Standard 1 Assessment and Rubric

Dan Valletta

Standard 1 (100pts)
Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

Objective 2
Demonstrate the necessary knowledge and skills to be proficient in a few movement forms.

e. Use internal and external feedback to analyze and improve performance.

Assessment 1:

Journal Assignment – Student will write a paragraph on the feedback that was received from their teacher and peers at the end of the lesson. They will also write a paragraph on their own internal feedback or what they think they need to do to perform the skill better. The next day in class they will focus directly on what they wrote down to improve the skill. They will then share with the teacher what they were supposed to work on and perform the skill.

Rubric –

Criteria	Outstanding	Almost Accomplished	Needs Work	No Work Done
Visualization:	(10) Student watched 1st attempt video and took 2 – 5 min to visualize the proper technique	(8) Student watched the video but didn’t take enough time to visualize	(5) Student didn’t take time to visualize at all but they watched the video	(0) Student didn’t participate
Skill presentation:	(10) Student performs the skill with improved performance.	(8) Student hasn’t practiced the skill proficiently	(5) Student can’t perform the skill with improvement but tried	(0) Student didn’t try to perform the skill

Standard 1 Assessment and Rubric

Camille Lott

Derick Roskelley

PEP 3610

Peer Teaching With Assessment

Lesson Plan

1. Standard 1 – Objective 2, A) State and understand critical cues for movement skills

2. Activity:

The students will sit in a group while the teachers welcome the class. The teachers will then go on to explain and demonstrate the following activities. The students will be paired up and practice their bumping skills for volleyball. One student will toss the ball to their partner and the receiving partner will bump it back. Each student will receive and bump at least ten times. The students will then bump the volleyball back and forth for two to three minutes. Then the partners will be split up and put into 4 groups of five students. These groups will bump the ball around in their groups for a couple minutes. After the group bumping activity, the students will be given the assessment and asked to list the five cues in order. Then the students will play a modified game of volleyball. In this modified game only bumping will be allowed. The serve is done by tossing the ball over the net to start each volley. The students will play five on five bump volleyball for the next five to ten minutes. After the students are finished with the game, they will finish answering question number two on the the bump assessment. The students will have the remainder of class to finish their assessments. All assessments will be turned in before the students leave.

Five Volleyball Bumping Cues:

1. Athletic position

2. Interlock fingers, Thumbs up

3. Keep arms straight

4. Contact the ball between wrists and elbows

5. Follow through

Volleyball Bumping Assessment

Student Name______________________________________

1. List the five (5) bumping cues in order: (5 points possible)

1.

2.

3.

4.

5.

2. Why is bumping an essential skill in volleyball in comparison to the other skills such as setting and spiking? Give meaningful examples both offensive and defensive. (7 points)

Rubric:

	Target	Good	Acceptable	Unacceptable
Cues	[5]Proper cues given, Cues listed in the correct order, shows understanding of cues.	[3]Most proper cues are listed; most may not be in correct order.	[2]Some proper cues are listed; some may not be in correct order.	[0]No cues given
Used examples	[5]Lists both offensive and defensive examples, explains reasons why bumping is an effective skill compared to other skills.	[3]Lists some offensive and defensive examples, does not give adequate explanation why bumping is an effective skill compared to other skills.	[2]Lists either offensive or defensive examples, explains reasons why bumping is an effective skill but not compared to other skills.	[0]Does not list offensive or defensive strategies, Does not include reasons why bumping is an essential skill as compared to spiking or setting.
Spelling and Grammar	[2]All words are spelled correctly, Name on paper	[1.5]Most words spelled correctly, Name on paper	[1]Some words spelled correctly, Name on paper	[0]More than three words spelt incorrectly, No name on paper

Fitness Journal Friday Week 1

Name: Jesslynn Patton

Activity Fitness Journal

Week/ Day of Unit: Week 1 Friday

Skill(s) assessing correctly and goal setting

Grade Level 7-9th

# of students 30+

Equipment (what and how much) Note books and worksheet I am giving

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1)Standard 3 objective 1c Assess personal fitness status regarding activity participation, energy expenditure, elements of physical fitness, and nutritional practices. Cognitive and psychomotor.

