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