@Vista Del Sol Elementary Evaluation #2

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching All Levels
Learning Experience Plan
Teachers: Alvin Delgado Date: 2-18-2020
Grade Level: K-3rd Time: 7:55-3:09
Activities: Underhand Number of Students: About 30
Throwing/Catching
Equipment: Bean Bags, Balls, Hula hoops, cones
Equipment provided by me:
Facility: Blacktop or Gym
OBJECTIVES (2-3 per domain):
Psychomotor:
1. Students will perform underhand throwing and catching skills with proper
mechanics.
2. Students will combine these skills in a game where they will also be
performing various locomotor movements.
Cognitive:
1. Students will remember the cues and proper mechanics of the skills, the
instructions for the skill building activity, and the rules for the game.
2. Students will learn about the Law of Inertia in Biomechanics, and how
catching is a good example of this law.
Affective:
1. Students will be excited and motivated to participate in the activities and
learn.
2. Students will respect their classmates, as well as their instructors.

TEKS:
All Grades:
116 (5) A - use equipment safely and properly;
Kinder:
116.2.1 (F) - demonstrate a variety of relationships such as under, over, behind, next to,
through, right, left, up, down, forward, backward, and in front of;
116.2.1 (H) - toss a ball and catch it before it bounces twice.
1st Grade:
116.3.1 (A) -demonstrate an awareness of personal and general space while moving at
different directions and levels such as high, medium, and low;
116.3.1 (H) - demonstrate on cue key elements in overhand throw, underhand throw, and
catch.
2nd Grade:
116.3.1 (H) - demonstrate on cue key elements in overhand throw, underhand throw, and
catch.
116.4.1 (F) - demonstrate a variety of relationships in dynamic movement situations such
as under, over, behind, next to, through, right, left, up, or down;
3rd Grade:

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116.5.1 (J) - demonstrate key elements in manipulative skills such as underhand throw,
overhand throw, catch and kick such as position your side to the target.

National Standards:
S1.E13 – Manipulative (underhand throw)
(S1.E13.K) - Throws underhand with opposite foot forward.
(S1.E13.1) - Throws underhand, demonstrating 2 of the 5 critical elements of a mature
pattern.
(S1.E13.2) - Throws underhand using a mature pattern.
(S1.E13.3) - Throws underhand to a partner or target with reasonable accuracy.

S1.E16 – Manipulative (catching)

(S1.E16.Kb) - Catches a large ball tossed by a skilled thrower.
(S1.E16.1a) - Catches a soft object from a self-toss before it bounces.
(S1.E16.1b) - Catches various sizes of balls self-tossed or tossed by a skilled thrower.
(S1.E16.2) - Catches a self-tossed or well-thrown large ball with hands, not trapping or
cradling against the body.
(S1.E16.3) - Catches a gently tossed hand-size ball from a partner, demonstrating 4 of the
5 critical elements of a mature pattern.
S2.E3 – Movement Concepts (speed, direction, force)
(S2.E3.K) - Travels in general space with different speeds.
(S2.E3.1a) - Differentiates between fast and slow speeds.
(S2.E3.1b) - Differentiates between strong and light force.
(S2.E3.2) - Varies time and force with gradual increases and decreases.
(S2.E3.3) - Combines movement concepts (direction, levels, force, time) with skills as
directed by the teacher.

S4.E1 – Personal Responsibility

(S4.E1.K) - Follows directions in group settings (e.g., safe behaviors, following rules,
taking turns).
(S4.E1.1) - Accepts personal responsibility by using equipment and space appropriately.
(S4.E1.2) - Practices skills with minimal teacher prompting.
(S4.E1.3) - Exhibits personal responsibility in teacher directed activities.

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DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

WarmUp Skill Building(Underhand Throwing/Catching)

Skill Application

= students
= throwing object
= hula hoop
= cones

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Lesson Plan Content

Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
SET Induction/HOOK START
I will start the lesson with a fun SIGNAL:
fact about how many sports use 1 Whistle
throwing and catching (Over 50)
Attention Getter:
I’ll whistle in a pattern and they STOP SIGNALS
will clap to that pattern and 2 Whistles
listen
ORIENTATION
Today’s lesson will be about
underhand throwing and Transition 1:
catching, and how these skills Students will
transition from
are connected the laws of inertia
walking the laps to
(an object will stay in motion the warm up area.
until a force acts on it) and
acceleration in biomechanics.
We will practice our
throwing/catching skills, then put SAFETY:
them in a game, keeping in mind Make sure you have CUES:
10 min what we learned yesterday enough space so Arms up!
about acceleration, and how we you do not hurt Twist.
stop the motion of the objects anyone. Toes, floor, heels.
when we catch them. Cross, switch!
Possible Student Skip in between.
Clarification Side to side!
WARM-UP(includes Needed
purpose) What part of the
The purpose of the warm-up is activity might need Refinement:
to get the students’ bodies more explanation/ Everyone needs to do
warmed up to help prevent more clarification? the exercises and
injuries and ready for their everyone needs to
Modifications count.
activities. The students will be Modifications for
doing laps around the blacktop If not, we’ll do it again
SPED students will
or gym for one song. Then, they be either less reps,
will find a dot on the blacktop to or for them to do it to
begin our warm-up the best of their
stretches/exercises which will abilities.
each be done for 10 reps or 10
seconds. These will include; arm
circles, washing machines,
cherry pickers, jumping jacks,
scissor jumps, drummer boys,
and line jumps. The final part of
the warm-up will be a Charlie
Brown tree run out on the field if
we are outside. They will be
instructed to get in lines when
they get back. Transition 2:
LESSON FOCUS/SKILL Students will

