Standard 4 Assessment and Rubric

Mitchell Dean and Rebecca Payton

PEP 3610

Conlin

Nov. 2, 2010

Fitness for Life

Standard 4-Students will achieve and maintain health-enhancing levels of physical fitness.

Objective 2- Develop and implement a personal fitness plan.

Learning outcome- Pre-test to establish baseline fitness information for muscular strength and endurance, flexibility, body composition, heart rate, blood pressure, and cardiovascular endurance.

Activity Description

Students will be placed into groups of 3. Each group will receive a stop watch and each student will receive an assessment sheet. There will be 3 pre-tests done. Each test will be referred to for personal goals throughout the course. One student will perform the test, another will time the test, and the other will record the reps./time. The first test will be a 40 yard dash. The second test will be to find out how many sit-ups the student can do in a minute, and the third test will be to find out how many push-ups a student can do in a minute. Once all students have performed the tests the student will set goals to increase their scores in the next 9 weeks.

Assessment

You are going to be assigned into a group. There will be one person recording the scores on this paper, one person performing the test, and another person timing the test with a stop watch. The test will begin on the teacher’s cue. The first test will consist of running a 40 yard dash, the second will consist of doing as many sit-ups in a minute, and the third test will consist of doing as many push-ups as you can in a minute. This is a pre-test and will be used for your reference in 9 weeks. After the test has been completed, set a goal for each of the following tests to better your scores. Under the chart, explain how you will achieve your goals.

Tests

Test	Score 1 (11/2/2010)	Goal	Score 2 (9weeks later
40 yard dash
Sit-ups/min
Push-ups/min

Rubric:

Criteria (10pts. Possible)	Not acceptable	Acceptable	Outstanding
Student completion of tests. (3pts. possible)	Student doesn’t complete a test (0)	Student completes 1-2 out of 3 tests (2)	Student completes all tests (3)
Student sets goals (3pts. possible)	Student doesn’t make any goals (0)	Student makes 1-2 goals (2)	Student makes 3 goals (3)
Student makes plan to achieve goal (3pts. possible)	Student makes no plans to achieve goals (0)	Student makes plans to achieve 1-2 goals (2)	Student makes plans to achieve 3 goals (3)
Student participates in group. (1pt. possible)	Student does not participate (0)	Student helps classmate with at least 1 test (.5)	Student helps classmate complete all tests (1)

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

Standard 2 Rubric

Lesson Plan for Free Throw

Standard 2: Students will demonstrate understanding of movement, fitness and nutrition concepts, principles, and strategies as they apply to the performance of movement activities.

Objective 2: Apply movement concepts to the learning and of movement skills.

Learning Outcome B: Analyze performance through the use of video and digital cameras and other means.

Activity Description:

Breakdown of the skill of the free throw in basketball by the teachers before the students practice the skill. Record and analyze performance of the first and second assessment. If time allows play a modified game of basketball focusing on the proper form for a free throw.

1^st Assessment 2^nd Assessment

___Yes ­____No Athletic Stance ___Yes ___No

___Yes ­____No Hand Placement ___Yes ___No

___Yes ­____No Ball Movement ___Yes ___No

___Yes ­____No Arm Angles ___Yes ___No

___Yes ­____No Follow Through ___Yes ___No

___Yes ­____No Ball Spin ___Yes ___No

1. What did you need to work on after the first assessment?

2. How did you improve your performance for the second assessment?

3. Did watching your performance help you improve? If so, how?

­Name:____________________________

Observer:­­­­__________________________

	Needs Improvement (0)	Competent (1)	Excels (2)
Proper Form	Does not have any elements of proper form.	Student has most elements of proper form.	Student has all the elements of proper form.
Assessment	Does not complete any of the assessment or does not try to improve performance.	Completes most of the assessment and their performance shows signs of improvement.	Completes the assessment and shows significant signs of improvement in their performance of the skill.
Staying on task	Does not stay on task at all and is disruptive during instruction, practice, and game play.	Stays on task most of the time and after verbal warning stops disruptive behavior.	Always stays on task and has no disruptive behavior.

Volleyball Oct 26

Weber State University Physical Education
Lesson Plan

Activity: Volleyball

Skill(s): Serving and recalling cues

Grade Level: 7th to 9th grade girls

# of Students: 40

Equipment: Volleyballs

Connect to Utah State Standard: Standard 2 Objective 2 C Use visual and mental cues to learn and self-assess performance.

Learning Objectives:

Cognitive- Students will recall and recite cues to the teacher.

Affective- The students will value the time practicing with their squads.

Psychomotor- The students will follow the cues to serve successfully.

Safety Issues: Watch out for flying volleyballs, other students, and the walls since we are inside.

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

Technical Description of the skills: The students will follow the cues for serving.
The girls will be able to recall the cues.

