Department of Health, Exercise and Sport Sciences Sport Pedagogy Lesson Plan Template (Elementary and Middle School) Background Information : Cassidy Gust Teacher: Cassidy Gustafson Date: September 28, 2016 School: Cleveland Elementary ree Lesson Focus: Locomotor Skills, Animals # Of students: 16 Equipment and Facilities: Bean Bags (all) Dome Cones (4) Medium Cones (1b) Safety Considerations: Spacial Awareness, wet Polyspots (1 v) grass potentially, running into one another. ( groan area), Lesson Specifics Behavioral Contingencies: Three Strike System: Previously Leamed Skills: Hopping, Jumping, 1, Warning Running (Through Obstacles) 2. Sit out for 5 Minutes with Ren 3, Sent to Ms. Monique for the rest of the period. ‘Academic Language: Students will be able to develop a general knowledge of locomotor skills (Running, jumping, hopping, and galloping, Students will also will Teaching Strategy: Direct Instruction. have the opportunity to comprehend the designated cues of the skills regarding the locomotor actions. Students will be able to connect the locomotor skill with it’s designated animal.Psychomotor (P): Students will be able to develop the skill of running, jumping, hopping, and galloping in acting as different animals at the zoo. Cognitive (C): Students will be able to explain to myself and another student what the performed Sa aan F today and why. Description includes a breakdown 1.To earn the proper cues and execution of ee era neers basic locomotor skills, Students will also be able to tell me which skill 2. Connecting animal behavior and movement matches which animal. with locomotor skills, HLR Fitness (H): Students will be able to reach a maximum of full 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. + Demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and performance. + Demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies that apply to the learning and performance of physical activity. NASPE PHYSICAL EDUCATION CONTENT STANDARDS- a physically literate person: + Demonstrates competency in motor skills and movement pattems 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‘cher: In front of students ‘students: On their designated polyspots in front of me (lines). Equipment: Polyspots, for the time being. Diagram the pre-class arrangement: Content Development Management a) Goal Orientation Time (lustration of for each task formations) Diagram Instant ; Activity, |! Class will be divided up into pairs. On a starting line, students will crab walk to the end of the designated space where they will collect a bean ‘bag. Once the student grabs a beanbag, they must place it upon their stomach, where they will crab walk back with it to return it to their partner (where he or she will then go). If'a student drops the bean ‘bag, they must retum the bean bag, walk (regularly) back, and start over. o aan ena |, Maintain balance and produce speed in collecting bean bags from point A to point B. Instant Activity: 5 Minutes Homey Code & Cre walk Kx Kx KX ax xx x aK2 Minutes 3 Minutes ‘Transition Students will return to their polyspots in the formation, where we will discuss the activity N/A set for the day. Students will also get water if necessary (warm day) ! Set Induction: Remember when [ asked you what a locomotor skill was? Something that you do everyday, right? Well, today, we are going to pretend that we are at the zoo. Each animal in the zoo does one of these movements. These are . the animals in the zoo ‘Staxt/Ston Signals: Hand up in the air to a count down (thi Cheetah makes students put rey hands up and have eyes on me by the time Deer T count down to one). The walks, the cheetah runs, the horse gallops, and the deer leaps. Grouping Strategi Random selection (counting down the line). Each comer is your cage, and you are going to act as each animal until you get to the next cage, where you will be the next animal. Let’s go to the zoo! Purpose: Students will be able to connect locomotor skills to outside concepts. NIA Demonstrates ‘competency in motor skills and movernent patterns needed to perform a variety of physical activities. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Exhibits responsible personal and social behavior that respects self and others. Values physical activity for health, enjoyment, challenge, self- expression, and/ or social interaction.1 Minute ‘Transition Students will relocate into their “cages” in their designated corners of the 200. The rotationa will not begin until all eyes are on me and there is no one talking. NIA Lesson Task 1: Students are separated into four groups where they will be acting as different animals to better understand different locomotor Diagram Task skills, ina setting outside of physical education. NIA 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. Exhibits responsible personal and social behavior that respects self and others. ‘Values physical activity for health, enjoyment, challenge, self- expression, and/ or social interaction. Teaching Cues for Task L 1. Giraffe (Walking) Get on your hands and feat to make four legs likea Girdfe. *Move your right hand and right foot forward a the same time. +Move you left hand and left foot forward at the same time, 2 Cheetah (Bund2 Minutes Demonstration Plan: Myself, or my designated ET for the day will demonstrate as Lexplain verbally, Questions 10 Check Understanding 1, What locomotor skills did we go over today? 2. Name one locomotor skill, and how do you do it? 3. What was your favorite animal, what locomotor skill did they do? DIAGRAM For MAIN ACTIVITY ee O 9 — waLK fo) °o ‘anee” y cage" oO <= u 4 o 0 “CAGE” 6) o GAUDP Der 020 Chutrp p c 2 oO “CAat’* Hove sLean slightly forward from the ankles Run softly *Look forward where you are running *Swing your ams quickly from relaxed shoulders +Elbows are bent at 90 degrees +Keep your knees slightly bent Land on the middle of your foot 3. Horse (Gallop) +Face and moveina forward motion *Choose a foot to start with and start with and step forward with it -Keop the same leg in the lead during the gallop “The back leg chases the front leg but does not go ahead of it *Bend at the knees and try to be “light” on your feet asyou gdlop 4, Deer (Leap) “Tekeoff from one foot and land on the opposite foot +Extend arms, legs, and toes whilein the air “Try to leap along ways as that forces the body to extend *Bend knee and hip for cushioned landing Common Errors Task 1; 1. Not paying attention to each cue. 2. Moving too fast to really perform the skill2 Minutes Diagram The Closure Today was a successful day! Can anyone tell me what their favorite part was? Can anyone tell 2°08 me one brand new thing 9 9° 90 NA they leamed today? I 2 ©°o° am so proud of ox ? everyone for putting their effort into today’s lesson. Did everyone have fun? Review: How do we walk, run, gallop, leap? Let’s line up!