will follow a

partner trying to mirror

them for 60 seconds

Dodging

Of body parts

1 Twisted

2 Wide

3 Narrow

4 Round (curved)

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to dodge

imaginary cotton balls

being thrown be their

partners while their feet is

stuck in quick sand for 60

seconds

Dodging

Directions

1 Updown

2 Forwardbackward

3 Rightleft

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to avoid

a rolled ball from partner

10 times using a change

of directions

Dodging chasing fleeing

Cues

All the above

Summative Experience

9

Name _______________________________________________

Cognitive Pre-Test Assessment ndash Lesson 1

Directions Circle the correct picture for each question below

1 If something is far away and you want to catch it how would you chase it

Slow Fast Medium

1 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

2 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

10

Name _______________________________________________Date ________________

Cognitive Post Test Assessment ndash Lesson 10

Directions Circle the correct picture for each question below

2 If something is far away and you want to catch it how fast should you run to chase it

Slow Fast Medium

3 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

4 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

8

Chasing

With people

1 Partners

2 Matchingmirroring

Cues

Copy the fleeing

object

Do the opposite of

fleeing object

Students will follow a

partner trying to match

them for 60 seconds

Students will follow a

partner trying to mirror

them for 60 seconds

Dodging

Of body parts

1 Twisted

2 Wide

3 Narrow

4 Round (curved)

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to dodge

imaginary cotton balls

being thrown be their

partners while their feet is

stuck in quick sand for 60

seconds

Dodging

Directions

1 Updown

2 Forwardbackward

3 Rightleft

Cues

Use fakes twists

and stretches

Balls of feet

Students will try to avoid

a rolled ball from partner

10 times using a change

of directions

Dodging chasing fleeing

Cues

All the above

Summative Experience

9

Name _______________________________________________

Cognitive Pre-Test Assessment ndash Lesson 1

Directions Circle the correct picture for each question below

1 If something is far away and you want to catch it how would you chase it

Slow Fast Medium

1 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

2 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

10

Name _______________________________________________Date ________________

Cognitive Post Test Assessment ndash Lesson 10

Directions Circle the correct picture for each question below

2 If something is far away and you want to catch it how fast should you run to chase it

Slow Fast Medium

3 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

4 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

9

Name _______________________________________________

Cognitive Pre-Test Assessment ndash Lesson 1

Directions Circle the correct picture for each question below

1 If something is far away and you want to catch it how would you chase it

Slow Fast Medium

1 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

2 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

10

Name _______________________________________________Date ________________

Cognitive Post Test Assessment ndash Lesson 10

Directions Circle the correct picture for each question below

2 If something is far away and you want to catch it how fast should you run to chase it

Slow Fast Medium

3 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

4 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

10

Name _______________________________________________Date ________________

Cognitive Post Test Assessment ndash Lesson 10

Directions Circle the correct picture for each question below

2 If something is far away and you want to catch it how fast should you run to chase it

Slow Fast Medium

3 When you dodge a balloon on the floor you want to

Go through it Go around it Go over it

4 There is a log on the ground and you are chasing a rabbit do you

Go under it Go over it

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

11

Name_____________________________________ Date __________________

Affective Self-Assessment Pretest-Lesson 1

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Fleeing the Leprechaun Chasing the Dog Dodging the Balloons

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

4 Circle the picture that you think is the best way to show respect to one another

Arguing High Fiving

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

12

Name_____________________________________

Affective Post-test Assessment-Lesson 10

1 Circle the face that describes your feelings about todayrsquos activities

Happy Sad

2 Circle your favorite activity that we did in class today

Chasing the Dog Dodging the Balloons Fleeing the Easter Bunny

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

13

Name Chasing Dodging Fleeing

Eyes

scanning

Quick change of direction

Fakes twisting

and stretching

Balls of feet

Eyes scanning

Quick change of direction

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Carl Sandburg Elementary

Mrs VanMeter 1st Grade Class

Chasing Dodging and Fleeing

Psychomotor Pre-Test

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

14

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

15

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

16

05

10152025

Pre-Test Post-Test

Happy 21 23

Sad 1 0

Pre-Test vs Post-Test Question 1 How did todays activities make you feel

0

5

10

15

20

Dogs Balloons Easter BunnyLeprachaun

Pre-Test

Post-Test

05

10152025

Pre-Test Post-Test

Away 22 23

Left on the Floor 0 0

Affective Assessment Pre vs Post Test Question 3 Circle the picture that you think

is the best way to put away equipment

Affective Assessment Pre vs Post Test Question 2

What was your favorite activity we did in class today

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

17

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

18

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

19

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

20

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

21

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

22

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

23

Affective Teacher Checklist ndash

Lesson 2

An X in the box indicates the student performed this task successfully

Name

Student stays in their own

generalself-space

Student follows all

instructional cues and

directions from the

teachers

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

24

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

25

74

26

Lesson 2 Affective Checklist (Student Stays in their own GeneralSelf-Space)

