Sophomore Physical Education Curricular Unit Plan

Transcription

1 Sophomore Physical Education Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TRACK AND FIELD DAY 1 (Sprinting) SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will 1. Complete a track and field pretest that will describe the fundamental skills that must be met throughout the unit. 2. Be able to understand and demonstrate sprinting cues. 3. Learn the basics of sprinting through an introduction to the cues and technique. Have students enter the gym quietly and prepared for dynamic warm- up activity. Instant Activity- Students will play It tag. In this game everyone is it or the tagger. If tagged student must go outside of playing area and do 5 push-ups. Then return to game. Students will stretch as led by teacher. Teacher will discuss the importance of stretching. Why should you stretch after you warm your muscles up first? Pretest for Track and Field- Students will complete the Pretest Track and Field sheet. This is an outline of the fundamental skills that will be taught during the unit. Intro to Track and Field-Pass out the track and field sheet. Go over cues for sprinting Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. Assessment 1: Pretest for Track and Field- Students will complete the Pretest Track and Field sheet. This is an outline of the fundamental skills that will be taught during the unit.

2 LA: Train Running Activity: Groups of 5 students Students will be in a line, one behind the other. The first runner begins running around track, choosing what speed of a jog they desire. The rest of the line runs behind the first runner keeping the speed. The back runner will sprint to the front of the line and take the position in front setting the pace. This will continue until everyone had been the leader and sprinted to the front of the line. LA: High Knee Marching Student will stand in a line across the football field or track. Each student will march forward slowly, forcefully driving the thigh of the leading leg up to a horizontal position. Arms need to be flexed 90 degrees at the elbow. The leg on the ground should be extended fully up onto the toes. Student will go about 15. and stop. Repeat 15m. LA: Seat Kicks Students will still be standing in a line across the field or track. Students will move slowly forward, kicking up their heels to the rear and attempting to hit the buttocks. Students will go another 15 m. and then stop. Repeat 15m. (This is to help establish the pattern of the legs to the rear of the body) LA: Speed High Knees Student will go about 15m, kicking their knees up like the high knee marching but attempting to do it very fast. They want to keep the steps very short and quick. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached)

3 COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TRACK AND FIELD DAY 2 (Discus) SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Safety considerations: Students need to be aware of where they are throwing the discus. Other students should be aware of the discus and warn students when it is being thrown. Discuses should be carried when transported and not tossed, thrown, or bowled. Students should retrieve discuses at the same time of teacher command. 1. Learn the basics of discus throwing through an Have students enter the gym quietly and prepared for dynamic warm- up activity. IA: Hula Tag- 3 or 4 students will be the taggers. Hula-hoops will be spread around the playing area. When students become tired they can stand in a hula-hoop for 5 seconds then they must begin running around again. *Reinforce Sprint Cues* Instruction: Teacher will go over discus cues and the safety procedures for discus LA: Technique Drill: Students will each have a discus. They will practice holding the discus. Then they will practice swinging it back and forth demonstrating the cues. LA: Practice Slinging: Students will use a hula-hoop and practice slinging it. LA: Wall Slinging: Students will sit on the floor in front of a wall. They will have their legs spread apart. Using either a volleyball or basketball they will practice slinging it against the wall. Variations: Use a medicine ball to Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory Assessment 2: -What are the cues you need to know when holding the discus -What are the cues you need to know when throwing the discus -What are some safety concerns we should be aware of when throwing a discus

4 introduction to the rules and cues. 2. The students will be able to demonstrate the cues for throwing a discus. 3. The students will be able to evaluate and understand the cues for throwing a discus. challenge students, have students more closer or farther from wall. LA: Hula Accuracy: High-jump standards will be used as targets. Students will be in partners to attempt to hit the standard or drop the hula-hoop on the standard. Variations: Move students farther or closer to standard, Use smaller hulahoops to increase challenge. LA: Rotary Throw: Instruct students on how to perform a rotary throw. Student will then practice this using a hula-hoop. Inst: Review cues for discus with students LA: Gripping and swinging without release: Students will each have a discus. They will practice holding the discus and swinging it. LA: Discus Bowling: Students will take discus and bowl it along the ground. The discus should roll directly ahead. Variations: Use ring or hula to feel what bowl should feel like More Difficult-Have sts aim for a target to hit or knock over LA: Discus Toss: Students will toss discus forward and up into the air. More Difficult-Have sts aim for a target on the ground to land on LA: Standing Throw: Students will practice the standing throw with a discus Variations: Use hula hoop to learn technique if difficulty and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached) LA: Rotary discus throw: Students will

5 work in partners to practice using the discus to do the foot movement of the rotary throw. Variations: Use hula to get footwork down or press discus against bottom until fully rotated and then extended discus out from body. *During this time sts will do the peer checklist* Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TRACK AND FIELD DAY 3 (Distance Running) SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will 1. Learn the basics of distance running through an introduction to the cues and pacing. 2. Be able to Have students enter the gym quietly and prepared for dynamic warm- up activity. IA: Dynamic Warm- Up LA: Technique Drill: Students will practice the cues for distance running Instr: Discuss what pacing is and what it means. Discuss the importance for Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N Assessment 3: Closure: -What are the cues for distance running? -Discus pacing and its importance Eyeballing form and safety

6 demonstrate the cues for distance running. 3. Be able to evaluate and understand the cues for distance running. distance running. LA: Pace Estimation Contest (Straightway): Students will be in groups of 5. They will be running 50 m. They will be told to try to run this distance in about 15 sec. They must try to set the correct pace without slowing down or speeding up. Athletes walk or job back to starting line. Repeat 3-4 times. LA: Pace Estimation Contest (Triangular): Students will be divided into three groups. Each group will start at a different cone of the triangle. The triangle will be set out with each cone 50 m. apart. The teacher will tell the groups what time the group should make it to the next cone. The group must work together to create the correct pace. 15 seconds is a good time for beginners. Students arriving early must jog in place. Continue running from cone to cone as a group with designated times. Repeat 5 times. Variations: Use slower or faster times. Allow for rest time at cones. Ask sts how the pace felt with 15 seconds. If too fast move pace to 20 or 25 sec. Water Break LA: 5 Team Intervals: There will be 5 teams positioned around the track so they are 80 meters apart. Team A runs a medium tempo to Team B, Team A will walk back to where they began running. Team B will then run to Team C, Team B will walk back to where they began running. This sequence will repeat until all 5 teams have run. Repeat this principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness

7 4-5 times. Variations: Determine tempo of running and number of repetitions based on how well sts are handling the first interval. Use either walking or jogging for recovery. Instr: Explain next activity to students. Use this time to allow students to stretch some and recover for next activity. Explain the next activity, which is Interval Sprints. Interval sprints will be short distances that will be run at a high speed. Students will run 50 meters at a high speed. They will then recover by walking 50 meters. Repeat. Review cues for sprinting. Variations: Jog recovery. Run 100 meters at high speed. Allow more rest time. Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached) LA: Interval Sprints: Interval sprints will be short distances that will be run at a high speed. Students will run 50 meters at a high speed. They will then recover by walking 50 meters. Repeat. Review cues for sprinting. Variations: Jog recovery. Run 100 meters at high speed. Allow more rest time. LA: Train Running: Explain to students that they will be doing train running. They will be in groups of 5 students. The first runner will pick the tempo; the back runner will sprint to the front of the line. With four minutes left for this activity the teacher will instruct the leaders to slow the pace down and begin their cool down.

8 Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TRACK AND FIELD DAY 4 (Long Jump) SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will 1. Learn the basics of long jumping through an introduction to the cues and rules. 2. Be able to demonstrate the cues for long jumping. 3. Be able to evaluate and understand the cues for long jump Have students enter the gym quietly and prepared for dynamic warm- up activity. IA: Leap Frog Tag: 3-4 students will be the taggers. Students tagged will kneel down on hands and knees. To be unfrozen other students will leap frog over their back. Inst: Go over cues for long jump and safety. LA: Find the leg: Students will work in partners. They will take turns evaluating how far they each can jump in 3 successful hops form a standing start with the right leg only. Repeat using the left leg only. Whichever leg produces the greater distance is the preferred jumping leg and the student will use that leg to push from the ground in the long jump takeoff. LA: Bounding for distance: Students will Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Assessment 4: Closure: What are the cues for long jumping? What are the cues and technique for the hang technique? Assessment: Self Assessment Form for Students to Fill Out on the completion of every Lesson. (DAY 4 Long Jump)

9 continue working in partners. Partners will take turns bounding for distance. Students will help each other determine distance and coach on technique. Students will continue working to jump farther. LA: Partner Jumping Competition: Partners will compete to see how far they can jump with 3 continuous and successful two legged jumps. LA: Circle Jumping: Divide class into teams with 4-5 students per team. A series of hoops 4-5 will be on the grass in front of each team. On teacher command each team member hops from hoop to hoop. Variations: Hoops can be placed closer together and then spread out for a challenge Use cones if students are landing on hoops and have them land beside the cone Inst: Review cues for long jumping with demonstration LA: Elevated takeoff: Students will work in partners and practice jumping from on top of the box into the grass. They will practice long jump technique. Variations: Use a run up to the box LA: Arm action of Hang Technique: Students will work in partners. They should pick a partner of similar size and body weight. They will stand one in front of the other. The students in the front will jump upwards. The students standing behind will assist the jumper by gripping their partner s waist and lifting upward. Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached)

10 The jumping student will practice the arm action for the hang technique. Forward, downward, backward, and forward circling of the arms the instant the student jumps upward. Go over hang technique and demonstrate LA: Hang Technique with Partner: Partners will take turns jumping and practicing the hang technique from a standing position. Students will then work on taking a short run up and attempting the hang technique in to the grass. Students will be called over to practice in the long jump pit. During this time, partners will be completing a peer checklist to check for jumping cues. Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TRACK AND FIELD DAY 5 (Sprint Starts and Relays) SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: 1. Learn the basics of sprint starts and Have students enter the gym quietly and prepared for dynamic warm- up activity. Standard 1.Demostrates competency in motor skills & movement patterns Howley, E, & Franks, D (1992). Health Fitness Instructor's Assessment 5: First half quiz on

11 relays through an introduction to the cues and rules. 2. Be able to demonstrate the cues for sprint starts and relays. 3. Be able to evaluate and understand the cues for sprint starts and IA: Straights and Curves: Students will jog curves and gradually increase pace on the straights. Inst: Go over cues for sprint starts and rules Rules: -A false start occurs if the student moves before the gun goes off -A runner must stay in their lanes -Officials stop their watches when the students torso crosses the plane of the finish line (Lean forward and drive chest through the tape) LA: Start Position Technique: Students will practice getting into the starting position and coming u p out of it LA: Touch the Ground: Students will jog slowly in a line. On teacher signal, each student will touch the ground with both hands momentarily simulating a set position, and then immediately sprinting meters. Then the students will resume jogging until the next signal. Variations: Increase distance for sprinting. Increase ratio of signals. Decrease ratio of signals needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. all track and field events thus far. LA: On your Marks : Students will be in a standing start. Students will lean forward and go into the on your marks position. On teacher command, each raises into the set position. Teacher will make sure each student is in correct position. On signal students will accelerate for 10 meters. Variations: Sprinting distance can be REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts.

12 increased LA: Partner Start Blocks: Students will get into partners. Each partner will take turn being starting blocks. Each student will work through a sprint start using the partner s feet as starting blocks. Partner acting as blocks will give the go signal. Teacher will assist in helping each student find correct starting block position. LA: Chase and Tag from set position: Student will be in two teams. The two teams members will be paired off. All members of Team A will run slowly to a line 15 m ahead. Team A will touch the line at 15 m and then accelerate back to the starting line. Members of Team B will be ready about 5 m behind the line. After Team A touches the line they will attempt to tag their opponents from Team A before they can make it back to the safety of their starting line. Students will rotate. Students will take turns being the chaser. Discuss Reaction Time. Variations: Increase distance for Team B chaser to Team A Decrease distance for Team B chaser Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached) Inst: Review cues for relays and rules Rules: Baton carrier must stay in lane until track is clear Disqualification occurs when a baton exchange occurs outside of the changeover zone. A baton dropped in the changeover zone can be picked up and run LA: Baton passing Technique: Students will work with a partner to practice the

13 passing technique LA: Static Baton Exchange: Students in partners will choose another set of partners to work with. They will stand one behind the other. Each student will assume a slight forward body lean and mimic arm action used when sprinting. A baton will start at the back of the line. When the student with the baton says stick the student in front of them will put hand back and receive the baton. The student will hold baton and move arms 3 times in a mimicked run then call stick for next student. LA: Train Exchange: Students will jog slowly around. Baton will start in back. Back runner will call stick and send the baton forward. Once baton reaches front-runner that runner will drop the baton to the ground and the last runner will pick it up and start the sequence again. Students will take turn in the different positions. Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TRACK AND FIELD DAY 6 (Shot Put) SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons)

14 QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will 1. Complete peer checklists that will test knowledge and ability of shot put cues. 2. Be able to understand and demonstrate shot put cues. 3. Learn the basics of throwing a shot put through an introduction to the cues and technique. Have students enter the gym quietly and prepared for dynamic warm- up activity. IA: Jogging around the track for time not distance. Students are to run at whatever speed is comfortable. LA: Push Throw with Medicine Ball: Students will stand away from the wall they will perform a push throw pushing the medicine ball towards the wall. They will catch the ball off of the rebound. Less Difficult-Have students use a volleyball or basketball. Students can stand closer to the wall. LA: Putting for Distance: Sts will stand on a line or in an open space adequate for putting. Sts will push out a medicine ball as far as possible. Less Difficult-Use basketball or volleyball. LA: Passing Relay (Medicine Ball): Sts will be divided into three teams. Sts will push pass a medicine ball in a zigzag pattern from one end of a team to the other. Sts will compete to see which team is quickest. Variations: Make teams bigger or smaller. Use a medicine ball light enough for everyone or use a basketball. LA: Students practice holding shot put Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. Assessment 6: Lesson Closure: 1. How do you hold a shot put? 2. What are 3-4 things you need to do in order to glide when throwing the shot?

15 and cradling a shot. Instr: Show sts how to hold the shot. Explain to sts if they fell they cannot hold the shot between their fingers and thumb then the shot is too heavy and need a lighter one. LA: Sts will have a shot put or will work with partners if not enough shot puts for all. Each stu will hot the shot and practice raising and lowering the shot from the shoulder to full arm s length several times. (Teacher will use this time to watch sts and give feedback) Inst and Safety: Teacher will go over safety considerations when throwing the shot put. (Standing-put cues) Cues and demonstrations for throwing a shot put will be given. Safety: When a stu is throwing a shot all other sts should be behind the thrower. Shot puts should not be thrown or rolled to another stu. They need to be walked. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached) LA: Standing Put: Sts will be given an area of space to work in. They will practice the standing-position put with the shot put. Less Difficult-Stu may use a tennis ball LA: Partner Glide Practice: Sts will get a partner. A partner will hold the hands of the performing partner. They are to make sure their partner s upper body

16 remains low and that their shoulders are horizontal and facing to the rear. As partner practices gliding backward, the partner will move backward holding the hands making sure their partners body stays low and does not rise up. LA: Glide without Shot: Sts will stay with partner but practice alone. Sts. Will practice the glide without their partner assistance and without a shot. The sts will practice a complete glide pause and then perform another glide. Each glide should be concentrated on separately and not a series of backward hops. LA: Glide Technique with Shot: Sts will stay with their partner. Each will take turns performing the glide with a shot. Assessment: During this time sts will be given a peer assessment that they will fill out on their partner. Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TRACK AND FIELD DAY 7 (Hurdles) SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons)

17 QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will 1. Learn the basics of hurdling through an introduction to the cues and rules. 2. Be able to demonstrate the cues for hurdling. 3. Be able to understand and explain the cues for hurdling. Have students enter the gym quietly and prepared for dynamic warm- up activity. IA: Team Hurdle: Sts will be in 2 teams. One team will be it the other will be trying to not be tagged. If tagged sts need to go down on hands and knees and freeze. To be unfrozen, teammates from their team can hurdle or jump over the partner. LA: Jumping Low Obstacles: Sts will be jumping over cones that have jump ropes thru them creating low obstacles. Sts will be in small groups. The first stu will begin jumping once they jump over the second hurdle the next stu can go. After jumping all hurdles sts will run back to their line and begin again. LA: Selecting Lead Leg: Sts will stand with their feet together. Lean forward until you lose balance and step forward. They leg that you place forward will be the leading leg. This time sts will go back to the same groups they were in to clear low obstacles. Have sts. Try to clear obstacles using the lead leg to go over obstacle. LA: High Knee Marching: Sts will stand in a line facing the teacher. They will march forward slowly going about 15 m. Repeat. Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. Assessment 7: Lesson Closure: 1. What are 3-4 things you need to do when clearing a hurdle? 2. Why do you think its important not to raise your body up when going over a hurdle? 3. Why should you keep the foot of your trailing leg horizontal and not drop it?

