Welcome to my blog. Here you will find lesson plans and other teaching materials that I have written/accumulated while attending Weber State University. I hope that these lesson plans and ideas will be useful to you. I love to teach and I am always looking to improve. If you have any questions/concerns/comments please drop me a line at marcibarker@gmail.com
Standard 5 Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings. (300pts)
Objective 1 Demonstrate responsible personal behavior in physical activity settings.
a.Analyze potential dangers in exercise and activities and identify safe alternatives.
Assessment:
Journal Assignment:First: Write in your journal about the potential dangers in exercise and activities.Address the following in your writing:Name a few potential dangers of exercise and physical activity.Why is it important to use equipment safely?What are the dangers of over exertion and dehydration in exercise?What are some alternative to help keep exercise and physical activity safe?
Second:Pass out a drawing that has a diagram of an unsafe gym area on it.Have the students circle all the things that may lead to injury.
Rubric:
Criteria
Outstanding
Almost Accomplished
Needs Work
Needs a lot of work
1st Part of Assignment:Journal
(10) Student answered all four questions completely and correctly
(8) Student answered three of the four questions correctly
(5) Student only answered two question correctly
(2)Student answered one question correctly
2nd Part of Assignment: Diagram
(10) Student circled all 10 of the potentially dangerous things
(8) Student only circled 8 or 9 of the potentially dangerous things
(5) Student only circled 5-7 of the potentially dangerous things
(2) Student circled 1-4 of the potentially dangerous things
Weber State University Physical Education Lesson Plan
Activity: Team Building
Skill(s): Cheering for teammates and using all 3 learning domains
Grade Level: 7th to 9th grade girls
# of Students: 40
Equipment: Any size of weights, 10 pieces of starburst candy, Frisbee, Stop watch
Connect to Utah State Standard: Standard 5 Objective 1 B Make responsible choices based on the safety of self and others when participating in physical activities.
Learning Objectives:
Cognitive- Students will strategically nominate group members for the activity.
Affective- Students will feel a need to encourage their team members.
Psychomotor- Students will participate in a number of activities on behalf of their team.
Safety Issues: Make sure to nominate people who you think will win taking into considerations what the person is comfortable with and what skills they have.
Student grouping for each activity: I will let the girls pick their teams but if I feel that they should be mixed up then I will do so. I may even put them in groups based on their first names in alphabetical order. This time the girls will be in groups of 4 so there is more participation but still a good variety of people to nominate from.
Technical Description of the skills: Once they are in their groups we will start a game called THE BEST. There are different categories in this game such as, the: fastest, tallest, shortest, longest, best, and furthest. (You can add more categories if you see fit)
The teacher will call out a category with the blank after. Example: The longest ________. Each team will nominate the person they think will win this category. Only the instructor knows what the category is. So after the contestants are up, the full category will be read. Example: The longest thumb, or the longest hair. In this case you will cater the categories mostly to physical education. See the reference at the bottom for the original list of bests but change them to fit the needs of your class.
The Longest- Crab walk stance from feet to hands The Shortest- Pinky The Furthest- to Jump The Fastest- Back Peddle The Best- Tumbler The Strongest- to lift the weights The Longest- Hand stand The Longest- to do jumping jacks The Furthest- to throw a Frisbee The Tallest- High Knees The Fastest- to eat a starburst The Best- Balancer on one foot The Strongest- Arms to hold up The Longest- to do Butt kicks The Shortest- Hair The Furthest- to cartwheel The Fastest- Latter runner The Fastest- to name everyone in the class The Best- Push up The Strongest- thumb in a thumb war The Fastest- to catch me
Verbal Cues: 10, 9, 8, and so on to get the groups to nominate a person quickly.
Learning Experiences: Introduction- Have the girls go through the warm up and make it a long one too. I will watch the girls and I will hold back the girls that hold everyone else back.
Closure- I will talk about their experience with team building and how it affects their attitude in the physical education setting.
Assessments: I will have a paper ready for them to fill out and hand in by the end of the week.
In 4-6 Sentences, describe your experience with team building. What were some things that made you like these activities? How can you encourage your friends and classmates to do better in this class?
Follow up suggestions: Always encourage the students to be friendly and create positive experiences in physical education.
Connect to Utah State Standard: Standard 5 Objective 1 A Identify and follow rules while playing sports and games, while keeping winning and losing in perspective.
Learning Objectives:
Cognitive- Students will understand the rules of the game and contribute to their team.