Yes

No

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

26

Name Date

Lesson 3 Cognitive Student Assessment

Circle the two pictures that best shows how we flee with objects and people

around

Go around it Go through it Go over it

Circle the answer that shows how your eyes should be when fleeing

Eyes scanning Eyes closed Eyes looking at ground

Draw a zig-zag pathway Draw a curved pathway Draw a straight pathway

27

96

4

Lesson 3Partner Cognitive Student Assessment

Correct Answers

IncorrectAnswers

100

0

Lesson 3Partner Cognitive Student Assessment

Question 1

CorrectAnswers

100

0

Lesson 3Partner Cognitive Student Assessment

Question 2

CorrectAnswers

28

100

0

Lesson 3Partner Cognitive Student Assessment

Question 3

CorrectAnswers

85

15

Lesson 3Partner Cognitive Student Assessment

Question 4Correct Answers

Incorrect Answers

100

0

Lesson 3Partner Cognitive Student Assessment

Question 5

CorrectAnswers

29

30

31

Psychomotor Teacher Checklist ndash

Lesson 4

An X in the box indicates the student performed this task successfully

A ndash in the box indicates the students that do not perform the task

successfully

Name Eyes scanning

Quick change of

direction

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

32

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

33

0 1

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 1

Quick Changes ofDirections

Eye Scanning

0 1

Kolesar Jett

Louthan Tristan

Ogle Daniel

Powers Kamarion

Strange Emma

Tryon Natashia

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 2

Quick Changes ofDirections

Eye Scanning

34

Name___________________________ Date_______________

Behavioral Affective Exit Slip-Lesson 5 Chasing (Levels)

Yes or No

I played fair

I didnrsquot waste time

I worked well with

other students

I tried my best today

I did not get bossy

35

96

4

Lesson 5Behavioral Affective Assessment

Question 1

Yes Answers

No Answers

87

13

Lesson 5Behavioral Affective Assessment

Question 2

Yes Answers

No Answers

96

4 Lesson 5Behavioral Affective Assessment

Question 3

Yes Answers

No Answers

36

91

9

Lesson 5 Behavioral Affective AssessmentQuestion 4

Yes Answers

No Answers

74

26

Lesson 5Behavioral Affective Assessment

Question 5

Yes Answers

No Answers

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

28

100

0

Lesson 3Partner Cognitive Student Assessment

Question 3

CorrectAnswers

85

15

Lesson 3Partner Cognitive Student Assessment

Question 4Correct Answers

Incorrect Answers

100

0

Lesson 3Partner Cognitive Student Assessment

Question 5

CorrectAnswers

29

30

31

Psychomotor Teacher Checklist ndash

Lesson 4

An X in the box indicates the student performed this task successfully

A ndash in the box indicates the students that do not perform the task

successfully

Name Eyes scanning

Quick change of

direction

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

32

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

33

0 1

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 1

Quick Changes ofDirections

Eye Scanning

0 1

Kolesar Jett

Louthan Tristan

Ogle Daniel

Powers Kamarion

Strange Emma

Tryon Natashia

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 2

Quick Changes ofDirections

Eye Scanning

34

Name___________________________ Date_______________

Behavioral Affective Exit Slip-Lesson 5 Chasing (Levels)

Yes or No

I played fair

I didnrsquot waste time

I worked well with

other students

I tried my best today

I did not get bossy

35

96

4

Lesson 5Behavioral Affective Assessment

Question 1

Yes Answers

No Answers

87

13

Lesson 5Behavioral Affective Assessment

Question 2

Yes Answers

No Answers

96

4 Lesson 5Behavioral Affective Assessment

Question 3

Yes Answers

No Answers

36

91

9

Lesson 5 Behavioral Affective AssessmentQuestion 4

Yes Answers

No Answers

74

26

Lesson 5Behavioral Affective Assessment

Question 5

Yes Answers

No Answers

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

29

30

31

Psychomotor Teacher Checklist ndash

Lesson 4

An X in the box indicates the student performed this task successfully

A ndash in the box indicates the students that do not perform the task

successfully

Name Eyes scanning

Quick change of

direction

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

32

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

33

0 1

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 1

Quick Changes ofDirections

Eye Scanning

0 1

Kolesar Jett

Louthan Tristan

Ogle Daniel

Powers Kamarion

Strange Emma

Tryon Natashia

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 2

Quick Changes ofDirections

Eye Scanning

34

Name___________________________ Date_______________

Behavioral Affective Exit Slip-Lesson 5 Chasing (Levels)

