Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan (Elementary and Middle School)

Background Information
Teacher:

Cassidy Gustafson

Date: November 30, 2016

School: Cleveland Elementary
Grade

Level: 2nd
Lesson

Focus: Fitness / Bowling

# Of students: 13
Equipment and Facilities:
Black Top
6 Dome Cones (3 sets of 2 -Blue, Purple, Yellow)
30 Regular Cones
3 Gator Balls
15 poly spots
4 corner layout on the black top
Safety

Considerations: Spacial Awareness, Misuse of Equipment

Lesson Specifics
Behavioral Contingencies:
Three Strike System:
1. Warning
2. Sit out for 5 Minutes with Ren
3. Sent to Ms. Monique for the rest of the period.

Previously Learned Skills: Bowling

Teaching Strategy: Direct Instruction
Academic Language:
Underhand
Bowling
Pins
Strike
Spare
Target
Accuracy

Student Objectives:
1.Students will be able to continue the development of the skill of bowling in training for accuracy.
2. To understand working as a unit to tally up pins hit and compare.
3. Students will be able to obtain accuracy in their bowling in two attempts to knock down the pins.
( Like a standard game of bowling )
4. Students will be able to transition to an application task in a matter of one rotation.
SLO:
Psychomotor (P): Students will be able to successfully knock down the pyramid of cones within two rolls.
Cognitive (C): Students will be able to recite to myself and another the skill of bowling (emphasis on
underhand tossing).
H-R Fitness (H): Students will be able to reach at least 60% MVPA in duration of the class, going towards
the recommended amount of physical activity a week.

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

Demonstrate the motor skills and movement patterns needed to perform a variety of physical
activities.

Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning
and performance of physical activities.

Assess and maintain a level of physical fitness to improve health and performance.

NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity
and fitness.
Exhibits responsible personal and social behavior that respects self and others.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement

Teacher: In front of students
Students: Along a line in front of me.

Equipment: Polyspots, as well as three colored balls (Red, Yellow, Green) for Red Light Green Light.
Diagram the pre-class arrangement:
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5 Minutes
Instant Activity:
Fitness Dynamin Warm Up
Diagram Instant Activity
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Students will be spread out along a line, where they will face me. Students will be given a list of stretches
that they will be doing along the outline of the box on the black top. Stretches include:
Jog Up
Jog Down
Knee Pulls
Quad Pulls
Lunges
Frankensteins
Bear Crawls
Crab Walks
Skips
High Knees
Butt Kickers
Run AS FAST AS YOU CAN
2 Minutes
Transition
Students will spread out lined up facing me, sitting.
Set Induction 1-2 Minute(s)
Well, today, I have a miniature bowling alley set up, where we will go from bowling in a straight line, to
being in teams where you will play against each other. We are doing the same activity we did first on
Monday to start, and then we will move into competition. Lets split up into our first station, where we will
practice bowling in our own lanes. NEW TEAMS WILL BE PICKED AFTERWARDS.
Purpose:

Students will be able to work on their development of bowling in a designated space, as well as target
accuracy in knocking down cones (pins).
Start/Stop Signals: Hand up in the air to count down (this makes students put hands up and have
eyes on me by the time I count down to one).
Grouping Strategies: Shirt Color/Hair Color/Eye Color.
National Standards:
Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social
interaction.
Transition:
Students will line up in groups of 5 behind the designated cones.
Lesson Core - Task 1: 6 Minutes: Lane Practice
Students are divided up into three groups of five, where each group has their own designated lane. The
lanes are laid out with two cones, with each group getting their own color. The object of this activity is to
bowl the ball down the lane as straight and as accurate as possible, without hitting the bumper going
outside the lane.
Demonstration Plan:
Have a student demonstrate the underhand toss, comparing it to bowling. (Ground vs. Air)
Questions to Check Understanding
1. How is underhand tossing similar to bowling?
2. What was the goal of this station?
Diagram Task 1
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National Standards:
Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social
interaction.
Teaching Cues for Task 1:
Bowling
1. Non Dominant Foot Step
2. Dominant Arm Swing
3. Tick
4. Tock
5. Release and Roll
6. Follow Through
Common Errors Task 1:
1. Students using the same foot as their bowling arm.
2. Students throwing the ball when I have instructed them not to.
TRANSITION : STUDENTS WILL BE BROUGHT BACK TO THE CENTER TO EXPLAIN LESSON
CORE TASK 2
2 MINUTES
Lesson Core - Task 2: 6 Minutes: GAME TIME
Students will again be broken up into 3 groups of 5, where within their bowling lanes, they will now have
pins (cones). The objective is to take 2 times to knock down all the cones, like in a standard game of
bowling. The first student will be given two gator balls, where the rest of the line will be expected to sit
down and cooperate in waiting for their turn. Once the student does their turn, myself and them will reset
the cones and hand the ball off to the next student in line. The goal is to have each student bowl up to three
times. Each student will be in charge of adding how many pins they hit each time. Whichever team has the
most pins knocked down at the end, doesnt have to clean up at the end!
Demonstration Plan:
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Teaching Cues for Task 2:

Bowling
7. Non Dominant Foot Step
8. Dominant Arm Swing
9. Tick
10. Tock
11. Release and Roll
12. Follow Through

Common Errors Task 2:

1. Students using the same foot as their bowling arm.
2. Students throwing the ball when I have instructed them not to.
TRANSITION : STUDENTS WILL BE BROUGHT BACK TO THE CENTER FOR CLOSURE
CLOSURE:2 Minutes
Bring everyone in front of me to discuss what went well, as well as going over the cues of the skills with
demonstrations.
Review:
Did we enjoy having competition today? Today was our last day of structured activity. What are some
things we want to do next Monday? It can be anything you want! Im so proud of all of you, and I have
been happy to teach you these last two months.
Can someone demonstrate what they learned? Good!
I am excited that everyone had a good time, and I am looking forward to Wednesday.
Lets line up!
Diagram The Closure
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