Affective- Students will feel a need to help their team win.
Psychomotor- Students will perform the category on their turn.
Safety Issues: Don’t push yourself too hard and listen to your body.
Student grouping for each activity: Use whistle mixer and amoeba tag to get them in groups of 5 or 6.
Technical Description of the skills: We will play blob or amoeba tag. One person is the chaser and everyone else is running. They are to stay in a specified area about a 20 by 20 foot square for 40 students. Once someone tags a person they are to link or join hands and become the chaser together. Soon everyone will become the tagger while they are in the blob or amoeba. Start the next round with more than one tagger and have them sit out as soon as they reach a team of 5 or 6.
Once they are in their groups we will start a game called THE BEST. There are different categories in this game such as, the: fastest, tallest, shortest, longest, best, and furthest. (You can add more categories if you see fit)
The teacher will call out a category with the blank after. Example: The longest ________. Each team will nominate the person they think will win this category. Only the instructor knows what the category is. So after the contestants are up, the full category will be read. Example: The longest thumb, or the longest hair. In this case you will cater the categories mostly to physical education. See the reference at the bottom for the original list of bests but change them to fit the needs of your class.
Verbal Cues: Contestants ready.
Learning Experiences:
Introduction- Go through the warm up and end the students up in their groups to start in the game.
Closure- Talk about how this can build your team.
Assessments: I will watch the girls to see how much they are participating in cheering for their teams.
Follow up suggestions: Do more team building until your class feels comfortable with each other. Or do more to build unity.
The Tallest Thumb
The Fastest Crab Walker
The Highest Jumper
The Longest Stare in a Staring Contest
The Fastest Spider man
The Smallest Shoe Size
The Furthest Length to throw a Shuttlecock
The Largest Step from foot to foot
The Strongest Thumb for Thumb War
The Fastest Sprint
The Longest Hula Hooper
The Longest Hair
The Best Tumbler
The Fastest One to name everyone on team
Diagram of learning environment and equipment set up:
Equipment (what and how much) 9 bases, 3 home plates, 12 cones, 3 kickballs, and 3 pitching plates
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)_Standard 5 Objective 3 Demonstrate personal responsibility and the ability to work with others in activity settings. Affective Domain.
(2)_Standard 5 objective 3b. Work independently and on task with a partner and in small or large group activities. Psychomotor domain.
(3)Standard 5 objective 3d Take a supportive role to encourage and positively influence peers in a variety of activity settings. Health-related, and affective domain.
(4)Standard 6 objective 1d Describe how the participation with others can positively influence the attainment of personal fitness goals. Cognitive Domain.
Safety Issues: Field being wet and students slipping, and students kicking the light ball so high and hard
Grouping for each activity: Students will be grouped into 7 teams
Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups.
Students will then sit in assigned teams. Students sat in teams and then certain students went outside to set up the fields. Now review the game rules which are: 1. Keep the ball on the ground when pitching. If it bounces then it is a re-pitch. 2. No stealing bases. 3. The kicking lines have to go boy girl boy girl 3. Once a team has scored 5 pts then it is an automatic 3 outs and switch 4. The line starts where it ended the last time 5. You cannot throw the ball at each other from far away on only 3 ft no further. You can run with the ball and touch the runner to get them out, or catch the ball in the air. 6. Be safe and have fun. After reviewing these rules we went outside and played games on 3 fields. 1vs 2, 3 vs. 4, 5 vs.6, 7 vs. Lambs class.
Learning Experiences (introduction, drills)
Explain the rules and regulations with Physical Education Kickball
Tell students that everyone should have the chance to play every position throughout the unit; however, find strengths on the teams
When kicking line up on the left if kicking with the right foot and vice versa for left footed
Grouping/Transition: Stay in Teams
Verbal cues -Keep the ball on the ground - Kick with the side of your foot to keep ball low -Keep your eye on the ball when catching -know what bases are loaded in order to get an out
Game: The teams will be on 3 different fields that I will be watching and instructing. They will play kickball set up like a softball field and using a red kickball for the game. Students will run after they kick to first base. No stealing bases throughout the game. After 3 catches or outs then the teams switch from out field to infield or vice versa.
Closure: Explain to the students about finding the strength in the team and how they should set up the fields Explain the importance of kicking correctly in order to score points Review any rules that may have be confused that day Ask if there is any questions
Review/ Assessment: Watch students participation throughout the week and see if they are actively engaged in the games and receiving the full workout.