Verbal Cues:
Hold the ball in your non dominant hand.
Ball should be held at waist high.
Arm extended.
Non dominant foot forward.
Back swing of dominant hand winds up to about 60 degrees.
Then strike the ball with the heel of dominant hand.
Follow through by putting hands in direction of where the ball is intended to go.
Do not throw the ball up, only hit it out of your hand.

Learning Experiences:
Introduction- Go over the cues for serving and begin to practice and I will come around and assess if they know and can teach me the cues. I will also give a demonstration.

Closure- Tell the students that I am proud of them.

Assessments: Check off if each group can teach me how to serve by recalling the cues.

Follow up suggestions: If they can demonstrate the skills of bumping, setting, and serving consistently then put them into a modified or full game.

Reference: none

Diagram of learning environment and equipment set up: none

Volleyball Oct 25

Weber State University Physical Education
Lesson Plan

Activity: Volleyball

Skill(s): Setting and recalling cues

Grade Level: 7th to 9th grade girls

# of Students: 40

Equipment: Volleyballs

Connect to Utah State Standard: Standard 2 Objective 2 C Use visual and mental cues to learn and self-assess performance.

Learning Objectives:

Cognitive- Students will recall and recite cues to the teacher.

Affective- The students will value the time practicing with their squads.

Psychomotor- The students will follow the cues to set successfully.

Safety Issues: Watch out for flying volleyballs, other students, and the walls since we are inside.

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

Technical Description of the skills: The students will follow the cues for setting.
The girls should be able to recall the cues.

Verbal Cues:
Set the ball with your hands above your head.
Follow through is up to the ceiling.
Use the second pad of your fingers to make contact with the ball.
Get under the ball.
Don’t slap the ball.
Palms shouldn’t touch the ball.

Learning Experiences:
Introduction- Go over the cues for setting and begin to practice and I will come around and assess if they know and can teach me the cues. I will also give a demonstration.

Closure- Tell the students that I am proud of them.

Assessments: Check off if each group can teach me how to set by recalling the cues.

Follow up suggestions: Start into the skill of serving so we can work towards playing in a game.

Reference: none

Diagram of learning environment and equipment set up: none

Volleyball Oct 22

Weber State University Physical Education
Lesson Plan

Activity: Volleyball

Skill(s): Bumping and recalling cues

Grade Level: 7th to 9th grade girls

# of Students: 40

Equipment: Volleyballs

Connect to Utah State Standard: Standard 2 Objective 2 C Use visual and mental cues to learn and self-assess performance.

Learning Objectives:

Cognitive- Students will recall and recite cues to the teacher.

Affective- The students will value the time practicing with their squads.

Psychomotor- The students will follow the cues to bump successfully.

Safety Issues: Watch out for flying volleyballs, other students, and the walls since we are inside.

Student grouping for each activity: Students are in their pre assigned squads then I will come around and split them up into partners.

Technical Description of the skills: The students will follow the cues for bumping that we went over the previous day. The girls should be able to recall them.

Verbal Cues: Athletic Stance, Use your legs more than your arms, Arms are straight, hit the ball with forearm area, thumbs are parallel with each other while hands are using one of the three grips (interlocking fingers, folded, or wrapped) and last cue is to follow through by pointing your hands in the direction you intend the ball to go.

Learning Experiences:
Introduction- Review the cues if the students need them otherwise they will begin to practice and I will come around and assess if they know and can teach me the cues.

Closure- Tell the students that I am proud of them.

Assessments: Check off if each group can teach me how to bump by recalling the cues.

Follow up suggestions: Start into the skill of setting so we can work towards playing in a game.

Reference: none

Diagram of learning environment and equipment set up: none

Volleyball Oct 21

Weber State University Physical Education
Lesson Plan

Activity: Volleyball

Skill(s): Rules and Bumping

Grade Level: 7th to 9th grade girls

# of Students: 40

Equipment: Volleyballs- Paper and pencils (Provided by students)

Connect to Utah State Standard:

Learning Objectives: Standard 2 Objective 1 A Apply the principle of transfer of learning by identifying similarities and differences of movement concepts to facilitate the learning of a new skill.

Cognitive- Students will understand the rules of volleyball and ask questions if needed.

Affective- Students will become excited to start playing volleyball.

Psychomotor- Students will follow and demonstrate the cues for bumping.

Safety Issues: Since we are now inside the girls need to watch out for each other and be careful not to run into the walls.

Student grouping for each activity: The girls were put into their pre assigned squads for the unit.

Technical Description of the skills: We will first go over the rules of volleyball which include the various lines to use on the floor. How to take only one step over the line. How many hits a team can have before the ball needs to go over the net. How many points are needed in order to win the game. How many players are supposed to be on a team at once.

Next we will go over the cues for bumping which are listed under the verbal cues section.

