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Lesson Plan 3
Lesson Plan 3
STANDARDS/BENCHMARK/GLE’s:
Standard: #1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
GLEs: 1.3-2.2 Catch a variety of objects in dynamic conditions using the critical elements
Standard: #4 The physically literate individual exhibits responsible personal and social behavior that respects self and others.
GLEs: 4.3-1.2 Identify and follow equipment-specific safety rules
4.3-2.1 Work cooperatively with a partner or small group during class activities
Standard: #2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
GLEs: 2.3-1.3 Recognize offensive and defense situations
TEACHER OBJECTIVES
Cognitive: Ask at least 3 defensive strategy questions
Affective: keep high energy and excitement of the lesson
Psychomotor: Provide feedback to each student on the still ques
ASSESSMENT/EVALUATION:
Cognitive: ask verbal questions in checking for understanding
Affective: observe to see if they are meeting the goals of play together and give feedback
Psychomotor: give feedback on their ready positions and examine that each team has made a score in each task and final activity.
INTEGRATION:
Social Studies: Students in grade 3 use the features of maps and globes to identify locations and characteristics of a place, such as the physical
features and regional characteristics. They also explain that the regions of Louisiana developed based on how climate, location, and natural
resources both influenced where people settled and how they used the land and adapted to the environment. Lastly, students describe how
coastal erosion/loss of wetlands, river changes, and flooding can result from human factors and invasive species.
EQUIPMENT/TEACHER MATERIALS:
Item: Amount:
Poly spots 4
Beach balls (omnikin) / medicine balls 4
Sticky notes/ name tags 15
Cones for outside border 4
Cones for inside border 14
Folders 4
RESOURCES:
LouisianaBeliveve.com
LESSON PROCEDURES/ACTIVITIES:
Safety:
If you the ball falls over to another team’s side
what do you do?
Have the other teams give you the ball
Watch out for stepping on someone on the ground.
Transition: shortest person in your teams bring the ball to the cones on the other side
And meet me at the poly spot and explain pretest.
Not graded. Answer the best way you can.
If you are a girl come get a test
And if you are a boy come get a test
Once you are done bring your paper me and I will direct you
While they take the test set up cones and balls in courts
Once they are set go in front of them
Time Introduction/Set Induction & Organization Criteria to move on Skill/Teacher Cues
Behavior Focus
5- Introduction: Sitting by their poly spots Finish introduction on Cues: Ready position
7mins Again I’m Mr. Chris concepts Hands wide for ball
And today we are going to learn about Small taps
Omnikin Goal: visual explanation of
This big ole ball game was made in Canada’s the ques
Physical education classes back in 1986 and
now it is worldwide sport.
And it’s pretty cool that we get to play this
game today in PE in our class in American
Integration:
By raising your hand…
Who can tell me where Canada is compared to
Louisiana?
What are somethings that is different about ole
Canada and Louisiana?
Sweet peoples ya’ll know them study socials
Today we will be learning some Defensive
strategies in the game that will get your team
into offensive.
What if the ball is too far for you catch it, what
is another to keep the ball off the ground that
you may catch it?
This is one of my favorite parts of the game
because of how crazy and fun it can get.
Skill Focus:
Ready position
Knees bent
Arms out and ready.
To get the ball and to catch it
Behavior Focus
Working together
Not trying to hit anyone with the face with ball
Transition: back to back and split them into two teams
Time Task/Skill Organization Criteria to move on Skill/Teacher Cues
7-12 Task: 2v2 Same team They have 5-10 catches Cues: ready position
Min One ball per half court They go back to their square per team Hands out
Have to the throw or hit the ball as a team Have a team start by Catching as a team
(all hands on) into the other court to where throwing the ball into the
they don’t catch it. other square Goal:. Understanding the
But before your team can throw or hit the kind of force it takes to hit
ball to the other side this ball.
everyone on the team must tap the ball Be able to understand the
Whatever team gets the most catches wins! goal of defense is catching
Also, I l will be watching for team the ball
communication where you will also get
points
Thumbs up if you understand!
Safety:
If you kick
Feet should go able your waist
Soft kicks
Don’t kick your teammates
Ball in another court
Purpose/skill used:
Guard open space by securing the ball .
Safety:
Don’t hit the ball at anyone
Transition: put up all the equipment in 10 secs
meet me at the poly spot for review
POST LESSON REFLECTION: What were the most successful components of this lesson?
Why were they successful?
What needs improvement in the lesson?
How can you improve the identified areas?
What do students need more work with?
Did I reach my lesson objective, why or why not?