Yes or No

I played fair

I didnrsquot waste time

I worked well with

other students

I tried my best today

I did not get bossy

35

96

4

Lesson 5Behavioral Affective Assessment

Question 1

Yes Answers

No Answers

87

13

Lesson 5Behavioral Affective Assessment

Question 2

Yes Answers

No Answers

96

4 Lesson 5Behavioral Affective Assessment

Question 3

Yes Answers

No Answers

36

91

9

Lesson 5 Behavioral Affective AssessmentQuestion 4

Yes Answers

No Answers

74

26

Lesson 5Behavioral Affective Assessment

Question 5

Yes Answers

No Answers

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

30

31

Psychomotor Teacher Checklist ndash

Lesson 4

An X in the box indicates the student performed this task successfully

A ndash in the box indicates the students that do not perform the task

successfully

Name Eyes scanning

Quick change of

direction

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

32

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

33

0 1

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 1

Quick Changes ofDirections

Eye Scanning

0 1

Kolesar Jett

Louthan Tristan

Ogle Daniel

Powers Kamarion

Strange Emma

Tryon Natashia

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 2

Quick Changes ofDirections

Eye Scanning

34

Name___________________________ Date_______________

Behavioral Affective Exit Slip-Lesson 5 Chasing (Levels)

Yes or No

I played fair

I didnrsquot waste time

I worked well with

other students

I tried my best today

I did not get bossy

35

96

4

Lesson 5Behavioral Affective Assessment

Question 1

Yes Answers

No Answers

87

13

Lesson 5Behavioral Affective Assessment

Question 2

Yes Answers

No Answers

96

4 Lesson 5Behavioral Affective Assessment

Question 3

Yes Answers

No Answers

36

91

9

Lesson 5 Behavioral Affective AssessmentQuestion 4

Yes Answers

No Answers

74

26

Lesson 5Behavioral Affective Assessment

Question 5

Yes Answers

No Answers

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

31

Psychomotor Teacher Checklist ndash

Lesson 4

An X in the box indicates the student performed this task successfully

A ndash in the box indicates the students that do not perform the task

successfully

Name Eyes scanning

Quick change of

direction

Austin Arthur

Izayah Buchanan

Ian Corrigan

Finola Dahlke

Daniel Fagaly

Austin Fisher

Ethan Foerster

Donald Fulk

Colton Himes

Tenia Johnson

Radin Koch

Jett Kolesar

32

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

33

0 1

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 1

Quick Changes ofDirections

Eye Scanning

0 1

Kolesar Jett

Louthan Tristan

Ogle Daniel

Powers Kamarion

Strange Emma

Tryon Natashia

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 2

Quick Changes ofDirections

Eye Scanning

34

Name___________________________ Date_______________

Behavioral Affective Exit Slip-Lesson 5 Chasing (Levels)

Yes or No

I played fair

I didnrsquot waste time

I worked well with

other students

I tried my best today

I did not get bossy

35

96

4

Lesson 5Behavioral Affective Assessment

Question 1

Yes Answers

No Answers

87

13

Lesson 5Behavioral Affective Assessment

Question 2

Yes Answers

No Answers

96

4 Lesson 5Behavioral Affective Assessment

Question 3

Yes Answers

No Answers

36

91

9

Lesson 5 Behavioral Affective AssessmentQuestion 4

Yes Answers

No Answers

74

26

Lesson 5Behavioral Affective Assessment

Question 5

Yes Answers

No Answers

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

32

Phoenix Lofton

Tristan Louthan

Payton Lucas

Daniel Ogle

Jasmin Pearcy

Kamarion Powers

Isabella Spracklen

Emma Strange

Jillian Symonds

Natashia Tryon

Arabella WInes

33

0 1

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 1

Quick Changes ofDirections

Eye Scanning

0 1

Kolesar Jett

Louthan Tristan

Ogle Daniel

Powers Kamarion

Strange Emma

Tryon Natashia

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 2

Quick Changes ofDirections

Eye Scanning

34

Name___________________________ Date_______________

Behavioral Affective Exit Slip-Lesson 5 Chasing (Levels)

Yes or No

I played fair

I didnrsquot waste time

I worked well with

other students

I tried my best today

I did not get bossy

35

96

4

Lesson 5Behavioral Affective Assessment

Question 1

Yes Answers

No Answers

87

13

Lesson 5Behavioral Affective Assessment

Question 2

Yes Answers

No Answers

96

4 Lesson 5Behavioral Affective Assessment

Question 3

Yes Answers

No Answers

36

91

9

Lesson 5 Behavioral Affective AssessmentQuestion 4

Yes Answers

No Answers

74

26

Lesson 5Behavioral Affective Assessment

Question 5

Yes Answers

No Answers

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

33

0 1

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 1

Quick Changes ofDirections

Eye Scanning

0 1

Kolesar Jett

Louthan Tristan

Ogle Daniel

Powers Kamarion

Strange Emma

Tryon Natashia

Lesson 4 - Psychomotor Chasing AssessmentTeacher Checklist

Graph 2

Quick Changes ofDirections

Eye Scanning

34

Name___________________________ Date_______________

Behavioral Affective Exit Slip-Lesson 5 Chasing (Levels)

