Pamela Tai

Emily Mills

Sonya Gaia-Maretta

Lesson Plan: Striking/Fielding

Class:  Grade 2                                                                                                          

Objective:

The objective is to teach students where to hit a ball, how to cover the field and how to field ground balls. In addition, students build on their previous knowledge of baseball and begin to visually conceptualize how a formal game of baseball is played. Students will also be able to gain confidence and interpersonal skills by working in small groups and playing with the class in an inclusive and non-competitive environment.

PLO:

B4 demonstrate proper technique for performing specific manipulative movement skills including but not limited to the following: one-handed throw underhand two-handed catch without trapping against body

C1 demonstrate safe behaviours when participating in physical activity (e.g., listening to and following directions, staying within activity boundaries, participating in appropriate warm-up activities, making sure the activity space is free of obstacles)

Equipment Required:

•  Mats (enough for each fielder)
•  Ball (small- one that bounces tennis ball)
•  Soft kicking ball
•  Hula hoops
•  Cones (small)

Safety: mats are too slippery, tennis balls may be too hard (move to softer ball)

Entry Activity:

Musical Hula-hoops: (5 minutes- Pamela will lead)

This is a warm up activity for a grade 2 PE class. Each student grabs a hula-hoop and places it on the ground to form part of a big circle. The teacher plays music and asks the students to dance outside the circle formed by the hula-hoops (with instructions such as dance like a bird, dance like a bunny). After each round, the teacher will remove 5 hula-hoops. Students need to step into one hula-hoop when the music ends. Students may share the hula-hoops when the music ends. We will start with one person per each hoop then go down to 5-6 people per hoop. To meet the needs of the student we will clarify if they understand by asking them. During the activity, we can look for the overall engagement of the students and how well they seem to be interacting with each other.

Skill Development and Practice:

In- Coming: (10 minutes- Pamela will lead and Sonya and Emily will demonstrate)

Divide the class into six groups. Each group will have a hula-hoop in the corner of the gym. In the middle of the gym are a bunch of balls. When the teacher says go, one person from each group will grab a ball from the middle of the gym and throw it down to each player and the last player will put the ball in the hula-hoop. (students cannot form one line and pass, they should be diagonal from each other). That person will then run to the front of the line and grab a ball and throw it down the line. Each player on your team has to have a chance to be it. The first team to get all of their balls in the hula- hoop wins. This allows your students to practice throwing while working as a team. This prepares them for the next activity by using teamwork, throwing and running skills.

Culminating Activity:

Striking Game: (15 minutes- Sonya will lead and Pamela and Emily will demonstrate)

This is a game that all students participate. There are three parts to this game. First, you will have fielders who each have a mat in the open gym and then you have the batters who are standing against a wall with a ball. When the music starts the batters throw their ball and try to touch every base with their hand while the fielders collect the ball and run to the wall. When the music stops it means every fielder got a ball and the batter has to quickly find a mat. When that is done each team switches. Now the fielders are the batters and the batters are the fielders. Next, instead of the batters throwing the ball they have to bounce the ball and then run to each base. When that is done you can switch. The final is kicking a ball. In this exercise batters are practicing how to run to different bases and the fielders get to practice catching balls in the air, catching them while they are bouncing or rolling on the ground. During the game, we will watch for how strong students are able to throw the ball and their ability to navigate and run to different bases.

Closure:

Yoga: (5 minutes- Emily will lead)

Stretching exercises to cool down their body. Ask students how they felt about the activity and reflect on different strategies that they learned.

Meeting the needs of diverse learners

Physical: use music and rhythm skills, develop specialized skills (throwing, catching and bouncing)

Cognitive: have games that everyone can participate in, allow students to be creative in their animal choices. Be able to have an abstract conception of how baseball is structured (batters and fielders).

Affective: Use entire group sparingly and allow every student to feel included in the activities. Play in smaller groups initially to increase teamwork and play in a non-competitive larger class game which allows students to develop baseball skills without comparing themselves to others.