Suggestions for follow-up: Review assessments marks and see which students are making progress and which ones need more assistance. Play competitive games throughout the week for students to get practice and maintain a high hear rate.
# of students 30+ Equipment (what and how much) 9 bases, 3 home plates, 12 cones, 3 kickballs, and 3 pitching plates
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)_Standard 5 Objective 3 Demonstrate personal responsibility and the ability to work with others in activity settings. Affective Domain.
(2)_Standard 5 objective 3b. Work independently and on task with a partner and in small or large group activities. Psychomotor domain.
(3)Standard 5 objective 3d Take a supportive role to encourage and positively influence peers in a variety of activity settings. Health-related, and affective domain.
(4)Standard 6 objective 1d Describe how the participation with others can positively influence the attainment of personal fitness goals. Cognitive Domain.
Safety Issues: Field being wet and students slipping, and students kicking the light ball so high and hard
Grouping for each activity: Students will be grouped into 7 teams
Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups. Students will then sit in assigned teams. Most of the period today we went of rule of the kickball games. We went outside and showed them how the fields will be set up, and reviewed the game rules which are: 1. Keep the ball on the ground when pitching. If it bounces then it is a re-pitch. 2. No stealing bases. 3. The kicking lines have to go boy girl boy girl 3. Once a team has scored 5 pts then it is an automatic 3 outs and switch 4. The line starts where it ended the last time 5. You cannot throw the ball at each other from far away on only 3 ft no further. You can run with the ball and touch the runner to get them out, or catch the ball in the air. 6. Be safe and have fun. After reviewing these rules we went outside and drilled kicking and catching the kickball. This gave the students a chance to realize the weight and feel of the kickball compared to the soccer ball.
Learning Experiences (introduction, drills) 1. Explain the rules and regulations with Physical Education Kickball 2. Tell students that everyone should have the chance to play every position throughout the unit; however, find strengths on the teams 3. When kicking line up on the left if kicking with the right foot and vice versa for left footed
Grouping/Transition: Stay in Teams
Verbal cues: -Keep the ball on the ground -Kick with the side of your foot to keep ball low -Keep your eye on the ball when catching -know what bases are loaded in order to get an out
Game: The teams will be on 3 different fields that I will be watching and instructing. They will play kickball set up like a softball field and using a red kickball for the game. Students will run after they kick to first base. No stealing bases throughout the game. After 3 catches or outs then the teams switch from out field to infield or vice versa.
Closure: 1. Explain to the students about finding the strength in the team and how they should set up the fields 2. Explain the importance of kicking correctly in order to score points 3. Review any rules that may have be confused that day 4. Ask if there is any questions
Review/ Assessment: Watch students participation throughout the week and see if they are actively engaged in the games and receiving the full workout.
Suggestions for follow-up: Review assessments marks and see which students are making progress and which ones need more assistance. Play competitive games throughout the week for students to get practice and maintain a high hear rate.
Weber State University Physical Education Lesson Plan
Activity: Danish Rounds
Skill(s): Kicking, throwing Grade Level: 7th to 9th grade girls
# of Students: 40 Equipment: Cone, bases, kickball
Connect to Utah State Standard: Standard 5 Objective 1 A – Identify and follow rules while playing sports and games, while keeping winning and losing in perspective.
Learning Objectives:
Cognitive- Students will understand how to play the game of Danish Rounds.
Affective- Students will feel a need to help their team score.
Psychomotor- Students will demonstrate running, walking, and kicking.
Safety Issues: Don’t run into people since there are a lot of people out field.
Student grouping for each activity: The students will be in their pre assigned squads and the class will be split up into two teams.
Technical Description of the skills: The rules for Danish rounds are as follows: The outs don’t determine when to switch, switching is done when every player has kicked.
You can stay on a base as long as you want.
You make a point when you touch home base.
Picture has to stay in one spot.
There are no fouls.
You have to kick in squad line up.
You must be on a base when the cone is knocked down by the picture to be safe.
Everyone gets to kick only once and everyone has to kick.
Verbal Cues:
Learning Experiences: Introduction- We will go over the rules of the game.
Closure- We will talk about strategies that worked and did not. I will ask how they felt about winning and losing.
Assessments: I will record if they met the objective on their own.