Yes or No

I played fair

I didnrsquot waste time

I worked well with

other students

I tried my best today

I did not get bossy

35

96

4

Lesson 5Behavioral Affective Assessment

Question 1

Yes Answers

No Answers

87

13

Lesson 5Behavioral Affective Assessment

Question 2

Yes Answers

No Answers

96

4 Lesson 5Behavioral Affective Assessment

Question 3

Yes Answers

No Answers

36

91

9

Lesson 5 Behavioral Affective AssessmentQuestion 4

Yes Answers

No Answers

74

26

Lesson 5Behavioral Affective Assessment

Question 5

Yes Answers

No Answers

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

34

Name___________________________ Date_______________

Behavioral Affective Exit Slip-Lesson 5 Chasing (Levels)

Yes or No

I played fair

I didnrsquot waste time

I worked well with

other students

I tried my best today

I did not get bossy

35

96

4

Lesson 5Behavioral Affective Assessment

Question 1

Yes Answers

No Answers

87

13

Lesson 5Behavioral Affective Assessment

Question 2

Yes Answers

No Answers

96

4 Lesson 5Behavioral Affective Assessment

Question 3

Yes Answers

No Answers

36

91

9

Lesson 5 Behavioral Affective AssessmentQuestion 4

Yes Answers

No Answers

74

26

Lesson 5Behavioral Affective Assessment

Question 5

Yes Answers

No Answers

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

35

96

4

Lesson 5Behavioral Affective Assessment

Question 1

Yes Answers

No Answers

87

13

Lesson 5Behavioral Affective Assessment

Question 2

Yes Answers

No Answers

96

4 Lesson 5Behavioral Affective Assessment

Question 3

Yes Answers

No Answers

36

91

9

Lesson 5 Behavioral Affective AssessmentQuestion 4

Yes Answers

No Answers

74

26

Lesson 5Behavioral Affective Assessment

Question 5

Yes Answers

No Answers

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

36

91

9

Lesson 5 Behavioral Affective AssessmentQuestion 4

Yes Answers

No Answers

74

26

Lesson 5Behavioral Affective Assessment

Question 5

Yes Answers

No Answers

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

37

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

38

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

39

Name Date

Lesson 6 Cognitive Exit Slip on Chasing

1 Circle the picture below which is an example of mirroring

2 If I am trying to match my partners movements and they stick out their right hand should I

stick out my right hand or left hand

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

40

Correct100

Incorrect0

Lesson 6 Exit Slip Question on Mirroring

67

33

Lesson 6 Exit Slip Question on Matching

Correct

Incorrect

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

41

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

42

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

43

Psychomotor Teacher Checklist ndash Lesson 7

1 Rarely shows cues in game play- Opportunity to improve cues and stability

2 Sometimes shows cue in game play- Opportunity to improve stability

3 Often uses cues in game play- Opportunity for continuous improvement

Name

Dodging

Uses Fakes When Playing Tag Games Avoid Running into their Classmates

Arthur Austin

Buchanan Izayah

Corrigan Ian

Dahlke Finola

Fagaly Daniel

Fisher Austin

Feorster Ethan

Fulk Donald

Himes Colton

Johnson Tenia

Koch Radin

Kolesar Jett

Lofton Phoenix

Louthan Tristan

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

44

Lucas Payton

Ogle Daniel

Pearcy Jasmin

Powers Kamarion

Spracklen Isabella

Strange Emma

Symonds Jilliann

Tryon Natashia

Wines Arabella

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

45

13

78

9

Lesson 7 Teacher Checklist Using Fakes When Playing Tag Games

1s

2s

3s

1s0

2s70

3s30

Lesson 7 Teacher Checklist Avoid Running into their Classmates

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

46

Name _______________________________________________

1 Circle the picture where Sponge Bob is avoiding objects

Crashing into objects Avoiding Objects

2 Circle the picture of how your feet should look on the ground when dodging

Heel on the foot Ball of foot

Carl Sandberg Elementary 1st Grade Mrs VanMeter 1st Grade ClassChasing Dodging and Fleeing

Cognitive Exit Slip- Lesson 8

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

47

0 10 20

1

2

Lesson 8Cognitive Student Assessment

Incorrect

Correct

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

48

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

49

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

50

Name_____________________________________Date __________________

Affective Self-Assessment - Lesson 9

1 Circle the face that describes your feelings about dodging chasing and fleeing

Happy Sad

2 Circle your favorite activity that we did during the unit

Parachute Balloons Tunnels

3 Circle the picture that you think is the best way to put away the equipment

Put Away Left on the Floor

51

51