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BUILDING ACTIVITY transition from the

For the skill building, the class warm-up area to the CUES:
will be separated into pairs skill building areas
while being put into -Face target.
where they will work on their -Step forward with
groups.
throwing and catching. There opposite foot.
will be emphasis put on how
-Swing, Release
when we catch the ball/object, SAFETY:
we are the force that stops its
-Follow through
Give each other
motion (inertia). There will be space, stay in your towards target.
cones for the pairs and each lines, and don’t -Diamond (above
12-15 cone will have a different object throw the bean bag waist)
min to throw and catch (Bean bag, if there is someone -Pinkies together!
wiffle ball, sponge ball). When in the way. (below)
Make sure your
the student picks up the object, -Squeeze and catch
partner is ready to
they will throw the object in the catch.
air and catch it themselves Refinement:
before it hits the ground, once Always face target and
they catch it, they will throw it follow through towards
with the correct underhand Possible Student target.
mechanics (facing target, Bean Clarification When the object hits
bag in throwing hand, opposite They have to throw
your hands, squeeze
foot steps forward pointing to it up and catch it
themselves before and grip it.
target, swinging arm forward,
they throw it.
releasing and following through
TASK ANALYSIS:
towards target) to their partner. Modifications I will evaluate the
The partner will catch it Modifications for students on the tasks
(diamond for above waist or SPED students on their mechanics
pinkies together for below waist) could be softer with the skills and
, and will repeat the same objects and
seeing if they are using
process. After a little time, I will decreased throwing
distance. the correct ones. For
have every pair move to the
underhand throwing,
cone on their right, so they could
facing target, Bean bag
practice with a different object.
in throwing hand,
DIFFERENTIATION opposite foot steps
I will have different objects to forward pointing to
throw and catch, some harder target, swinging arm
to do so than others, and I forward, releasing and
could increase or decrease following through
the throwing distance. towards target. For
STUDENT EXPECTATIONS: catching, pinkies
I expect students to do well with together for low, and
throwing, and slowly progress forming a diamond for
with catching and its mechanics. high.
I do expect to see them drop the
objects quite a bit during the
activity.
Psychomotor:
Throwing and Catching with the
correct mechanics.
Cognitive:
Remembering the rules of the
activity and the cues/mechanics for
the throwing and catching.
Remembering how catching the

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bean bag/object stopped its motion,

and how that relates to the Law of
Inertia
Affective:
Paying attention, being respectful,
and participating.

Time Content Development Management 1. Task Analysis

2. Teaching
Cues/Refinem
ent
SKILL APPLICATION Transition 3: CUES:
ACTIVITY Students will put into -Face target.
groups and move to
The skill application activity is -Step forward with
the area designated
similar to the one from for the skill opposite foot.
yesterday’s class. Each group application. -Swing, Release
will have a cone (throwing -Follow through
point), a hula hoop in front, and
towards target.
a throwing object (bean bag,
wiffle ball, or sponge ball). The
-Diamond (above
first person in line will go into waist)
15 the hula hoop, the next person SAFETY: -Pinkies together!
min in line will pick up the object and Give each other (below)
space and don’t -Squeeze and catch
throw it to the person in the hula
throw if anyone is in
hoop, using the correct the way.
mechanics ( facing target, Bean Make sure your Refinement:
bag in throwing hand, opposite partner is ready for You have to catch it
foot steps forward pointing to your throw. inside of the hoop in
target, swinging arm forward, order to flip in and
releasing and following through advance.
towards target). If the person in Possible Student
the hoop catches it, they will flip Clarification
the hoop over and take the The first person
starts off by trying to TASK ANALYSIS:
object back to the line. The
catch. You have to
person who threw it will then go I will evaluate the
catch it inside of the
to the hoop for their turn to hoop. mechanics of the skills
catch, and the next person will You cannot drag the and see if they are
be the one to throw it next. This hoop then flip it to using the correct ones.
process will go on until the hula advance more than For underhand
hoop crosses a designated area normal. throwing, facing target,
about 25-30 feet in front. Every Bean bag in throwing
group will be in the same team hand, opposite foot
trying to beat a certain time, but Modifications steps forward pointing
Modifications for to target, swinging arm
when everyone finishes, they
SPED students could
will switch lines to continue the forward, releasing and
include decreased
game with a different ball/object. throwing distance following through
Students will keep in mind that and softer objects to towards target. For
the force they use will determine catch. catching, pinkies
the distance the object travels together for low, and
5 min (law of acceleration) and that as forming a diamond for
they catch the object, they are high.
stopping its motion with an Transition 4:
external force (law of inertia). Students will
transition to their
lines and sit down
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for the conclusion.

DIFFERENTIATION
I could change the distance
that they have to reach to
finish the game, or I could
change the throwing objects
as well.

STUDENT EXPECTATIONS:
I expect students to improve
with their catching, although I
still do not expect them to catch
it every single time. I also
expect their accuracy to still
need a bit more improvement.

Psychomotor:
Throwing and Catching with the
correct mechanics, running to the
hoop and flipping it.
Cognitive:
Remembering the cues and proper
mechanics of the skills.
Remembering the rules of the
games, and considering how the
laws of accelerations and inertia
are in full effect during this activity.
Affective:
Paying attention, listening to
instructions, and participating.

Debrief/Closing/Cool Down
(what, so what, now what):
Psychomotor
Who can demonstrate how to throw
underhand, and how to catch if the
object is above your waistline.
Cognitive:
What do you think if the ball is
coming low?
What is law of inertia we talked
about, and how is catching related
to it?
Affective:
Did you enjoy the activities of
today?
Insight/Preview:
Next time, we will be moving on to
using these skills in different
situations.