Elementary Physical Education Lesson Plan Description€¦ · Web viewElementary Physical Education Lesson Plan. Teacher: Paula Espinosa. Unit: Dribbling with Hands. Grade(s): 5th

Elementary Physical Education Lesson Plan Description

Elementary Physical Education Lesson Plan

Teacher: Paula Espinosa.

Unit: Dribbling with Hands

Grade(s): 5th

Lesson #1

Instructional Activities

Organization

Equipment

Modifications

Learning Outcomes/TEKS

Warm-Up/Fitness:

In the Pond on the Bank:

The left side is the pond and the right side is the bank. When teacher calls out “in the pond” students are to stay/jump to the left side and when she says “In the bank” everyone should stay/jump to the right. When they jump they are to raise their arm from the opposite side. For example, if they jump to the left they should raise their right arm or if they jump to the right they raise their left arm. Teachers will demonstrate this to the students.

Fitness Components:

Cardio Respiratory Endurance, Muscular Endurance, and Flexibility.

Resource:

Boys and girls club with new a twist.

1. Split the class into two even groups. If group is small (10 people or less) this step is not necessary.

2. Teacher will have students standing in a straight line all facing her. Facing other student’s backs.

3. Either on the left or right side of the students, teacher will place a long rope.

A long rope or flat surface to divide the space where students will jump side to side.

*Appropriate shoe ware.

1. Step over instead of jumping.

2. Sam, who is in a wheelchair, will be placed in the front of the line. He will use arms to show to the correct side.

Physical Activity/Health:

1. Participates in moderate to vigorous physical activities on a daily basis that develop health-related fitness.

4. Relates ways that aerobic exercise strengthens and improves the efficiency of the heart and lungs.

Lesson Focus/Direct Teach:

Review: None – introduction to dribbling w/ hands unit

Teach: traveling while dribbling w/ hands in a group safely and w/o stopping, while changing speeds and direction…and dribbling continuously while stopping and starting again

Verbal Cues for Skill Success:

1. “eyes up”

2. “finger pads”

3. “push” (not slap ball)

4. “waist” (not higher than waist)

Dependent Practice Challenges:

1. The students will get into 5 lines. Each student in the group will have one basketball.

2. The music will be playing and the activity is considering a competition with the group so their team can get better scores each time.

3. The students will dribble the ball how they learned previously and then once they get to the end of the line, the next student starts dribbling.

4. The first group to the end of the line and seated wins. Will play this game 2-3 times.

Basketballs. One for each student if possible.

music

First, Sam will practice dribbling next to his wheelchair. Then, a student will push his wheelchair slowly allowing him to continue dribbling.

Sam will be able to participate in the dependent practice challenges by having a team member pushing his wheelchair while he dribbles to the end of the line.

Movement Concepts:

· Dribbles while traveling in a group (in a large boundaried area) without touching others or stationary objects.

· Dribbles and smoothly changes from on direction to another without stopping.

· Dribbles and changes from one speed to another without stopping.

· Dribbles continuously while stopping and starting traveling at the signal.

Social:

· Follows rules, procedures, and etiquette.

· Explains the concept and importance of team work.

Learning Activity/Independent Practice:

1. Explain to students that today's activity will really challenge them to dribble with control. Explain (demonstrate as needed) how each student will have a partner.

2. One partner decides to first be the chaser ("it"). Both players will have a ball and begin spread out away from each other in general space.

3. At the "go" signal, the "it" has to chase after and tag only his/her partner (both must always dribble while moving -- no traveling!). Once tagged, the two switch roles.

4. Divide students into partners, or, if students are able to choose a partner of their similar ability, let them choose their own partner.

5. Have them spread out then give the "go" signal. Observe students' abilities to dribble with control -- not running into others and/or traveling.

6. You may need to stop the activity to remind students that the real idea of the game is to move away from others while dribbling with control, just as they might in a game situation. Pinpointing a few groups who are able to do these well may help at this time, as well.