Follow up suggestions:
Reference: Danielle Holmes
Diagram of learning environment and equipment set up:
Black Squares= Bases Orange Square= Cone Green Dots= Outfield Pink Dots= Infield Solid Black Line= Backstop
Weber State University Physical Education
Lesson Plan
Activity: Role Playing
Skill(s): Acting in positive and negative ways Grade Level: 7th to 9th grade girls
# of Students: 40 Equipment: nothing.
Connect to Utah State Standard: Standard 5 Objective 2 D – Identify positive and negative peer influences.
Learning Objectives:
Cognitive- The girls will understand how to put them selves in an imaginary position.
Affective- The girls will desire to be in positive or negative positions.
Psychomotor- The girls will act out their person during role play.
Safety Issues: Be nice to others and don’t put others down. This is all an imaginary situation. Since there are negative situations it is important and the girls don’t touch each other while acting angry or mad.
Student grouping for each activity: The girls will be in pairs and I will let them pick their partners. I may add them with another pair to make groups of 4.
Technical Description of the skills:
Students will be put into groups of 4 and each student will be given a role to act out. 2 of the students will be a part of the negative act and the other 2 will be a part of the positive act.
The Negative act consists of both a mad referee and an angry player. The students will need to depict the situation of the referee kicking the player off the field. They are allowed to voice their opinions as long as nasty words are not said and they are considerate to each other. It is important to remember that they are role playing so nothing should be taken personally.
The Positive act is between two players at half time. Their team is in the lead 2 to 0 and they are encouraging each other to keep up the good work and to stay ahead. A pep talk could also describe this situation. Both players are urged to say only positive things.
In the groups, each pair of students will have 3 minutes to rehearse how the situation will reflect a positive or negative influence then each pair will be given 3 minutes to act out their situation to the rest of the groups.
Verbal Cues: none
Learning Experiences:
Introduction- We will talk about how positive and negative situations occur and how they make them feel.
Closure- The closure will take place within their journal writing.
Assessments:
After the situations have been acted out the students will be given a rubric and a set of questions to record in their journal. This assessment is completely relevant to fulfilling the objective because it allows students to see what positive and negative situations look like and the effects of words can have on people. As the students are watching each group perform they will see how situations become good and bad based on positive and negative influences.
Questions-
What role were you given to play?
What are 3 key points that you said during your role play?
What are three things you noticed about the people in the positive and negative situations?
Answer the following with a yes or a no. Yes No
You listed in your journal what role you were given to act out.
You wrote down 3 different things you said while role playing.
You wrote down 3 things you noticed about the positive situation.
You wrote down 3 things you noticed about the negative situation.
Follow up suggestions: Let them do it again with made up situations of their choice at a later date.
Reference: none.
Diagram of learning environment and equipment set up: The students can be in whatever set up as long as they can hear and are not facing distractions.
Additional Scenarios:
Situation 1 - Referee and Player - Negative
Referee- You are the referee for this soccer game. There is one player that is being too aggressive to play you need to take her off the field and give her a break.
Player- You are getting so upset at the fact that the referee keeps picking on you and making unfair calls. You are going to yell at her and tell her who she should be making the calls on.
Situation 2 - Teammates – Positive
Goalie- It is half time and your team is winning. You are glad that your teammate who is playing forward has been able to score and you want to tell her to keep up the good work.
Forward- You are happy that you have scored and put your team in the lead but you know that you couldn’t have done it without your goalie’s hard work and you want to tell her that she is doing a good job.
Situation 3 - Parent and Referee – Negative
Parent- You are infuriated that this dumb referee is making unfair calls. How is your child’s team supposed to win when they keep getting unfair calls? You need to give this ref a piece of your mind.
Referee- You are getting irritated by this parent on the sideline. If they tell you one more thing about how you are refereeing you are going to get very mad at them.
Situation 4 - Parent and daughter – Positive
Parent- You are glad that your daughter is getting more playing time. You know she has put in a lot of extra hours practicing and you want to let her know how proud you are of her.
Daughter- You are happy that you are playing more on the field and you are happy that your mom always supports you and comes to your games. You are going to tell her that you appreciate everything she does for you.
Connect to Utah State Standard: Standard 5 Objective 1 C Work to improve physical fitness and motor skills.
Learning Objectives:
Cognitive- Students will understand how catching will contribute to effective game play.
Affective- Students will enjoy the game of Frisbee and doing well.
Psychomotor- Students will catch and throw consistently.
Safety Issues: Don’t throw the Frisbee at each other.
Student grouping for each activity: The students will be separated into their pre assigned squads.
