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Standard 3 3.2 Learning Objectives |
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The following artifact highlights my ability to align learning objectives with NASPE K-12 content standards. The learning objectives align to the standards on a psychomotor, cognitive, and affective level as each objective either addresses motor skill competency, understanding of movement concepts, or appropriate social behavior. |
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Teacher: Ms. Kuban Date of Lesson: 10/09/08 Lesson 1 of 1 Grade Level: 2 Class Size: 23 Instructional Approach: Task Teaching School: Woodridge Elementary Time: 30 min.
Status: Approved Revise Redo & Resubmit Signature
Previous Lesson Focused on: Tossing, throwing, and catching Lesson Focus: Underhand throwing, overhand throwing, catching with scoops Sub Focus: Levels
Lesson Objectives: 1. The students will toss a yarn ball into the air with their dominant hand and catch it with their opposite hand while using a scoop. (p) (NASPE 1)
2. The students will apply their knowledge of overhand and underhand throwing by keeping their eyes on the target and stepping with their opposite foot during throwing stations. (c)(NASPE 2)
3. The students will demonstrate on-task behavior by following all rules and protocols and listening to the teacher while she is giving instructions. (a)(NASPE 5, 6)
4. The students will throw a ball overhand at targets placed at three different levels and point values and earn 5-10 points. (p) (NASPE 1)
5. The students will apply their addition skills by correctly adding their points earned at each throwing station. (c)(NASPE 2)
6. The students will toss a ball underhand at three different buckets placed at different distances while adding up their earned points. (p)(NASPE 1)
7. The students will throw a ball overhand with a partner while keeping the ball out of reach of a defender for 3 consecutive throws. (p)(NASPE 1) A physically educated person: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Teacher Objectives: 1. I will minimize off-task behavior by providing with clear instructions and a good demonstration. I will measure this using BALT-PE. 2. I will demonstrate effective management (start/stop signals, entry/exit, equipment distribution, and group disbursement) to keep my transition and management time below 15% using BALT-PE.
Equipment Needs:
Distribution: The construction paper leaves will be set up on the wall and placed at different heights on the wall in the bottom left corner of the gymnasium. The yarn balls will be placed within the hula hoops in all four corners of the gymnasium. The scoops will be placed within the hula hoop placed in the bottom right corner of the gymnasium. In the upper right hand corner of the gymnasium, the three buckets will be set up at different distances.
During activity: The children will be tossing the balls up and catching them with their scoops. The children will be tossing yarn balls against the wall at the designated targets. The children will be playing keep away with a yarn ball. The children will be tossing a ball underhand at 3 different buckets. During demonstrations and instructions, the children will set their equipment down, take two steps back, and listen to the teacher.
Collection: After activity, the children will set their equipment back into the hula hoops at the station they are at.
Management:
Rules:
Consequences:
Rewards:
Grouping:
References: Graham, G., Holt/Hale, S., & Parker, M. (2007). Children moving – A reflective approach to teaching physical education, Seventh Edition. McGraw-Hill: New York, NY.
Charles, J. (2003). PE Central. Retrieved October 4, 2008 from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4965.
Station 1: “Fall” Overhand throwing at different targets
Station 2: “Winter” Catching snowflakes with scoops
Station 3: “Spring” Underhand throw into buckets
Station 4: “Summer” Overhand throws and keep away with a partner
Entry: Upon entry, the students will find self-space and wait for the teacher’s instructions to begin the warm-up.
Active Warm-up: Time: 3 minutes The children will find self space and begin doing their “ABC push-ups” while keeping caution to avoid the equipment. Provide feedback to make sure children are keeping their back straight and bottoms down. After the children have finished their ABC’s, tell the students to begin their “Salute push-ups”. After about ten push-ups, tell the students to freeze.
Introduction to Lesson: To introduce the lesson, review underhand throw and overhand throw cues such as “eyes on the target” and “step with opposite foot”. Then review catching cues such as “watch, reach, and pull” and “catch softly”. Inform the students that in each of the four corners of the gymnasium is a throwing station that represents one of the four seasons. Then, take the children around to each of the stations and explain what will take place at each.
Task Type: Overhand throwing at a target Time: 6 minutes Objective Addressed: 2, 3, 4, and 5
Station 1: “Fall” Overhand throwing at a target At this station, the children will be throwing yarn balls at 3 different colored leaves that are labeled 1, 2, and 3 in order to indicate the point value. They will begin throwing at a distance they are most comfortable. The goal of this station is to gain accuracy of the overhand throw. The children are aiming to achieve at least 5 points at a comfortable distance. The 1 point leaf will be placed at a low level, the 2 point leaf will be placed at a medium level, and the 3 point leaf will be placed at a high level. Make sure to review throwing cues and point out release points. Demonstrate that releasing the ball low will hit the low target, releasing the ball in front of you will hit the medium target, and releasing the ball high will hit the high target.