Resource:

1. www.unicommons.com › Groups › Teaching Team Sports 2010-09

· Cached

· Similar

Students will be divided into partners.

Basketballs for each of the students.

Sam will be able to participate in this activity just by chasing his partner. However, he won’t be able to dribble at the same time.

Closure:

We will go over what we learned today. Questions: “Is your heart racing?” “Was the activity hard or easy?”

Lesson #2 – Dribbling with Hands


Organization

Equipment

Modifications


Warm-Up/Fitness:

Loco-motor high way:

1. The students will begin by standing in their squares on the floor.

2. I will explain that we will be playing loco-motor high way. I will tell the students that I will call out different cues that the children will follow. I will also do the activity with them so they can have a visual of what to do.

3. The students will then stand up and walk to create a circle.

4. I will first tell the students to “start their engines” which means start walking.

5. Through the activity I will call out “pot hole=hope on one leg” “speed bump=hop on two legs” “school zone=go really slow” “entering the highway=run/jog” “Birds=fly like a bird” “horses=gallop.” I will yell out these different cues and then maybe a few more if time is allowed.

Fitness Components:

Cardiovascular

Resource:

None (own activity)

The students will be in a circle in the gym. They will continue to be in a circle through the whole activity.

NONE

Depends on the students that are present. Walk the whole time instead of trying to run. Have partners if needed.

Sam will participate in this activity by pushing his wheelchair in different speeds following the instructions given (running/fast; jogging, walking/slow; galloping/ hopping.




6. Matches different types of physical activity with health-related fitness components.


Review: traveling while dribbling w/ hands in a group safely and w/o stopping, while changing speeds and direction…and dribbling continuously while stopping and starting again

Teach: chest pass and bounce pass to partner in stationary position, then add pivot and pass, then a leading pass to partner


Chest Pass:

1. “hold” (ball on each side)

2. “turn” (thumbs in towards body)

3. “step”

4. “flick” (wrists to pass)

Bounce Pass:

1. “hold” (ball on each side)

2. “turn” (thumbs in towards body)

3. “step”

4. “flick to floor” (wrists to pass w/ bounce) – emphasis on bounce 2/3 between partners


1. Have students in pair line up facing to each other about two feet.

2. First one player, when the player has completed the game; it’s the other player’s turn.

3. Each player begins rapid fire passing against the partner, moving back about two feet with each pass until 10 feet away (5th pass).

4. Then he/she starts moving closer to the partner by two feet with each pass, until 10 passes are completed. Repeat this 10-pass cycle until each player has made a total 20 passes.

5. Now, the other player’s turn.

· Students should use chest pass and bounce pass.

Students will be divided into partners.

One Basketball for each couple.

Sam will dribble next to his wheelchair. Also, he can have a partner to push him while he continues dribbling.

Teach:

Sam will be able to participate normally with a partner as the rest of the students.


Sam will have a partner to participate in this activity, they only thing they will do different is the rapid fire passing. They should do it slowly and softly.

Movement Concepts:

· Dribbles and then throws a leading pass to a moving partner using a chest or bounce pass.

· Travels, dribbles, and pivots on one foot to begin dribbling in another direction.

Social:



· Describes how physical activity with a partner or partners can increase motivation and enhance safety.


1. Students into groups.

2. There is one passer about 6 feet away from and facing a line of receivers (the rest of the group).

3. The passer has a ball and so does one of the receivers. On "Go", the passer passes quickly to any receiver, and the receiver who already has a ball passes simultaneously back to the passer.

4. The passes keep going back and forth to any receiver who does not have the ball. Do as many chest passes as you can in 60 seconds and then rotate.

Resource:

http://www.coachesclipboard.net/PassingDrillsHalfCourt.html

Have students in groups of four or five players.

Two basketballs per group of students.

Sam will be able to participate in this game with the rest of the students doing chest passes.

Closure:

Go over some questions like:

What kind of pass did you learn today?

Have students describe each of the passes (chest and bounce)



Organization

Equipment

Modifications


Warm-Up/Fitness:

Partner tag:

1. Each student will be assigned partners (if one is left out from being paired with someone move them to make a group of 3).