18 LA: High Knee Running with Extension: Sts will stand in line facing the teacher. They will move forward going about 15m. Repeat. Begin with high knee running then include lower leg extension once the rhythm of the high knee lift is established. LA: Simulated Hurdling Action: Teacher will demonstrate the basic hurdling action. Starting first without hurdles. Then use low hurdles. Sts will follow behind and copy actions. Tell sts only to worry about leg actions, not arms yet. After sts practice without hurdles they will get back into original groups and perform hurdling action over the low obstacles. LA: Leading Leg Action-No Extension: Low hurdles will be set up. Sts will walk along the side of a low hurdle and only the leading leg will cross the hurdle. Ex: If leading leg is right, the stu walks along the left side of the hurdle while the right leg crosses the hurdle. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached) LA: Leading Leg Action with Extension: Sts will walk with a high-knee lift action along the side of the low hurdles. Stu will lift the thigh of leading leg above the horizontal position and extends the lower leg over the hurdle. More Difficult-Jog slowly LA: Partner Practice for Trailing Leg: Sts

19 will get with a partner. One of the stu will stand on their leading leg at the side of the low hurdle. The trailing leg will be the only leg crossing the hurdle. The partner will hold the partners outstretched arms and make sure the athlete is leaning forward. The stu practicing the drill will bring the trailing leg slowly up and over the hurdle and then down to the ground. Repeat this same action several times slowly and then increase speed. Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TRACK AND FIELD DAY 8 (Stations) SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will 1. Learn the basics of hurdling through an introduction to the cues and rules. 2. Be able to Have students enter the gym quietly and prepared for dynamic warm- up activity. Station 1: Long Jump: Sts will work with a partner Circle Jumping: Sts will practice circle jumping. A series of hoops 4-5 will be on the grass in front of each team. Sts are Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Assessment 7: Lesson Closure: Sts will complete cognitive assessment After assessment teacher will discuss with sts about the next two

20 demonstrate the cues for hurdling. 3. Be able to understand and explain the cues for hurdling. to jump from one circle to the next. Variations: Hoops can be placed closer together and then spread out for a challenge Use cones if students are landing on hoops and have them land beside the cone -Jumping from Elevated Box. Sts will practice jumping from on top of the box. They will practice long jump technique. -Jumping in the pit: Sts will work with their partner to practice measuring the jumping distance. Sts will practice doing a run up and taking off into the long jump pit. Station 2: Sprinting: -Races: Sts will get a partner in their group. Sts will take turns timing each other. All groups of partner will race against each other. The partner will be responsible for timing for their partner only. Sts will run a variety of different sprint races. Partners will take turns being the timer and the racer. Sts will use blocks to start with. Races are: 50 m, 100 m, 200 m *Start timing when one of the timers at the finish line starts with their arm raised and drops it. Stop timing when upper body torso crosses the line. understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. days with the Track Meet. Teacher will discuss events and provide sign up sheets for events. There will be 4 events each day. Sts must sign up for at least 2 running events and no more than 4 and at least 2 and no more than 3 field events. The sts that are not participating in certain events for that day will sign up for track official duties. Explain to sts that they will not only participate in events but they will also help to run these events. Station 3: Steeplechase: -Practice Technique with Step Box: Sts will be given a step box to practice the steeplechase technique. They will walk up Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27,

21 to the box and perform the correct cues necessary for stepping on the to box and clearing it. *Cues: Right legged- If stu takes off with right foot they will step up on the box using the left foot and use the left leg to push away from the box. Left legged-opposite as above -Jumping on and off vaulting box: Sts will work with a partner. Once partner will hold the vaulting box so it does not tip when the other stu jumps on to it. The other stu will practice the steeplechase technique. They will jog or run up to the box then perform the cues for stepping on the box and clearing it. *Cues: -Run directly at the center of the vaulting box, Don t pause after landing, keep moving 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached) Station 4: Relays: -Train Exchange: Sts will be in a group of 4. Sts will jog slowly around. Baton will start in back. Back runner will call stick and send the baton forward. Once last runner has handed off baton they will sprint to the front of the line to be ready to receive the baton. -Relay Practice: Sts will work with a partner to practice handoffs using an acceleration and changeover zone. The hand off stu will run 20 m and pass off to the other stu. The stu receiving the baton will run 20 m after receiving the baton. Station 5: Discus:

22 -Discus Bowling: Sts will work with a partner to practice bowling. Sts will take discus and bowl it along the ground to their partner. The discus should roll directly ahead. *Cues: Step forward with opposite foot of throwing arm, Swing discus back gently and then bend forward and release it with hand almost touching ground, Squeeze discus out of hand, closing hand into a fist by pulling fingertips toward palm from the little finger to the index finger. -Partner Slinging Ball: Sts will get with a partner. Each partner will sit on the ground across from each other. Sts will have either a basketball or volleyball. Sts will take turns slinging the ball back and forth. Variations: Use various throwing positions: kneeling or standing More Difficult-Increase distance between partners -Discus for distance: Sts will stay with partner. Partners will take turns with other partners in the throwing ring. The partner not throwing will be responsible for making sure no one is in the way of the throwing. Station 6: Hurdles: -Trailing Leg Only: Sts will work with a partner and take turns by doing a walk or jog along the side of 4-5 low hurdles. The stu will step next to the end of the hurdle with the leading leg. Then they will bring the trailing leg over to clear the hurdle.

23 *Cues: -Lift thigh of trailing leg upward and outward to clear the hurdle -Raise the toes of trailing leg to a horizontal position so that they do not hit the hurdle -Bring knee of trailing leg up and forward, simultaneously swinging the arm on the same side of the rear. -Hurdle Practice: Sts will take turns with the same partner to practice running over 4-5 hurdles. Station 7: Distance Work: -Straights and Curves: Sts will run 2 laps. Sts will jog the curves and accelerate on the straights. -Toilet Tag: 2 students will be the taggers. They will be trying to tag the other students. If tagged students will crouch down and raise their arm. Other students can unfreeze them by pulling down their arm and saying flush. Station 8: Shot Put: - Partner Push-Throws: Sts will get a partner and practice one and two-handed push passes to each other using a medicine ball. Variations-Sts can use a basketball, volleyball, or tennis ball. Sts can move closer or farther away from each other. - Glide Technique with Shot: Sts will stay with their partner. Each will take turns performing the glide with a shot. Sts at this station will take turns working in the throwing ring with their partner.

24 One partner will throw and the other will make sure no one is in the way as well as measureing the distance. Measure from stop board to the first place shot lands. If stu steps out of ring or over stop board it is a scratch.

25 Teacher: Mr. C Lesson Focus: Introduction to Football Age group/grade: 12th grade Date: Lesson #1 # of students: Safety considerations: students need to be aware of flying footballs and equipment on the ground Equipment/Materials: footballs, cones, colored jerseys, station task cards, kicking holders, and teacher assessment sheets Objectives: Students will run each route correctly 80% of the time. (Psychomotor) Students will identify the correct route based on the given number 80% of the time. (Cognitive) Students will follow the rules of activities and work cooperatively within their teams throughout the entire class. (Affective) SWBAT catch the football 7 out of ten times while using proper form and technique during skills test. SWBAT successfully complete three posts, fades, or curl patterns while running the directed length during engaged activity time. Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 1. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities.

26 2. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves & maintains a health-enhancing level of physical fitness. 5. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Virginia Standards of Learning (2001) 1. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 2. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 3. Achieve & maintain a health-enhancing level of personal fitness. 4. Demonstrate responsible personal & social behaviors in physical activity settings. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 4 Min Warm Up: Jump Rope/ Yoga 10 Min Introduction to Flag Football Circle Up Introduction: Bring the class together and go over the rules and positions associated with flag- football. Be sure to provide students with a handout of rules and positions so they can look over them outside of class. Introduction to Sport Ed

27 15 Min Activity 1: Defense vs. Offense Flag Pull Extension: All Students Start on Opposite Ends of the Field E: Start with two students on defense, once the flag has been pulled they go to defense until there is one student left. None Mark off an area of the field, but make sure it s at least around 40 years in length. One player begins in the middle of the field, while the rest of the team lines up at one end. At the whistle, the players try to run across the field to the opposite end. Meanwhile, the defender tries to grab as many flags as he can. Players who have their flags grabbed will now be on defense. App: How does it apply to actual football. When all the players have reached the end of the field, they will wait for the whistle and then run to the opposite end. The defenders once again try to grab flags. This drill continues until all players have had their flags pulled Minutes Activity 2: Flag Tag Players should be divided into pairs, with the front player being the runner and the back player being the defensive back. If possible, each runner should carry a football. Defensive backs will start five yards behind the runner. When the whistle blows, the runners will attempt to reach the end zone before the All Students against each other on separate teams. Extensions:

28 defenders catch them and grab their flag. 5 minutes Bring the class together and go over proper hand grip and technique when throwing a football. Also let them know how they are supposed to catch the football as well. After instruction, let them continue throwing with their partner. **Demonstrate the hand grip, throwing technique, and proper way to catch a football. 2 or 3 three fingers on the laces when holding the ball Step with opposite foot first Point toward target with non- throwing arm Elbow is up and out as ball comes back behind your ear and you follow through after your release You need to cradle the ball as if catching an egg. Hands go to the ball and then cradle towards body when you catch it E Try to make every pass a spiral while throwing R Focus on technique when stepping with proper foot and following through on your throw A Can you pass to the chest of your partner? How many passes can you catch without dropping one? 5 minutes Elimination Purpose This drill is designed to improve the player's quickness and reaction to the ball. Description This drill is somewhat like musical chairs. The coach lines up four

29 or more players. The coach has them kneel on one knee and face him. The drill starts when the coach flips the ball to any player, using a basketball chest pass. When a player drops a ball, he must leave the drill. The drill ends when there is only one player left. Coaching Points Emphasize following the ball and catching it in their hands. Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: High School Lesson Focus: Flag Football Lesson Number: 2 Date: September 10, 2010 # of students: 30 Safety considerations: Be prepared with appropriate footwear and gym clothing. Equipment/Materials: 12 Footballs, 20 Cones, Flags

30 Objectives: PSYCHOMOTOR COGNATIVE: AFFECTIVE: Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 1. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves & maintains a health- enhancing level of physical fitness. 5. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: New Jersey Standards of Learning (2001) 1. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 2. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 3. Achieve & maintain a health- enhancing level of personal fitness. 4. Demonstrate responsible personal & social behaviors in physical activity settings. 5. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting. Students with attention disorders will be placed closer to the teacher during instruction. ESL students will be given directions and demonstrations a second time if needed. Students with learning disabilities will be paired with a student who is competent at the skill.

31 Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 4 Min Instant Activity: Jump Rope Review and Practice Students will be standing around the teacher evenly spaced and begin jump roping at one minute intervals and reviewing jump roping positions E: Introduce new jump rope moves and remind student that they are responsible for each. NONE 5 Min Form Running and Teaching the RECIEVER STANCE! All form running will be conducted from the wide reviever stance in order to practice explosion. 3 Min Transition: Outside Minutes Partner Throwing and Catching with football: today is wide receiver day. First day was general defense. Today students will work on route running and basic offensive routes and plays. Extension: Allow for receivers to travel and experiment with routes. Quarterbacks must stay stationary. Application: What kind of route can you invent yourself?

32 Skills: Catching the ball in stride, Throwing the ball properly, Looking the ball into hands, 5 minutes Agility Activity One: Description 1. Two to six players can be used for this drill. 2. The drill with one player lining up on the five yard line facing a second player. 3. The second player is standing on the goalline. 4. The player on the five yard line starts running backward and at the same time the player on the goalline starts running forward. 5. The ball is tossed back and forth and caught in their hands. 6. After they reach the endzone, they get a quick rest, switch places and start back. 7. The coach stands at mid-field. Coaching Points Stress good body control. The players must stay five yards apart when moving down field 5 minutes Ball Handling One:

33 The purpose of this drill is to get the receiver aquainted with catching the ball over his shoulder using different methods. Description For best results, let the players run into the end zone to place emphasis on catching the ball for the touchdown. Players start to run at half speed toward the end zone looking inside for the ball. The ball is thrown in a high arc over the outside shoulder. The receiver has to adjust to the ball by either fading with the ball or turning his hips, shoulders, and head around to catch the ball. 20 Min Ultimate Flag Football: Similar to capture the flag but now it is a tag game a players are capable of throwing the ball now. Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: High School Lesson Focus: Flag Football Lesson Number: 1 Date: September 10, 2010 # of students: 30 Safety considerations: Be prepared with appropriate footwear and gym clothing.

34 Equipment/Materials: Objectives: PSYCHOMOTOR: COGNATIVE: AFFECTIVE: Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 7. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 8. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 9. Participates regularly in physical activity. 10. Achieves & maintains a health- enhancing level of physical fitness. 11. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 12. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: New Jersey Standards of Learning (2001) 6. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 7. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 8. Achieve & maintain a health- enhancing level of personal fitness. 9. Demonstrate responsible personal & social behaviors in physical activity settings. 10. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting. Students with attention disorders will be placed closer to the teacher during instruction. ESL students will be given directions and demonstrations a second time if needed. Students with learning disabilities will be paired with a student who is competent at the skill.

35 Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 4 Min Warm Up Catch with footballs: Find Partner and Football and start having a catch on the field. Practice route running which we will discuss in a small group today. 5 Min Jingle Jangle: Set up four cones for students to run around. Spread Across Field None Extensions: Farther routes, faster pace Purpose: Improve balance, footwork, and change of direction. X X Drill Outline: Place cones at corners of 15- yard square. Line up players at one corner of square. Players then: 1. sprint to first cone 2. side- step to second cone 3. backpedal to third cone 4. sprint back to beginning of lin X X 15 Min Over the shoulder drill See to the left Extensions: Farther routes, faster pace

36 Purpose The purpose of this drill is to get the receiver aquainted with catching the ball over his shoulder using different methods. Extensions: Change routes Description 5-10 Minutes For best results, let the players run into the end zone to place emphasis on catching the ball for the touchdown. Players start to run at half speed toward the end zone looking inside for the ball. The ball is thrown in a high arc over the outside shoulder. The receiver has to adjust to the ball by either fading with the ball or turning his hips, shoulders, and head around to catch the ball Warm up drill Similar to previous drill set up. None Purpose These drills can be used before practice to let receivers warm up and at the same time practice to work on concentrating on catching the ball properly. Description Divide receivers into two groups with a coach on both sides of the field to throw balls. Receivers start in a two point stance and run across the field at half speed. The coach waits until receiver runs ten yards before throwing the ball. The ball should be thrown with a good high arch. The receiver catches the ball mid-way across the field and strides across

37 5 minutes to the sideline. After each player has gone one time in both lines, the drill is then repeated using one hand and over the head. One on One Drill: One player will act as receiver, one as defensive back, and one as quarterback. Students will rotate through positions Practice beating defender. Match up with someone who is similar speed levels. Spread out. 5 minutes Running Plays or Football Frenzy! Setup same as yesterday None Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: High School Lesson Focus: Flag Football Lesson Number: 4 Date: September 10, 2010 # of students: 30 Safety considerations: Be prepared with appropriate footwear and gym clothing. Equipment/Materials: Objectives:

38 PSYCHOMOTOR: COGNATIVE: AFFECTIVE: Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 13. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 14. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 15. Participates regularly in physical activity. 16. Achieves & maintains a health- enhancing level of physical fitness. 17. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 18. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: New Jersey Standards of Learning (2001) 11. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 12. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 13. Achieve & maintain a health- enhancing level of personal fitness. 14. Demonstrate responsible personal & social behaviors in physical activity settings. 15. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting. Students with attention disorders will be placed closer to the teacher during instruction. ESL students will be given directions and demonstrations a second time if needed.

39 Students with learning disabilities will be paired with a student who is competent at the skill. Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 10 Min Jump Rope Ladder With a Partner: Students will do a ladder with a partner for 30s, 1:00, 1:30, 2:00, 1:30, 1:00, :30s, 15s. In between each set the partner will go then rest for fifteen seconds. Remember spaces between students in order to maintain safety, None none 4 Min Warm Up Catch with footballs: Find Partner and Football and start having a catch on the field. Practice route running which we will discuss in a small group today. Spread Across Field None 5 Min Jingle Jangle: Set up four cones for students to run around. Extensions: Farther routes, faster pace Purpose: Improve balance, footwork, and change of direction. X X Drill Outline: Place cones at corners of 15- yard square. Line up players at one corner of square. Players then: 1. sprint to first cone

40 2. side- step to second cone 3. backpedal to third cone 4. sprint back to beginning of lin X X 5 Over the shoulder drill Purpose The purpose of this drill is to get the receiver aquainted with catching the ball over his shoulder using different methods. See to the left Extensions: Farther routes, faster pace Extensions: Change routes Description 5 min For best results, let the players run into the end zone to place emphasis on catching the ball for the touchdown. Players start to run at half speed toward the end zone looking inside for the ball. The ball is thrown in a high arc over the outside shoulder. The receiver has to adjust to the ball by either fading with the ball or turning his hips, shoulders, and head around to catch the ball Warm up drill Similar to previous drill set up. None Purpose These drills can be used before practice to let receivers warm up and at the same time practice to work on concentrating on catching the ball properly.

41 Description 5 minutes Divide receivers into two groups with a coach on both sides of the field to throw balls. Receivers start in a two point stance and run across the field at half speed. The coach waits until receiver runs ten yards before throwing the ball. The ball should be thrown with a good high arch. The receiver catches the ball mid-way across the field and strides across to the sideline. After each player has gone one time in both lines, the drill is then repeated using one hand and over the head. One on One Drill: One player will act as receiver, one as defensive back, and one as quarterback. Students will rotate through positions Practice beating defender. Match up with someone who is similar speed levels. Spread out. 5 minutes Set Up Teams and Design Plays: Have students run through plays as a group getting the feel for each position and running routes that are drawn out for them. Give students time at the end of class to design their own plays. Setup same as yesterday None Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Curricular Unit Plan

42 COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: FOOTBALL 1 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will run each route correctly 80% of the time. (Psychomotor) Students will identify the correct route based on the given number 80% of the time. (Cognitive) Students will follow the rules of activities and work cooperatively within their teams throughout the entire class. (Affective) SWBAT catch the football 7 out of ten times while using proper form and technique during skills test. SWBAT successfully Have students enter the gym quietly and prepared for dynamic warm- up activity. Warm Up: Jump Rope/ Yoga Introduction to Flag Football Introduction: Bring the class together and go over the rules and positions associated with flag- football. Be sure to provide students with a handout of rules and positions so they can look over them outside of class. Introduction to Sport Ed Activity 1: Defense vs. Offense Flag Pull Extension: Mark off an area of the field, but make sure it s at least around 40 years in length. One player begins 1. Participates regularly in physical activity. 2. Achieves & maintains a healthenhancing level of physical fitness. 3. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 4. Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory Assessment 1: Visual check of students. Football Pre- Test

43 complete three posts, fades, or curl patterns while running the directed length during engaged activity time. in the middle of the field, while the rest of the team lines up at one end. At the whistle, the players try to run across the field to the opposite end. Meanwhile, the defender tries to grab as many flags as he can. Players who have their flags grabbed will now be on defense. When all the players have reached the end of the field, they will wait for the whistle and then run to the opposite end. The defenders once again try to grab flags. This drill continues until all players have had their flags pulled Activity 2: Flag Tag Players should be divided into pairs, with the front player being the runner and the back player being the defensive back. If possible, each runner should carry a football. Defensive backs will start five yards behind the runner. When the whistle blows, the runners will attempt to reach the end zone before the defenders catch them and grab their flag. Learning Activity 2: and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached)

44 Bring the class together and go over proper hand grip and technique when throwing a football. Also let them know how they are supposed to catch the football as well. After instruction, let them continue throwing with their partner. **Demonstrate the hand grip, throwing technique, and proper way to catch a football. 2 or 3 three fingers on the laces when holding the ball Step with opposite foot first Point toward target with non- throwing arm Elbow is up and out as ball comes back behind your ear and you follow through after your release You need to cradle the ball as if catching an egg. Hands go to the ball and then cradle towards body when you catch it. COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: FOOTBALL 2 Curricular Unit Plan

45 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will run each route correctly 80% of the time. (Psychomotor) Students will identify the correct route based on the given number 80% of the time. (Cognitive) Students will follow the rules of activities and work cooperatively within their teams throughout the entire class. (Affective) SWBAT catch the football 7 out of ten times while using proper form and technique during skills test. SWBAT successfully complete three posts, fades, or curl patterns while running the directed length during engaged Have students enter the gym quietly and prepared for dynamic warm- up activity. Instant Activity: Elimination Purpose This drill is designed to improve the player's quickness and reaction to the ball. Description This drill is somewhat like musical chairs. The coach lines up four or more players. The coach has them kneel on one knee and face him. The drill starts when the coach flips the ball to any player, using a basketball chest pass. When a player drops a ball, he must leave the drill. The drill ends when there is only one player left. 7. Participates regularly in physical activity. 8. Achieves & maintains a healthenhancing level of physical fitness. 9. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 10. Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: Assessment 1: Visual check of students.