(2)Standard 3 objective 2c. List and evaluate activities that develop specific elements of physical fitness. Health – related fitness domain

(3) Standard 1 objective 2c. Maintain activity journals illustrating activity participation outside of school hours. Affective domain.

(4) Standard 2 objective 2a Review the elements of physical fitness. Cognitive domain.

Safety Issues The students not being honest on their assessments; therefore giving them unrealistic goals.

Grouping for each activity: Same pair they were in last time so they can give each other suggestions for goals they want to accomplish.

Technical Description:
The goal is to have each student self-assess his or her personal fitness and make recommendations for change. Students will be asked to identify areas for change and what activities they prefer to engage in. I will first lecture on what goals should be made in order to be successful. For example, only raising a couple lbs, or a 5 more push-ups since we are assessing again next month. This way they cannot get discouraged that they are not reaching their goals. I will explain the benefit of keeping a these goals and assessments in order to improve. This will be a teaching day and not very active, but learning how to properly begin to be active.

Learning Experiences (introduction, drills)
1 Appropriate goals

2 Examples of goals

3 having students help each other in partners for good goal making and to answer the other questions on their own.

4 lecture good ranges and healthy zones so they have an idea if they are average or not.

Grouping/Transition: Staying in pairs

Verbal cues:

Be honest
Set worthy goals
Be realistic

Closure: Turn assessments and goals back in so I can review them properly and make sure each student has done this correctly. Have the students answer questions of why this is so important and the benefits of goals.

Suggestions for follow-up
Marking the goals each week and if they were followed looking over their sheets daily

Reference http://www.pbs.org/newshour/extra/teachers/lessonplans/health/fitness/class1.html

Pre Test Thursday Week 1

Name: Jesslynn Patton

Activity Pre-testing

Week/ Day of Unit Thurs Week 1

Skill(s) One Mile Run

Grade Level 7-9th

# of students: 30+

Equipment (what and how much) none, Field outside, cones

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.

(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor

(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.

(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.

Safety Issues: Grass being wet

Grouping for each activity: Individually

Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher will modify and demonstrate how the students are to run, and they will go outside to show the students where the cones have been placed. Instructor will also tell students to remember their times. The teacher will have the students begin and have a stopwatch ready for when the students are done. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is. I will have everyone record every score honestly and turn their papers in.

Learning Experiences (introduction, drills)
1 Instructor will show students where they are to run and walk through guidelines of how to run on field and around cones.
2 I will be at a corner watching students making sure they don’t cut, and other instructors will be timing.

Grouping/Transition: They will continue to be individually.

Verbal cues

-Pace yourself in order to endure.

-Concentrate on breathing and what your body is telling you

Pre Test Wednesday Week 1

Name: Jesslynn Patton

Activity Pre-testing

Week/ Day of Unit Wed. Week 1

Skill(s) Flexibility

Grade Level 7-9th

# of students: 30+

Equipment (what and how much) Flexibility Box

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.

(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor

(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.

(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.

Safety Issues: Students to close together

Grouping for each activity: Students will be in groups of 6

Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher demonstrated the flexibility test. Students who are not getting tested at that time are to walk around gym one lap and then run around gym one lap until their group is instructed to get tested. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is. I will have everyone record every score honestly and turn their papers in.

Learning Experiences (introduction, drills)
1 Instructor will demonstrate the flexibility first and how it is done.

Grouping/Transition: They will continue to be in groups until they have been tested.

Verbal cues

-Stretch out legs first .

-Have good Posture.

-Keep motion all in one movement.

Pre Test Tuesday Week 1

Name: Jesslynn Patton

Activity Pre-testing

Week/ Day of Unit Tues Week 1

Skill(s) Sprint line test

Grade Level 7-9th

# of students: 30+

Equipment (what and how much) wood flooring, wooden sticks

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.

(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor

(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.

(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.

