Basic Motor Skills Development for First Grade
Justification
This unit is designed for first-grade students, aged 5-6, from a medium-high socioeconomic and cultural background. The class has 25 students (15 boys and 10 girls), including one child with hearing loss. This student is fully integrated into the class, and the teacher will ensure clear communication by positioning themselves visibly for lip-reading, vocalizing clearly, and emphasizing key points. Visual demonstrations will also be used. These students have basic motor skills (moving, running, jumping) acquired in preschool. This unit aims to optimize and improve these skills throughout October, starting with basic movements and progressing to more complex ones as the school year advances. An initial assessment will determine each student’s gross motor skill level.
Learning Objectives
Cognitive Domain
- Apply acquired knowledge to problem-solving in other educational areas.
- Reason effectively for better execution of basic motor skills.
- Apply logical reasoning to various situations.
Affective-Social Domain
- Develop interaction habits with peers and empathy with the teacher.
- Foster conflict resolution through dialogue and non-violence.
- Treat all classmates equally, showing respect and tolerance, acknowledging individual differences.
- Value basic motor skills as a means of interacting with the world.
- Respect rules for material use and classroom behavior.
Motor Domain
- Develop gross motor skills related to established motor patterns.
- Acquire basic mechanisms for normal developmental growth.
- Show progressive improvement in gross motor skills.
Content
Conceptual
- Prior knowledge in different learning areas.
- Reasoning and choosing appropriate solutions for tasks.
- Selecting correct actions for each motor situation.
Procedural
- Knowledge of various motor skills.
- Development of mechanisms for normal growth.
- Using basic motor skills in daily life.
- Progressive development of different skills.
Attitudinal
- Development of communication and teamwork skills.
- Respect for peers and materials.
Methodological Guidelines
A teaching model combining demonstration and discovery will be used to enhance student learning. The teacher’s methodology and teaching approach are crucial for student progress in basic motor skills. The chosen methods should be engaging and adaptable to the group’s needs, fostering knowledge development, autonomy, and self-concept. Task allocation and self-evaluation will be the primary teaching styles.
Task Allocation: Promotes individualization and learner autonomy, allowing students to complete tasks without constant comparison to peers. Tasks will be defined by the teacher and presented to the whole class. This style encourages student participation and responsibility and will be used in the first session to strengthen skills.
Self-Evaluation: Offers students more choices, encouraging independence and self-image adjustment. This more emancipatory style will be used in session 8, where children will have developed basic motor skills through games and can apply their learning. Self-assessment tools will allow students to track their skill acquisition.
Class Organization
Students will be positioned in a semicircle near the teacher to ensure clear visibility and understanding of activities, especially for the student with hearing loss. This arrangement also allows the teacher to observe all students.
Evaluation
Evaluation will regulate teaching and learning. The following assessment models will be used:
Initial Assessment: Determines students’ knowledge, interests, skills, and attitudes to inform subsequent sessions.
Formative Assessment: Monitors progress towards educational goals and identifies areas for improvement. This involves systematic observation, skill review, and teacher-student dialogue. A tracking sheet will record student progress in concept acquisition, procedural mastery, and value adherence.
Summative Assessment: Applied at the end of the learning sequence, comparing initial and formative data to assess overall learning achievement.
Assessment Criteria
Cognitive Domain
- Ability to use knowledge in other areas to solve problems.
- Explanation of actions for better execution of basic motor skills.
- Application of logical reasoning to different situations.
Affective-Social Domain
- Development of interaction habits and empathy.
- Ability to resolve conflicts through dialogue and non-violence.
- Equal treatment of peers, showing respect and tolerance.
- Valuation of motor skills for interaction with the world.
- Respect for rules and material use.
Motor Domain
- Development of gross motor skills related to established patterns.
- Acquisition of basic mechanisms for normal growth.
- Progressive improvement in gross motor skills.
Curriculum Adaptations
For the student with hearing loss, the teacher will adapt methodology and materials. Normal interaction will be maintained with the child, encouraging the same from other students to avoid social discrimination. Activities will promote socialization and cooperation. Clear communication, including lip-reading and demonstrations, will be used to ensure understanding.
Session # 1: Travel
Unit: Basic Skills and Abilities
Course: 1
Material: Cones, ropes, bibs, balls, hoops, and clubs
Objectives
- Learn to move around the space.
- Understand different types of movements.
- Promote peer collaboration.
Content
- Different movements
- Partnership
Intervention Criteria
The teacher will be positioned for optimal lip-reading by the hearing-impaired student. Demonstrations will clarify activities.
Duration
- 45 minutes total
- 10-minute warm-up
- 25-minute main activity
- 10-minute cool-down
Warm-up
Ankle rotations, knee raises, heel-to-buttock exercises, lateral foot runs, and arm stretches. Games like “Pairs” (grouping by numbers) and “Cops and Robbers” will be incorporated.
Main Activity
Individual: Students move across the space, imitating animal movements directed by the teacher.
Group 1: The class is divided into four subgroups. Each group transports its members across the space.
Group 2: The class is divided into two groups. Each member retrieves a series of materials (cone, rope, bib, ball, hoop, stick) and carries them across the space, circling a cone before the next teammate takes a turn.
Student Role
- Reflect on preferred travel methods.
- Identify the easiest animal movement to represent.
- Determine which animal movement uses the most body parts.
- Analyze the easiest way to transport a partner.
- Observe how weight affects movement when transporting a partner.
- Consider how movement changes when carrying materials.
- Observe peers’ methods.
Teacher Role
- Name simple, familiar animals.
- Encourage student involvement in animal movements.
- Create balanced groups considering weight and height.
- Ensure student safety.
- Guide students in proper material transportation.
Cool-down
Teacher-guided stretches and relaxation exercises using various materials.