lesson plan lab d.rtf

SUNY Cortland Physical Education

Lesson Plan 1 of 1	NYS/NASPE Standards	Teacher(s): Kayla Lynch	School: Cortland	Date: 11/111 Grade: 10th # in class: 14
		Teaching Style: Command Practice Reciprocal Self-Check Guided Discovery Inclusion Convergent Divergent Jigsaw Cooperative
Domains		Objectives	Assessment Tool	Length of class: 20 minutes
Psychomotor	1A / 1	1. By the end of the class, students will be able to properly throw and catch a ball in the water to a partner, 3 out of 5 times. 2. By the end of the class, students will be able to participate in a game of water keep away.	Teacher checklist assessment	Unit: Aquatics Focus: Splash ball
Affective	2C/ 5	2. Throughout the lesson, students will be able to work together and perform each of the tasks while being respectful to one another in the water.	Visual check by teacher	Equipment: 10 Water polo balls 14 Flippers 14 Boards
Cognitive	1A / 2	3. By the lesson closure, students will show an understanding of the basic concepts of throwing and catching in splash ball by reciting them to the instructor.	Verbal check by teacher
Safety Statement	2C/5	4. Today we are starting splash ball but more specifically working on catching and throwing in the water, so we need to be on task at all times and we are to never fool in or around the water for everyone’s safety.		References (e.g. pg #/website): www.google.com www.pecentral.org
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. Swimming in lesson body	1. Balance	1.Maintance balance while holding on to edge of pool
2. Muscular strength	2.Flutter kick	2. Coordination	2. maintained during flutter kick
3. Muscular endurance	3.Treding water throughout lesson	3. Agility	3. Increases during keep away
4. Flexibility	4.	4. Reaction time	4. When teacher says go, children start in a timely matter.
5. Body composition	5.	5. Speed	5. Swimming to one side of the pool to the other
		6. Power	6.

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 mins	T S S S S S S S S S S S S S S	Octopus Tag Choose a person to be "it". They stand in the middle of the pool. Players line up on one side of the pool and try and swim to the other side without being tagged. The players who are tagged hold hands with "it" and for the next round all the players holding hands try and tag the swimmers as they try and make it to the other end of the pool. Keep going until all players have been tagged			Be safe, if any students needs to go to the side of the pool do so.
Physical Fitness			Same as instant activity
Introduction, Signal for Attention Anticipatory Set	2 Min	T S S S S S S S S S S S S S S	Good morning class, my name is Miss Lynch and today we are starting our Splash ball unit! More specifically today we are going to be working on throwing and catching in the water. Due to the fact that we are in the pool I really need to make sure everyone is paying attention today and we are to never fool around in or around the water. When you hear my voice I need everyone to stop and listen for further directions because we might be changing into a new activity. Let’s have everyone grab a ball and let’s get right into business.			Read off posters.
Demonstration	1 Min	T SSSSSSS SSSSSSS	-Demonstrate the different ball handling skills to each student outside of pool, and then have children copy with a partner one at a time. -Demonstrate the flutter kick by moving two feet in opposition on side of pool and have a classmate demonstrate to students in the water - Demonstrate throw and catch outside pool have a group of two students demonstrate in the pool for each activity			Make sure all students can see when demonstrating.
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
	2 min	SS SS SS T SS SS SS SS	Ball Handling skills (Pairs of 2, one ball) - Flip ball back and forth from right to left hand. (spread hands further apart) -Flip ball back and forth letting the ball hit the ground. -Spin ball in right hand then left. -Flip ball with foot to hand using right and left foot.	1. Soft hands	1. How many different skills can you perform correctly?	Enforce that students are using soft hands.
	2 min	SS SS SS T SS SS SS SS	From the side of the pool have student’s flutter kick on their stomach and switch to a flutter kick on their back. - Have students swim from one side to the other.	2. -Legs in opposition - Splash water hard	2. Can you swim from one side of the pool to another using the flutter kick, how about backwards?	Bring out Flippers and Boards once students swim to the other side, offer different ways of moving through the water.
	2 min	T SSSSSSS SSSSSSS	Catch and throw with a partner. Pairs of two, with one ball Catch with two hands but only throw with one.	3. Throwing: - Elbow higher than shoulder. -Wrist Flick Catching: Diamond hands Soft hands	3. Can you and a partner Complete 3 out of 5 throws?	Remind students of cues! Bring students closer or further depending on skill level.

	2 min	SS SS SS T SS SS SS SS	4. Pick ball up and throw ball to a partner - Have students drop the ball in front of them in the water. - Pick up ball with 2 hands, throw with one.	4. Elbow higher than shoulder. Wrist Flick	4. How many throws can you and a partner complete in 30 seconds?	Remind children of cues! Elbow higher than shoulder and wrist flick.
	2 min	SS SS SS T SS SS SS SS	5. Flutter kick to a throw. - Have students place ball a little in front of themselves, flutter kick to the ball pick it up and throw it to partner.	5. Elbow higher than shoulder Wrist flick	5. Can you and a partner complete 3 out of 5 throws?	Remind children that even though we added the flutter kick the main focus is elbow higher than shoulder and wrist flick.
Activity close (Optional)	5 Min	SS SS SS T SS SS SS SS	Keep away! Have two teams of seven children. Use throws and catches to keep away from opposing team. A point is score when the ball reaches teams own side.			Keep pressing elbow higher than shoulder and wrist flick throughout game.
Lesson Closure	1 min	T SSSSSSS SSSSSSS	Everyone did a great job today starting our new splash ball unit! - So to recap can anyone tell me the concepts/cues we learned today in the lesson - Very good. Now, I am wondering did everyone have fun today in the water. -Great so for next class I have a really fun game that involves the diving board and catching so I’ll see you then!			Check for understanding.
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:

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."