Safety Issues: Students shoes being slick when sprinting to line and back

Grouping for each activity: I will have a line of guys and a line of girls

Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher demonstrated the short sprint test. First student is to sprint to the line instructed grab the wooden stick sprint back put in down sprint to the same line again, grab the other wooden stick and sprint through line. Teacher is timing activity. After student is done doing their test, then they will walk around the gym in order to keep heart rate up. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is, I will have everyone record every score honestly and turn their papers in.

Learning Experiences (introduction, drills)
1 Instructor will demonstrate the sprint test first and how it is done.


Grouping/Transition: They will continue to be in a line until they have been tested.

Verbal cues

-Sprint as fast as you can whichever way you go to turn around, use that same hand to reach down to grab the wooden stick.

-Make a short turning point in order to be faster, do not spin all the way around.

-follow through, keep running and don’t slow down until times is stopped.

Pre Test Monday Week 1

Name Jesslynn Patton

Activity Pre-testing

Week/ Day of Unit Monday Week 1

Skill(s) Push-Ups, Sit-ups

Grade Level 7-9th

# of students: 30+

Equipment (what and how much) wood flooring, tape

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1) Standard 1 objective 1a: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.

(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor

(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.

(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.

Safety Issues: Students to close together

Grouping for each activity: I will have my entire class in pairs

Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Today This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. I will have stations set up so that it goes faster; one station will be sit-ups, one push-up. I am going to use the example of my fit for life class and test the endurance of Sit-up I will have my students sit on line in gym and touch their finger tips to the taped line while their partner counts and watches to make sure they are being done right. The same goes for push-up’s The station with push-ups will have the tape telling the students when to go down and up, and the teachers will be watching the form of the students. This will take the whole class period and will be a good indicator of where each student is, I will have everyone record every score honestly and turn their papers in.

Learning Experiences (introduction, drills)
1 I will have a student who can do a good skilled push-up demonstrate what one looks like in order to assess their partners.


2 On sit-ups I will have a student demonstrate a perfect sit-up with feet on the ground continually and not pushing off the mat, so the students will know what an acceptable sit-up should look like.

Grouping/Transition: They will continue to stay in pairs.

Verbal cues:
-Keep feet on the ground
- do not push off the mat
-keep back straight on push-ups and head up

Flag Football 9/7

Weber State University Physical Education
Lesson Plan

Activity: Going over the rules of Flag Football. Introducing me as their teacher and playing flag football if time permits.

Skill(s): Learn all of the rules of flag football

Grade Level: 7-9th grade girls

# of Students: 42 Equipment: Flags, cones, footballs

Connect to Utah State Standard: Standard 1 Objective 1 A. - Perform Movement skills such as walking, running, and jumping with efficiency and with proper form.

Learning Objectives:

Cognitive- By the end of class the girls will understand all the rules of flag football.

Affective- By the end of class the girls will be excited to start playing the full game of flag football.

Psychomotor- By the end of the football unit the girls will demonstrate how to throw, punt, and guard in flag football.

Safety Issues: We are going to be in the gym today while explaining the rules and if time permits we will go out and play. The girls need to bring a water bottle because it get’s hot outside.

Student grouping for each activity: The girls are pre assigned to squads already.

Technical Description of the skills: Warm up- two laps around the basketball court then dynamic stretches. First we did butt kicks where students kick their heels up to their buttocks and point their knees to the ground. This ensures an active stretch in the legs. Next we did high knees and then a walking plank where girls start in the push up position. First hey move their feet keeping their ankles together and walk their feet into the hands. Then they walk their hands forward and move their feet again until they get to the designated line. Then they get up and run around the stretching area to get in their lines again.

Next, Miss Tea went over the rules of flag football.

Verbal Cues: Hike, Don’t pass the line of scrimmage, 4 Downs.

Learning Experiences:

Introduction- Go over who is in what squad and where they line up. Explain the new warm up in the gym which is two laps around the basketball court and then 3 to 5 dynamic stretches.

Closure- Each girl rated themselves on how motivated they are to play flag football this week.

Assessments:
------------------------------------------------------------------------------------------------------------------
Name____________________________ Flag Football Sept. 7th

Recall 3 Rules of Flag Football

1.

2.

3.


0 being not motivated at all and 10 being excited, how motivated are you to play flag football this week?

