Standard 6 Assessment and Rubric

Standard 6
Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Objective 1
Demonstrate that physical activity provides opportunities for a lifelong healthy lifestyle.

a. Participate in activities to prevent and relieve everyday stress.

Assessment : First: The student will think of a particular moment or time in the day that stresses them out. The student will write in his or her journal about this stressor and how it makes them feel. Second: The student will then choose a thirty minute activity to participate in after or before feeling this stressor. The student will answer three questions about how they feel after they have participated in this activity.

1. What was the activity you participated in?

2. Why did you choose this activity?

3. Do you feel like you were able to relieve stress of the day from this activity? Why or why not?

Rubric:

Criteria	Outstanding	Almost Accomplished	Needs Work	No Work Done
1st Part of Journal Assignment:	(10) Student wrote about a certain stressor in the day and how it makes him or her feel	(8) Student wrote down what stressed them out, but didn’t express how it makes them feel.	(5) Student wrote down an incoherent thought.	(0) Student didn’t write anything
2nd Part of Journal Assignment:	(10) Student answered all three questions completely	(8) Student answered two of the three questions	(5) Student only answered one question	(0) Student didn’t answer

Kickball Week 5 Tuesday

Name: Jesslynn Patton

Activity: Learning Kickball

Week/ Day of Unit Week 5 Tuesday

Skill(s) Kickball games

Grade Level 7th

# 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. 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.

Reference: Suttlemyer

Kickball Week 5 Monday

Name: Jesslynn Patton

Activity Learning Kickball

Week/ Day of Unit Week 5 Monday

Skill(s) Kickball games

Grade Level 7th

# 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.

Reference: Suttlemyer

Soccer- Week 4- Wednesday

Name Jesslynn Patton

Activity Soccer

Week/ Day 4 Wednesday

Skill(s) strength and endurance related to conditioning Grade Level 7th

# of students 30+ Equipment (what and how much) Gym

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1)Standard 6 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Affective domain, health-related fitness.

(2)Standard 6 objective 1a Select competitive and recreational activities that bring personal satisfaction. Affective domain, psychomotor domain.

(3)Standard 6 objective 1b. Appreciate the aesthetic value of activity participation in a variety of settings. Affective.

(4)Standard 6 objectives 1 c. Recognize that physical activities offer a positive environment to meet and interact with people of varying interests and ability levels. Affective and cognitive.

Safety Issues: The gym being too small and students running into each other

Grouping for each activity: teams 1-7.

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. Today students will be in stations with their teams. We did a conditioning relays the team who completed their stations to the fullest amount and correctly would raise their hand when they were done. We had jogging around gym 5 laps, lunges 20, sit-ups 30, push-ups 10, jump ropes 50 in a row, and air squats 30.

Learning Experiences (introduction, drills)
1 Students will concentrate on endurance and what it means to remain consistent throughout the workout

Give benefits of endurance throughout the workout

Grouping/Transition : Teams 1-7

Verbal cues:

-Go slow and steady
-proper form
- Keep head up when squatting
- lunge keep good poster
-sit-ups come all the way up
-push-ups go all the way down

Game: Conditioning relay

Closure- Tell everyone a great job and thanks for participating. Explain again what it means to participate and gain physical fitness daily.

Grouping/Transition: Staying in teams

Review/ Assessment Review : Review what endurance means and how working out can better quality of life

Reference: Mr. Suttlemyere

Soccer- Week 4- Monday

Name: Jesslynn Patton

Activity: Soccer Week/ Day 4 Monday

Skill(s) strength and endurance related to soccer games

Grade Level 7th

# of students 30+

Equipment (what and how much) 12 cones, 6 goals

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1)Standard 6 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Affective domain, health-related fitness.

(2)Standard 6 objective 1a Select competitive and recreational activities that bring personal satisfaction. Affective domain, psychomotor domain.

(3)Standard 6 objective 1b. Appreciate the aesthetic value of activity participation in a variety of settings. Affective.

(4)Standard 6 objectives 1 c. Recognize that physical activities offer a positive environment to meet and interact with people of varying interests and ability levels. Affective and cognitive.

Safety Issues: The field being wet and students slipping, and ball being kicked higher than knee level hitting other students.

Grouping for each activity: teams 1-7.

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. Today 1vs. 7, 3vs 5, 4vs 6, and team 2 vs. Coach Lambs team. After class teams will report wins and loses.

Learning Experiences (introduction, drills)
1 Students will concentrate on endurance and what it means to remain consistent throughout the game.

2 Review of soccer rules and procedures

3 Discuss that winning is important but overall cardiovascular endurance is our target goal.

4 Give benefits of endurance throughout the game time.

Grouping/Transition: Teams 1-7

Verbal cues:
-Keep ball under control
-Kick ball with side of foot not the toe
- Use endurance while running up and down the field
-defend student on student
-Do not stand
-Help teammates
-Let everyone have a chance to touch the soccer ball

Game: Soccer

Closure-Tell everyone a great job and thanks for participating. Explain again what it means to participate and gain physical fitness daily.

Grouping/Transition: Staying in teams

Review/ Assessment: Review the rules of soccer and what it meant to have endurance. Have students strive to have a goal in mind daily. Have students fill out a 10 question quiz on rules and concepts of physical education soccer.

Suggestions for follow-up: Review rules daily

Reference: Mr. Suttlemyere

Muscular Strength

Weber State University Physical Education

Lesson Plan

Name: Marci Barker

Activity: Muscular Strength

Week/ Day of Unit: Nov. 11, 2009

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 Utah State 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. Weber State 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.

Diagram of equipment and transition

Front of Class

[==] <--Sound system

X <--Me

X X X X X X

X X X X X X X <-- Students

X X X X X X X X