Broomball Lesson Plan.docx

SUNY Cortland Physical Education

Lesson Plan 1 of 1	NYS/NASPE Standards	Teacher(s): Jack Murphy Patrick Wingler	School: SUNY Cortland	Date: October 28, 2009 Grade: EDU 255 # in class: 20
Lesson Plan 1 of 1		Teaching Style: Command Practice Reciprocal Self-Check Guided Discovery Inclusion Convergent Divergent Jigsaw Cooperative
Domains		Objectives	Assessment Tool	Length of class: 20 min.
Psychomotor	1A / 1	1. By the end of the class, students will be able to shoot the ball for at least 7 out of 10 attempts. 2. By the end of the class, students will be able to defend/block opponents at least 7 out of 10 attempts.	Teacher checklist assessment	Unit: Broomball Focus: Offensive and defensive techniques in the game of broomball
Affective	2C / 5	3. Throughout the lesson, students will be able to work together and perform each of the tasks and respect each other’s safety on the ice.	Visual Check by Teacher	Equipment: 25 ‘q-tip’ sticks, 25 helmets, 25 rhino skin balls, iPod and music player, 25 cones, 5-7 visual aids, 25 poly-spots
Cognitive	1A / 2	4. By the lesson closure, students will show an understanding of the basic concepts of broomball by reciting them to the instructor(s).	Verbal Check by Teacher
Safety Statement		5. Due to the fact that we will be walking and running on the ice, we need to be careful and make sure we do not fall down and stay on our feet. Also, since there will many broomballs being hit around, be careful and make sure you do not trip and fall on one.		References (e.g. pg #/website): http://www.internationalbroomball.com/ http://www.basa.org.au/drills.php
NYS Learning Standards Standard 1 – Personal Health and Fitness 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition Standard 2 – A Safe and Healthy Environment 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. Standard 3 – Resource Management 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 3c. Students will also be aware of career options in the field of physical fitness and sports			NASPE Content Standards – A physically educated person: 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves and maintains a health-enhancing level of physical fitness. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Where is fitness (NYS LS 1B) integrated into the lesson? Are components of fitness explicitly taught in fitness activity, health and/or skill related fitness component? Are components of fitness implicitly taught e.g. MVPA in a game?
Health-related Fitness (HRF)	HRF Goals	Sport-related Fitness (SRF)	SRF Goals
1. Cardiovascular endurance	1. running during skill/warm-up	1. Balance	1. maintain balance while walking on ice
2. Muscular strength	2. keep legs in contact with ground	2. Coordination	2. ability shoot ball and walk on ice
3. Muscular endurance	3.	3. Agility	3. move to ball to maintain possession
4. Flexibility	4. increase in warm up	4. Reaction time	4. block shots in goal and move to ball on ice
5. Body composition	5.	5. Speed	5. run to ball and maintain possession
		6. Power	6. successfully score goals using all strength