0 1 2 3 4 5 6 7 8 9 10
--------------------------------------------------------------------------------------------------------------------


Follow up suggestions: Do the same motivation question at the end of the week to see if the girls feel differently about playing the game of flag football.

Reference: none

Diagram of learning environment and equipment set up: none

Flag Football 9/16

Weber State University Physical Education
Lesson Plan

Activity: Flag Football

Skill(s): Punting, Throwing, Catching Grade Level: 7th to 9th Grade girls

# of Students: 40 Equipment: Flags, Footballs, Cones

Connect to Utah State Standard: Standard 1 Objective 2 A. Consistently throw and catch or kick and receive a ball being guarded by opponents.

Learning Objectives:

Cognitive- Students will understand the difference between offense and defense.

Affective- Students will want to catch and throw the football consistently.

Psychomotor- Students will improve on their punts from the beginning to end of the class period.

Safety Issues: Don’t throw or punt the ball into another person.

Student grouping for each activity: We will have as many groups as there are footballs. I will have to predetermine the groups so that they are the smallest possible.

Technical Description of the skills: Each group will have a ball. The first person in line is the receiver so they need to run about 15 to 20 feet away from their group. The next person in line is the defender and they will need to face their line and defend the third person in line who is the QB. The QB can decide how they want the ball to get to the receiver either by throwing or punting the ball. They will have one chance to get rid of the ball while they are being defended. The receiver will either receive the ball or go and retrieve it. The line will then rotate. See diagram below.

Verbal Cues: Hike, Punt, Pass

Learning Experiences:
Introduction- We will go through the warm and then shortly discuss the difference between defense and offense and what the rules of each party are.

Closure- We will discuss the differences between defense and offense and ask how the girls felt about playing offense. Did the defender make them want to do better or did it just make them want to give up easier?

Assessments: I will watch the girls while they punt and throw and see if the passes are getting better.

Follow up suggestions: Let the girls play the game with the rule that they have to mark up on someone at all times so they are always playing either defense or offense.

Reference:

Diagram of learning environment and equipment set up:



Blue= Students in line
Green= Quarterback
Orange= Defender
Purple= Receiver
Red= Football
Slashed Line= Throwing Path

After the pass has been completed the line will rotate. The first blue will become the green, green will become orange, orange will become purple, and purple will go to the back of the line.

Flag Football 9/20

Weber State University Physical Education
Lesson Plan

Activity: Flag Football

Skill(s): Game play Grade Level: 7th to 9th grade girls

# of Students: 40 Equipment: Cones, flags, footballs

Connect to Utah State Standard: Standard 1 Objective 2 B Combine skills with basic offensive and defensive strategies to participate in modified versions of individual and team sports.

Learning Objectives:

Cognitive- Students will understand how to play in a full game of flag football.

Affective- Students will feel more motivated to play football.

Psychomotor- Students will participate with their squad in a flag foot ball game.

Safety Issues: Don’t put flags in the wrong place on your waste.

Student grouping for each activity: They are in their pre assigned squads.

Technical Description of the skills: They will play by the rules of flag football. The girls have already learned the rules.

Verbal Cues: 1st, 2nd, 3rd, or 4th down and Hike.

Learning Experiences:
Introduction- We will do a quick warm up and then go right into game play. We will review the rules of the game just to be sure.

Closure- Talk about how their motivation has changed.

Assessments: I will review what they recorded as being motivated and consider that with what the girls said during class.

Follow up suggestions:

Reference: none

Diagram of learning environment and equipment set up: none

Ultimate Frisbee 9/30

Weber State University Physical Education
Lesson Plan

Activity: Ultimate Frisbee

Skill(s): Game play Grade Level: 7th to 9th grade girls

# of Students: 40 Equipment: Frisbees, cones

Connect to Utah State Standard: Standard 1 Objective 2 B. Combine skills with basic offensive and defensive strategies to participate in modified versions of individual and team sports.

Learning Objectives:
Cognitive- Students will know all of their teammates’ names.

Affective- Students will have an increased motivation to play Ultimate Frisbee.

Psychomotor- Students will demonstrate strategies their teams have been using.

