Name: Reagan Poteet

3450 HEALTH AND PHYSICAL EDUCATION LESSON PLAN

Introductory Material:

Date of Lesson: 09/04/2020 Class Time: 8:00 – 8:50 am

School Name and Grade: Reagan Elementary School, 5th Grade Class Ability Level: Control

Length of Lesson (Time): 50 Minutes Number of Students: 25

Equipment/Supplies (be complete): 25 Small Lacrosse sticks, 25 Tennis Balls, Description of Facility: Small Gym
tape, 15 small cones

Central Focus: Throwing and Catching with a Long-handled implement Sub-focus: Lacrosse handling skills

Behavioral/Performance Objectives: INCLUDE MORE THAN ONE. |

Cognitive: Prior Academic Knowledge

1. Students will be able to correctly recall the steps needed to properly pass and
catch with a lacrosse stick Striking an object with a long-handled implement while demonstrating
2. Students will be able to describe how to lead a receiver with a mature lacrosse mature grip, stance, body orientation, swing plane, or follow through
pass (Students have held/used long handed implements such as lacrosse sticks
before)
Psychomotor: Safety Considerations
1. Students will be able to correctly execute a dominant hand pass to a moving
receiver 1) Assure student is making eye contact and prepared for an object to
2. Students will be able to demonstrate a proper lacrosse stick cradle with mature be thrown to them
form 2) Keep personal space and special awareness when swinging long-
handled implements
3) Assure all students are passing the ball in the same direction so there
are no objects intersecting

Affective: 1. Students will support the success of their partner with positive Instructional strategies
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 motivational statements and earnest effort

SHAPE Standards / Georgia Performance Standards (GPS):

National Standards Addressed (SHAPE): GSE Assessed:

Pe5.1.n Strikes an object with a long-handled implement
Standard 1: the physically literate individual demonstrates competency in a demonstrating mature form
variety of motor skills and movement patterns

Standard 2: the physically literate individual applies knowledge of concepts, Pe5.2.b Analyzes movement and applies movement concepts (force,
principles, strategies, and tactics related to movement or performance direction, speed, pathways, shapes, and levels) in a variety of small-
sided games, dance, and/or gymnastics activities.

INTRODUCTION TIME
(Instant/Motivational Activity; Warm-Up & Review; Set Induction) ALLOCATIONS
5 Min
Instant Activity (Warm up, Fun) Crazy Taxi
4 Students will be given a specific locomotor skill and will be the “taxi drivers”. On GO the
students that were told their locomotor skill will begin doing that skill while other students walk
around them. They will go up to as many students as possible and tell them to “get in”, and these
students will get behind them and begin mimicking their locomotor skill in line. The taxi driver
with the longest taxi line wins.

Set Induction (Intro)

Can anyone name a sport where you throw and catch, but not with your hands?
(Wait for an answer)
1 Min
I know that’s a difficult question but there actually is an answer! Lacrosse. Lacrosse is an
interesting sport not only because of this, but because of its history! Canadian Natives played
lacrosse all across their nation around 500 years ago! Lacrosse was originally called bagattaway
and was played for festivals, fun, and even war! Now it has been adapted to an action-packed,
fast paced sport. The players use sticks with nets on the end to throw a ball to each other and

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move up field, it’s called the fastest sport on two feet!

LESSON BODY TIME Objective Assessment

SKILL (CONCEPT) DEVELOPMENT ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)

Informing task: (Brief descriptor) Model how to hold a lacrosse stick in order to pass Observe and provide
Details: Demonstrate in front of class how to properly position hands and body when holding a congruent feedback
lacrosse stick. Due to previous knowledge students should be spatially aware of grasping a long-
handled object. Inform and show that the non-dominant hand is positioned at the heel of the 5 Min P2
stick with the palm on top of the stick and the dominant hand is mid shaft with the palm
underneath. Ask to see hand positioning.
Cues:
1) Heel of stick
2) Mid shaft

Extending task: Learning to Cradle

Details: Describe and demonstrate how to cradle a lacrosse ball. Make sure to detail that this is
important to do to stay in possession of the ball. Emphasize that this back and forth wrist curling
motion should be done with a loose grip. Give all students a tennis ball to practice with. Have 80 % Rule P2 Observe and provide
students line up five feet apart on a line so they have room to correctly practice and walk around congruent feedback
to observe and provide feedback. Once students seem to understand the concept, ask them to
switch and try with their non-dominant hand.