Technical Description of the skills: First Drill: The students will be separated into their squads. They will be in a circle and just pass to one another. Their goal is to pass it and catch it consistently. This will help them develop team work. After they have had time to pass I will add another squad to their group. Each squad will continue to pass to only their squad members. This will help them unite with their team and to work on their offensive skills.
Second drill: The students will be in lines and they will work with a partner to get to the other end of the field. They will have to pass it as a give and go without dropping the Frisbee. See diagram below.
Verbal Cues: Point, Follow through, and lean back and then forward.
Learning Experiences: Introduction- We will go through our warm up and I will let squad 6 choose how to do the warm up. We will then go into the first drill and take as long as we need to make sure we can pass and catch consistently with our teammates.
Closure- Ask them what they liked and what was hard or easy about these drills.
Assessments: I will have to look at each squad and see who needs help catching or throwing. By now they should be able to pass the Frisbee with ease to their teammates. Or we may need more time to practice just catching and passing.
Follow up suggestions: If they are ready for game play then go over the rules with them.
Reference: none.
Diagram of learning environment and equipment set up:
Red Dots= Squad 1 Blue Dots= Squad 2 Orange Circle= Squad 1’s Frisbee Pink Circle= Squad 2’s Frisbee Black Lines= Throwing Path
Once the teams have had experience playing with their squad members I will add them together. They will be in a bigger circle but still need to pass to their own teammates. It is important to have different colored Frisbees so it will be easier to remember who is in their squad.
Purple Dots= Squad 3 Green Dots=Squad 4 Orange Circle= Frisbee Solid Black Lines= Running paths Slashed Black Lines= Throwing Paths
This is a give and go drill. The students will need to pass the Frisbee ahead of the other person and that person needs to run a head to catch the Frisbee. The need to do it with accuracy then speed.
Skill(s): isolating muscles, following directions, understand how to exercise without equipment.
Grade Level: College Students
# of students: 18 – 20
Equipment (what and how much): Microphone, music, and possibly mats.
Link to UtahState Standard-
Standard 2, Obj. 2d. Explain the concepts related to muscular strength, e.g., isotonic, isometric, and isokinetic exercises, the over load principle, and the work/rest ratio.
Standard 5, Obj. 3b. Work independently and on task with a partner and in small or large group activities.
Standard 6 Obj. 3d. Participate in programs and facilities in the community that foster activity choice and self expression.
Objectives (Cognitive, Affective and Psychomotor)
(1)Cognitive- Students will understand how to isolate a muscle or muscle group.
(2)Affective- Students will feel a personal achievement while working on their own but with others in a large group.
(3)Psychomotor- Students will know the difference between a gross motor exercise and isolating a specific muscle and then demonstrate it.
Safety Issues: Students will need to be aware of proper body alignment and unsafe stretches. Also students need to respect that everyone is at their own level.
Grouping for each activity:Everyone will be in one large group. They will be evenly spaced and be able to hear their instructors voice and be able to see as well. Everyone will be facing the front of the classroom.
Technical Description: As a class we will go through a warm up, work out, and cool down. We will learn how to isolate specific muscles to build muscular strength in our legs and behind. I will face the class and make sure that everyone can hear me. I will also be using a wireless microphone to save my voice and also project it. I will have music in the background for variety and motivation. I will ask both a boy and a girl to be my helpers. If anyone has questions on how to do an exercise they will be mixed into the class for a closer demonstrator.
We will go through muscular strength exercises to isolate our gluts, hamstrings, quads, and calves.I will periodically ask for feedback to know how they are feeling. Also I will count repetitions to the music to ensure we move through the workout together.I will offer different variations of some of the exercise so my students have some options based on their level of muscular strength or ability. Our warm up will consist of dynamic stretching and some plyo metrics. Our cool down will consist of stretching both standing and on the floor.
Homework is derived from the third standard listed above, which is to participate in programs around. WeberState has an excellent group exercise program that is free to all students. My students will find a variety of classes to choose from to build muscular strength in their desired area.
Learning Experiences (introduction, drills)
1 We will start with a warm up by doing dynamic stretching and plyo metrics.
2 Next we will go into the work out which is isolating specific muscles to increase muscular strength.
3 Last we will do a cool down by stretching the used muscles and return to our resting heart rates.
Closure
Closure will consist of:
Homework: go to a group fitness class of your choice to work on muscular strength.
The next days class schedule.
Discussion about being able to work on muscular strength without any equipment and how isolation of muscles works to improve muscular strength in a desired area. It is different that the other components but just as important.