46 activity time. Coaching Points Emphasize following the ball and catching it in their hands. Learning Activity 1: Form Running and Teaching the RECIEVER STANCE! All form running will be conducted from the wide reviever stance in order to practice explosion. Learning Activity 2: Partner Throwing and Catching with football: today is wide receiver day. First day was general defense. Today students will work on route running and basic offensive routes and plays. Skills: Catching the ball in stride, Throwing the ball properly, Looking the ball into hands, Agility Activity One: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached) Description 8. Two to six players can be used for this drill. 9. The drill with one player

47 lining up on the five yard line facing a second player. 10. The second player is standing on the goalline. 11. The player on the five yard line starts running backward and at the same time the player on the goalline starts running forward. 12. The ball is tossed back and forth and caught in their hands. 13. After they reach the endzone, they get a quick rest, switch places and start back. 14. The coach stands at midfield. Coaching Points Stress good body control. The players must stay five yards apart when moving down Ball Handling One: The purpose of this drill is to get the receiver aquainted with catching the ball over his shoulder using different methods.

48 Description For best results, let the players run into the end zone to place emphasis on catching the ball for the touchdown. Players start to run at half speed toward the end zone looking inside for the ball. The ball is thrown in a high arc over the outside shoulder. The receiver has to adjust to the ball by either fading with the ball or turning his hips, shoulders, and head around to catch the ball. Ultimate Flag Football: Similar to capture the flag but now it is a tag game a players are capable of throwing the ball now. Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: FOOTBALL 3 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons)

49 QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will run each route correctly 80% of the time. (Psychomotor) Students will identify the correct route based on the given number 80% of the time. (Cognitive) Students will follow the rules of activities and work cooperatively within their teams throughout the entire class. (Affective) SWBAT catch the football 7 out of ten times while using proper form and technique during skills test. SWBAT successfully complete three posts, fades, or curl patterns while running the directed length during engaged activity time. Have students enter the gym quietly and prepared for dynamic warm- up activity. Instant Activity: Warm Up Catch with footballs: Find Partner and Football and start having a catch on the field. Practice route running which we will discuss in a small group today. Extension: Student should begin to line up and play a partner tag game. Which ever player commands control over the ball when the music starts in the tagger and the other partner would become the chased. Activity 2: Jingle Jangle: Set up four cones for students to run around. Purpose: Improve balance, footwork, and change of direction. Drill Outline: Place cones at corners of 15- yard 1. Participates regularly in physical activity. 2. Achieves & maintains a healthenhancing level of physical fitness. 3. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 4. Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. Assessment 1: Rules Test Assessment 2: Visual check of students.

50 square. Line up players at one corner of square. Players then: 1. sprint to first cone 2. side- step to second cone 3. backpedal to third cone 4. sprint back to beginning of line Activity 3: Over the shoulder drill Purpose The purpose of this drill is to get the receiver aquainted with catching the ball over his shoulder using different methods. Description For best results, let the players run into the end zone to place emphasis on catching the ball for the touchdown. Players start to run at half speed toward the end zone looking inside for the ball. The ball is thrown in a high arc over the outside shoulder. The receiver has to adjust to the ball by either fading with the ball or turning his hips, shoulders, and head around to catch the ball REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached)

51 Activity 4: Teach Warm up drill Purpose These drills can be used before practice to let receivers warm up and at the same time practice to work on concentrating on catching the ball properly. Description Divide receivers into two groups with a coach on both sides of the field to throw balls. Receivers start in a two point stance and run across the field at half speed. The coach waits until receiver runs ten yards before throwing the ball. The ball should be thrown with a good high arch. The receiver catches the ball mid- way across the field and strides across to the sideline. After each player has gone one time in both lines, the drill is then repeated using one hand and over the head. Extension: One on One Drill:

52 One player will act as receiver, one as defensive back, and one as quarterback. Students will rotate through positions GAME: Ultimate Flag Tag

53 Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TENNIS DAY 1 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will be able to develop hand- eye coordination with the tennis ball and tennis racket and also demonstrate proper footwork in their own personal space. The students will identify all parts of the racket, know the Eastern tennis grip, and understand safety components of tennis when asked by the teacher. The students will maintain good spacing, follow directions, and attend to teacher directions every time instructions are given Have students enter the gym quietly and prepared for dynamic warm- up activity. IA: Pac Man Tennis Ball Balance Each student will have their own tennis ball and tennis racket. 2-3 Ghosts will be selected as taggers and the other students will be the Pac Men. Each student will be speed walking/walking following the lines on the tennis court while balancing their tennis ball on their racket. If a student gets tagged or drops their tennis ball, they must step out of the boundaries, place down their racket and tennis ball, and perform 5 jumping jacks then re- enter the activity. Teacher can switch taggers after 1 minute. Fitness: Resistance Bands Wall Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. Assessment 1: Observe sts being safe Observe sts manipulating equipment properly Observe sts handling equipment properly

54 while holding the racket and tennis ball on the ground in front of them when instructed to do so for the entire class period. Challenges Pictures and names of each resistance band activity will be spread out and placed on the walls throughout the gym. No more than four students can be at one resistance band activity. See attachment. Act 2: Introduce tennis: Safety, parts or the racket, and grips Have sts group together in a circle No double parking! Explain the safety components of tennis: - Students should hug their rackets against their chest or place the rackets on the ground while the teacher is giving instructions - Each student or group of students should have a clearly defined area - Striking balls recklessly is inappropriate; shots should be aimed and controlled to land in a certain space or to hit a target - Students should not chase loose tennis balls out of the playing area. Loose tennis balls should be picked up and stored immediately by students when it enters their space. - Loose tennis balls can be stored in pockets, tucked into clothing, etc. If a ball is lost, students should be able to obtain a ball from their peers or from (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached)

55 supply stations located safely in the perimeter of the activity area - Students should only hit the ball when the teacher instructs the students to do so - Students should immediately refrain from striking any tennis ball on the teacher s stopping signal No student may jump the tennis net - Tennis rackets will not be thrown out of anger or jest Explain the parts of the racket (Butt, Face, Head, Handle/Grip, Throat, Tip) and the Eastern grip used in tennis. Act 3: Tennis Ball Drills The purpose of these activities will be working on their hand- eye coordination to prepare them for the skills involved in tennis as well as for when they learn how to perform the tennis serve. Right hand toss - Toss the ball up in the air with the right hand Left hand toss - Toss the ball up in the air with the left hand Right hand dribble - Dribble the ball down with the right hand Left hand dribble - Dribble the ball down with the left hand Alternating dribble - Dribble the ball down alternating between both right and left hands

56 Act 4: Tennis Racket Drills Sts will be in their own self space Rollers - Roll the around the face of the racket, Roll the ball the opposite way around the face of the racket Uppers - Bounce the ball straight up on the face of the racket consecutively, Be sure to focus on hitting the ball in the very center of the racket because this is the sweet spot Downers - Bounce the ball down with the racket consecutively, Be sure to focus on hitting the ball in the very center of the racket because this is the sweet spot Upper Twists - Bounce the ball straight up on the face of the racket flip flopping the racket to either side (like flipping a pancake) Closure: Check for student understanding: parts of the racket, safety Parts of the racket? (Butt, Face, Head, Handle/Grip, Throat, Tip) When should you strike the tennis ball? (When instructed to do so)

57 Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TENNIS DAY 2 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will be able to develop hand- eye coordination with the tennis ball and tennis racket and also demonstrate proper footwork in their own personal space. The students will identify all parts of the racket, know the Eastern tennis grip, and understand safety components of tennis when asked by the teacher. The students will maintain good spacing, follow directions, and attend to teacher directions every time instructions are given while holding the racket Have students enter the gym quietly and prepared for dynamic warm- up activity. IA: Roadblocks Students line up along the baseline and race to the net while balancing their tennis ball on their racket. On the command Go, students speedwalk from the baseline to the net. The last student to reach the net and any students who lose control of their tennis ball becomes the roadblock and goes to the center of the court to attempt to slow down or partially block the other students. While these students are in the center of the court, they will roll their tennis ball around the rim of their racket as the other students try to reach the tennis net. Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. Assessment 1: Exit Sheet on the different parts of the tennis racket by labeling.

58 and tennis ball on the ground in front of them when instructed to do so for the entire class period.. Fitness: Jump Rope Wall Challenges Pictures and names of each jump rope activity will be spread out and placed on the walls throughout the gym. No more than four students can be at one jump rope activity. Act 1: Review: Safety, parts or the racket, and eastern grip Have sts group together in a circle No double parking! Explain the safety components of tennis: Students should hug their rackets against their chest or place the rackets on the ground while the teacher is giving instructions Each student or group of students should have a clearly defined area Striking balls recklessly is inappropriate; shots should be aimed and controlled to land in a certain space or to hit a target Students should not chase loose tennis balls out of the playing area. Loose tennis balls should be picked up and stored immediately by students when it enters their space. Loose tennis balls can be stored in (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached)

59 pockets, tucked into clothing, etc. If a ball is lost, students should be able to obtain a ball from their peers or from supply stations located safely in the perimeter of the activity area Students should only hit the ball when the teacher instructs the students to do so Act 2: Tennis Racket Drills Sts will be in their own self space Rollers - Roll the around the face of the racket, Roll the ball the opposite way around the face of the racket Uppers - Bounce the ball straight up on the face of the racket consecutively, Be sure to focus on hitting the ball in the very center of the racket because this is the sweet spot Downers - Bounce the ball down with the racket consecutively, Be sure to focus on hitting the ball in the very center of the racket because this is the sweet spot Upper Twists - Bounce the ball straight up on the face of the racket flip flopping the racket to

60 either side (like flipping a pancake), Downer Twists - Dribble the ball down with the racket flip flopping the racket to either side (like flipping a pancake) Side Downers - Bounce the ball down with the side of the racket consecutively Side Uppers - Bounce the ball upward with the side of the racket consecutively Transition: In tennis, players always shuffle step to meet the ball. These next few activities are going to work on developing correct footwork Act 6: Pass It Students get into pairs. Two pairs of player will begin at a designated starting line. Students dribble the tennis ball with their racket facing their partner while shuffle stepping towards a designated finish line. If students lose control of their tennis ball, they may quickly get it and continue towards the finish line. Act 7: Forehand Volley Teacher will explain to sts the cues

61 of the forehand volley as well as explain the cues. A forehand volley is a shot hit forehand before the ball bounces on the court. Preparation: Ready position Eastern forehand grip for beginners; Continental grip for intermediate and advanced players Off hand starts on racket throat then moves out to help maintain balance Knees bent; light on your feet Weight forward on toes Quick shoulder turn Swing: Firm grip, wrist, and arm Racket head at eye level Step forward (not across) with opposite foot Compact swing; racket face slightly open Arm goes from bent position to slightly (not fully) extended position Make contact to the side and in front Follow- Through: Hit through the ball, but little or no follow- through Finish with weight on front foot Recover for next shot

62 Closure/Assess: Exit Sheet Parts of the tennis racket (attached below) Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: TENNIS DAY 3 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will be able to develop hand- eye coordination with the tennis ball and tennis racket and also demonstrate proper footwork in their own personal space. The students will identify all parts of the racket, know the Eastern tennis grip, and understand safety components of tennis IA: Keep The Racket Up Each student will have their own tennis racket. Students will partner up and face each other holding their rackets by the butt of the racket. Sts will count to 3, run, and grab their partner s racket before it hits the ground. After each successful catch, take one step backwards. After each miss, take one step forwards. Transition: Tell sts they will be working on various tennis ball drills Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Closure/Assess: Exit sheet Tennis safety components quiz. As sts give teacher their quiz, return their last quiz on parts of the racket. Quiz is attached below.

63 when asked by the teacher. The students will maintain good spacing, follow directions, and attend to teacher directions every time instructions are given while holding the racket and tennis ball on the ground in front of them when instructed to do so for the entire class period.. with and without the tennis rackets. Explain to sts the purpose of these activities will be working on their hand- eye coordination to prepare them for the skills involved in tennis as well as for when they learn how to perform the tennis serve. Act 2: Tennis Ball Drills Act 3: Tennis Racket Drills Activities above should be completed quickly after already being taught to students. ACT 4: Partner Forehand Volley Lead- Up Sts partner up. Sts toss the ball back and forth to their partner over the net, throwing with shoulder and not the wrist Act 5: Partner Forehand Volley Catch Sts will remain with same partners. One partner will toss the ball to the other partner. The partner with the racket will hit a forehand volley and the other partner will catch the tennis ball. Give partner 5 hits and then switch roles. Closure/Assess: Exit sheet Tennis Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step.

64 safety components quiz. As sts give teacher their quiz, return their last quiz on parts of the racket. Quiz is attached below. htm (Other Materials Used See Attached)

65 Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: WEIGHT LIFTING AND WEIGHT ROOM ACTIVITIES DAY 1 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Have students enter the gym quietly and prepared for dynamic warm- up activity. Instant Activity: Students will start with a warm up game named Walk/Jog Regatta. Students will face a partner standing approx. 10 feet away. From there students will call out WALK! Or JOG! Whenever the partner that calls out JOG says it they must chase the other partner to the wall and try to tag them. Dynamic Warm Up: Students will partner together and review all dynamic warm- up activities that they have completed this Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Weight Room Resistance Bands Bosu Balls Mats Assessment 1 Written Smart Goals Written FITT Goals

66 year. Actual Work Out Dynamic Warm- Up and Form Running. Transition: Students will transition to the weight room and listen to teacher as we review rules, safety, and spotting and etiquette with the entire class. Activity: Students are going to be completing introductory stations as a class in small groups either 2 or 3 people working together. REVIEW EXPECTATIONS AND SAFETY. Station 1: Leg Extension Station 2: Bicep Curls Station 3: Lateral Raises/Lat Pull Down Station 4: Calf Raises Station 5: Pull- Ups/Flexed Arm Hang/Body Weight Station 6: Step Ups Station 7: Over Head Press Station 8: Push- Ups Station 9: Bosu Squats Station 10: Cardio; Jump Rope

67 Activity: Lecture review on proper bench press form and proper spotting. - Lay with feet on ground back straight. - Hands a little wider than shoulder width apart. - Arms do not cross 90 degrees - Breathe in on the way down and out on the way up. CLOSURE: Checking for understanding on proper bench press form. Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: WEIGHT LIFTING AND WEIGHT ROOM ACTIVITIES DAY 2 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT

68 Objectives: Have students enter the gym quietly and prepared for dynamic warm- up activity. Instant Activity: Aerobic Dynamic Music Review Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Assessment 1: Introduction to Circuit Stations: Purpose, benefit to personal fitness plan LA: In pairs, each student will travel to each station read the task cards and perform the designated skill with the appropriate number of repetitions. Sts. Will travel around the gym to each one of the 20 stations and keep track on their own record what they did and their enjoyment level of that exercise Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. LA: Introduction to working on Personal fitness plan. LA: Cool down and stretch together discussing importance of proper form while stretching Closure: discuss with students the different stations what stations worked arms, legs, abs, cardio endurance Have students write

69 down the 5 exercises they liked the most and talk about how they can be implemented into a lifetime activity/exercise plan Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: WEIGHT ROOM DAY 3 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Have students enter the gym quietly and prepared for dynamic warm- up activity. Instant Activity: Blob Tag and Partner Tag. Students will be stretching in between each round of the game. Introduction: Discuss the difference of supplemental lifts and core lifts. Students will be Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape Assessment 1:

70 starting core lifts during their weight lifting session today. Also introduce their assignment for class. (Weight lifting video assignment) Dynamic Stretching Warm UP Weight Room Stations: 1) Leg Curl 2) Squat Press 3) Lat Pull Down 4) Chest Press 5) Hammer Press and Pull 6) Shoulder Press 7) Triceps Pull Down 8) Bench 9) Calf Raises 10) Push Ups Sit Ups 11) Bosu Squats of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness.,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site:

71 mi.us/~balbachl/step. htm (Other Materials Used See Attached) Curricular Unit Plan COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: Weight Lifting Day 5 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES INSTUCTIONAL ACTIVITIES AND MODIFICATIONS NASPE CONTENT STANDARDS RESOURCES AND MATERIALS ASSESSMENT Objectives: Students will be able to design a work out plan on completion of the Have students enter the gym quietly and prepared for dynamic warm- up activity. Instant Activity: Review Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook. Champaign : Human Kinetics Assessment 1: - Review Form - Hand Out Work Out Sheet

72 lesson. Students will also be introduced to activities based on certain body parts and the differences between working on certain body parts. Stretching and Hand out sheets to be stretched and taught to he entire class. This will help students be prepared for stretches as they enter the classroom and there is no down time spent. Dynamic Warm Up: Lines on my count to start students. Activity 1: Students will start with Doing either the Pacer Test or Sit Up/ Push Up test before entering the weight room. Activity 2: WEIGHT ROOM Either: Machine Stations: 1. Leg Curl 2. Squat Press 3. Lat Pull Down 4. Chest Press 5. Hammer Pull Down 6. Shoulder Press 7. Tricep Pull Down 8. Bench 9. Calf Raises 10. Crunches and Leg Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape,28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms

73 Pushers 11. Rope Jump New Stations: 1. Leg Extension 2. Good Morning 3. Dead Lift 4. Chest Press 5. Shoulder Press 6. Tri Pull Down 7. Step Ups W. Dumbbells 8. Chest Flies 9. Squat 10. Lunges & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: mi.us/~balbachl/step. htm (Other Materials Used See Attached)

74 Class/Grade/Period: 1 Grade 10 Lesson Focus: Floor Hockey Lesson Number: 1 November 17, 2010 # of students:20 Potential problems to consider: Students are a young age and may not have seen structure in a health class before. It is important for the first lesson to set the stage for what the remainder of their time in health will be like. As long as students follow the activities, and are actively engaged, students will find the class very successful. Equipment/Materials: Students will be using a binder for notes and also keeping activities hole punched for collection at the end of the semester. Objectives: Students Will - Students will. Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (AAHE, 2007) 1. Comprehend concepts related to health promotion and disease prevention to enhance health. 2. Analyze the influence of family, peers, culture, media, technology and other factors on health behaviors 3. Demonstrate the ability to access valid information and products and services to enhance health. 4. Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks 5. Demonstrate the ability to use decision- making skills to enhance health 6. Demonstrate the ability to use goal- setting skills to enhance health 7. Demonstrate the ability to practice health- enhancing behaviors and avoid or reduce health risks 8. Demonstrate the ability to advocate for personal, family, and community health State Content Standards (Virginia, 2001) 1. Act with skill and reason to demonstrate an understanding of the concepts and behaviors that reduce health risks and enhance the health of self and others. (Knowledge and skills) 2. Demonstrate the ability to access, evaluate, and use health information, products, and services that influence health and well- being in a positive manner. (Information access and use) 3. Demonstrate the use of appropriate health practices, and behaviors to promote a safe and healthy community when alone, with family, at school, and in other group settings. (Community health and wellness)

75 Modifications: Adaptations for students with special needs, varying skill abilities, ESL, learning styles etc Student activities will be modified in a large amount of ways. Some days students will be grouped by learning abilities. Also, extra time will be spent with ECL students in order to learn. Time Learning Activities/ Organization WHISPER Skill/Knowledge/Behavior Cues Tasks/Transitions Strategies/explain Assessments 2-3 Min Introduce the setting of the class: Students seated where they belong None None Students will enter class and will be given assigned seating by alphabetical order. 10 Minutes Instant Activity: Grab a jump rope warm up muscles and begin class Spread across the gym None None

76 10 Minutes 10 Minutes Cooperative Game One: Mat Cross: Students will attempt to cross the gym floor on top of a mat. Students will use cooperative skills and work together to complete the task. Pinny Tag: How did you need to use team work to work together. How does this game relate to fitness and game play activities Each student will be wearing a set of flags. It is there goal to travel around the gym and pull flags of other students in the class. If your flag gets pulled, pick up flag, head to the exterior of the gym and do ten jumping jacks. 10 Minutes Protect This House: Students will be paired up and running around the interior of the gym. Students will attempt to steal objects from other areas of the gym. It is your goal to protect your house while also trying to steal objects. 10 Protect house center game

77 Minutes Reflections: CBUPO- How did I help fill these needs? 1. The need to feel competent. 2. The need to belong 3.The need to feel useful 4. The need to feel potent(cy). 5. The need to feel optimistic. Class/Grade/Period: 9-10 Lesson Focus: Hockey Lesson Number: 1 # of students: Safety considerations: Go over safety rules with hockey sticks, balls, etc. Spatial awareness Equipment/Materials: hockey sticks, hockey balls (start with softer balls), cones, indoor/outdoor Objectives: Students will Focus their attention on the teacher during introduction, safety, and instruction (affective)

78 Dribble a hockey ball (stationary and moving) (psychomotor) Through teacher observation show that they know how to utilize reverse stick and when to use it (cognitive) Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 19. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 20. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 21. Participates regularly in physical activity. 22. Achieves & maintains a health- enhancing level of physical fitness. 23. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 24. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Virginia Standards of Learning (2001) 16. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 17. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 18. Achieve & maintain a health- enhancing level of personal fitness. 19. Demonstrate responsible personal & social behaviors in physical activity settings. 20. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting. Modifications: Adaptations for students with special needs, varying skill abilities, ESL, etc *Make sure sticks are adequate height for all students *Use softer balls if necessary

79 Class/Grade/Period: 9-10 Lesson Focus: Hockey Lesson Number: 2 Date: # of students: Safety considerations: space awareness, high stick, ball control Equipment/Materials: hockey sticks, hockey balls, trainer balls (optional) Objectives: Students will Demonstrate the proper technique while performing a push pass against the wall (psychomotor) Verbally explain the importance of lower body strength while doing a push pass (cognitive) Give helpful tips to their partner during partner passing (affective) Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 25. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 26. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities.