Safety Issues: Don’t guard too closely.

Student grouping for each activity: Students are in their pre assigned squads.

Technical Description of the skills: Ultimate Frisbee Game play.

Verbal Cues: Point, throw, lean back,

Learning Experiences:
Introduction- We will go through our warm up and then start on our games.

Closure- Write in our journals.

Assessments: I will have them answer the following questions in their journals.
1. Write three rules of Ultimate Frisbee.
2. Write a strategy your team has been using in game play.
3. Write the names of everyone in your squad.

Follow up suggestions: Just make sure each team gets to play each team.

Reference: none

Diagram of learning environment and equipment set up: none

Football Spring 2010

Weber State University Physical Education
Lesson Plan

Student Teachers: Marci Barker and Dan Valletta

Activity: Football

Skill(s): Pass patterns, running to open space, flag football

Grade Level: 7-9th grade

# of Students: 20-25

Equipment: 8 footballs, flags, 8-10 cones, whiteboard, markers,

Connect to Utah State Standard:
Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activity.

Standard 2 Obj. C- Identify successful cues for improved skill performance.

Learning Objectives:

Cognitive- Student will recite the verbal cues of a specific pass pattern by the end of the class period.

Affective- Students will feel like they are progressing in the skill of running pass patterns and to open space by the end of class.

Psychomotor- Student will demonstrate effective passing and catching in their pass patterns at least 4 times without dropping the ball 10 feet from their teammate.

Safety Issues: Make sure gym is clear of obstacles, plenty of space to complete pass patterns, boundaries marked by cones for game play.

Student grouping for each activity: Act. 1 Groups of two to practice pivot positions to catch the ball as soon as possible. Act. 2 Groups of 3 to 4 to practice a pass pattern with receiver, 1 or 2 defenders, and quarterback. Act. 3 Two teams for game play.

Technical Description of the skills:
Act. 1- Students will practice receiving the ball as soon as they count to 3 together and one player turns around. Students will switch positions.

Act. 2- The quarterback starts with the ball. They will call out which pattern the receiver will run. The defender will face the receiver and be ready to block the pass while receiver attempts to catch the ball. All players will start when the quarterback says the word, “go.” Players will rotate positions.

Act. 3- We will play a normal flag football game.

Verbal Cues: Know what pattern the QB instructs you to run. Line up at the line of scrimmage in runners stance. Take off after the QB says go and run the pattern. Time the pass with the QB.

Learning Experiences: Why it’s important to know a specific pass pattern to be successful in football.

Introduction- Tell them we’re doing a couple activities to get ready for our game play. Split them up into pairs and start Act. 1.

Lesson- Next, we will go over the 4 pass patterns. Slant, hook, turn and go, post. We will demonstrate the patterns or have students do it. We will tell the students the verbal cues that they need to remember. After the students have practiced the pass patterns we’ll review the rules of flag football and then start to play.

Closure- Review the cues and ask them how the feel about how they are improving with the skills. Students will pick up equipment.

Assessments: Assessment will take place during the 2nd activity. We will monitor each groups’ ability to run the correct pass pattern and passing and catching the ball successfully.

Follow up suggestions: Running plays using more defenders.

Reference: none

Diagram of learning environment and equipment set up: none

Ultimate Frisbee- Deflection 10/7

Weber State University Physical Education

Lesson Plan

Activity: Ultimate Frisbee

Skill(s): Game Play and turn overs

Grade Level: 7^th to 9^th grade girls

# of Students: 40 Equipment: Frisbees. Pennies, cones

Connect to Utah State Standard: Standard 1 Objective 1 A Perform movement skills such as walking, running, jumping with efficiency and with proper form.

Learning Objectives:

Cognitive- Students will learn how to intercept or deflect the Frisbee.

Affective- Students will want to deflect the Frisbee.

Psychomotor- Student will demonstrate how to cause a turnover in Ultimate Frisbee.

Safety Issues: Don’t hurt each other and watch out for walls and cones.

Student grouping for each activity: Pre assigned squads or let them pick their own groups of 3 people. We can even use the whistle mixer to get them in groups of threes.