Modifying/adapting lesson:

Students are able to run at their own pace. It is not a competition on how many bases you can get. If students find that the little tennis balls are too hard to throw we can move to bigger balls.

Evaluation Strategies:

Observation-observe students level of engagement and confidence, cooperation in small groups and the ability to throw and run bases as they’re performing the activities

.Self-Reflection-ask the students about their general knowledge of baseball (ie. batters and fielders) as well as reflect on the strategies they learned during the activities. Receive students feedback about how the activities went and engage them in the learning process.

Assessment tool: (Source: http://www.sparkpe.org/wp-content/uploads/2009/11/K2_CaT_Rubric.pdf)

Moving and Doing	Understanding and Applying	Cooperation and Responsibility
Participates in a variety of  activities □ comes prepared to participate □ wears appropriate clothing for     the activity □ is ready and on time □ gets involved in activities □ is active	Understands and has the ability to pose and solve movement challenges □ understands the task □ can demonstrate the task (individually and with others) □ helps other students	Demonstrates cooperative and socially responsible behaviors □ cares for the safety of others □ respects personal and public property □ respects others □ encourages appropriate behavior
Applies body mechanics in movement activities □ Applies developmentally appropriate technique for activities e.g.,hand eye coordination (throwing and catching)	Understands and applies game and movement concepts □ understands the instructions □ follows instruction □ uses skills and ideas taught in activities	Demonstrates personal responsibility □ shows care for personal safety □ cares for personal health and hygiene □ respects self
Engaged in movement, motor and athletic skill development activities □ uses movement and athletic skill in a variety of activities □ tries to the best of his/her abilities in activities □ is on task □ works on skill development	Understands and applies group dynamics and concepts of fair play □ contributes to the group □ is a team player □ practices fair play □ practices sportsmanship	Demonstrates leadership and group dynamic skills □ work with and include others during activity □ consider the views of others during games and play □ lead by positive example □ value the contributions of all
Engages in personal fitness activities □ participants in personal fitness activities □ works to remain physically active □ works on his/her health related fitness (cardiovascular, strength, flexibility, musical endurance) □ works on his/her skill related fitness(agility, coordination, balance, speed, power, reaction time)	Understands the application and impact of a lifelong active healthy lifestyle □ understands the importance of being active □ is active □ takes responsibility for his/her health □ understands that good eating leads to health	Demonstrates and applies an active healthy lifestyle □ demonstrates that good eating leads to health □ demonstrates that regular physical activity leads to good health □ takes part in regular fitness activities

References:

Lewis, Brian. (2011, January 20) “Modified Striking Games for Elementary Physical Education” Retrieved from https://www.youtube.com/watch?v=rBV7UhjJ2_w

Orphea. Play sport (2014) Retrieved from www.playsport.net/activity/coming

Wenzel, S. (2011, December 5). Classroom Yoga (Classroom Activity Breaks). Retrieved from https://www.youtube.com/watch?v=ZeXuf7sOpzA

 

Clarissa Guevara, Rylan Rogers, Amanda Santos & Terence Wong

Wall & Net Games: Grade 5- Volleyball

Aims & Objectives:

To build skills on:

• Learning the ready position
• Practice the skill of setting a volleyball
• Gain the ability to gage force adjustment proper for bumping a volleyball
• Practice the proper technique for serving

PLO’s

• B1: demonstrate preparation (ready position), movement and follow through phases of a selected activity
• B2: demonstrate proper technique to send an object at varying distances in predictable settings
• B3: demonstrate proper technique to receive an object while adjusting to varying speeds and different levels

Equipment: Volleyballs

Safety Issues: Projector, benches, backpacks

Principles of Learning: Rotation Stations

Assessment & Evaluation: Based on effort, participation and behavior which is given through oral feedback, rubric provided at the end of the document

Sequence of Lesson:

1. Warm-up-5 minutes led by Rylan

• Modeling of ready position and foot movement, explanation of why this position
• Rylan will perform demonstrations

2. Activity- Rotations Stations; 25 minutes led by Amanda

• Station 1: Setting a volleyball with the wall/partner à Clarissa
  • Teaching cue: to gain proper technique when setting the volleyball
• Station 2: Bumping a volleyball towards the wall/partner- Rylan
  • Teaching cue: to understand and attempt the proper area where the ball should hit the arm to pass the ball to teammate
• Station 3: Serve underhand, partner catches and returns the ball in the same way-Terence
  • Teaching cue: practice underhand attempt and arm placement to ball in order to get ball over net
• Station 4: Free Play-Amanda
  • get in a circle and have a volley using an umber system so each student touches the ball

• NB: if students are not comfortable with skills from other stations this can be used as extra practice time
• Teaching cue: To practice all the skills that they have just practiced and work on teamwork and communication

• Transitions: Terence will be the timekeeper and will blow the whistle every 5 mins and the students will be expected to shuffle in the ready positions to the next station in under 10 secs
• There will be music playing for the duration the of activity on a low setting so the whistle can still be heard
• Demonstrations will be given at each station by each leading TC

3. Cool Down- 5 mins led by Terence

• Stretching of the body with the main focus on muscles used in the skills practiced
• Discussion of what was learned
• Terence will demonstrate stretches and participate with class

Evaluation Strategies:

• Each station has a specific skill that will be practiced and will be evaluated by the leading TC
• The class will be notified before the activity and again at each station.
• Leading TC’s will provide oral feedback for the students to implement

Physical, Cognitive & Active Development:

• Physical: basic movements, ideas and concepts
• Cognitive: confidence in skills, teamwork and communication
• Active: Participating in the class
• Affective: Become more confident with the fundamental skills of volleyball, to gain a sense of teamwork and likeness between students

Teaching Cues & Transitions between Activities:

• Meet in center circle for large group instructions
• Whistles will be used to get attention and as a signal for rotation from station to station, starting the activity, ending the activity and to gain the attention of the large group
• Check for understanding by thumbs up/ thumbs down or asking questions
• Feedback will be given through asking ‘why’ questions

Concern for Diverse Learners

• Free play stations will serve as an extra practice station if some students are not comfortable with the skills they have just practiced

Extra Resources:

Grade 5 Volleyball Movement Skills Rubric:

	Forearm Pass (bumping)	Setting	Underhand Serve	Teamwork/ Communication	Participation
Very Good	Consistently uses correct technique of skill	Consistently uses correct technique of skill	Consistently uses correct technique of skill	Incorporates and takes initiative	Participates in all stations with readiness and willingness to learn
Good	Sometimes uses correct technique of skill	Sometimes uses correct technique of skill	Sometimes uses correct technique of skill	Incorporates into all skills adequately	Generally participates in all stations
Developing	Has difficulty using correct technique of skill	Has difficulty using correct technique of skill	Has difficulty using correct technique of skill	Is hesitant but attempts	Hesitancy around trying skills
Needs Time	Is not able to perform this skill correctly	Is not able to perform this skill correctly	Is not able to perform this skill correctly	Is extremely hesitant and cannot attempt	Does not try to participate in skills

Adapted From: https://wis-pe.wikispaces.com/file/view/Grade+5+Volleyball+Skills+Rubric.pdf

PHE Canada (position paper). What is the relationship between physical education and physical literacy?

http://www.phecanada.ca/sites/default/files/pl_position_paper.pdf

Robinson & Randall (Ch.13) Content of Teaching Physical Education

Intermediate Lesson Plan:

Grade 6/7 Target Game Lesson Plan (Indoor or Outdoor)

Amy Flett, Bobby Chilaka, Mike Rines and Nicole Hothi

 

PURPOSE:

To improve target game skills

To illustrate the negativity of hall of shame games

To develop strategies as a team

 

PLO’s:

1. A1 Relate personal physical and emotional heath benefits to regular participation in physical activity
2. B3 Demonstrate the proper technique to send and receive an object with or without an implement in predictable setting
3. C2 Model fair play when participating in physical activity (encourages teamwork)

 

Equipment required: Pylon cones, Frisbees, and gator balls

Safety issues: strains and pulls throughout students’ body, slipping on the gator balls, and poor accuracy leading to injury

Principles of learning: teamwork, accuracy, and strategy

Management/organizational strategies: shape of the day, small groups, goal management and clear communication

 

Outline:

5-10 minutes

Shape of the Day(Nicole)

Instant Game: Stop the knot! (Nicole)

15 minutes

Warm up stretches and dodge ball (Bobby and Mike)

10-15 minutes

Summary/Discussion (Everyone)

15 minutes

Modified dodge ball (Amy)

 

Students needs and contributes:

Cognitive: An explanation and a change in summary of activity can be modified and targeted to a younger audience (eg. Using smaller words).

Affective Development: The ability to change and be flexible with the game based on the level of development of students. A positive peer relationship between the students is broadened through physical activity.

Physical: provides opportunity for physical education and extracurricular activities which can further provide educational benefits.

 

Demonstrations, questioning, feedback and check for understanding:

Before the instant game, we will be demonstrating a quick example of what the human knot is suppose to look like at the beginning of the activity. During the summary portion of our lesson, we will hope to have an engaging discussion about the negativity of hall of shame games. Our last activity is a modified version of dodge ball. We hope then we can come to an understanding with students that hall of shame games are seen as negative, but there is always something that can be changed to create a positive physical educational experience.

 

Modify and adapting lesson:

Having students who learn in different ways, the instructors will both verbally and physically explain and demonstrate instructions. By getting students into groups of 7-8, we are creating a safe environment in the gymnasium where students feel more comfortable and confident talking and discussing about our summary.

 

Links used:

http://www.teachingideas.co.uk/pe/contents_games.htm

 

Transitions:

1. Giving students the responsibility with helping set up the next activity
2. Being prepared at the beginning of the class with all the equipment out and ready to be used
3. Getting students attention: whistle and a clapping signal

Rubric:

Score	Descriptor	Description
6	Excellent	Always changed. They go above and beyond average for participation, effort and attitude. Does things without asking. They are always on task. They are involved in game play, work well with others and are always encouraging their teammates. They demonstrate great skills for their age and show leadership qualities.
5	Very Good	Always changed. They go above and beyond average for participation, effort and attitude. Does things without asking. They are always on task. They are involved in game play and work well with others, often encouraging their teammates. They demonstrate above basic skills.
4	Good	Always changed. Great participation, effort and attitude. Always offer to help. They do not need reminders and are on task. They are involved in game play and work well with others, often encouraging their teammates. They demonstrate better than basic skills.
3	Satisfactory	Almost always changed. Does participate, good effort and attitude. They do not need reminders and are on task. They will volunteer to help. They work well with others. They have the basic skills and are involved in game play.
2	Needs Improvement	Sometimes is not on time and/or not prepared for class. Does participate in class, but not to the maximum effort and can have a negative attitude at times. Sometimes needs reminders to participate and stay focused. Sometimes has difficulty working with others (cooperation/teamwork). Does not show much skill and is not involved in game play. Only helps when asked and is not happy about it.
1	Unsatisfactory	Often late for class and unprepared, poor effort/participation/attitude. Often needs encouragement/reminders to participate or stay on task. They do not show much or any skill and are not involved in game play. Does not work well with others (cooperation/teamwork). Never volunteers

 

Assessment for Learning:

	Where is the learner going	Where the learner is	How to get there
Teacher	Clarify success criteria	Check understanding	Teacher feedback on how to improve
Peer	Share success criteria	Peer evaluation criteria	Peer feedback on how to improve
Learner	Understand success criteria	Self evaluation of criteria	Pupil feedback on how to improve