Verbal Cues: Athletic Stance, Use your legs more than your arms, Arms are straight, hit the ball with forearm area, thumbs are parallel with each other while hands are using one of the three grips (interlocking fingers, folded, or wrapped) and last cue is to follow through by pointing your hands in the direction you intend the ball to go.

Learning Experiences:
Introduction- Rules, Cues for bumping, and then trying to keep the ball off the ground using ONLY bumping within your squad.

Closure- Talk about the relation between consecutive hits (keeping the ball off the ground and winning) using the example with how the ultimate Frisbee unit went. My records show the teams that passed and caught the Frisbee, consecutively without dropping it won the most games. So the higher the number of consecutive passes the higher the success rate to win games.

Assessments: Check off if the girls wrote down the rules of volleyball. They will keep them in their locker and refer to them as necessary.

Follow up suggestions: Continue bumping but in smaller groups.

Reference: none

Diagram of learning environment and equipment set up: none

Team Building Oct 20

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.

Reference: http://www.greatgroupgames.com/the-best-game.htm


Diagram of learning environment and equipment set up:

Team Building Oct 19

Weber State University Physical Education
Lesson Plan

Activity: Team Building

Skill(s): Using Strategies and working with team mates.

Grade Level: 7th to 9th grade girls

# of Students: 40

Equipment: Papers with one number printed on them. 1 through 6. One number per page.

Connect to Utah State Standard: Standard 4 Objective 1 F Participate in a daily stretching program to promote flexibility.

Learning Objectives:

Cognitive- Students will use math concepts in the activity today and know every teammate’s name.

Affective- Students will have fun during the math related activity.

Psychomotor- Students will do their part to get in the correct sequence for the number game.

Safety Issues: Students need to be careful not to run into each other while getting into their lines.

Student grouping for each activity: I will use the whistle mixer to get into groups of 6 or I can even have everyone run in general space and switch up teams. We will start with our warm up that includes improving our flexibility. I will point out that the girls are really becoming more and more flexible.

Technical Description of the skills:
How to Play the Number Game:
1. Arrange everyone into teams of 6. Hand each team a set of numbers and ask everyone to take a number. Have the team elect one person to be the leader of the team.

2. The goal of the game is to be the first team to rearrange themselves to the number that you call. The leaders can help rearrange them to their appropriate positions. Once the team rearranges themselves, they have to raise their hands and stand in place.

3. The first team to arrange themselves correctly receives one point. The team that reaches 10 points wins the game.

Note- If each team does not have 6 players than I will have the teams with less players be in charge of holding the number in the correct spot. If there are more students than the teams allow, I will have them switch in and out of being my partner to help judge.

Here are the numbers that I will yell out.
1. 123456
a. One hundred twenty three thousand four hundred and fifty six.
2. 253416
a. Two hundred fifty three thousand four hundred and sixteen.
3. 321456
a. Three hundred twenty one thousand four hundred and fifty six.
4. 654312
a. Six hundred fifty four thousand three hundred and twelve.
5. 134562
a. One hundred thirty four thousand five hundred and sixty two.
6. 345216
a. Three hundred forty five thousand two hundred and sixteen.
7. 642135
a. Six hundred forty two thousand one hundred and thirty five.
8. 135264
a. One hundred and thirty five thousand two hundred and sixty four.
9. 132456
a. One hundred and thirty two thousand four hundred and fifty six.
10. 243561
a. Two hundred forty three thousand five hundred and sixty one.
11. 615243
a. Six hundred and fifteen thousand two hundred and forty three.
12. 123645
a. One hundred twenty three thousand six hundred and forty five.
13. 243561
a. Two hundred forty three thousand five hundred and sixty one.
14. 346512
a. Three hundred forty six thousand five hundred and twelve.
15. 612534
a. Six hundred twelve thousand five hundred and thirty four.

Verbal Cues: Go

Learning Experiences:
Introduction- We’ll talk about how math concepts can be integrated into physical education and how teamwork is necessary to accomplish the tasks at hand.

Closure- I will ask if the girls had fun and I will have them fill out a paper for the assessment section.

Assessments:

Name____________ Team Building Activities October 19, 2010

List all of the names of your first team.

___________________, ___________________, ___________________,

___________________, ___________________, ___________________,

Did you have fun today? YES NO
Did you have to use your brain more today than you usually do in physical education? YES NO
In 3 sentences explain why or why not.

Follow up suggestions: none

Reference: http://www.greatgroupgames.com/the-number-game.htm

Diagram of learning environment and equipment set up:



Green Square= Instructor
Different Colored Circles= Different Teams of 6.

Team Building Oct 18

Weber State University Physical Education
Lesson Plan

Marci Barker

Activity: Team Building Activities

Skill(s): Using all domains

Grade Level: 7th to 9th grade girls

# of Students: 40

Equipment: Hula hoops, cones, ball, shuttlecock, jump rope, stop watch.