80 27. Participates regularly in physical activity. 28. Achieves & maintains a health- enhancing level of physical fitness. 29. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 30. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Virginia Standards of Learning (2001) 21. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 22. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 23. Achieve & maintain a health- enhancing level of personal fitness. 24. Demonstrate responsible personal & social behaviors in physical activity settings. 25. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting. Modifications: Adaptations for students with special needs, varying skill abilities, ESL, etc *Partner players according to ability or have a higher skilled student help a lower skilled *Use softer or trainer balls to start *Post pictures of players performing a push pass around gymnasium so students can refer to it

81 Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 1-5 min Checking for Understanding: Go over dribbling techniques: eyes up, bending at the knees not waist, ball not too far away and not too close, elbows out, control, etc. Transition- distribute sticks and balls Extensions- Verbal questions - Make playing area smaller 5-20 min Fitness Warm- Up Activity: Dribble Tag: in a large space, trying to knock other players call away from them while keeping your ball under control and not getting it stolen. Make the space smaller. Group stretch: Ask questions about the importance of warming up muscles before doing strenuous activities Comprehension questions: Do you want to keep the ball close or far away from your body? Do you want to hit the ball and chase it? Why or why not? - Allow them only to walk - Allow them to jog Refinement Cues- - Eyes up - Watch where you re going - Elbows out - Keep control of the ball Dribbling Activity- review Toe to toe: keep control, eyes up Dribble down across gym walking, then jogging s s s s s s s s s s s s s - Keep ball not too close or too far away Application- Scaffolding- moving on to passing. Importance of passing in hockey, most frequently used move in the game. Several different types of passes. Introduce the push pass s s s s s T - Try and knock at least 2 classmates balls away - Try to never get your ball taken away

82 Teacher demonstration: emphasize importance of getting low, using lower body for more power, not slapping/contacting the ball but pushing it (balls like an egg, don t want to break it) Keep right hand lower on the stick for power. Shift weight from back foot to front foot. Follow through Extensions- - Go from walking and dribbling to jogging and dribbling Refinement Cues min Transition- have students find a space along the wall around the entire perimeter of the gymnasium. s s s s s s - Eyes forward - Bend at the knees - Keep ball not too close or too far min Push Pass Activity- Students perform push passes several times against the wall. Focus on force, using lower body for power- when comfortable move farther away from the wall Comprehension questions: What can you do for more power with your grip? Legs? Whole body? s s s s s s s s s s s s T Application- - How many times can you pull the ball from toe to toe and not lose control? - Can you dribble faster? Transition- students get to a position where teacher is visible- half circle Teacher demonstration: partner push passing with student helper. Show how to receive the ball, side of the stick should be flat on the ground as much as possible (knuckles on the ground), get low, bend at the knees.

83 Transition- Partner up with the person closest to you min min Partner Push Pass Activity- Partners need to find an open space and stand about 10 feet away from each other (to start distance should not be that far) Practice correct form when push passing to partner. Partner receiving the ball should focus on allowing some give with their stick and keeping their stick on the ground. More stick on the ground, the easier it is to stop the ball (wont slip between the stick and the ground) After completing 10 successful push passes and stopping the ball (with control) 10 times, take five big steps back. Take five more steps back- have to use legs to create enough power to get ball to partner. Transition- Group Stretch Importance of stretching in a sport like hockey Lower back and lower body stretch Stretch arms T s s s s s s s s s s s s Partner Partner Extensions- - Stand closer to the wall - Move away from the wall, more power needed - Use harder balls Refinement Cues- - Keep right hand low on the stick - Stand with a wide stance - Bend at knees - Shift weight from back foot to front foot for power Teacher Observations min Checking for Understanding: Ask comprehension questions while leading a group stretch (lower back and leg stretches) Where should your hands be while doing a push pass? How can you get more power? Why is it Partner - Push the ball, don t slap. Should not hear stick contacting the ball

84 important to follow through? Partner min Extensions-

85 - Stand closer - Stand farther apart - Use softer/harder balls Refinement Cues- - Follow through to target (partner) - Keep right hand low on the stick - Stand with a wide stance - Bend at knees - Shift weight from back foot to front foot for power min - Push the ball, don t slap. Should not hear stick contacting the ball Application- - How many successful passes did you and your partner make? - Can you do more? min - Can you stand farther apart and still be successful?

86 Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved?

87 Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 1-10 min Instant Activity- Cardio tag game- TOG jog tag: two taggers, students jogging around perimeter while taggers try to catch them, it tagged start running in opposite direction, last few people left are the new taggers Fitness warm- up- strength- push ups, sit ups Explain the importance of having endurance and muscular strength with this new unit: hockey Comprehension questions- Why would I have you do this type of running/pacing activity? Why would you want to pace yourself in hockey? s s s s s s s s s s s T Extension- mini games, more/less players, change how they can move, etc Refinement cues- watch where you re going, eyes up, etc Application- try to never get caught, etc Set Induction- Introduce the sport of hockey: who s played before? Seen before? Show type of equipment that will be used throughout the unit. Teacher experience with the sport, etc. Give Pre- Test Safety- Precautions that must be taken while using a hockey stick. Hardness of the ball, stick cannot come above waist at any time, etc. Teacher expectations Rules that must be followed/consequences min Basic Skills/Pre- requisites How to hold the stick, how to perform reverse

88 15-20 min stick- forearm of dominant hand crosses over. Sides of the stick that can be used- cannot use rounded side, one- sided stick. Ball- type of ball, hard. Different types of balls may be necessary (softer, etc). Different types of grips- open and closed. When to use which grip. Transition- Equipment distribution- sticks on one side of gymnasium, balls on the other. ½ of class get sticks, ½ get balls then switch: number off 1 s get sticks first, 2 s get balls first. All students need a stick, ball, and find an open space where teacher is still visible. s s s s s s s s s s s s s s s s s s T min Activity- Dribbling stationary Teacher demonstration- dribbling in place using front stick and reverse stick. toe to toe Students practice dribbling in place, bringing ball from toe to toe. Bend at knees not waist Comprehension questions: Why bend at the knees? Is it easier going faster or slower? Sticks T Activity- Dribbling Dribble while walking to one end of gymnasium or and back, several times. Balls Transition- while students are dribbling, set up cones around gymnasium or. 4 cones creating a large square. Split up students into groups, go to Extension- use different size ball, softer, harder Refinement cues- bend at

89 30-32 min certain cones Scaffolding- just dribbling up and back, now incorporate dribbling, movement, and using reverse stick around cones when necessary. Activity- Four Corners Teacher demonstration Start at 1 st cone- student dribbles up using front stick, once at 2 nd cone shuffle across using front stick, at 3 rd cone (going backwards) shuffle step backwards using reverse stick, 4 th cone shuffle across to starting point using reverse stick. Continue this activity until each student has had the opportunity to go around the cones several times. s s s s s s s s s s s s s s s s s s T s s s s s s knees not waist, keep ball away from body, bring ball from toe to toe - When dribbling in motion: keep elbows out, ball away from body, control ball, eyes forward Application- try and keep eyes up and still control ball Teacher observations min Check for Understanding- verbal questions about safety, reverse stick, etc Ask questions that were on the pre- test: number of players? Can you kick the ball? Can you use both sides of the stick? What do you use instead? How high can you raise your stick? s s s s s s s s s s s s Closure Extension- spread out cones- more time Refinement cues- keep elbows out, ball away from body, control ball, eyes forward, use reverse stick

90 when appropriate. Application- can you travel any faster while keeping control of ball? min X X X X s s Verbally ask min comprehension questions min

91 80-85 min min

92 Class/Grade/Period: 9-10 Lesson Focus: Hockey Lesson Number: 11 # of students: Safety considerations: Space awareness, dangerous stick, no horseplay during games Equipment/Materials: hockey sticks, balls, cones, goals (optional) Objectives: Students will Make several passes before taking a shot on goal during half games

93 Verbally explain the importance of fair play to the teacher Focus their attention on the teacher during distribution of current event material Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 31. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 32. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 33. Participates regularly in physical activity. 34. Achieves & maintains a health- enhancing level of physical fitness. 35. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 36. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Virginia Standards of Learning (2001) 26. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 27. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 28. Achieve & maintain a health- enhancing level of personal fitness. 29. Demonstrate responsible personal & social behaviors in physical activity settings. 30. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting. Modifications: Adaptations for students with special needs, varying skill abilities, ESL, etc Use softer balls, use different sized sticks, have less people on each team, have smaller space, pair up ESL students with a student who will be willing to help them throughout the class.

94 Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 1-10 min Assessment: Mini Comprehension Quiz Comprehension Quiz min Fitness Activity: Shuttle Relays Have students get with one partner Line up on the end line, first partner get ready to dribble Dribble down as fast as you can, second partner is practicing ball control (stationary) from toe to toe as first partner is dribbling When first partner gets back, switch Comprehension questions: Should you keep the ball close to you while dribbling? Why is ball control so important? Why is it beneficial to keep your eyes up while dribbling? Instant Activity: Dribble Tag In a large space, trying to knock other players call away from them while keeping your ball under control and not getting it stolen. s s s s s s T Extensions- - Second partner must be practicing ball control until first partner gets back - Try to go faster each time you dribble Refinement Cues- - Eyes forward - Bring ball from toe to toe when doing ball control - Bend at knees not at waist Activity: Game Play 5 v 5 mini games without goalie Half the class on one half of, other half on the other. Make sure all students have a chance to touch the ball before a goal is scored Encourage fakes, blocks, passes, and shooting s s s s s s s s s s s s s Extensions- - Make playing area smaller - Allow them only to walk Refinement Cues- Teacher Observations

95 min Comprehension questions: Why would I have all of you touch the ball before scoring? What does a team mean? Why is it important to include everyone on a sports team? What other ways can you make sure everyone gets a chance to participate? s s s s s T Watch where you re going - Keep control of the ball - Keep ball not too close or too far away min Cool Down: Group stretch Arms, legs, backs, etc. Closure: while students are stretching Give them their current event report projects (guidelines, expectations, etc) half - GOAL - Team 1 Extensions- - Use only half - Add more or take away players Teacher Checklist - Add a goalie Team 2 - All students have to touch the ball once - Do at least one fake per play - Use all passes learned - GOAL - Refinement Cues- - Eyes forward - Keep ball close to body - Use your teammates - Follow through towards target 60-70

96 min when shooting or passing min

97 Class/Grade/Period: 12 th grade Lesson Focus: Volleyball Forearm pass Lesson Number: 1 Date: Day 1 # of students: 30 Safety considerations: Keep your eye on the ball, proper clothing and footwear, walk around the volleyball net and not under Equipment/Materials: 2 volleyball nets, 30 volleyballs, 2 ball carts, 30 jump ropes, healthy healthy hippos cards Objectives: Students will demonstrate the cues of the volleyball forearm pass during individual and partner activities Students will be able to recall the cues of the forearm pass when asked by the teacher Students will participate and cooperate with their partner throughout the duration of the lesson Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 37. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 38. Demonstrates understanding of movement concepts, principles, strategies, & tactics as Virginia Standards of Learning (2001) 31. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 32. Apply movement principles & concepts to learning & developing motor skills & specialized

98 they apply to the learning & performance of physical activities. 39. Participates regularly in physical activity. 40. Achieves & maintains a health- enhancing level of physical fitness. 41. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 42. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: movement forms. 33. Achieve & maintain a health- enhancing level of personal fitness. 34. Demonstrate responsible personal & social behaviors in physical activity settings. 35. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting. Students in wheel chairs will only focus on upper body cues Students with attention disorders will be placed closer to the teacher during instruction ESL students will be given directions and demonstrations a second time if needed Students with learning disabilities will be paired with a student who is competent at the skill Students can alter distance or alter the type of volleyball at any time if needed Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 5 minutes Dress out: students change into their gym clothes and head out to the gym to start class 4-6 minutes IA: Jump rope: Students will be introduced to exercises that involve the jump rope in a specific sequential order that follows a scaffolding pattern. Students are in a good space Extensions: increase or decrease the TO students

99 around the gym number of jumps, increase or decrease the amount of time, give students ideas for different jumps, change partners Refinements: 2 inch jumps, good spaces are participating Applications: How many different jumps can you and your partner come up with? How many successful jumps can you complete consecutively? 3 minutes 7-8 minutes Transition: Alright, please hang your ropes back up, walk around the volleyball nets and come have a seat in the center circle. Lecture: How many of you played volleyball in PE class in middle school? A lot of you, okay great. How many have played at the beach or with your family in the backyard? Did you know that volleyball is actually the most popular indoor sport in the world?! We play volleyball on numerous occasions such as cookouts and in the pool. It s a great social game that can get you and your family active while having fun. For the next 6 weeks or so we will be working on various skills in volleyball and learning the rules and strategies of the game. (I will then hand out the syllabus). By the end of the unit you will have learned how to pass, set, serve, spike, and block all of which are important skills in the game of volleyball. Not only will you be able to play volleyball but you Students sitting down in the center of the gym facing me

100 know the necessary skills as well as rules and strategies in order to be a successful volleyball player. Before we get in to volleyball we are going to stretch and play Healthy, Healthy Hippos. Please spread out. FF: Stretching: I will lead the students through a variety of stretches. (Quad stretch, hamstring stretch, butterfly, tricep stretch, shoulder) I will talk to the students about the importance of energy to warm up your muscles to prevent injury and how each muscle that we are stretching is used in volleyball. Transition: As the students are stretching I would go around and group them off by colors for the fitness game. I will then briefly explain the rules. Alright, please get find the cone of the color that I told you and we will begin. 5-7 minutes 2-3 FF: Healthy, Healthy Hippos game in colored groups students one at a time will run out to the center hoop and draw a card. If the card is their team s color, they take the card back to their hoop and complete the fitness task on the card with their group. If the card is not their team s color they put it face down and go back to their group to complete the task with their group. Once completed, the next person will go. The game will continue until a team has every card of their color from the center Students spread out around the gym with good spaces, and facing me. TO students participating

101 minute Transition: Okay please grab some water if you need it and meet me back in the center circle minutes x x Lecture: One of the most important skills in volleyball is the forearm pass or the bump. You use this when receiving a serve, when passing to a setter, when a teammate has passed to you, or in order to get the ball back under control during a game. (I will then demonstrate the bump numerous times with and without the ball describing each cue as I do it.) Now we are going to practice these cues. Please find a good space around the gym. x O x TO are students having fun? Act 1: Bumping to self students will bump to themselves in the following order x 2-4 minutes without the ball (ready position) - one bump and catch, - one bump, bounce, bump Transtion: Great job everyone, now I want you to do a continuous bump to yourself. Remember the cues still! Extensions: make the distance to the center shorter or longer, increase or decrease the reps on the cards, add another team, change the activities on the

102 minutes cards Act 2: Continuous bump to self students bump as many times as they can to themselves using the cues and proper form Transtion: That s great, bumping to yourself. Now we are going to work on bumping to a target. We are going to bump to the wall. Please find a wall and spread out. Students sitting down in the center of the gym facing me Refinement: use correct form on pushups, one person runs to the center to get the card, entire group must complete the task Application: How many cards can your group get in the specific amount of time given? How fast can you get all of your cards? 3-4 minutes Act 3: Bump to the wall students continuously bump to the wall as if it were a person from a distance of about 6 feet Students will be in a good space around the gym 1 minute Transition: please choose a partner, the taller partner put the ball in the cart and the shorter partner carry your ball to the black line. The other partner should stand about 8 feet away facing each other. 4-5 Act 4: Bump to partner students bump back and forth with a Students will be in a good space

103 minutes partner from a distance of about 8 feet around the gym 2 minutes Assess: Self assessment during the continuous bumping to self activity, students will count the number of successful, consecutive bumps they complete and try to keep it in mind to see if they improve the next time. Extensions: give them a ball quicker, use a trainer ball instead of a real volleyball, have them move while they bump Refinement: don t jump, bend your knees, flat arms, hands together, eyes on the ball Application: how many bumps can you perform with the correct cues? Can you walk and keep control? Self assessment (how many bumps did you get successfully?) 4-6 minutes Closure: Please place your volleyball between your feet. Who can tell me one thing to remember when performing the forearm pass? Can someone tell me a second? Do we jump when we bump? Awesome! Okay go change, and we will see you next class! 2 minutes x x x x x x x TO Extensions: use a trainer ball instead of a real volleyball, have them move while they bump Refinement: don t jump, bend your knees, flat arms, hands together, eyes on the ball 5-6 Application: How many bumps can you perform with the correct cues? How many can you get without losing control? Can