Lesson Components	Time (mins)	Organization & Transitions	Teaching Progressions – Showing the major number of activities within the selected level of (PC/C/U/P) for the class Also include some alternate activities if the class needs to move to simpler or higher levels of skill			Adaptations Assessments, Reminders
Instant Activity	2 min	S S S S S S S S S T S S T S S S S S S S S S	Sweeping Circle! Students form a circle with the instructors standing in the middle awaiting the music to begin. The activity begins with the students walking in a circle using their brooms to ‘sweep’ the ice. Progression from slow movements to faster movements is used to simulate game play. Introduction of a ball to pass to each other is also a game-like scenario.			Change movements from running to galloping, skipping, etc.
Physical Fitness			Same as instant activity
Introduction, Signal for Attention Anticipatory Set	1 min	T T S S S S S S S S S S S S S S S S S S S S	Good morning class! Welcome, I’m Mr. Murphy and this is Mr. Wingler. You may have noticed that we’re standing on ice and it’s pretty cold. Do you know who likes the cold? Canadians! Not just the people, but also the penguins. They love the cold. That’s kind of what we’re going to do today. We’re penguins cleaning the ice and just want to have a little fun while doing so. And since we can clean with a broom, we sure can also play a game with one! Today, we’re going to begin playing broomball! It’s going to be a big treat while we have fun and clean at the same time! When you hear the music begin, we will begin our activity. When you hear the music stop, please sit down quickly and quietly and wait for directions. Please follow directions and please stay active. Let’s get to it!			Check for understanding
Demonstration	3 min	T SS SS SS SS SSSSSSSSSS	Demonstrate the first activity to be performed by the students: Four into Three Drill Use students to demonstrate the flow of the activity and what will be expected. Allow them to see it three or four times and break into groups of three. Demonstrate the second activity to be performed by students: Shooting Drill Use students to demonstrate the flow of the activity and what will be expected. Allow them to see it three or four times and break into groups of three. Demonstrate the third activity to be performed by the students: Man in the Middle Drill Use students to demonstrate the flow of the activity and what will be expected. Allow them to see it three or four times and break into groups of three. Demonstrate the fourth activity to be performed by the students: Goalie Reaction Drill Use students to demonstrate the flow of the activity and what will be expected. Allow them to see it three or four times and break into groups of three.			Apply safety statement
Body of Lesson (Lesson Focus)			Tasks (Extensions) - Activities for the whole class	Cues (Refinements) – Secret to improve performance	Challenges (Applications) - More chances to practice the same tasks
	3 min	S S S S S S S S S S S S S S S S S S	Four into Three Drill: Groups of three students will each take a corner of a square leaving one side open. The ball will be passed to the open spot where another player will run to and pass it to the new open spot. Verbal communication will indicate who follows ball.	Eyes on the ball. Step in the direction you want to pass. Make contact with the ball.	Before shooting to the open spot on the ice shoot to one of your teammates then have them shoot to the open spot and have the other teammate go after the pass.	If too easy; have students run during the task. If too difficult; slow down and walk from spot to spot
	2 min	S S ] S S S ] S S S ] S	Shooting Drill: Groups of three students will spread out on the ice. One student stands at opposite end of rink and passes to first partner in middle. They then pass to second partner who will shoot the ball.	Eyes on the ball. Step in the direction you want to shoot. Make contact with the ball.	Have the students shoot with their non-dominant hitting side. Use one of the partners as a defender to make the shot more difficult to take.	If too easy; have students run during the task. If too difficult; slow down and walk from spot to spot
	3 min	S S S S S S S S S S S S T S S S S S S S S S S S S	Man in the Middle Drill: Groups of three students will spread out on the ice. One student in the middle will be playing defense while the two outside players will be playing offense. The two offensive players work to pass the ball between one another. The one defensive player attempts to steal the ball.	Eyes on the ball. Step in the direction you want to pass. Make contact with the ball.	Rather than having the students remain stationary, have them run and pass across the ice.	If too easy; have students run during the task. If too difficult; slow down and walk from spot to spot or remain stationary.
	2 min	S S S ] S S S ] T S S S ] S S S ]	Goalie Reactions Drill: Groups of three students will spread out on the ice. One student will serve as goalie while the other two serve as offensive shooters. The goalie will attempt to block shots. The shooters will attempt to make the shots.	Shooters: Eyes on the ball. Step in the direction you want to shoot. Make contact with the ball. Goalies Athletic position React to shot.	Rather than beginning with a static or stationary shooting position, have them begin with a running start and shoot from a designated point.	If too easy; have students back further to shoot. If too difficult; have students move closer to shoot.
			5.	5.	5.
Activity close (Optional)	3 min	S S S S S S S S S S T T S S S S S S S S S S	Scrimmage Games: 5v5 Split the class into four teams each of five students. Hold two modified scrimmages to examine their skills and abilities. Assess the psychomotor and affective domains. Purpose: Execute skills in a game-like scenario Have a fun time!			Psychomotor Assessment Affective Assessment
Lesson Closure	1 min	T T S S S S S S S S S S S S S S S S S S S S	Alright class, bring it in! Did everyone have a great time out there? Great! Glad to hear it. So, can anyone tell me the concepts/cues we stressed throughout the lesson today? Very good. Now, I have to ask; was cleaning ever that fun? See all it takes is a broom and ice to have a fun time. Next class we’re going to have even more fun cleaning. We already did inside, and since the water will be frozen outside we’re going to go out there and play our championship series. So spruce up those brooms and be ready! See you all then!			Cognitive Assessment
Evaluation of Lesson	Pre-planning: Previous instruction in this activity (earlier grade levels) Post-planning: “Assessment Drives Teaching:” future needs based on assessment results Teacher Reflection Notes:

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