Refining Cues &/or Questions:
Cues:
· Extension#1 : To make the task less challenging, allow the students to throw the ball from a closer distance. · Extension#2: To make the task more challenging, allow the children to throw the ball from a further distance or move the targets higher up.
Assessment/Review: In order to assess the students, give feedback based on their ability to release the ball at the appropriate level and watch to see if they are stepping with their opposite foot towards the target.
Station 2: “Winter” Tossing and catching snowflakes with a scoop Time: 6 minutes Objective Addressed: 1 and 3
2nd Task Description: The students will toss the yarn ball up with their right hand (or left hand) and catch the yarn ball with their scoop in their left hand (or right hand). When the teacher says “Go”, the students will toss the ball up in front of them and catch it. Tell the students to make sure they “watch, reach, and pull” the ball or bean bag close to them. Tell the students to make soft catches with their scoops. Tell the students to keep their eyes on the yarn ball.
Refining Cues &/or Questions:
Cues:
· Extension#1 : To make the task less challenging, allow the students to toss the ball at a low level.
· Extension#2: To make the task more challenging, allow the children to toss the ball at a high level and catch it at a low level.
Assessment/Review: In order to assess the students, give feedback based on their ability to “watch, reach, and pull”. Make sure the students are watching the ball until it reaches their hands. Make sure the students are covering their scoop after they receive the yarn ball.
Station 3: “Spring” Underhand throws into buckets Time: 6 minutes Objective Addressed: 2, 3, 5, and 6
3rd Task Description: The students will underhand toss yarn balls into buckets that are set up at different distances. The closest bucket will have a picture of a tulip on it and will be worth 1 point. The middle bucket will have a picture of a daisy on it and will be worth 2 points. The furthest bucket will have a picture of a daffodil on it and will be worth 3 points. The goal of the activity is to gain accuracy of underhand throwing. The children are aiming to achieve at least 5 points during the activity. The cues of throwing underhanded such as stepping with the opposite foot and releasing out in front of the body will be reviewed. Demonstrate that leaving the arm beside the body and then releasing out in front will make the ball reach the close bucket. Demonstrate that bringing the arm back slightly and then releasing out in front will make the ball reach the middle bucket. Demonstrate that bringing the arm straight back behind and then releasing the ball in front will make the ball reach the furthest bucket. Refining Cues &/or Questions:
Cues:
· Extension#1 : To make the task less challenging, the children may toss the ball from a short distance.
· Extension#2: To make the task more challenging, the children may take a step back after receiving 5 points. Assessment/Review: In order to assess the students’ success, look to see if the children are getting the balls into the buckets. If they are having trouble, watch to see if they are releasing at the appropriate level and if they are stepping with their opposite foot toward the target.
Station 4: “Summer” Playing keep away between two partners and a defender Time: 6 minutes Objective Addressed: 2, 3, and 7
4th Task Description: The students will throw a ball overhand with a partner while keeping the ball out of reach of a defender for 3 consecutive throws. The students will toss the ball high over top of the defender and will work on creating open space. After the students make three throws back and forth, the student who made the third throw will become the middle defender. Make sure to reinforce that the ball is not to be stolen out of a student’s hand and that the defender must remain an arms-length away from the throwers at all times. This will allow room for the throwers to work on their overhand throw form and will decrease the chance of fighting over the ball.
Refining Cues &/or Questions:
Cues Throwing:
Catching:
· Extension#1 : To make the task less challenging, have the middle defender stand two arms-lengths away from the throwers.
· Extension#2: To make the task more challenging, allow the defender to stand closer to the throwers.
Assessment/Review: In order to assess the students’ success, look to see if they are able to make overhand throws with good form and catch the ball while a defender is close to them. If they are having trouble, check to make sure the defender is allowing the thrower and catcher enough room. Also check to see if the children are “watching, reaching, and pulling” while catching and stepping with opposition and releasing high when throwing.
Lesson Closure: To close the lesson, ask the students to sit in a semi-circle around the teacher. Ask the students what the important cues of catching are. Watch the ball all the way into the scoop. Reach for the ball. Pull the ball in close. Ask the students how they hit each of the leaves in the first station. Let the ball go low, in front, and high. Ask the students what they had to do in order to keep the yarn ball in the scoop. After catching the yarn ball, you have to cover the scoop with your hand. Ask the students what is similar about overhand throwing and underhand throwing. Stepping with the opposite foot. Ask the students what they had to do in order to throw and catch with a defender. Move to an open area. Throw the ball high.Final Transition Statement:Tell the students to place the equipment from their last station into the hula hoop. After the students have put the equipment into its designated spot, they may line up behind their classmates and wait for the classroom teacher. Provide positive feedback towards the students who are behaving in line.
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