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.

Reference: http://www.greatgroupgames.com/the-best-game.htm

The original game is posted at the bottom.

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:

Step Aerobics Oct 11

Name: Marci Barker

Activity: Step aerobics

Skill(s): Warm up, cool down and workout

Grade Level: 8th Grade Girls

# of students: 30

Equipment (what and how much) 31 Steps, music micro phone, 8 mats.

Link to Utah State Standard – standard 2. Obj. 3 a.

Objectives (Cognitive, Affective and Psychomotor)

Cognitive- Students will remember and recall the combos to do them later.

Affective- Students will feel the intensity with different levels with risers.

Psychomotor- Students will learn step combinations that they have never done before.

Safety Issues- Entire foot needs to make contact with the bench, shoes need to be tied and everyone needs to get a drink at the drink breaks.

Grouping for each activity: Students will not be grouped but they will be organized based on height. We will put taller people in the back and then rotate so everyone has a chance to be in the front.

Technical Description: Step aerobics requires the ability to stay at a set pace either with the teacher or the music. I will perform each movement before I ask them to do it. I will perform it slow and as many times as needed to ensure every one gets it. We will learn about the warm up, work out and cool down. Step also requires progression as you cannot learn the second step until you have learned the first one.

Learning Experiences (introduction, drills)
1 First thing will be to introduce what the steps are used for and I will also make sure that the students know about their different levels available. We will listen to music and clap according to the beat so that I can know who may have a problem or we can clear it up before we try it on the steps so that no one gets embarrassed.

2 Next we will do the warm up off the bench so they know that a warm up is important for every activity we do. We will also have drink breaks scheduled so that they learn staying hydrated is important as well. We will move onto the workout and I will talk about progression as they learn it.

3 The cool down will then come next. We will slowly take it off the bench and finish our cool down on the floor. We will be able to tell that our heart rate has lowered.

Verbal cues
I will always give positive feedback and encouragement. Also alignment cues will be necessary as time goes on in the rush of things.

Review/ Assessment:
This is a review when it comes to taking our heart rates and warming up.

Suggestions for follow-up: none

Reference none

Obstacle Course Week 5 Friday

Name: Jesslynn Patton

Activity: Obstacle Course

Week/ Day of Unit Week 5 Friday

Skill(s) Muscular Strength and Endurance

Grade Level 7th

# of students 20 Equipment (what and how much)
• Tables
• About 10 different small weight sets
• Tires
• 4 Gymnastics Mats
• Short Jump Ropes
• Stopwatches
• Tables
• 5 or 6 Stools with different sizes
• 8 hula hoops

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1)Standard 2 objective 2e Explain the concepts related to muscular endurance, e.g., high repetitions with low resistance, sport specificity, and the work/rest ratio Cognitive

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

(3)Standard 2 objective 3g Develop weight training programs to build muscular strength, muscular endurance or a combination of the two. Psychomotor and health-related fitness

(4)Standard 3 objective 2 b Develop personal fitness goals based on the pre-testing results and use a post-test to show progress and improvement. Affective and psychomotor

Safety Issues Doing the course wrong or too fast and getting hurt

Grouping for each activity: 4 groups of 10 with two courses set up, if possible set up more so students get more reps.

Technical Description:
1. Begin the obstacle course by jumping rope 10 times.
2. Run to Station 2, and jump onto the first box with both feet, then jump onto the ground, then hop onto the next box with both feet and so on.
3. Speed over to Station 3, and move across the gymnastics mat any way you choose - crawling, inching like a worm or somersaulting.
4. Head over to Station 4, and climb or vault over the table.
5. Dash to the box at Station 5. Step up and down on the box 10 times using only one leg at a time.
6. Run to Station 6 and the rows of hula hoops. Place only one foot in each hoop - and don't miss a hoop.
7. Dash to the mat at Station 7, and do 10 quick sit-ups.
8. Take a breather; the course is complete!

Learning Experiences (introduction, drills)
1 Working together as team
2 Incorporating muscular fitness with aerobic fitness
3 Being fast and successful
4 Encouraging each other

Grouping/Transition: Stay in 2 groups

Verbal cues
-Be fast
-be effective
-do the workout right
-Encourage each other

Closure: Have the class do a cool down and see what they like about the course the best. While stretching ask the students what they would have done differently and what was effective.

Grouping/Transition: Staying the same

Review/ Assessment: Review how teamwork can help others succeed

Suggestions for follow-up: Have students write down their time and the next time it is done try to beat the time.

Reference

http://www.google.com/search?sourceid=navclient&aq=1&oq=obsticle&ie=UTF-8&rlz=1T4ACGW_enUS308US308&q=obstacle+course

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