EDU 355 Lab 5

1. Use the internet to search for information about turtles and how they live. Different types of sea turtles have different diets. Green and black sea turtles remain vegetarians there entire lives. These two types of sea turtles are the only sea turtles that remain vegetarians after adulthood. Sea turtles are not the most social creatures in the world. Sea turtles do not normally interact with other sea creatures, or other sea turtles. A baby sea turtle, or hatchling, when born make its way across the sand and into the ocean. The mothers of these baby sea turtles do not assist them or protect them from people or birds trying to catch the baby sea turtles. These baby sea turtles will not return to the coastal shores on which they were born for almost a decade after birth. The exact life span of sea turtles is not known by scientists but it is believed that sea turtles can live as long as 100 years!

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 addressed in squad square fitness are muscular endurance, cardiovascular endurance and muscular strength. These components are next to the personal fitness/wellness section on the left side. The fitness components need to be incorporated in every lesson that a physical education teacher teaches.

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? First you could have the student hold onto the ball and get a feel for how the ball feels and what it is like to hold the ball. Then you could have the student drop the ball onto the ground and pick it up. Next you could have students partner up and one student could drop the ball directly into the hands of the other student. No movement of the hands or anything yet. You could then have the student that is afraid catch a ball off the bounce from another student. Small bounces at first to get the student more comfortable. Foam balls could be used to start. A smaller foam ball, a bit smaller than a gator ball but at least double the size of a tennis ball. The ball will be soft enough so the student will not be hurt, but not too soft where it will be hard to catch.

4. What kind of guidelines would you follow in pairing students for throwing and catching. First I would not have the students working by themselves before pairing up. I would have the students work on throwing and catching objects with themselves. It is important to make sure the students can do the throwing and catching by themselves before putting them with a partner. After the catching alone the students would be able to catch with a partner. Learning to throw and catch without a partner is one of the first progressions to catching and throwing.

5. How would you help a special needs student learn to catch that displays motor control and lack of fine motor control dexterity? I would have the student toss the ball to themselves so they would have the ability to catch it. Also, you could have another teacher or student you know will help the student and not be rude throw the ball to them. For catching you could put a large target on the wall or bleachers or wherever there is space. The target needs to be large target so that the student will still have success. You need to make sure the student is learning and having success at the same time.