Cues:
1) Shoulder to nose
2) Ball to the sky
3) Twist your wrist

Transition: Have students find a partner with the same shoe color as them and line up behind
across from each other on lines 10 feet apart (lines already placed with tape)

Extending task: Beginning Catching 80% Rule

Details: Have students line up across from each other approximately 10 feet apart. One partner C1 Observe and provide
should have their lacrosse stick in hand, the other has the tennis ball. To practice catching, the congruent feedback
partner with the ball will toss the ball (by hand) toward the stick of their partner. The partner
catching the ball will cradle it two times for practice after catching it and then roll it back. They
will repeat this process 5 times as their partner attempts to get used to catching with the long-
handled implement before switching.

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Cues:
1) Opposite foot
2) Catapult
3) Guide and Give

Extending task: Partner Pass

Details: Have students line up across from each other approximately 10 feet apart (Same line as
previous task). Demonstrate and describe how to properly throw with a lacrosse stick so students 80% Rule Observe and provide
have knowledge of all three skills (catching, throwing, cradling). Advise partners to pass lightly C1, P1 congruent feedback
and focus their attention on aiming at their partner’s pocket. In between catches and throws
advise the partners to cradle twice, similarly to before. It will take time for students to get used
to throwing with an implement instead of their hand, so make sure all students are adequately
distanced apart due to balls not being thrown directly to the pockets (5 feet apart from next pair
minimum)

Cues:
4) Opposite foot
5) Catapult
6) Guide and Give

Transition: Partners will pair up with another group of partners with similar shoe colors to create
a team of four and stand behind a pre-placed cone

Extending task: Catch, Throw, Run

Details: The teams of four will be lined up behind cones. Two will line up on one side, and other
two partners will line up 20 feet apart across from them at another cone. Partner on one side will
run while cradling the ball ½ the length of the 20 feet (a cone will be placed halfway). They will
then pass the ball to the partner across from them. This partner will repeat the same action so Observe and provide
that the team is constantly having a partner run and throw the ball, as the other catches to restart 80% Rule congruent feedback
this process. Put emphasis on throwing while moving as well as cradling. C1, C2, P1, P2

Cues:
1) Shoulder to nose
2) Twist your wrist
3) Catapult
4) Guide and Give

Transition: Break students into two teams by counting off 1,2. One team will have 12, the other
will have 13.

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Challenge Task: Ultimate Lacrosse
Details: The gym will be used as an ultimate lacrosse field (set up like an ultimate frisbee field)
Lines will mark each team’s end zone. Both teams will start in their respective end zones. The
ball will be thrown into the center of the gym and the game will begin. Each team runs to try to Observe and provide
pick up the ball, the first team to get it has possession. Players may not take more than three 5 – 10 Min congruent feedback
steps with the ball before passing or there is a turnover. The goal is to pass the ball without C1, C2, P1, P2
interception into your team’s endzone. If the ball drops to the ground the other team gets it. The
first team to get three points scored in their endzone wins.

ASSESSMENT
(Specific and detailed plan to assess student learning and skill development)

(When: What and How)

1. During the lesson: Observe for incorrect performance and provide congruent feedback

2. Formal Assessment: Five question quiz after challenge task to assure student knowledge

CLOSURE TIME
(Wrap Up, Review, Transition) ALLOCATIONS

Now that we’ve played lacrosse can you guys tell why they call it the fastest game on two feet?
It takes so much thinking and coordination to play! 2 – 3 Min

1) Can you guys tell me where your hands are supposed to be placed on the stick to be
ready to play
2) What about the steps for a proper lacrosse pass?
3) What is the most important part of passing to a moving receiver?

Can someone demonstrate how to properly cradle with their stick?

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 REMEDIATION/MODIFICATIONS
(Specific and detailed plan to modify lesson to meet learning needs of all students)

For those with disabilities and ailments the lacrosse stick can be changed to a hockey stick or be
modified to be held with one hand. Any child in a wheelchair or with lower body disabilities can
still participate with ease due to the upper body nature of the activity. Any child that may have
lowered cognitive ability to be able to catch the ball can have a replacement for the tennis ball
and use a pompom type ball or fleece ball. This lowers their risk for injury as well as gives the
person more time to react to the incoming object.

Resources:

1. https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=133134

2. https://openphysed.org/curriculum_resources/3-5lacrosse

3. Graham, Holt-Hale and Parker, Children Moving: A reflective approach to teaching physical education (9th ed)