Grouping/Transition
We will be in one big group for the activity and each time I feel it is necessary I will switch the students in the front with students in the back so I know everyone has had a chance to be up front.
Verbal cues
Positive feedback is always important.
Cues will need to be given about proper body alignment and contraction of muscles.
I will use the term ladies and gents or people or kids, anything but guys.
# of Students: 40Equipment: Flags, cones, footballs
Connect to Utah State Standard: Standard 5 Objective 1 A – Identify and follow rules while playing sports and games, while keeping winning and losing in perspective.
Learning Objectives:
Cognitive- The students will understand and follow the rules of flag football.
Affective- The students will have an increased motivation to play flag football in the future.
Psychomotor- The students will complete at least 4 downs and touch the ball at least once before a turn over.
Safety Issues: The students need to be careful of where their flags hang on their waists so they can be pulled easily without being touched inappropriately.
Student grouping for each activity: The students will be in their pre assigned squads.
Technical Description of the skills: The students will play in the actual game play. They will keep score and follow all of the rules.
Verbal Cues: Hike, Down
Learning Experiences:
Introduction-We will go through our warm up skills in a different format and then proceed into game play.
Closure- Before the students are sent to change they will write in their journals the following questions.
1.What are the skills that we do in the warm up?
2.How motivated are you to play flag football? Rate yourself 0 to 10
3.What is your favorite part about flag football?
Assessments: I will read their journal entries and assess how their motivation has changed from the beginning of last week until now. I will also see if they are retaining the skills that we are doing in the warm up everyday.
Follow up suggestions: Ask the girls if they would like to play in a class size game. If you feel they are ready and mature enough for it and that everyone will participate.
Reference:
Diagram of learning environment and equipment set up:
Skill(s): Running, Catching, PassingGrade Level: 7th to 9th grade
# of Students: 40Equipment: Foot balls and cones
Connect to Utah State Standard: Standard 5 Objective 1 B- Make responsible choices based on the safety of self and others when participating in physical activities.
Learning Objectives:
Cognitive- By the end of class the students will understand how to run down the field and maneuver to catch a pass.
Affective- Students will feel a need to help their teams win.
Psychomotor- By the end of class each girl will have run down the field at least 4 times.
Safety Issues: The girls will need to be cognizant of others running around the drill as well as those who are trying to catch and intercept the pass.
Student grouping for each activity: I will first split the girls into 3 groups separated by their grade. We will also do the whistle mixer idea and use their previously assigned squads to put them in teams.
Technical Description of the skills: We will do our normal warm up skills that consist of high knees, butt kicks, spiderman, skipping, and the back peddle. We will do these motor skills while doing the while mixer. I will then add a gallop.
For the first drill I will have the girls be in three groups and each will be lined up at the half line of the field I will tell them when to go and then I will throw the ball to whoever calls for it or in the general direction. If they are having a hard time I will have them get into their squads and half them practice passing again.
If the girls seem to be standing for too long, I will have 6 lines that consist of two in each grade. And have 6 people go at once. We’ll just have to see how it goes and then adjust it as times goes on. Each grade will receive a point for each catch that was made depending on who caught the ball.
After a certain amount of passes or rounds I will assign 1st 2nd and 3rd place teams an assignment to do such as do 20 jumping jacks or run 1 lap. I will let the girls pick the task a head of time.
Verbal Cues: Cut (meaning to stop running and turn around) and Hike (Go).
Learning Experiences:
Introduction- I will introduce the whistle mixer to them and also go over the 5 P’s again. I want to get those rules ingrained into their minds.
Closure- I have asked everyone to bring a notebook that they can leave in their lockers. I will ask them the following questions and have them record their answers in their journal.
Draw a picture of a running pass that you saw was used or that you used to catch the ball.
Did you want your team to win? Did you try to help them win?
About how many times did you get to make a run down the field?
Assessments: My assessment will take place in the girls’ journals. I will do my best to watch everyone and write down what I see but I will use what they write down to help me assess them and what they are doing in class.
Follow up suggestions: Did they get bored? If they are progressing really well, I might put them in a game situation and reward the teams that used what we just learn in the drill.
Reference: none
Diagram of learning environment and equipment set up:
Purple = Me
Green= 7th graders
Blue= 8th Graders
Orange= 9th Graders
Orange Squares= Cones
Red= Football
Once I say hike, the first girl in each line will try to catch the ball. Some will just run and some will make a cut to get the ball. I will give the girls that want to turns at throwing the ball. We will use only one ball so that it gets returned quickly.
