Lesson Plan

of  

NYS/NASPE

Standards

Teacher Candidates(s):   Justin Torres

School:

SUNY Cortland

Date: 11/14/2011

Grade: 10th-12th

# in class: 20

Bold Teaching Style:       Command        Practice              Reciprocal          Self-Check           Guided Discovery

                                           Inclusion          Convergent       Divergent            Jigsaw                  Cooperative

Domains

NYS/NASPE

Standards

Objectives (Be sure to include Situation, Task and Criteria for each objective)

Assessment Tool &

When it is used

Length of class:      mins

Psychomotor

1a / 1

1. During the lesson, Students will demonstrate the front crawl by swimming 2 laps from one side of the pool to the other.

Unit: Swimming

Focus: Front Crawl

Affective

2a/ 5

2. Throughout the lesson, Students will demonstrate respect by not splashing water and dunking eachother under the water.

Equipment: cones, balls, noodles

Cognitive

1a/ 2

3. After the lesson, Students will demonstrate their knowledge of the front crawl by assessing a video/ picture I will be sending them after their lesson on their blog.

References:  (e.g. Book, course packet, pg #, complete web address URL): 

Safety Statement

2  / 5

4.  Make sure you are aware of who is swimming around you. Make sure you are at least 2 arm lengths distance away from the person next to you while doing the front crawl.

NYS Learning 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

NYS Learning 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.

NYS Learning 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

What is the ongoing fitness theme or emphasis in this lesson?

Health-related Fitness (HRF)

NYS LS 1B

            (Please Bold)

Cardiovascular endurance                               Muscular strength

Muscular endurance                                        Flexibility

Body composition

Explain how it is developed and where in the lesson it occurs:

Body composition will be taught during the actual use of the front crawl. If your body is not parallel to the ground, for instance, you will not be able to you the front crawl to it’s full speed capability.

Skill-related Fitness (SRF)

NYS LS 1A

            (Please Bold)

Balance                                                   Coordination

Agility                                                  

Reaction time

Speed                                                  

Power

Explain how it is developed and where in the lesson it occurs:

Coordination will take place when the teacher introduces the flutter kick with the front crawl stroke. The students will need to get use to the different speeds the upper body and the lower body are moving at.

(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)

(i.e. Concepts taught, goals, FITT,  etc.)

Lesson Components

Time (mins)

Organization &

Transitions

Description

Adaptations Assessments, Reminders

Instant Activity

2mins

The students will use noodles in the pull to static stretch their upper bodies to help promote upper body flexibility.

They could also use big rubberbands, stretching cords, etc. to do the same stretches.

Introduction, Signal for Attention,

Hook

3mins

My name is Mr. Torres and today we are going to continue with our lesson on the front crawl. When you hear my voice I want you to stop look and listen for my next directions. I do not want to see any horse playing today I just want to be clear on that. We are going to be focusing on what the upper body is doing during the front crawl. Who has watched the movement of the bike pedals. Well that’s what I want you to think about when we are doing the front crawl. I want you to pretend your arms are the bike pedals.

Demonstration

3mins

Body of Lesson

(Lesson Focus)

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class.  

Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.

Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high

Challenges (Applications) - More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.

Modifications –

Add modifications to make the tasks easier and harder according to the skill level of the students.

Adaptations Assessments, Reminders

6mis

1. Front Crawl

1. Head

2) Knife the water

3) push

1.  See who can reach the other side of the pool first.

Easier -  Do the front crawl with out flutter kicking so the students can focus on upper body movement

Harder -  Introduce the flutter kick with the stroke

Make sure the students perform all the cues during the front crawl.

6mis

2.  Water polo

2.

2.  Split the class into two teams and see who can score the most points in 6mins

Easier -  use no goalies during the game

Harder -  introduce goalies to the game.

Modify the game where the teams have to make a certain amount of passes before they can shoot.

3.

3.

3.

Easier -

Harder -  

4.

4.

4.

Easier -

Harder -  

5.

5.

5.

Easier -

Harder -  

Activity close (Optional)

2mins

Go over the cues and the reasons one would use the front crawl while swimming.

Lesson Closure,

Hook to Next Lesson

Evaluation of Lesson

Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs Teaching:” future needs based on assessment results

Teacher Reflection Notes: