Name



West Virginia University Lesson Plan Format

|Name: Andy Wharton |Date: 9/16/02 |

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|Class: |Pet 451 eighth grade |

| | |

|Unit: |Teamwork |

| |Working as a team, team communication |National Standard(s) |

| | |Addressed: Demonstrates responsible personal and social behavior, Understand |

|Lesson Focus: | |and respect differences among others. |

| |15 1.5’ nylon Rope pieces, 50 rectangular poly spots, 25 6” cones, 12 jump ropes, 10 hula hoops, 10 hula hoops holders, 1 stop|

|Equipment: |watch, 1 basketball, 1 kickball, 1 football, 3 round poly spots, 1 home base poly spot, 6 blind folds, 2 bottles of PowerAde, |

| |6 colored pennies, 7 whiffle ball bats |

| |Psychomotor: Students will be able to demonstrate proficiency in agility and teamwork by completing the obstacle course in 5 |

| |minutes. |

| | |

|Student Objectives: |Cognitive: Students will demonstrate knowledge of teamwork by successfully competing as a team in the class activities. |

| | |

| |Affective: Students will show enthusiasm about working as a team to achieve a common goal of being successful in each activity|

| |by cheering and high-fiving their teammates. |

| | |

| |H-R Fitness: Students will elevate their heart rate while participating in fitness activities by at least 50-60 beats per |

| |minute. |

|Safety Considerations: Course will be wide enough for all teams |Behavioral Contingencies: If the student is warned more than once she/he will|

|participating at once. |be asked to sit out. |

|Task Progression |Time |Management Arrangement |Teacher Communication, Observation|Goal Orientation or Evaluation |

|(Student Activity) | | |&/or Performance Cues | |

| |5 min |Students will be in a square. |Students will stop and start on |Students will loosen their muscles and |

|Students will take their | |They will jog in a circle not |the teachers whistle |elevate their heart rate, prior to |

|baseline heart rate. Prior to | |passing the student in front |Set induction: Teacher will |vigorous physical activity. |

|warm up. | |of them. |demonstrate how a person can not | |

|Warm-up. | | |reach something that is too high, |Students will keep a heart rate log during|

|Poly spots will be place in a | | |however, using a boost from a |the lesson that they can also use outside |

|square. There will different | | |friend helps them reach the |of class. They will be instructed how to |

|stretches under each poly spot.| | |object.. |use this knowledge outside of class. |

|Students will run around the | | | |Heart rate is a great determinant of how |

|square and stop on the | | |Students will lead stretching |you are increasing your cardiovascular |

|teacher’s command. The teacher | | |“Freeze” |endurance. So tell students that when |

|will select one student to pick| | |“Hustle” |they are at home, they can check their |

|up his/her poly spot and lead | | |“Get to the front” |Heart rate to see if the activity is |

|the stretch. | | |“Pick up the pace” |elevating it enough to increase |

| | | | |cardiovascular endurance. Many activities |

| | | | |help to raise your heart rate (running, |

| | | | |biking, playing sports, aerobics, etc…) |

| | | | |Although all these activities elevate your|

| | | | |heart rate it is important to elevate it |

| | | | |to your target heart rate zone( that is |

| | | | |220-your age. then the range is 60-75% of |

| | | | |that number.) see attached handout. The |

| | | | |reason it is important to get your heart |

| | | | |rate to this range deals with the amount |

| | | | |of work your heart needs to do to get |

| | | | |stronger. This range is the ideal amount |

| | | | |of work your heart should do to get the |

| | | | |best results without over working. |

| |20 min |Students will be in pairs |Teacher will control organization |To complete the course they must work as a|

|Obstacle course, students will | |(bill-kitty; joe-aaron; |and class room management |team and will be timed in the process with|

|start with a three-legged race,| |cam-pam; matt-peter; | |the winning team both earning a PowerAde. |

|then go on to an obstacle | |jeremy-johnny; tommy-chris) |“work together” |If they don’t work together, they will not|

|course where they will direct | |and given directions to the |“cooperate” |achieve their goal of winning. |

|their blindfolded partner | |obstacle course where they |“be careful” | |

|through the course, then | |will compete for the best | |Oral Q & A about teamwork strategies and |

|proceed to a knee pass | |time. If an obstacle is |“listen to partner” |communication |

|(students will pass whiffle | |touched during obstacle course|“good job” | |

|ball bats with only their legs.| |they must start that part over|“not too fast” |“what were some of the verbal commands you|

|One student will start with the| |and try again. | |used during the blindfold part?” |

|bat between their knees and | | |“good teamwork” | |

|must pass the bat to the other | | |“lift their legs higher” |“what was the best way you figured out to |

|student without using their | | |“get in a rhythm” |do the knee pass?” |

|hands. The student taking the | | |“come up with strategy” | |

|bat will take it with their | | |“give detailed instructions to |“what worked better during the three |

|knees then turn in place 180 | | |partner” |legged race? Hopping or running” |

|degrees and continue passing | | | | |

|back and forth. They will | | | | |

|continue this to the end of the| | | | |

|course and back to blind folded| | | | |

|part of the obstacle course. | | | | |

|The students will complete this| | | | |

|course 2 times after the first | | | | |

|time they will get with their | | | | |

|partner and discuss a strategy | | | | |

|for the next race. Then the | | | | |

|teacher will ask for some of | | | | |

|the groups to share what their | | | | |

|thoughts. After the race the | | | | |

|students will discuss if their | | | | |

|strategy worked with the entire| | | | |

|class. | | | | |

| | | | | |

|Students will check their pulse| | | | |

|after the obstacle course. See| | | | |

|diagram attached. | | | | |

|Kickball: |15 min. |The students will have the |The teacher will explain and |To compete in the game, the students must | | | | |

|Modified game of kickball where| |entire area inside the net to |demonstrate the game. See task |use teamwork to attain points and to stop | | | | |

|all students must run the bases| |play the game. The game will |description for explanation |the other team from scoring. | | | | |

|in a single-file line after | |be played across the entire |“Get in line” | | | | | |

|their teammate has kicked a | |floor of the shell building. |“Over” |If they don’t work together, they will not| | | | |

|ball into play. Students will | | |“Under” |achieve their goal of winning. | | | | |

|be given points for each person| |Students will be split into |“Run” | | | | | |

|that crosses home plate before | |the following teams. |“Hurry up” |Oral Q & A about teamwork strategies and | | | | |

|the fielding team can line up | |PET snakes |“Touch the inside of the base with|communication. | | | | |

|and pass the ball over-under | |Tom, Pam, John, Aaron, Chris, |your inside foot” | | | | | |

|before they cross home. | |Matt |“Plant non-dominant foot next to |“did you come up with a good place to kick| | | | |

|Students can round the bases as| |PET Dragons |the spot you want to strike the |the ball to allow your team more time to | | | | |

|many times as they can before | |Bill, Joe, Jeremy, Cam, Peter,|ball” |score?” | | | | |

|the fielding team completes the| |Kitty | | | | | | |

|cycle. All students must run | | | |“what did the player fielding the ball say| | | | |

|and stay in line without | |- Each team will have all | |to let the rest of the team know which way| | | | |

|passing to receive points. | |members kick once and count | |to line up?” | | | | |

|Students will check their pulse| |the runs. Then the other team| | | | | | |

|during and after the game of | |will have all members kick and| |“where did you decide the kicker should | | | | |

|kickball. | |count the runs. | |run first of last?” | | | | |

|The students will compete in | | | | | | | | |

|this activity throughout the | | | | | | | | |

|activity students will be given| | | | | | | | |

|time to get with their team and| | | | | | | | |

|discuss a strategy for more | | | | | | | | |

|successfully competing in the | | | | | | | | |

|activity. After the game the | | | | | | | | |

|students will discuss if their | | | | | | | | |

|strategy worked with the entire| | | | | | | | |

|class. | | | | | | | | |

| |5 min. |Students will take a Knee in |“Why should you work as a team?” |To check to see if students learned the |

|Closure: | |front of teacher. While |“What is a key aspect of working |importance of working as a team. |

|CFU oral Q and A. | |teacher discusses the concept |as a team?” | |

| | |they learned today during the | | |

|Students will write a paragraph| |lesson. | | |

|about how they can use teamwork| | | | |

|in other aspects of life or | | | | |

|sports outside of class. | | | | |

|Reflection: |

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1. what is the overall goal of this lesson? If you can tell by reading the LP, okay. If not, reconsider how you have outlined this lesson.

2. review the attached rubric you will be held accountable for achieving; there are points missing from this LP that will not benefit your assessment of this lesson.

If you have questions, I will be in all day Monday.

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