2. After picking partners tell them to spread out and choose one pair of partners to be “it,”

3. Then when the music starts playing the pair that is “it,” must try to tag as many as possible and the others who have partners can “untag,” their other partner who may have been tagged by tapping hands.

Fitness Components:

Cardiorespiratory

Fitness

Resource:

http://www.pegames.org/primary-and-intermediate/warmup/partner-tag/

Each student will be assigned partners (if one is left out from being paired with someone move them to make a group of 3).

Music

Sam will be able to participate with no modifications in this activity.





Review: chest pass and bounce pass to partner in stationary position, then add pivot and pass, then a leading pass to partner

Teach: the set shot (basic shot from stationary position)


1. “waiter/waitress” (hold ball as server holds tray above shoulder)

2. “sit in chair” (bend knees)

3. “ask a question” (push ball up to basket)

4. “cookie jar” (follow through as you would dipping hand in cookie jar up high)


Teacher will give verbal instruction and demonstrate proper technique of shooting the basketball:

· Feet should be shoulder width apart for a good base of balance.

· Shooting hand is under the center of the ball with the guide hand at the side of the ball.

· Elbow of shooting hand should be tucked in and under center of ball.

· Keep eye on the target, the center of the goal, shoot ball with an up and outward motion.

· Follow through as if you were reaching through the goal to drop the ball in.

Break into groups of six at each goal. They will then partner up and practice shooting the ball to their partner. Partners will watch each other and help correct any mistakes in using the proper technique. (One way to make partner assessment more effective is to choose one or two critical elements for students to focus on at a time. For example, is the shooting hand under the center of the ball with the guide hand at the side of the ball?)

The students will then get back into their groups of six and form a circle around the goal. The first student will take three shots, making at least one shot. They will continue shooting until they are successful. The students will then rotate in a clockwise direction. They can stand as close to the goal as they need to in order to have successful results.

The students will then compete against the other groups to see who can make the most number of shots. Each student will take three shots then rotate, keeping score of the team’s total number of made shots. This can be done for five minutes or longer depending on how much time remains in the class.

Resource:

http://www.unicommons.com/node/27179

Break into groups of six at each goal. They will then partner up.

One Basketball per couple.

No modifications needed for Sam in these two activities (teach, and dependent practice).

Movement Concepts:

· Shoots toward an appropriate-height goal from different distances.

Social:





1. Students will get into groups of 4-5 students; each group will have a ball.

2. The groups will line up at the end of the basketball court.

3. Teacher will blow the whistle and the first one in line will run and dribble at the same time.

4. Students will shoot the ball and if they make a basket they will go to the end of the line. The next student will take a turn.

5. If they don’t make the basket, they will continue trying until they make it.

6. The first team to have each member successfully shot a basket wins.

Resource:

Activity created by the teacher.

Students will get into groups of 4-5 students

Each group will have a basketball.

Sam will have a partner pushing his wheelchair slowly at the same time he dribbles. He will shoot the ball and try to make the basket as well as the rest of the students.

Closure:

Have students sit in their squads and stretch their legs (Butterfly, calf stretch, ect) while listening. Ask students about the importance of Shooting the basketball ("BEEF", Squaring up, Ect). Tell students what a great job they did and have them line up for their classroom teachers.

Sam will rest and stretch his arms. He will participate answering the questions.



Organization

Equipment

Modifications


Warm-Up/Fitness:

1. In this activity, similar to freeze tag, choose 3 students to be Jack Frost and 2 others to be the snow angels.

2. The snow angels will each receive a bean bag called a warmer.

3. Start by instructing the students to walk first, including Jack Frosts and the snow angels.

4. The teacher will call out loco-motor movements such as skipping, hopping, leaping, etc.

5. When a Frost tags a student, they become frozen snowmen.

6. The only way a student may become unfrozen is by having a snow angel give a student their warmer (a beanbag).

7. That student then becomes a snow angel; conversely the other student is no longer immune to being tagged, and passes along the warmer to other frozen students.