104 minutes you walk and keep control? TO x x x x x x during earlier activity x x x x x x Extensions: use a trainer ball instead of a real volleyball, increase or decrease the distance 2-4 minutes Refinements: don t jump, bend your knees, flat arms, hands together, eyes on the ball Applications: how many times can you hit the same spot on the wall? How many consecutive bumps can you get? Extensions: use a trainer ball instead of a real volleyball, increase or decrease the distance from partner Refinements: don t jump, bend your knees, flat arms, hands together, eyes on the ball Applications: how many good passes can you make to your partner? How many

105 consecutive bumps can you and your partner get? How far back can you get and still make good passes? Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: 10 th grade Lesson Focus: Volleyball Forearm pass and set Lesson Number: 2 Date: Day 2 # of students: 30 Safety considerations: Keep your eye on the ball, proper clothing and footwear, walk around the volleyball net and not under Equipment/Materials: 2 volleyball nets, 30 volleyballs, 2 ball carts, 30 peer assessment sheets, 15 pencils, 10 resistance bands, 5 medicine balls, 5 jump ropes, poly spots, task cards Objectives: Students will demonstrate the cues of the volleyball forearm pass during individual and partner activities Students will be able to recall the cues of the forearm pass and the set when asked by the teacher

106 Students will participate and cooperate with their partner throughout the duration of the lesson Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 43. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 44. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 45. Participates regularly in physical activity. 46. Achieves & maintains a health- enhancing level of physical fitness. 47. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 48. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: Students in wheel chairs will only focus on upper body cues Students with attention disorders will be placed closer to the teacher during instruction ESL students will be given directions and demonstrations a second time if needed Students with learning disabilities will be paired with a student who is competent at the skill Students can alter distance or alter the type of volleyball at any time if needed

107 Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 5 minutes Dress out: students change into their gym clothes and head out to the gym to start class 4-6 minutes IA: Keep it up to self: As students enter the gym, they will grab a volleyball, find a good space and begin bumping to themselves using the proper form and cues they learned the previous day. Students are in a good space around the gym Extensions: use a trainer ball instead of a real volleyball, have them move while they bump TO students are participating 1 minute Transition: Alright, please place your volleyballs in the cart and come have a seat in the center circle. Refinement: don t jump, bend your knees, flat arms, hands together, eyes on the ball Application: How many bumps can you perform with the correct cues? How many can you get without losing control? Can you walk and keep control? Can you get more bumps than you did yesterday? 6-8 minutes Lecture: Raise your hand if you got more bumps today than you did yesterday? Most of you, great! You are already improving. Now, raise your hand if you honestly used the correct cues while bumping? Most of you again, great! Name some of these cues, just shout them out! Let s hear them! (The students will name the cues of the forearm pass that we learned the day before). If Students sitting down in the center of the gym

108 they leave any out, I will make sure I say it and show it. Alright we are going to work on the forearm pass again today for a little bit before we move on to setting. You are going to be in groups and you are going to evaluate your group members on how they perform the pass using this evaluation form. (I will hold up the evaluation form.) Two of you will be passing while the other two will be evaluating and then you will switch. I really want you to work on performing the skill correctly and observers, you really need to watch the other person carefully. Don t try and look at all the cues at one, focus on one or two during each pass. This shouldn t take you longer then about 4 minutes per person. Any questions? Alright get in a group of four, one person come get four observer sheets and two pencils, and one person go get a volleyball. Find a good space, decide who is passing first, and who is assessing first. GO! facing me Act 1: Pass with a partner students will bump back and forth with a partner from a distance of about 8 feet while one of their peers is assessing. Transition: Okay, one person bring your observer sheets and pencils to me and everyone else get in to a group of six. (I will then explain and demonstrate the activity pass on the go.) Alright spread out with your group, you need one ball for each group and get started. I want to see good passes from everyone!

109 8 minutes Act 2: Pass on the Go students are in two lines of three facing each other. The student in the front will pass to the person in the front of the other line and then go to the end of that line they just passed to. The person who received the volleyball will pass to the person in the front of the other line and then follow their pass to the end of that line. Play continues until teacher stops it. Peer assessment (attached) 3 minutes Transition: Alright class, please put the volleyballs in cart and have a seat in the center circle next to a partner. We are going to do a fitness activity called fitness race track. (I will then explain and demonstrate the activity.) Alright I want one partner to stand up and one partner to sit down. The person standing up, you are running first and the person sitting down you are choosing the card first. x x x x x x x x x x 4 minutes FF: Fitness Race Track the students are in partners. One person is running around the track while the other is doing the activity on the task card (attached) chosen. When the music stops (about every 45 seconds) the students will switch roles. Activity continues for fifteen minutes or until teacher stops the activity. Transition: Nice work everyone. Please walk two laps around the gym to cool down. (As they are walking, I will be picking up equipment.) X Extensions: use a trainer ball instead of a real volleyball, increase or decrease the distance from partner Refinements: don t jump, bend your knees, flat arms, hands together, eyes on the ball Applications: how many good passes can you make to your partner? How many consecutive bumps can you and your partner get? How far back can you get and still make good passes? TO students are using the proper technique

110 Cool down and stretching: Students will walk two laps around the gym to cool down and then I will lead them in stretching activities. X X 4 minutes 15 minutes - arm across chest (shoulder) - arm over head (tricep) - lunges - right over left leg - left over right leg - quad stretch - sit down and butterfly - stretch to the left - stretch to the right During these activities I will discuss the importance of stretching in relation to volleyball as well as how the muscular strength and endurance activities will help develop volleyball skills. Transition: Alright, now we are going to move on to the Overhead set. X X X Extensions: use a trainer ball instead of a real volleyball, increase or decrease the distance from lines Refinements: don t jump, bend your knees, flat arms, hands together, eyes on the ball, bump to your target Applications: how many good passes can you make? How many consecutive bumps can your group get? How far back can you get and still make good passes? TO students are participating and working hard 5 minutes Lecture: Alright, so we have done a great job learning the forearm pass, now we are going to move on to other overhead pass or the set. This is used to pass the ball around on your side of the net, set up for an attack or sometimes just get the ball over the net in volleyball. The set is performed using your finger pads. Just like the bump, we are going to have our knees bent. With your hands, everyone make a triangle (teacher demos). When contacting the ball you are going to look through that One student running around the track the other in a good space doing the task on the card TO students are doing the stretches

111 window. When you contact the ball you will extend your arms and legs (teacher demos with out the ball). You want to have soft touches when you set, you aren t hitting the ball. I want everyone to get up and do the motion three times then sit back down. Make sure you are looking through your window. Great job. Give me a thumbs up if you are comfortable with that motion. Ok, the first activity we are going to do is setting the ball to ourselves. You will toss the volleyball, set it, then catch it. Transition: Everyone grab a volleyball from the cart spread out and I want to see one good set then catch, one good set then catch. Students are spread out facing me Extensions: longer or shorter time periods, more difficult tasks on the cards Refinement: straight backs on the pushups, good spaces, slow movements with the resistant bands Application: can you stay moving the entire time? How different activities can you do? How many times can you get around the track in the time allotted? properly Act 3: Overhead set to self - Students will set to themselves in a good space. After the student sets and catches a few times they can move on to hitting it consecutively. As students are becoming better at setting the teacher will start calling out challenges or showing certain students things to try and challenge them: setting then clapping, setting then spinning in a circle and setting again, try to lay down and get back up while setting the ball, touch the ground between sets. Transition: Alright place the volleyball between your feet please. It looks like you have the technique of the set. Now, during a game you typically aren t going to set the ball straight back up in the air, so now we are going to work on setting the ball forward. You are going to set

112 5 minutes the ball to the wall and let it bounce back to you. You need to use the same cues as when you were setting the ball to yourself. Soft touches, make your triangle, bend your knees, look through your window, push with your knees and elbows. Alright so everyone find an open wall and go ahead and get started. Act 4: Setting to the wall - students will overhead set the ball to the wall and let it bounce back to them, then they will set the ball again to the wall and let it bounce back to them. Once I see that students are getting the set to the wall, I will walk around and place a poly spot a certain distance from where they are standing and tell them to try and make the ball land on the poly spot. Closure: Alright, please place your volleyballs in the cart. Let s see if we can name off the cues for the overhead set as a class. Name them off let s hear them. Alright, who can tell me one muscle that we worked today that will help during volleyball. Great work today class! See you next time. Students are sitting down in a group, facing me. 1 minute

113 5-7 minutes TO Students are using the proper form 2 minutes Students are in a good space around the gym

114 4 minutes Extensions: use a trainer ball instead of a volleyball, lay down, on knees, more than one consecutive, set and clap, set and spin Refinements: look through your window, bend your knees, use your finger pads, make a triangle, push with your elbows, soft touches TO Students are using the proper form Application: How many consecutive sets can you get? Can you vary the heights of your sets? 2 minutes Students are in a good space around the gym standing about 6 feet from the wall

115 Extensions: use a trainer ball instead of a volleyball, increase or decrease distance Refinements: look through your window, bend your knees, use your finger pads, make a triangle, push with your elbows, soft touches Application: Can you vary the heights of your sets? How many times can you hit the same spot? Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: 10 th grade Lesson Focus: Volleyball Forearm pass and set Lesson Number: 3 Date: Day 3 # of students: 30 Safety considerations: Keep your eye on the ball, proper clothing and footwear, walk around the volleyball net and not under

116 Equipment/Materials: 2 volleyball nets, 30 volleyballs, 2 ball carts, wall challenges, 10 jump ropes, deck of cards, cones, medicine ball Objectives: Students will demonstrate the cues of the volleyball forearm pass and the overhead set during individual and group activities Students will be able to recall the cues of the forearm pass and the set when asked by the teacher Students will participate and cooperate with their group during small side games Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 1. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves & maintains a health- enhancing level of physical fitness. 5. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications:

117 Students in wheel chairs will only focus on upper body cues Students with attention disorders will be placed closer to the teacher during instruction ESL students will be given directions and demonstrations a second time if needed Students with learning disabilities will be paired with a student who is competent at the skill Students can alter distance or alter the type of volleyball at any time if needed Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 5 minutes Dress out: students change into their gym clothes and head out to the gym to start class 5-7 minutes IA: Name Passing as the students enter the gym, they will find a group of about 5 or 6 and begin passing the volleyball using the forearm pass. They will call the students name that they are passing to as they pass the volleyball. Students are in a good space around the gym in their groups Extensions: use a trainer ball instead of a real volleyball, have them move while they bump, increase distance between passes TO students are participating

118 5 minutes Transition: Alright, please place your volleyballs in the cart and come have a seat in the center circle. Today we are going to do wall challenges. (I will then explain and demonstrate each wall challenge) Okay, with your partner go stand at a challenge and when the music starts you can begin. Students sitting down in the center of the gym facing me Refinement: don t jump, bend your knees, flat arms, hands together, eyes on the ball Application: How many bumps can you perform with the correct cues? How many can you get without losing control? How long can your group keep the volleyball up? 20 minutes FF: Wall Challenges cardio and flexibility (attached) There will be 7 challenges on the wall around the gym pertaining to cardio and flexibility. With a partner, students will do each activity for about 1 minute and then switch when the music stops. They will then have 15 seconds before the music starts again. They will do each wall challenge twice. Transition: Alright, grab some water if you need it and have a seat in the center circle please. Students are in partners at a wall challenge around the gym Extensions: modifications on the challenges, increase or decrease the number of challenges, increase or decrease the time at each challenge Refinement: legs parallel to the floor, hold your stretches TO students are participating and doing the moves correctly Application: can you stay moving the entire time? 3 minutes Lecture: So what two skills in volleyball have we been working on? Right! And who can tell me some things to remember for the bump? And for the set? Alright, today we are going to work on these two skills some more. If we get through all the activities and you guys are really working hard, we are going to play a game at the end of the lesson. When I say go I want you to find a volleyball, spread out, and practice bumping and setting. I want Students are

119 4 minutes to see one bump, one set, one bump, one set. (I will then demonstrate this). Try and keep control of the volleyball and see how many you can do consecutively. And GO! sitting down in the center of the gym, facing me Act 1: Bump, set to self - Students will practice keeping control of the ball while bumping and setting to themselves. They will bump, set, bump, set, bump, set. As I see students becoming more comfortable with the skills, I will have the students try two and two, or three and three. Transition: Alright hold the volleyballs. Now I want you to find a wall and just like we did yesterday practice setting to the wall. Go! 5 minutes 1 Act 2: Setting to the wall - students will overhead set the ball to the wall and let it bounce back to them, and then they will set the ball again to the wall and let it bounce back to them. Once I see that students are getting the set to the wall, I will walk around and place a poly spot a certain distance from where they are standing and tell them to try and make the ball land on the poly spot. Students are in a good space around the gym TO students are performing the skill correctly

120 minute 5 minutes Transition: Alright, hold the volleyballs please. Now you are going to find a partner. One partner will toss the volleyball to the other, that person will set the ball to the tosser. The tosser will catch the volleyball and then toss again. You will each make five good sets and then switch roles. (I will then demonstrate). Once you have each gone four times which will be a total of 20 sets, I want you to set continuously back and forth with your partner. Alright, find a partner and you should only have one volleyball. Students are in a good space around the gym standing about 6 feet from the wall Extensions: use a trainer ball instead of a real volleyball, increase or decrease the height of the ball, change levels, increase or decrease number of reps. Refinements: don t jump, bend your knees, flat arms, hands together, eyes on the ball, make your triangle, push the ball, soft touches Applications: How many consecutive can you get? How many perfect sets can you make to yourself? TO students are using the proper technique 3 minutes Act 3: Set to a partner from a toss One student will toss, the other will set back to them. Each person gets five good sets and then they switch. Once both students get 20 good sets in, they will practice setting continuously back and forth to one another. Transition: Please put the volleyballs away and come have a seat in the center circle. We are going to play a game called king of the court. (I will then explain and demonstrate the activity). This game requires some teamwork because you have to work together to get the ball over the net. So I want to see your team working together and using good sportsmanship. Alright find a group of three and stand at the serving line on the East end of the gym. Students are spread out facing me Extensions: use a trainer ball instead of a real volleyball, increase or decrease the distance from the wall or spot Refinements: make your triangle, push the ball, soft touches, knees bent Applications: How many perfect sets can you get? Act 4: King of the Court 3 on 3 teams of three on three will play TO students are using the cues of setting

121 6 minutes a mini game of volleyball. One team will serve by tossing the ball over the net. The other team must use two hits (bumps or sets) to get the ball over the net. Then the other team must do the same. Whichever team makes a mistake steps off and a new team takes the court. The object is to stay on the court as long as possible. If you do win three games in a row, you will then step off to let other groups get a chance to play. Students are standing about 8 feet away from their partner 4 minutes Closure: Alright, please place the volleyballs in the cart. How many of you used good teamwork and sportsmanship while you were playing the 3 on 3 game? Raise your hand if you were communicating with your teammates during the game? How were you communicating? Great job today everyone! Tomorrow we are going to learn to serve! Students are sitting down in a group, facing me. Extensions: use a trainer ball instead of a real volleyball, increase or decrease the distance from partners Refinements: make your triangle, push the ball, soft touches, knees bent, good tosses Teacher Checklist: forearm passing 10 minutes x x x x x Applications: How many perfect sets can you make? How many consecutive sets can you and your partner get? x x x x

122 Extensions: use a trainer ball instead of a real volleyball, lower the net, more players Refinements: make your triangle, push the ball, soft touches, knees bent, arms straight on the pass, work together, communicate Applications: How long can you stay on the court? 2 minutes Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: 10 th grade Lesson Focus: Volleyball Overhead Set and Underhand Serve Lesson Number: 4 Date: Day 4

123 # of students: 30 Safety considerations: Keep your eye on the ball, proper clothing and footwear, walk around the volleyball net and not under Equipment/Materials: 2 volleyball nets, 30 volleyballs, 2 ball carts, wall challenges, 2 bean bags, 2 medicine balls Objectives: Students will demonstrate the cues of the overhead set and the underhand serve during individual and group activities Students will be able to recall the cues of overhead set and underhand serve when asked by the teacher Students will participate and cooperate with their group during small side games Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 1. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves & maintains a health- enhancing level of physical fitness. 5. Exhibits responsible personal & social behavior that respects self & others in physical

124 activity settings. 6. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: Students in wheel chairs will only focus on upper body cues Students with attention disorders will be placed closer to the teacher during instruction ESL students will be given directions and demonstrations a second time if needed Students with learning disabilities will be paired with a student who is competent at the skill Students can alter distance or alter the type of volleyball at any time if needed Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 5 minutes Dress out: students change into their gym clothes and head out to the gym to start class 5-7 minutes IA: Partner Passing as the students enter the gym, they will find a partner and begin bumping and setting with their partner from a distance of about 8 feet. Students are in a good space around the gym about 8 feet from their partner. Extensions: use a trainer ball instead of a real volleyball, have them move while they bump, increase distance between passes Teacher will complete any checklists that

125 5 minutes Transition: Alright, please place your volleyballs in the cart and come have a seat in the center circle. Today we are going to do wall challenges again. Everything is going to be the same as yesterday except these wall challenges are focusing on upper body and abdominals. (I will then explain and demonstrate each wall challenge briefly.) While you are doing the different exercises try and think how this can help you in volleyball because we will discuss it later. Okay, with your partner go stand at a challenge and when the music starts you can begin. Students sitting down in the center of the gym facing me Refinement: don t jump, bend your knees, flat arms, hands together, eyes on the ball Application: How many bumps can you perform with the correct cues? How many can you get without losing control? were not completed from the previous day 20 minutes FF: Wall Challenges upper body and abdominals (attached) There will be 7 challenges on the wall around the gym pertaining to upper body and abdominals. With a partner, students will do each activity for about 1 minute and then switch when the music stops. They will then have 15 seconds before the music starts again. They will do each challenge twice. Students are in partners at a wall challenge around the gym TO students are participating and doing the moves correctly Transition: Alright, grab some water if you need it and have a seat in the center circle please. Extensions: modifications on the challenges, increase or decrease the number of challenges, increase or decrease the time at each challenge 3 Lecture: Who can tell me some of the muscles you worked today? How can these muscles help you specifically in volleyball? More powerful serve, higher set, right. Alright what are some Refinement: engage your core, flat backs, slow motion Application: can you stay moving the

126 minutes 4 minutes things we need to remember for the set? Right. Okay we are going to get a lot of setting in today before we begin serving. You are going to be in a group of 7. One person will be the setter, one will be assessing the setter, and the other five are going to make a circle around the setter. You are going to be toss the volleyball one at a time to the setter and they are going to set to the volleyball back to you. They move to the next tosser. Once they get all the way around the setter becomes the observer, the observer a tosser and a tosser becomes the hitter. Observers, this is the same format as the forearm pass peer assessment. You need to be really watching the setter. Get in groups of 7, one person come get the assessment sheets and a pencil, one person get the volleyball, make a circle and begin. Students are sitting down in the center of the gym, facing me entire time? How many can you do in the 45 seconds? Act 1: Setter s circle students will be in groups of 7, one setter, one observer, and five tossers. The tossers will toss the ball one by one to the setter in the center of the circle. The setter will set the ball back to the tossers. Once the setter sets all five volleyballs, they will rotate. Observer to tosser, tosser to setter, setter to observer. Transition: Alright place the volleyballs in the cart, bring the sheets and pencils to me and have a seat in the center circle.

