1. Use the internet to search for information about turtles and how they live.
· Turtles are reptiles.
· Turtles have a hard shell that protects them like a shield, this upper shell is called a ‘carapace’.
· Turtles also have a lower shell called a ‘plastron’.
· Turtles can hide their heads inside their shells when attacked by predators.
· Like other reptiles, turtles are cold blooded.
· The largest turtle is the leatherback sea turtle, it can weigh over 900 kg! (2000 lb)
Turtles lay eggs.
Turtles lay eggs.
· In some species of turtle the temperature determines if the egg will develop into a male or female, lower temperatures lead to a male while higher temperatures lead to a female.
· Some turtles lay eggs in the sand and leave them to hatch on their own. The young turtles make their way to the top of the sand and scramble to the water while trying to avoid predators.
· Sea turtles have special glands which help remove salt from the water they drink.
· Turtles are notoriously slow movers (having a giant shell doesn’t help!).
· Many turtle species are endangered.
2. Identify the fitness components being addressed in squad square fitness. Where are these components located on the New York State Conceptual Framework for K-12 Physical Education?
The fitness components being addressed in squad square fitness are expressed through step-ups, ski jumps, curl-ups and hand walks. The health and skill related fitness elements that are concentrated in these activities are muscular strength and endurance as well as coordination, reaction time, balance and agility. Rhythm and motor/movement skills are also presented in these activities. These fitness components are beginning at the elementary level and are located throughout the intermediate and commencement level.
3. Prescribe a series of ball handling skills for a second grade boy or girl that is afraid of catching a ball. What kinds of objects might you prescribe for throwing and catching?
A second grade student that is afraid of catching a ball would first be instructed to use a ball that they feel comfortable most likely larger, lighter, and softer. The Geo-Ball and Gator Ball are perfect examples. Techniques could be applied to students by having them first sit on the floor and have them at a low height throw the ball up in the air to themselves to catch it. Using progressions have them throw the ball higher as they are sitting until eventually they are standing. Once they are standing continue the process first tossing the ball up at a low level and having them bend their knees when catching for impact. Progress again till the ball is being thrown really high up and caught. Eventually you can make this task more difficult by using smaller objects that still soft such as bean bags.
4. What are some of the guidelines you would follow in pairing students for throwing and catching?
Students can be paired with similar skill levels while manipulating the task by having them decrease the distance of the throwing ability until they are able to complete a proper catch and throw and then increase that distance through progression. There is also the possibility of having a student who grasps the concept of throwing and catching, help a student who is having difficulty. This will give the student who is helping the ability to have a leadership and teamwork attitude while enhancing his/her overall understanding of the process. The accuracy of the throw to student having trouble will help enable a better success rate of catching the ball while receiving feedback from a perspective of that students own level for throwing and catching.
5. How would you help a special needs student learn to catch that displays a delayed motor control and lack of fine motor control dexterity?
Helping a special needs student learning to catch that displays a delayed motor control and lack of fine motor control dexterity can be complicated. I would start by asking the student to pretend to throw a ball back and forth to each other. I would have them imagine anticipating the ball headed towards them and catching it. I would then assist the student by holding each arm in a ready position to catch a ball that would be tossed by another student. When the ball got to a specific point in the air I would say now and start to close the student’s arms to catch the ball. Repeating this step with visual and verbal help in a rhythmic pattern may help the student to anticipate a catch when saying the word now to themselves.