8. Snow angels cannot be tagged, therefore; they are immune to being frozen.

Fitness Components:

Cardio Respiratory/ Fitness

Resource:

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=2804

Students are allowed to roam freely around the gym safely.

3 bean bags

Sam will participate in this activity by pushing his wheelchair carefully. He will be able to tag or to be tagged.






Review: the set shot (basic shot from stationary position)

Teach: responsible defense and ball position on offense while dribbling in 1 on 1, then add passing in 2 on 1, or 2 on 2


Defense:

1. “arms up”

2. “bend knees”

3. “slide” (feet side to side)

Offense:

1. “head up”

2. “arm out” (opposite arm extended out to keep opponent away from ball)

3. “keep ball in foot pocket” (space made by putting one foot forward and one slightly back)

*use passing cues from lesson #2


1. The teacher can set up different types of defenses such as a 2-1-2, a 3-2, or a 2-3 around the basketball goal using the hula hoops.

2. 5-6 students will be selected to play defense. Those students will be restricted to either standing inside the hula hoop or have one foot in and one foot out (teacher’s choice) until a turnover occurs or basket is scored. In doing so, students will understand his/her area in the zone defense.

3. The offense must chest passes the ball to one another without letting the ball touch the ground. Therefore there is no dribbling in this activity.

4. The student must freeze when he/she receives a pass and quickly decide who they will pass to next.

5. Each person on offense must pass at least once the ball before a shot can occur.

6. Encourage students to move around as much as possible and find open space to handle the ball and receive passes.

7. Each time the defense tips a pass away and the ball touches the ground it is a turnover and they switch. Offense becomes defense and vice versa.

8. When each player gets a pass and can shoot if the ball touches the ground it is considered a turnover. However, if a student re-bounds the ball they can shoot again.

Resource:

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6598#.U2PFa6Mo7IU

5-6 students will be selected to play defense.

Basketballs,

5-6 hula hoops.

I don’t think Sam will be able to participate at this point of the activity.

Maybe defense position with his hands.

Movement Concepts:

· Dribbles and keeps the ball away from an opponent in a 1 on 1 situation.

· Dribbles and passes in a small-group keep-away game.

Social:




· Describes fundamental components and strategies used in net/wall, invasion, target, and fielding games such as basic positions-goalie, offense, or defense.


Set up 3 stations, each station allow the students to practice the skill told to do at that station (Station 1-Passing, Station 2-Dribbleing, Station 3-defense position, Station 4-Shooting)

Station 1-Have students pair up and demonstrate their passing on the move (Use half court side lines as start and end markers, each partner will pass while jogging down the side on the court and back, Down Chest pass, Back Bounce pass, Down Overhead pass.

Station 2-Each student will have to dribble around a set of cones using one hand. They weave around 5 cones using the RT hand. When they reach the end they Crossover from Rt to LT. They then use their LT hand to come back through the 5 cones. When they get back to the start the finish by crossing over again from Lt to RT.

Station 3- a group of students in defense position.

Station 4-Each Student will have to show their shooting skills in 3 shots. They can be any shot range as long as they shoot 3. Each shot should maintain in the 2 pointer range and be at least 3 feet away from the basket.

Resource:


Station 1: couples

Station 2: individual activity.

Station 3: group of 3-4 on defense position.

Basketballs for each student.

5 Cones for station 2.

Station 1- Sam will be able to participate in this activity passing the ball to a partner.

Station 2- Sam will practice dribbling with right hand and left hand (or the one he feels comfortable with)

Station 3- Sam won’t be able to participate in this activity.

Station 4- Sam will be able to participate by shooting to the basket.

Closure:

Students will sit and rest. At the same time, students will review verbal cues about defense and offence positions previously learned.



Organization

Equipment

Modifications


Warm-Up/Fitness:

Top Gun.

1. When you yell, “Start your engines,” the children rise to a hands-and-knees (or full push-up position) position and perform push-ups.