127 15 minutes 1 minute Lecture: Underhand Serve Now we are going to work on the underhand serve. We use the serve to begin a point in a game. To perform the underhand serve, you will begin in the stride position; your foot opposite your hitting arm should be forward. Hold the ball with opposite hand around waist level. You will swing your arm back then forward, hitting the ball out of your hand with the heel of your other hand (teacher is demonstrating). So do you toss the ball up for this serve? No. Where are you serving the ball during this activity? From the serving line, right. Everyone stand up, now your going to imitate the underhand serve without the ball. Step, arm back, swing. Good. Again. Step, arm back, swing. Alright one more time on your own. Okay great. Now, you will get a ball and find a space along the wall and practice serving into the wall. Students are in a circle with the setter in the middle Peer Assessment Transition: students get a ball and find a space on the wall. 5 minutes Act 2: Serving to the wall students will practice the underhand serve to the wall from a distance of about 6 feet. Students are sitting in front of me Extensions: use a trainer ball instead of a real volleyball, use a beach ball, increase or decrease the height of the ball, change levels, increase or decrease number of sets, allow students to just do partner sets Refinements: make your triangle, push the ball, soft touches, knees bent, good tosses Transition: Please put the volleyballs between your feet and eyes on me. Now we are going to practice serving the ball over the net. You are going to stand on the 10 ft line and your partner is going to stand on the Applications: How many perfect sets can you make to yourself? How many good tosses?

128 other side of the court. You are going to serve the ball over the net towards your partner. They will retrieve their ball. Once EVERYONE has retrieved a ball, that side of the court will step up to the 10 ft line and serve the ball over the net to their partners on my signal. Give me a thumbs up if you understand. Alright, find a partner, each of you stand on the 10ft line on either side of the net, you need one ball between the two of you. Do not start serving until I tell you. 1 minutes Act 3: Underhand serves from 10ft line students will serve the ball to their partner over the net from the 10ft line. Once all students have retrieved a ball and are ready to serve, I will give the service signal and they will serve. 5 minutes 2 minutes Closure: Alright, please place the volleyballs in the cart. I m going to perform two underhand serves, please give me a thumbs up if I m doing it correctly and a thumbs down if I m not. (I will then perform two serves one correct and one in correct and see how many students choose the correct serve then we will talk about why the incorrect one was in fact incorrect). Alright have a good rest of the day! Students are standing about 6 feet from the wall TO students are using the proper technique

129 7 minutes Extensions: use a trainer ball instead of a real volleyball, increase or decrease the distance from the wall, give the students a target on the wall TO students are using the correct technique for serving 2 minutes Sts are standing at the 10ft line across from their partner who is on the other 10ft line Refinements: opposite foot forward, ball in opposite hand, swing arm back, use heel of hand, follow through. Applications: How many times can you make contact with the ball? How many times can you make a good serve to the wall?

130 Extensions: use a trainer ball instead of a real volleyball, use a beach ball, have the students serve from a further distance, allow the students to continue to serve at the wall Refinements: opposite foot forward, ball in opposite hand, swing arm back, use heel of hand, follow through. Applications: How many times can you make contact with the ball? How many times can you make a good serve over the net? Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved?

131 Class/Grade/Period: 10 th grade Lesson Focus: Volleyball Underhand Serve and Rules of the Game Lesson Number: 5 Date: Day 5 # of students: 30 Safety considerations: Keep your eye on the ball, proper clothing and footwear, walk around the volleyball net and not under Equipment/Materials: 2 volleyball nets, 30 volleyballs, 2 ball carts, wall challenges, 2 bean bags, 2 medicine balls, tape Objectives: Students will demonstrate the cues of the underhand serve during game like situations Students will be able to recall the rules of the game of volleyball when asked by the teacher Students will participate and cooperate with their group during small side games Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 1. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, & tactics as

132 they apply to the learning & performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves & maintains a health- enhancing level of physical fitness. 5. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: Students in wheel chairs will only focus on upper body cues Students with attention disorders will be placed closer to the teacher during instruction ESL students will be given directions and demonstrations a second time if needed Students with learning disabilities will be paired with a student who is competent at the skill Students can alter distance or alter the type of volleyball at any time if needed Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 5 minutes Dress out: students change into their gym clothes and head out to the gym to start class 4-6 minutes IA: Partner Passing and setting as the students enter the gym, they will find a partner and begin bumping and setting with their partner from a distance of about 8 feet. Students are in a good space around the gym about 8 feet from Extensions: use a trainer ball instead of a real volleyball, have them move while they bump, increase distance between TO students are performing the skill correclty

133 their partner. passes 2 minutes Transition: Alright, please place your volleyballs in the cart and come have a seat in the center circle. Today we are going to do wall challenges again. These wall challenges are going to be a combination of the last two days. Some work on lower body, some upper body, some abdominals, and some flexibility. Find a partner and a wall challenge and when the music starts you can begin. Students sitting down in the center of the gym facing me Refinement: don t jump, bend your knees, flat arms, hands together, eyes on the ball Application: How many bumps can you perform with the correct cues? How many can you get without losing control? 20 minutes FF: Wall Challenges combo (attached) There will be 14 challenges on the wall around the gym pertaining to muscular strength, endurance, and flexibility. With a partner, students will do each activity for about 45 seconds and then switch when the music stops. They will then have 20 seconds before the music starts again. Students are in partners at a wall challenge around the gym TO students are participating and doing the moves correctly 3 minutes Transition: Alright, grab some water if you need it and have a seat in the center circle please. Lecture: Alright who can tell me what the underhand serve is used for? And what are some things you need to remember Extensions: modifications on the challenges, increase or decrease the number of challenges, increase or decrease the time at each challenge Refinement: engage your core, flat backs, slow motions, legs parallel to the ground Application: can you stay moving the entire time? How many can you do in the 45 seconds?

134 4 minutes when performing the underhand serve? Awesome. Alright, we are going to do a little practice with the underhand serve today. First we are going to play a one on one game within the 10ft line. You can see the tape on the net. The tape and the 10ft line are your boundaries. One person will serve. You are going to volley the ball back and forth over the net using only the bump and the set. If you serve and the other person messes up at some time, you get a point. If the server is the one that messes up it s called a sideout. When a sideout happens, the other team gets to serve. (Teacher is demonstrating briefly) Can you score a point when you aren t serving? You re going to keep playing with this person for about 3 minutes and then I will say switch and you will find a new partner. See how many points you can get! You are really going to have to keep control of the ball to be successful. Alright find a partner and a court and start. Students are sitting down in the center of the gym, facing me Transition: Students will find a partner and a court Act 1: One on one mini game students will play a one on one game within the 10ft line. Students will only use the serve, bump, and set. After 3 minutes, the students will switch partners.

135 1 minute 12 minutes Transition: Alright hold the volleyball. Now we are going to practice serving over the net to our partner just like we did last class but this time from the serving line instead of the 10ft line. Use the same motion just put a little more power in your serve. Remember, you serve, your partner will retrieve your ball, then they will serve. Please be careful when retrieving the volleyball so you don t get hit. Now spread out between the two courts and try and serve from different sides as well! TO students are performing the skills corre 3 minutes Act 2: Partner serve over the net - Students will have a partner and one ball. The partners will get on opposite sides of a net and the person with the ball will serve first and their partner will retrieve the ball and serve it back. Teacher is encouraging students to begin closer to the net to practice just getting it over then slowly moving it back until they have reached the end line. Students are on the opposite side of the court from their partner within the 10ft line Lecture: Hold the volleyballs. Alright, now we are going to try and place our serve in a certain spot. Does anyone know why being able to place your serve would be great in a volleyball game? Yes, it s a strategy you can use to hinder the other team s ability to return the serve. Now we are going to learn the positions on the volleyball court. These are the 6 positions on the court. (I will walk around the court numbering the positions as I am in them.) Your partner is going to walk to a position, and you are going to try to serve to wear your partner is. Your partner will retrieve your ball and roll it UNDER the net back to you so you can serve Extensions: use a trainer ball instead of a real volleyball, increase or decrease the boundaries Refinements: make your triangle, push the ball, soft touches, knees bent, good tosses, arms flat, one hit, heel of the hand on the serve TO students are performing the skill correctly

136 5 minutes again. Once you serve five times, you and your partner will switch roles. Again, please be careful when retrieving the volleyballs and feel free to move closer to the net to serve. Alright go ahead! Applications: How many points can you get? Can you get all your serves over? Act 3: Spot Serve One person is serving and their partner is on the other side of the net choosing a position for the server to serve to. The server serves, their partner retrieves the ball and roles it back under the net. The server serves five times and then they switch roles. x x x x x x x x x 4 minutes Transition/Closure: Hold the volleyballs. Alright I want to see who remembers the positions I showed you. Quickly find a position on the court. Now point to a person that is in position 4. How about position 2? And 6? And who can tell me what sideout means. Awesome. Alright please put your volleyball in the cart, come grab a pencil and an exit sheet and answer the questions on the sheet by yourself. When you are finished please turn in the sheet to me and you may go! x x x x x x x x x Extensions: use a trainer ball instead of a real volleyball, increase or decrease the distance Assessment: Exit Sheet (attached) Refinements: heel of the hand on the serve, opposite foot forward, follow through Applications: How many serves can you get over? How many in a row? TO students are performing

137 the skill correctly 8 minutes 2 minutes One student is serving and the other is choosing a position for their partner to serve to

138 4 minutes Extensions: use a trainer ball instead of a real volleyball, increase or decrease the distance from the net Refinements: heel of the hand on the serve, opposite foot forward, follow through Applications: How many serves can you get over? How many in a row? Can you hit all the spots your partner chooses? Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: 10 th grade Lesson Focus: Volleyball Rotations Lesson Number: 6 Date: Day 6 # of students: 30 Safety considerations: Keep your eye on the ball, proper clothing and footwear, walk around the volleyball net and not under

139 Equipment/Materials: 2 volleyball nets, 30 volleyballs, 2 ball carts, fitness task cards, 10 resistance bands, 5 medicine balls, 5 jump ropes, poly spots, Objectives: Students will demonstrate the cues of the underhand serve during small sided games Students will be able to recall the cues of the underhand serve when asked by the teacher Students will participate and cooperate with their group during small side games Students will demonstrate the rotations of the positions during small sided games Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 1. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves & maintains a health- enhancing level of physical fitness. 5. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications:

140 Students in wheel chairs will only focus on upper body cues Students with attention disorders will be placed closer to the teacher during instruction ESL students will be given directions and demonstrations a second time if needed Students with learning disabilities will be paired with a student who is competent at the skill Students can alter distance or alter the type of volleyball at any time if needed Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 5 minutes Dress out: students change into their gym clothes and head out to the gym to start class 5-7 minutes IA: Underhand serve as students enter the gym, they will grab a volleyball, find a spot on the serving line, and begin serving the ball over the net. Once they serve they will retrieve a volleyball that someone from the other side has served to their side, and serve again. STATIONS First: SERVE Students are spread out on the serving lines on both sides of each court Extensions: use a trainer ball instead of a real volleyball, increase or decrease the distance served from Refinements: opposite foot forward, ball in opposite hand, swing arm back, use heel of hand, follow through. Applications: How many times can you make contact with the ball? How many times can you make a good serve over the net? How many different positions can TO students are using the proper form

141 Second: VIDEO TAPE BUMP Third: SET GOLF Fourth: TRI IT ALL Students sitting down in the center of the gym facing me you serve to? 4 minutes Lecture: Please place your volleyballs in the cart and come have a seat in the center circle. Can anyone tell me the components of fitness? Cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition, right! Today we are going to do fitness task cards to focus on the different components of fitness. This is just like the fitness race track activity except this time you are both doing the activity and no one is running around the track. You are going to be with a partner and when I say go, one of you is going to run to one of the hula hoops and grab a task card. You will look at it and then put it back. You will then run back to your partner and you both will complete the activity that was on the card. After the 45 seconds is up, your partner will run and grab a card from the other hoop. You want to do all the exercises correctly so that you really work your muscles. So are we keeping the cards or putting them back in the hoop? And are we turning them all over to see which one we want? No. So get with a partner now and decide who is going first and which hoop you are each choosing from. Alright, go!

142 FF: Yoga and Kick Box Transition: Alright, grab some water if you need it and have a seat in the center circle please. Students are in partners in a good space. Hoops are set up at each end of the gym TO students are participating and doing the moves correctly 20 minutes 3 minutes 9 Lecture: Who can tell me what side out means? Great. And which team can score a point, the serving team or the receiving team? Alright. Does anyone know if the ball is considered in or out when it lands on the line? In, correct! Just like tennis if the volleyball lands on the line, it is considered in. During a volleyball game, each team has a system or rotation. You can play what is called a 6-2 offensive or a 5-1 offense. A 6-2 offense means that everyone is a hitter and there are two setters. A 5-1 offensive means there are 5 hitters and 1 setter throughout the game. We are going to learn the 6-2 in this class. It s a little bit easier than the 5-1 and it allows everyone to get practice in all the positions. In the 6-2 there are always 3 hitters on the front row, 2 passers in the back row, and the setter will be in the back row. We practiced the positions yesterday, does everyone remember the Students will be sitting in the center circle facing me. Extensions: increase or decrease the time, increase or decrease the difficulty of each challenge Refinement: engage your core, flat backs, slow motions Application: can you stay moving the entire time? How many can you do in the 45 seconds?

143 minutes positions? Well during volleyball, you rotate around the court through these positions. First I will show you how you rotate. (I will then demonstrate the rotations to the class.) Again, the setter always comes from the back row. The setter that is in the front row is actually a hitter. Alright find your teams and everyone get on the court in a position. Transition: students will find their teams and stand in a position on the court. Act 1: Rotations without ball students will be in positions on the court. I will talk them through a game situation. (ex. This team is serving, this team is receiving, this team makes an error, side out, now this team is serving, they make a service error, side out, and rotate) I will make sure everyone is in the correct position before I start the next game situation. We will go through two entire rotations. Transition: Okay great! Give me a thumbs up if you feel pretty confident in the rotations. Awesome. Now we are going to try to use these positions in a game! I don t want to see any spiking. Use all underhand serves and really focus on your rotations. Each person will serve one time. It doesn t matter if the serving team wins the point, we are going to treat it like a side out so we practice rotations. So, Team A will serve, they will play the point out. Team B will serve, they will play

144 1 minute 9 minutes the point out. Rotate and Team A will serve again. There will be one group that will not be on a game. If you are not involved in a game I want you to be passing and setting with a partner on the side line. After one team has been all the way through a rotation, you will switch with them. Raise your hand if you understand? Alright, the person on this side of the court in the serving position, go get a ball and you may begin. Act 2: Mini game with rotations students will play a mini 6 on 6 game while trying to focus on the rotations. Each person will serve once regardless of who wins the point. Team A will serve, they will play the point out. Team B will serve, they will play the point out. Rotate and Team A will serve again. There will be four teams on the court and the fifth team will be shadowing another team. TO students are performing the rotations correctly 1 minute Transition: Alright, great job everyone. Raise your hand if you remember the King of the Court game from the other day? Okay we are going to play that game again but this time you may serve using the underhand serve only. We are also going to play 4 on 4 instead of 3 on 3. Remember winning team stays on the court and the losing team steps off. When your team loses, you will come over to this net and I am going to assess your underhand serve. You will just do two or three underhand serves while I look at your form. Alright so this team and this team are going to be the first two teams up, everyone else get in line and this team come to this net for your assessment. Act 3: King of the Court 4 on 4 teams of four on four will play a Extensions: add a ball, make the scenarios longer or shorter Refinements: side out, rotate

145 10 minutes mini game of volleyball. Must have two hits to go over the net. The underhand serve will be used. If you lose the point you step off the court and the team next in line waiting will jump on and play. If you win you stay on. Once you win three times you step off to let the other teams play. Closure: Alright, please hold the volleyballs. You guys did a great job on your underhand serving over here. If I did not get to you, I will next class. How many setters are there in a 6-2 offense? And how many hitters? Great. Okay next class we are going to begin learning the overhand serve!! 6 students on each court and the other 6 students are passing and setting with a partner on the side line. Application: Do you know the entire rotation? TO students are performing the rotations correctly and working together 2 minutes Teacher Checklist on Underhand Serve

146 x x x x x x x x Extensions: use a trainer ball, lower the net, require a number of hits before sending it over Refinements: communicate, good serves, rotate, soft touches, knees bent 10 minutes x x x x Application: Do you know all the rotations? How long can your team go without making a mistake? 1 minute

147 Extensions: use a trainer ball instead of a real volleyball, lower the net, more players Refinements: make your triangle, push the ball, soft touches, knees bent, arms straight on the pass, work together, communicate Applications: How long can you stay on the court? Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? COURSE: PHYSICAL EDUCATION UNIT # AND TITLE: AEROBICS AND HEALTH RELATED FITNESS Curricular Unit Plan

148 SUGGESTED TIME ALLOTMENT: 3 WEEKS (Approximately Eight Lessons) QUESTIONS AND OBEJECTIVES GOALS: Psychomotor- 1. Students will perform step moves on their individual step benches 2. Performing muscular endurance exercises, pushups and crunches 3. Performing muscular strength exercises for all the major muscles, using different pieces of equipment, including stability balls, resistant bands, and free weights. 4. Students will actively warm up and cool- down, using floor aerobics before each aerobic workout. 5. Students will perform the proper form of kicks and punches while participating in kickboxing routines. Measurable Objectives INSTUCTIONAL ACTIVITIES AND MODIFICATIONS DAY 1 Activity 1: Basic Warm- up with floor aerobics, marching, side step, grapevine, knees, ham curls Act 2: Step Aerobics, safety, basic moves R, L basic, knees, etc Act 3: Introduction to Weight Training, basic using a mat and individual body weight pushups, planks, squats, lunges, crunches, and lower back extensions Act 4: Cool down / Stretch March, side step, heel digs, shoulder rolls, inhale, exhale with arms DAY 2 Lecture: Introduce weight NASPE CONTENT STANDARDS Standard 1.Demostrates competency in motor skills & movement patterns needed to perform a variety of physical activities. Goals: 1. While stepping on the step bench will demonstrate an understanding of motor skill and movement patterns that is, and 2. Students will perform step moves that will be put together in a routine. 3. Students with demonstrate warming up before stepping up on the step, through, arching, side step, grapevine, and squats. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical RESOURCES AND MATERIALS Howley, E, & Franks, D (1992). Health Fitness Instructor's Handbook.Champaign : Human Kinetics Books. Dorsey-Straff, N (2009, May, 25). Kick off the Pounds. Shape, 28(10), Fitzgerald, M( 2008, June,13), Pause for Power, Experience Life, 20(6), Powers, Scott K., Howley, Edward T. (2007). Exercise Physiology: Theory and Application to Fitness and Performance. New York, New York: McGraw-Hill. REC Group Fitness ASSESSMENT Assessment 1: EXIT SHEET ON HEALTH RELATED FITNESS TERMS Assessment 2:

149 1. Sts will demonstrate different step patterns on the step and 5 different resistance band exercises through assessment 2. Sts will identify the major muscles they worked in class training terminology, and the major muscle groups that they will be working with the resistance band Activity 1: Warm- up- floor aerobics, marching, side step, grapevine, knees, ham curls Act2: Step Aerobics, go over the step moves from the other day, and introduce 4 other moves, L- step, turn step, I- step, Kicks corner to corner. Combine moves into routine Act 3: WT- Resistance Band workout - Bicep curls - Squats with band - Up- right rows - Military Press - Lunges Act 4: Cool- down / Stretch activities. Goal 1: Students will acquire an understanding of the fitness components, and the importance of fitness components. Standard 4: Achieves and maintains a health- enhancing level of physical fitness. Goal 1: Students will develop knowledge, and a willingness to accept responsibility for personal fitness that they use to lead an active, healthy lifestyle. Learning higher levels of basic fitness Training Summer 2009, Holly Wade, Kickboxing, Step, and BOSU, handouts. Balbach, L (2009). Step aerobics terms & Choreography. Retrieved August 27, 2009, from Fitness Articles Web site: s/~balbachl/step.htm (Other Materials Used See Attached) DAY 3 Lecture: Keeping Track of your Heart Activity 1: Warm- up floor aerobics, marching,

150 side step, grapevine, knees, ham curls Act 2:Step Aerobics Go over moves from the previous two days, and introduce a couple more, and combined in a routine Act 3: WT- Resistance Band Exercises Triceps extension Partner Chest Press Bent over rows, lateral rows Act 4: Cool- down/ Stretch DAY 4 Lecture: Physical Principles Activity 1: Warm- up, Partner Trust Falls Act: 2 Step Aerobics run through all the step moves, and combined them, and pair students up to work on their step routine

151 Act 3:- WT Resistance Band workout combination of all the exercises from the previous classes, plus the first day exercises Act 4: Cool Down / Stretch / Yoga moves - downward dog - cat/cow - spinal balance - chair - bridge DAY 5 Lecture: Over- load principle Warm- Up: Jump Rope Activities Introductory Level Activity 1:Warm- up Cooperation Activity Act 2: Partner Step Routine, perform for myself and I will grade them, after practice time Act 3: Weight Training Stations with your partners

152 Act 4: Stretch DAY 6 Lecture: Introduction to Kickboxing DYNAMIC: FORM RUNNING LINES Activity1: Warm- up, spinal flexion, rotation Act2: Kickboxing Workout Punches- Jab, Cross Kicks- Front/ Back Combine moves Act 3: Cool down Act4: Pilates / yoga strength moves: - Plank - Crocodile - Up/dog DAY 7 Lecture: Introduction to Stability ball Activity 1:Warm- up (Dynamic Stretch)

153 Act:2 Kickboxing workout Punches- Hook/ upper cut Kicks- Side/ Roundhouse Combine moves from today and last class Act:3- Cool- down Act: 4 Stability Ball Exercises: - Push- up - Plank - Back extension - Squat - Crunch Closure: Circle up and stretch, Ask students what if they felt the stability ball is more challenging than using a resistance band DAY 8 Activity 1: Warm UP Basic Warm- up with floor aerobics, marching, side step, grapevine, knees, ham curls Act 2: Acclimation with the BOSU and Safety

154 Act 3: BOSU Step Act 4: Agility and Polymeric Drills Act 5: Cool down March, side step, heel digs, shoulder rolls, inhale, exhale with arms Act 6: Sculpting with the BOSU: - Squats - Lunges - Pushups - Stretch

155 Class/Grade/Period: High School Lesson Focus: Cooperative Activity Lesson Number: 1 Date: September 10, 2010 # of students: 30 Safety considerations: Be prepared with appropriate footwear and gym clothing. Equipment/Materials: Objectives: PSYCHOMOTOR COGNATIVE: AFFECTIVE: Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) 49. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 50. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 51. Participates regularly in physical activity. 52. Achieves & maintains a health- enhancing level of physical fitness. 53. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 54. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. New Jersey Standards of Learning (2001) 36. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 37. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 38. Achieve & maintain a health- enhancing level of personal fitness. 39. Demonstrate responsible personal & social behaviors in physical activity settings. 40. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting.

156 Modifications: Students with attention disorders will be placed closer to the teacher during instruction. ESL students will be given directions and demonstrations a second time if needed. Students with learning disabilities will be paired with a student who is competent at the skill. Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 5 Min Instant Activity: 5 Min Dynamic Stretching: 5-10 Minutes 5 minutes Jump Rope Activity: Establishing Full Value Norms - full value contract T will discuss with sts the importance of establishing a full value contract before the unit begins. o What kinds of values a group wishes to adopt with regard to individual and group engagement with the activity/training tasks. Some examples of principles include:

157 Be present Pay attention Speak your truth Be open to outcomes Create a safe environment - 100% challenge T will discuss with sts the importance of everyone participating 100% for each activity. Sts are encouraged to go out of their comfort zones and to participate in a cooperative and safe environment. No one will be asked to do something that is unsafe or may cause potential danger. 5 minutes ACT 5: Jump rope progression For this challenge, you will need to solve a riddle. As long as you are doing things correctly the rope will continue to turn. As soon as you are off track the rope will stop turning. Your team must pass through the turning rope so that it satisfies the following rule 1,2,3=21. No diving! SOLUTION: The team must pass through the turning rope- but they do not necessarily have to jump. Team members may cycle around behind the rope turners. The team must pass through in the following sequence: One person at a time=pass #1

158 Two people at a time=pass#2 Three people at a time = pass #3 One person at a time=pass #4 Two people at a time=pass#5 Three people at a time = pass #6 The pattern then repeats itself until there have been 21 passes 7-8 min ACT 6: Sts in a circle Creating community - name aerobics T will instruct sts to think of a way to move (ex. Star jump) so that people will remember their name. Each st must do a movement as we go around the circle. The entire group will say the person s name and do their action. When it is your turn, you must repeat the action of the people previous to you (ex. Emily- star jump, Brittany- booty shake, Kathy- clapping etc) before doing your new action. 1 min Transition: Sts will remain in circle. T will number students off so that there are groups of 5 sts. Once grouped, students will listen for instructions before finding good space. 6 min ACT 7: group juggle T will explain to students the goal of the group juggle is to toss the bean bag to every person in the group. You cannot pass to E: begin with one bean bag and increase to 5 if successful - inc/dec distance of circle

159 the person directly next to you. - use larger groups CLOSURE: As individual students will journal about the full value contract and how it can possibly make an impact on all of their classes. Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: middle and high Lesson Focus: Cooperation Lesson Number: 2 Date: # of students: 30 Safety considerations: Equipment/Materials: 1 large hula hoop 4 cones (red, blue, purple, green)

160 4 hula hoops Blindfolds for each student Healthy Healthy hippos cards Pedometer for each student Pedometer Log SMART goals worksheet Student Journals Writing utensils for each student Objectives: Sts will develop SMART goals for improving health- related fitness activity. Sts will demonstrate effective communication, negotiation, and conflict resolution. Sts will accept all classmates without regard to personal differences (e.g., ethnicity, gender, disability) by obeying the Full Value Contract 100% of the time. Circle or highlight the numbers from each set of standards below that this lesson addresses:

161 National Content Standards (NASPE, 2004) Virginia Standards of Learning (2001) 55. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 56. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 57. Participates regularly in physical activity. 58. Achieves & maintains a health- enhancing level of physical fitness. 59. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 60. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: Adaptations for students with special needs, varying skill abilities, ESL, etc - Pictures and word descriptors - physical assistance when needed - demonstrations (peer tutor, teacher) 41. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 42. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 43. Achieve & maintain a health- enhancing level of personal fitness. 44. Demonstrate responsible personal & social behaviors in physical activity settings. 45. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting. Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 5 min IA: Rock Paper Scissor tag Sts are divided into two even teams. Rock: feet together, arms down to side Paper: Straddle, arms raised to sides (star jump) Scissors: legs split, one in front of the other Two teams lined up with 30 yard lines marked off in either direction from the center line T observe st. safety

162 Paper beats rock, rock beats scissors, scissors beats paper. Each team huddles up and chooses one symbol. The break and line up one foot from the center line. On a cue (rock paper scissors shoot ) from the T, all players on each team simultaneously reveal their chosen sign (everyone on each team must shoot the same sign). Whichever team shoots the more powerful sign, that team then begins asap to chase and tag any and all members of the other team. The members of the losing team are trying to get in their safety zone before getting tagged. If tagged before reaching the safety zone, that person then becomes a member of the winning team for the next round. 1 min Transition: Sts are instructed to get their journal and pedometers 4 min Act. 1: Pedometer Pedometer Log Sts will set pedometers and walk one lap around the gym to make sure they are working and accurate 1 min Transition: Sts will remain seated near the front of the gym. 15 min Act. 2: Goal Setting Lecture SMART goals

163 T will pass out SMART goals worksheet. T will discuss what each letter stands for worksheet Specific (Who? What? Where? When? Why?) Measurable How will I measure progress? (How many? How much?) Attainable (Can this really happen? Attainable with enough effort? What steps are involved?) Realistic (What knowledges, skills, and abilities are necessary to reach this goal?) Timebound? (Can I set fixed deadlines? What are the deadlines?) Sts will begin to design fitness goals for themselves. T will discuss with sts that goals can be individual and group based. Discuss with sts why this is true and what types of similar goals a group could have together. 1 min Transition: These worksheets will go into sts folders upon completion. Sts. will split into 4 teams (T will do according to organization system). Sts will go to their colored cones for healthy healthy

164 hippos 2 min ACT 4: Health Healthy Hippos Students are divided into four teams. The objective of the game is for each team to get all the cards of their designated color. If they pick up another teams card they complete the activity and then put the card face down back in the middle. If they pick up their card they complete the activity and then put the card under their cone. The first team to get all of their cards wins. 1 min Transition: E: increase/decrease cone distance from center 1. If the team selects another teams card they complete the activity at the colored cone represented on the card and then put the card back in the middle. 2. Start with three or four cards for each team. Build up to 10 cards for each team. 3. Have teams wear pedometers. The team that gets to a set number of steps first wins. (ex or 2000 steps as a team). Sts will make sure equipment is set up to the way it started. T will instruct sts to stand shoulder to shoulder in open space. 5 min ACT 5: Order by birthdays T tells sts they will not be allowed to talk for this entire activity. T explains that the goal is to arrange everyone in order by birthdays without making any sounds. The sts must find a way E: - order by middle name initial - 1 or 2 people can talk to act as organizers while everyone Debrief: - what was difficult about this activity? - how did you

165 to communicate without talking to each other. Sts must stand in line and look at teacher when they believe they are finished. T checks to see if they were successful by having sts announce their birthday starting at one end. 1 min Transition: Sts will join hands and form a circle. T will grab 2 hula hoops. else is blindfolded - order by shoe size - order by height communicate with other group members? - did you learn anything from this activity - what type of helping went on? (if any) 7-8 min ACT 6: Circle around the circle T will place 2 hula hoops between two people resting on their grasped hands). See how quickly the sts in the circle can cause the hoops to travel around the circle (over the people) in opposite directions, through each other (i.e., hoop through hoop) and back to the originating point. Sts holding hands in circle E: - two groups - sts standing in various shapes (figure 8) - no talking - eyes closed Debrief: - what about this activity was difficult? - why is teamwork important? T asks sts who won after both hoops have circled the circle. - multiple hoops T discusses teamwork and unity. - alternate facing in and facing out

166 1 min Transition: T will have sts split into groups of 5. 8 min ACT 7: Human Knot Everyone must stand in a circle. Everyone must hold hands with someone in the circle. You may NOT hold the hands of the person next to you. Be sure you have two different people s hands. You are NOT allowed to let go of your partners hand at any point! Your goal is to untangle your arms so that everyone has both arms free. Assess: Goal setting worksheet Sts will get into pairs and discuss goals. C: 1 min Transition: T will ask sts to discuss communication and goal setting. Sts will be called up to go get their journal. E: - add groups to make larger group until entire class - no talking - assign a talker Debrief: - what was challenging about this activity? - Check for understanding 5-6 min JOURNAL: Human knot and communication

167 Reflections: Pedometer Log SMART goal worksheet (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: high Lesson Focus: Cooperation- communication Lesson Number: 3 Date: 9/13/10 # of students: 30 Safety considerations: Fluid movement with resistance bands Ample space when jumping rope Small, quiet jumps to prevent leg injury Equipment/Materials: Jump rope for every student Resistance band for every student Floor tape Pedometers for each student Healthy Healthy Hippos cards 4 cones (red, blue, purple, green) 1 large hula hoop Blindfolds for every student 18 poly spots Resistance band exit sheet Student journals Writing utensils

168 Pedometer logs Jump rope exit sheet Objectives: Sts will use leadership and follower roles, when appropriate, in accomplishing group goals in cooperation and adventure activities. Sts will demonstrate effective communication, negotiation, and conflict resolution when in group activities. Sts will accept all classmates without regard to personal differences (e.g., ethnicity, gender, disability) by obeying the Full Value Contract 100% of the time. Sts will perform 2 jump rope moves (skier and bell) for 8 consecutive jumps. Sts will list 2 benefits of resistance band training for health-related fitness. Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) Virginia Standards of Learning (2001) 61. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 62. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 63. Participates regularly in physical activity. 64. Achieves & maintains a health- enhancing level of physical fitness. 65. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 66. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: Adaptations for students with special needs, varying skill abilities, ESL, etc 46. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 47. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 48. Achieve & maintain a health- enhancing level of personal fitness. 49. Demonstrate responsible personal & social behaviors in physical activity settings. 50. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting.

169 - Pictures and word descriptors - physical assistance when needed - demonstrations (peer tutor, teacher) Jump rope modifications: Have two people twirl rope while another student pushes a student in a wheelchair through the rope for 90 seconds For visually impaired students, have two students turn a rope with a bell attached. When the bell hits the floor, the student steps over the rope. Increase or decrease time if needed Place rope on floor and jump over continuously two ropes turning to side while jogging for one minute both handles of one rope held in left hand, both handles of one rope held in right hand, student turns ropes as if turning one rope, but no rope will pass under feet. two ropes turning to side while stationary for one minute one rope turning to side while jogging for one minute one rope turning to side while stationary for one minute jumping, hopping, jogging in place rhythmically for one minute self turning and stepping through large hoop 5 times. hold rope in different body planes as requested and modeled by teacher rhythmically recite jump rope rhyme Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) Theme: communication 5 min IA: Pac Man Sts must all stand on a line on the floor. The T will pick 2 E: - increase or decrease T observe st. safety

170 students to be taggers. Sts are only allowed to walk on the floor lines. When the T starts the music, sts must try to avoid getting tagged. boundaries - everybody it 1 min Transition: Sts are instructed to get their pedometers and journals 3 min Act. 1: Pedometer Pedometer Log Sts will put on pedometers and open journal to new page 1 min Transition: T will begin lecture 5 min Act. 2: Lecture Self- efficacy Self- efficacy is defined as one s belief in their ability to accomplish a task. What do you think could influence this? (the risk involved, previous experiences, past performance accomplishments) We are all motivated by different things. During cooperative activities, we all have the same goal, so what motivates us? We have 2 locus of controls (a person s perceived control over behavior). Individuals with an internal locus of control believe they are in control of what happens in their life where as those with an external locus of control believe fate, chance

171 or other forces control what happens to them. Everyone in our class plays an important role in contributing to successful experiences. Every task we do in this class will help us to not only believe in classmates, but to also believe in ourselves and our ability to contribute to a group. 1 min Transition: T will divide sts into 4 groups and send to their designated station for healthy healthy hippos 5 min Act. 3: Health Healthy Hippos Students are divided into four teams. The objective of the game is for each team to get all the cards of their designated color. If they pick up another teams card they complete the activity and then put the card face down back in the middle. If they pick up their card they complete the activity and then put the card under their cone. The first team to get all of their cards wins. E: increase/decrease cone distance from center 4. If the team selects another teams card they complete the activity at the colored cone represented on the card and then put the card back in the middle. 5. Start with three or four cards for each team. Build up to 10 cards for each team. 6. Have teams wear pedometers. The team that gets to a set number of steps first wins. (ex or 2000 steps as a team).

172 1 min Transition: Sts will meet T at the front of the gym. The T will introduce jump roping. 7-8 min ACT 4: Jump Rope T will introduce the basic rules when jump roping: - always check in front of, beside, and behind you before turning the rope - Stand on the middle of your jump rope and pull the handles up along your sides. The tips of the rope should reach to your armpits Sts will have time to practice jumping in personal space. T will observe and determine student ability level. T will introduce 2 moves: skier, bell R: "Jump Low": 2 inches off ground "Bounce": Keep knees bent and bounce off the balls of the feet. "Eyes & Nose": Look straight ahead and jump as the rope passes the nose. "Elbows In": Keep elbows close to side of body and turn rope with wrists instead of arms. Refer to Modifications section for further modifications/extensions 3 min Transition: Sts will return their jump ropes and walk around the gym (1 lap). Sts will then pick up a resistance band and find personal space near front of gym

173 10 min ACT 5: Upper body resistance bands T will discuss with sts the importance of good posture, fluidity of movement through full range of motion (slow and controlled), and finding an appropriate resistance for each activity. T will explain how resistance bands are a great workout because they work both eccentric and concentric contractions. Students in general space facing teacher. Must be able to hear teacher instructions E: - increase/decrease resistance - increase/decrease time spent on each exercise R: - slow and controlled T observation of correct form. Encourage 100% challenge T will guide sts through a series of resistance band exercises. Music will be playing to set the pace (20-30 sec for each exercise and 10 secs rest/transition) - full range of motion - breathe Lateral Raise Chest Press Upper Back Lat Pulldown Triceps Extension Biceps Curl 1 min Transition: Sts will return resistance bands to designated area then stand around the center circle and wait for instruction min ACT 6: Hog Call Sts will turn to the person next to them and choose a matching set of words (eg. Salt- pepper, black- white, sock- xxxxxxxxx E: - T silently matches sts (whispers an animal name Debriefing: - what was it like not being able to

174 shoe etc). Sts are told to make sure they put up their bumpers (arms out in front so they don t run into anything). Split the pairs, asking each member to walk to opposite sides of the gym. Once there, they must put on a blindfold. When the teachers says go, sts must try to shout and match up with their partner. Once they find their match sts need to keep blindfolds on until everyone is paired. into sts ear) - no blindfolds, sts must act out animal or character (no words) - foods (peanut- butter, pasta- sauce etc) see? - how confident were you when calling out for your partner? - what made this easy or difficult? ooooooooo 1 min Transition: Sts will group with the closest pair and wait for directions. 6 min ACT 7: Triangle Tag Designate one st as it. The other 3 will join hands, forming a triangle Select one student in the triangle as the target. The person who is it tries to tag the target student. The three sts must work together to protect the target from being tagged. The person who is it can run freely and reach under arms or around to reach the target One the target has been tagged, sts change roles so that the target is it and another st becomes the new target. Players rotate so that everyone has an opportunity to be the target Each group should have good space T observe safety

175 and it. 1 min Transition: Sts will all join back together in the center circle. 6 min ACT 8: Look across T will explain that a part of effective communication is making eye contact with the other person. T tells sts to look around and try to make eye contact with another person. As soon as you lock eyes with someone, change places with them. As you cross, stop and greet the person you are changing places with and share some bit of information (interesting fact). E: - do a handshake - say a matching pair (ex. From the hog call: peanut butter, sock- shoe) - dance move - you rock with a high five Debriefing: - did you feel anxious or nervous when trying to find a match? - what did it feel like doing this activity? 1 min Transition: T will instruct sts to meet at the Pathway activity

176 30 min ACT 9: Pathway E: Debriefing: the group must discover a hidden pattern within the maze (predetermined by the facilitator) without verbal communication. Allow 5 min for planning. Only one player can touch the maze at a time, and the players must follow each other in the same order at all times. A buzzing noise indicates an incorrect square. After being buzzed, the player must exit the exact same way as he/she entered, or they will be buzzed again. Give players numbered cards so that everyone goes through. Everyone must pass through the maze successfully. Exit Enter - more or less squares - more or less moves - how was the 5 mins of planning used? Who was the leader? - what was it like to be buzzed? - what kind of help did the players on the maze look for? None? Group? T can relate to self- efficacy what locus of control was used here? Students in line - who took responsibility for the buzzes? - what was the hardest part about the activity? - what is important about communication? What type was used? - what did it take

177 to be successful?..taking a risk?...failing? Assess: benefits of resistance bands exit sheet, jump rope exit sheet Resistance band exit sheet Jump Rope Exit Sheet 1 C: T will ask sts to discuss communication and how it related to the previous lesson (verbal and non- verbal communication). Did you feel like you had the ability to complete all of the tasks today? Was your self- efficacy high or low during the pathway activity? Check for understanding 1 min Transition: Sts will be called up to go get their journal. 5-6 min JOURNAL: Definition of self- efficacy Pedometer Log Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved?