Technical Description of the skills: There will be a thrower, receiver, and a defender. The stopper is trying to cause a turn over by deflecting the ball out of the air. See diagram below.

Verbal Cues: none

Learning Experiences:

Introduction- We will go over the proper technique of jumping and talk about how it can help them deflect the Frisbee out of the air. After the drill we will then go into game play.

Closure- We will talk about strategies that worked for them.

Assessments: Watch to see if the girls are trying and have them write in their journal if they liked being the thrower, receiver, or defender.

Follow up suggestions: Go through more offense and defense drills.

Reference: none

Diagram of learning environment and equipment set up:

Red Dots= Throwers

Blue Dots= Defender

Green Dots= Receivers

Orange Circles= Frisbees

Curved Black Lines= Throwing Path

Ultimate Frisbee

Weber State University Physical Education
Lesson Plan

Activity: Ultimate Frisbee

Skill(s): Game Play and turn overs Grade Level: 7th to 9th grade girls

# of Students: 40 Equipment: Frisbees. Pennies, cones

Connect to Utah State Standard: Standard 1 Objective 2 B. Combine skills with basic offensive and defensive strategies to participate in modified versions of individual and teams sports.

Learning Objectives:

Cognitive- Students will understand when they are defense and offense.

Affective- Students will internalize how jumping can help deflect a Frisbee.

Psychomotor- Students will run in the opposite direction when a turn over occurs.

Safety Issues: If we are inside when we need to watch out for walls. And to not defend too closely.

Student grouping for each activity: In pre assigned squads.

Technical Description of the skills: Students will take turns throwing Frisbees to the group of two squads. If the purple squad catches it then they will all run to the purple side. If green catches it then they will all run to the green side.

Verbal Cues: Go.

Learning Experiences:
Introduction- We will talk about why we have to switch directions. And what can cause a turn over.

Closure- We will encourage everyone to quickly switch directions.

Assessments: I will watch to see if the girls are switching directions when a turn over happens.

Follow up suggestions: Do more turn over drills.

Reference: none

Diagram of learning environment and equipment set up: none

Sept16 Football Drill

Weber State University Physical Education

Lesson Plan

Activity: Flag Football

Skill(s): Punting, Throwing, Catching

Grade Level: 7^th to 9^th Grade girls

# of Students: 40 Equipment: Flags, Footballs, Cones

Connect to Utah State Standard: Standard 1 Objective 2 A. Consistently throw and catch or kick and receive a ball being guarded by opponents.

Learning Objectives:

Cognitive- Students will understand the difference between offense and defense.

Affective- Students will want to catch and throw the football consistently.

Psychomotor- Students will improve on their punts from the beginning to end of the class period.

Safety Issues: Don’t throw or punt the ball into another person.

Student grouping for each activity: We will have as many groups as there are footballs. I will have to predetermine the groups so that they are the smallest possible.

Technical Description of the skills: Each group will have a ball. The first person in line is the receiver so they need to run about 15 to 20 feet away from their group. The next person in line is the defender and they will need to face their line and defend the third person in line who is the QB. The QB can decide how they want the ball to get to the receiver either by throwing or punting the ball. They will have one chance to get rid of the ball while they are being defended. The receiver will either receive the ball or go and retrieve it. The line will then rotate. See diagram below.

Verbal Cues: Hike, Punt, Pass

Learning Experiences:

Introduction- We will go through the warm and then shortly discuss the difference between defense and offense and what the rules of each party are.

Closure- We will discuss the differences between defense and offense and ask how the girls felt about playing offense. Did the defender make them want to do better or did it just make them want to give up easier?

Assessments: I will watch the girls while they punt and throw and see if the passes are getting better.

Follow up suggestions: Let the girls play the game with the rule that they have to mark up on someone at all times so they are always playing either defense or offense.

Reference: none

Diagram of learning environment and equipment set up:

Blue= Students in line

Green= Quarterback

Orange= Defender

Purple= Receiver

Red= Football

Slashed Line= Throwing Path

After the pass has been completed the line will rotate. The first blue will become the green, green will become orange, orange will become purple, and purple will go to the back of the line.