2. Next instruct them to “take off” (fly around the exercise area with their arms out like an airplane, moving them up and down for higher fitness level).

3. Then instruct them to "land" (stop, lie on the floor, roll to their backs, and perform crunches).

This game can also be used in the cool-down section if you ask the children to move slowly when flying and spend the majority of time on push-ups and sit-ups.

Fitness Components:

cardiovascular and muscular endurance

Resource:

Own activity.

Students are allowed to roam freely around the gym safely.

There is not equipment needed for this activity. We can play some music to make it even better for the students.

Sam will be able to move around the gym and to perform different arm exercises.






Review: responsible defense and ball position on offense

Teach: rules/expectations for small-sided (3 on 3) half-court basketball games


Will use all from lessons 1-4


1. Split the students into groups of 7 or 8 (5-6 if needed). Set up a game of basketball (half court)

2. Each group should rotate to practice Refereeing, and playing.

· EX. Student 1, 2 and 3 are on a team. Student 4, 5 and 6 are on a team. Student 7 and/or 8 are referees.

3. Each rotation goes in order ex. Team (student 2,3,4) Team (student 5, 6, 7) Referees (student 8,1) ect.

4 minute Intervals (To maintain safety and control of students)

5. Rotate until all students have gone through each place (Allowing 2 turns as referees)

· Remind students if they have questions, Whistle and stop the game to ask.

All calls by the referees are to be called within 3 seconds of the call, practice correct hand motions and terms.

Rules: Must pass the ball 2 times before shooting the ball.

No double dribble, no fouls, no traveling, use out of bounds lines, points are 3 pointers are 2 pts, 2 pointers are 1 pt. Passing must be practices and shooting must be practiced.

Resource:


Split the students into groups of 7 or 8 (5-6 if needed). Set up a game of basketball (half court)

One Basketball per team

Sam may work with a partner, practice correct hand motions and terms.

Rules: Must pass the ball 2 times before shooting the ball.

Movement Concepts:

· Cooperates and plays a small group game using passing, receiving, and shooting toward an appropriate-height goal.

Social:




· Uses sportsmanship skills for settling disagreements in socially acceptable ways such as remaining calm, identifying the problem, listening to others, generating solutions, or choosing a solution that is acceptable to all.


· Play 3 on 3 using a half court with four sideline receivers/passers, one from each team on each side of the half court. This still gives each team a chance to involve five children in the game but the main action on the floor is 3 on 3.

· Whenever the kids on the floor get bottled up, they have an opportunity to pass it to one of their teammates on the sideline who passes it back in to another teammate on the floor. This creates additional options and teaches the importance of width for play the game, while still allowing for less congestion on the court itself.

· After any play, the team that did not have the ball brings it out to half court, just as in any half-court game. This provides the kids the chance to set up a play every time, with much less opportunity for steals and more opportunities to pass and move the ball.

· It is always easier for kids to play defense than offense, but offense is the skill they need to learn the most. When kids play full court, they can run much faster than they can competently handle the ball, so youth games always are a mass of bodies and confusion all over the place with too many turnovers and too little actual play that looks remotely like basketball.

· The sideline receivers/passers still have an opportunity to be involved, but in a more structured way where they can attempt to make good passes with much less confusion, and increase their skills as well.

· As play progresses, you want to switch the kids around, of course, so everyone gets a chance to play all of the different positions.

Resource:

http://www.momsteam.com/small-sided/small-sided-basketball-best-way-play-learn-game-elementary-school-players?page=0%2C1

Groups of 3 students.

One basketball per game.

Sam will observe and make sure they have not faults while playing and that all students move around in different positions.

Closure:

We will go over what we learned today. Questions:

· Students will review rules about the game

· And students will implement strategies to improve their game and their results.

Documents

Elementary Physical Education Lesson Plan Description€¦ · Web viewElementary Physical Education Lesson Plan. Teacher: Paula Espinosa. Unit: Dribbling with Hands. Grade(s): 5th