178 Class/Grade/Period: middle and high Lesson Focus: Cooperation Lesson Number: 5 Date: # of students: 30 Safety considerations: Equipment/Materials: Pedometers for every st Jump ropes for every st Resistance bands for every st 5 various length ropes Quiz 1 Writing utensils Journal Objectives: Sts will list and identify 3 benefits of resistance band workouts.

179 Sts will identify and apply critical elements to enable the development of movement competence/proficiency in jumping rope. Sts will accept all classmates without regard to personal differences (e.g., ethnicity, gender, disability) by obeying the Full Value Contract 100% of the time. Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) Virginia Standards of Learning (2001) 67. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 68. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 69. Participates regularly in physical activity. 70. Achieves & maintains a health- enhancing level of physical fitness. 71. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 72. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: Adaptations for students with special needs, varying skill abilities, ESL, etc - Pictures and word descriptors - physical assistance when needed - demonstrations (peer tutor, teacher) Jump rope modifications: 51. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 52. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 53. Achieve & maintain a health- enhancing level of personal fitness. 54. Demonstrate responsible personal & social behaviors in physical activity settings. 55. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting. Have two people twirl rope while another student pushes a student in a wheelchair through the rope for 90 seconds For visually impaired students, have two students turn a rope with a bell attached. When the bell hits the floor, the student steps over the rope. Increase or decrease time if needed Place rope on floor and jump over continuously

180 two ropes turning to side while jogging for one minute both handles of one rope held in left hand, both handles of one rope held in right hand, student turns ropes as if turning one rope, but no rope will pass under feet. two ropes turning to side while stationary for one minute one rope turning to side while jogging for one minute one rope turning to side while stationary for one minute jumping, hopping, jogging in place rhythmically for one minute self turning and stepping through large hoop 5 times. hold rope in different body planes as requested and modeled by teacher rhythmically recite jump rope rhyme Time Learning Activities/ Organization Skill & Behavior Cues Assessment Tasks/Transitions (extension, refinement & application) 2 min Intro: 4 min IA: Chain tag sts will partner up and stand shoulder to shoulder. Their arms should be linked together. T will assign two sts (one as it, one as the tagger). The it person tries to link onto another group. Once they link onto another group, person C must leave the group and now becomes the tagger and the old tagger is now it. This pattern continues until the end of play A: tagger B: It C: players D: players A B T observe st. safety

181 *A is chasing B A B CD *B links to a group A BC D *BC are now a group, D is chasing A until A links to another group and the cycle begins again 1 min Transition: Sts will be called up to get their pedometer 3 min Act. 1: Pedometer Pedometer Log Sts will walk around the gym to make sure their pedometer is working 1 min Transition: As sts return they must pick up a jump rope and find good space Act. 2: Jump Rope E:

182 min Sts will spend 2 min warming up. T will review previous moves learned (bell, skier, scissor, straddle) Sts practice each move for 1 min T will introduce two new moves: (side swing to jump, cross over) Once sts are successful at the new moves, T will instruct sts to get with a partner and try to create a routine and practice mirroring and matching their partner. Sts will pick 3 moves and do each one for 5 jumps then their partner will try to match. Sts must switch roles after each try. - use all moves - do various number of jumps - forwards/backwards 1 min Transition: Sts will be called up to return jump rope and grab a resistance band 9 min ACT 3: Upper body resistance bands T will review safety concerns and benefits of resistance bands. T will lead sts through a series of upper body resistance band exercises to interval music (20s; 10s) Lateral Raise Chest Press Upper Back Lat Pulldown Triceps Extension Biceps Curl Students in general space facing teacher. Must be able to hear teacher instructions E: - increase/decrease resistance - increase/decrease time spent on each exercise R: - slow and controlled - full range of motion - breathe T observation of correct form. Encourage 100% challenge

183 1 min Transition: Sts will be called up to return their resistance bands and stand in the center circle. Sts will be asked to lead a series of stretches while the T sets up the next activity min ACT 4: Diminishing circle T will set up multiple rope circles of various sizes on one half of the gym. Sts are instructed to use their problem solving skills to accomplish this task. T instructs sts to all go stand in a circle. When the T says go, the sts must move to a new circle. T will randomly remove circles until sts all must travel to one circle Debriefing: - was it easy or difficult to work together? - did you take turns listening to one another? - were you successful? - what can you do as a group to be successful in activities like this? 1 min Transition: 6 min Assess: Quiz Week 1 Quiz

184 Smart goals Resistance bands Jump Rope Full value contract C: T will instruct sts to get their journals. Check for understanding 5-6 min JOURNAL: Problem solving questions (how is communication important to solving problems? What types of goals should we set as a group to accomplish goals? What role do you play in large group activities?) Pedometer goals SMART goals adjustment Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: middle and high Lesson Focus: Cooperation- building trust Lesson Number: 6 Date:

185 # of students: 30 Safety considerations: Equipment/Materials: Activity land game pieces Writing utensils Pedometers for every st Jump ropes for every st Resistance bands for every st 5 various length ropes Lower body resistance band wall challenges Activity land game boards Journal 6 cones (one of each color - red, yellow, orange, blue, green, purple or make the activity cards with the color on them). 2 hula hoops dry erase markers music Trust fall peer assessment Objectives: Sts will demonstrate and recite critical elements of trust falls by successfully completing peer assessments. Sts will identify and apply critical elements to enable the development of movement competence/proficiency in jumping rope. Sts will accept all classmates without regard to personal differences (e.g., ethnicity, gender, disability) by obeying the Full Value Contract 100% of the time.

186 Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) Virginia Standards of Learning (2001) 73. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 74. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 75. Participates regularly in physical activity. 76. Achieves & maintains a health- enhancing level of physical fitness. 77. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 78. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: Adaptations for students with special needs, varying skill abilities, ESL, etc - Pictures and word descriptors - physical assistance when needed - demonstrations (peer tutor, teacher) Jump rope modifications: 56. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 57. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 58. Achieve & maintain a health- enhancing level of personal fitness. 59. Demonstrate responsible personal & social behaviors in physical activity settings. 60. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting. Have two people twirl rope while another student pushes a student in a wheelchair through the rope for 90 seconds For visually impaired students, have two students turn a rope with a bell attached. When the bell hits the floor, the student steps over the rope. Increase or decrease time if needed Place rope on floor and jump over continuously two ropes turning to side while jogging for one minute both handles of one rope held in left hand, both handles of one rope held in right hand, student turns ropes as if turning one rope, but no rope will pass under feet. two ropes turning to side while stationary for one minute one rope turning to side while jogging for one minute one rope turning to side while stationary for one minute jumping, hopping, jogging in place rhythmically for one minute

187 self turning and stepping through large hoop 5 times. hold rope in different body planes as requested and modeled by teacher rhythmically recite jump rope rhyme Time Learning Activities/ Organization S Tasks/Transitions (ex 2 min Intro: Today we will begin to explore the concept of trust and personal boundaries 4 min IA: Pac Man Sts are instructed to stand on the end line. T will assign 2 people to be taggers. When the T says go, sts must walk only on the floor tape lines (basketball court lines etc) to try and stay away from the taggers. E: - ad - inc spa - ev - wh do 1 Transition:

188 min 3 min 1 min Sts will be called up to get their pedometer FIT 1: Pedometer Sts will walk around the gym to make sure their pedometer is working Transition: Sts will meet at the center circle and wait for instructions.

189 7 min FIT 2: Activity Land All playing cards are placed in one of the two hula hoops and the six cones form a large rectangle within the gymnasium or field. Students select a card, discard the card in the one of the hula hoops and then go to the color designated on the card to complete the activity. Once the activity is completed, students would cross through the space on their board and then go and pick up another card until they have reached the end of the board. The goal is to make it all the way to the end of the board. E: Ver stu per act wit the 6 ti pick car a st pur she pur 6 ti pick pla Ver Act on Act rela mo gre red blu foo foo

190 sid = X exa wo pla wo con the des of j 1 min 8-10 min Transition: As sts return they must pick up a jump rope and find good space. FIT 3: Jump Rope Sts will spend 2 min warming up. T will review previous moves learned (bell, skier, scissor, straddle, side swing to jump, cross over) Sts practice each move for 1 min T will introduce two new moves: (twister, can can) Sts will practice routines from previous class. Then try to incorporate new moves into routine. Sts will record routine on JR routine sheet. E: - us - do of j - forw

191 1 min Transition: Sts will be called up to return jump rope and stand next to a partner 9 min FIT 4: Lower body resistance bands Wall Challenges Sts. will rotate around the gym completing Wall Challenges with a partner. Stations will be set up with alternation Wall Challenge for lower body resistance bands, upper body endurance and dynamic flexibility. Music will play for 45 sec, and then sts will rotate to next challenge. Students in general space facing teacher. Must be able to hear teacher instructions E: - inc tim stat Res exe E: Push up claps - inc res Carioca Leg Abduction - inc tim exe Thumb wrestling R: Walking lunge - slo Hamstring Curl - ful Macarena - bre Walking straight leg kicks

192 Leg Adduction Push up hockey Butt kicks. Squat Upp exe E: - mo pos - inc dist par - ele - lift R: - ba 1 min Transition: Sts will be asked to make sure equipment is all put back where they found it. Sts will then walk to the center line and stand in a circle shoulder to shoulder min ACT 1: Personal Boundary T will discuss with sts why we need to trust one another. According to livestrong.com, trust is The act of placing yourself in the vulnerable position of relying on others to treat you in a fair, open and honest way. X X X X o o o o E: - rot eac per The T will divide the class into two groups. Each group will

193 line up facing one another and directly across from someone. When the T says go, one of the groups (assigned) will start walking toward their partner. The partner standing still will say stop when they begin to feel uncomfortable (as in the person is invading their personal space). T will ask sts to look around and notice the differences. Then sts will switch roles. X X o o 1 min 6 min Transition: Sts will come back to the center circle and wait for instructions. ACT 2: Trust lean ( Ask sts to find a partner of similar height and weight; same- sex pairs are not essential, but often occur One person is the Faller and one the Catcher. Faller must have adopt the falling posture: o standing upright o feet together o o hands across chest, resting on shoulders tight butt cheeks and keep body stiff (to avoid buckling) Catcher is taught "spotting" o one leg in front of the other, o arms extended, o "give" with the weight, taking it mostly through the legs. E: - 3 d hav (inn The the awa are (fac Fall of 3 fing 2 fi 3 fi

194 Start with small falls (2 inches), then build (6 inches). Establish clear communication calls (like climbing calls), e.g., o Faller: "I am ready to fall. Are you ready to catch me?" o Catcher: "I am ready to catch you. Fall away." o Faller: "Falling." o Catcher: "OK" After about 5-10 minutes, swap Catchers and Fallers. After sts have practiced both positions, sts will join with another group and pick up a Trust Fall assessment from the teacher. T will discuss and go over trust fall assessment. Sts will then practice observing and assessing each other. Sts will then rotate and switch groups (each pair will find a new pair). For allo spo sile spo aro wit kno wh Sts will conduct assessment on trust leans. 5-6 min JOURNAL: What does it mean to trust someone? List the call signs for trust leans. Trust lean assessment sheet Pedometer goals SMART goals adjustment 2 min C: Personal boundary differences. How did your level of trust affect the groups success?

195 Reflections: (1)Did the lesson and activities work to successfully meet your stated objectives? (2) What did the students learn and how do you know this? (3) Specifically what went well and what could be improved? Class/Grade/Period: middle and high Lesson Focus: Cooperation- problem solving- team initiative Lesson Number: 8 Date: # of students: 30 Safety considerations: Equipment/Materials: Pedometers for every st Jump ropes for every st Resistance bands for every st 5 various length ropes Upper body resistance band wall challenges Activity land game boards Activity land game pieces 6 cones (one of each color - red, yellow, orange, blue, green, purple or make the activity cards with the color on them). 2 hula hoops dry erase markers music Writing utensils Journal Deck of cards Masking tape Poly spots Objectives:

196 Sts will identify and display factors that promote a positive self- image (i.e., accepting responsibility; respect for self, authority and others; self- discipline, self- control and the right to be assertive.) Sts will identify and apply critical elements to enable the development of movement competence/proficiency in jumping rope. Sts will accept all classmates without regard to personal differences (e.g., ethnicity, gender, disability) by obeying the Full Value Contract 100% of the time. Circle or highlight the numbers from each set of standards below that this lesson addresses: National Content Standards (NASPE, 2004) Virginia Standards of Learning (2001) 79. Demonstrates competency in motor skills & movement patterns needed to perform a variety of physical activities. 80. Demonstrates understanding of movement concepts, principles, strategies, & tactics as they apply to the learning & performance of physical activities. 81. Participates regularly in physical activity. 82. Achieves & maintains a health- enhancing level of physical fitness. 83. Exhibits responsible personal & social behavior that respects self & others in physical activity settings. 84. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Modifications: Adaptations for students with special needs, varying skill abilities, ESL, etc - Pictures and word descriptors - physical assistance when needed - demonstrations (peer tutor, teacher) 61. Demonstrates proficiency in all fundamental movement skills & patterns & competence in several specialized movement forms. 62. Apply movement principles & concepts to learning & developing motor skills & specialized movement forms. 63. Achieve & maintain a health- enhancing level of personal fitness. 64. Demonstrate responsible personal & social behaviors in physical activity settings. 65. Demonstrate a physically active lifestyle, including activity within & outside of the physical education setting.

197 Jump rope modifications: Have two people twirl rope while another student pushes a student in a wheelchair through the rope for 90 seconds For visually impaired students, have two students turn a rope with a bell attached. When the bell hits the floor, the student steps over the rope. Increase or decrease time if needed Place rope on floor and jump over continuously two ropes turning to side while jogging for one minute both handles of one rope held in left hand, both handles of one rope held in right hand, student turns ropes as if turning one rope, but no rope will pass under feet. two ropes turning to side while stationary for one minute one rope turning to side while jogging for one minute one rope turning to side while stationary for one minute jumping, hopping, jogging in place rhythmically for one minute self turning and stepping through large hoop 5 times. hold rope in different body planes as requested and modeled by teacher rhythmically recite jump rope rhyme Time Learning Activities/ Tasks/Transitions Organization Skill & Behavior Cues (extension, refinement & application) Assessment 2 min Intro: T will tell sts we are still working on building trust and will experience some guided activities today (ie blindfolded) 5 IA: Activity Land E: T checklist

198 min All playing cards are placed in one of the two hula hoops and the six cones form a large rectangle within the gymnasium or field. Students select a card, discard the card in the one of the hula hoops and then go to the color designated on the card to complete the activity. Once the activity is completed, students would cross through the space on their board and then go and pick up another card until they have reached the end of the board. The goal is to make it all the way to the end of the board. Version #1: All students are performing the same activity. Students are with a partner and they must jump rope 6 times before picking up a new card. For example, if a student picks up a purple playing card, she would go to the purple cone to jump 6 times. Then go and pickup another playing card. of JR moves Version #2: Activities are posted on the cones. Activities can all be related

199 to jump rope moves. For example: green = bell jump, red = skier jump, blue = alternating foot, yellow = one foot hop, orange = side straddle, purple = X- foot cross. For example, a student would pick up a red playing card. She would go to the red cone and complete the skier jump for a designated number of jumps. 1 min Transition: Sts will be called up to get their pedometer

200 3 min FIT 1: Pedometer Sts will walk around the gym to make sure their pedometer is working Pedometer Log 1 min Transition: Sts will meet at the center circle and wait for instructions min FIT 3: Jump Rope Routine Sts will spend 2 min warming up. T will review previous moves learned (bell, skier, scissor, straddle, side swing to jump, cross over, twister, can can, Dr. Pepper) Sts practice each move for 1 min Sts will then practice their routine. Each sts will have the opportunity to demonstrate their routine for the class if they choose to do so. Partners will each have the other routine sheet. The T is trusting that each partner will appropriately check off their partners routine as completed successfully. E: - T assess routines - partner mimics routine *refer to modifications section for further info T checklist of jump rope moves JR routine 1 min Transition: Sts will be called up to return jump rope and stand on the endline

201 15-20 ACT 1: Stop light/traffic Jam *cowtails 1977 p 87 Objective: to have two groups of at least four sts each, exchange places on a line of squares that has one more place than the number of sts in both groups. All sts to the left of the center must end up on the right. Rules: To begin, one group stands on the places to the left of the middle square, the other group stands to the right. Both groups face the middle unoccupied square In a straight line, mark off one more place than there are sts in the class. Places can be marked with chalk, masking tape, used picnic plates or anything handy. They should be placed an easy step from one another. Divide the class into smaller groups of four to seven. E: - once successful, everyone must hold their breath: only the leader is allow to speak Once completed successfully, ask group if they can quickly solve the problem again. Debrief: - who selected the leader? Using the following moves, sts on the left side must end up in the places on the right side. - what was it like being a follower? Legal moves: A person may move into an empty space in front of him. A person may move around a person who is facing him into the empty space. Here 1, or 2 may move into

202 the empty space the empty space Here 1, may move into Illegal moves: Any move backwards Any move around someone facing the same way you are Any move which involves two persons moving at once 1 min Transition: Sts will stand shoulder to shoulder in the center of the gym 8 min ACT 2: Group get up (adapted from Dr. Nye 09) Start with partners both sitting on the ground. Using each other for mutual support, ask them if they can both stand up together. E: Different body positions: back to back, side to side, facing each other, no arms allowed, - What strategy helped most during this? - where there multiple solution?