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Dynamic Physical Education - Activity Signs / Aerobic, Animal, Circuit Signs

 

Aerobic Signs(D3).pptx
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Animal Signs(D1).pptx
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Circuit Signs(D2).pptx
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LESSON PLANNING.ppt
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Quality Physical Education spring 05.ppt
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Teaching Sports Skills.ppt
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Why Physical Activity PP f08.ppt
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Arizona State University

Mary Lou Fulton Teachers College

Physical Education Program - Lesson Plan

 

Teacher: Ward

Grade(s): 2th grade

 

NASPE Content Standard(s) targeted:  

·      Introductory: NASPE 1, 5

·      Fitness: NASPE 1, 3, 4, 5

·      Lesson Focus: NASPE 1, 2, 3, 4, 5, 6

·      Game: NASPE 1, 5

 

 

Objectives (Explicit, observable): By the end of the lesson students will be able to demonstrate slow time and fast time rope jumping skills.

 

Organization – Student: Scattered individually

 

Formal Assessment/Evidence of Mastery (Include a variety of methods of checking for understanding & creating a record of student performance): Slow time and fast time rope jumping 10 times each.

Key vocabulary targeted: (CCR)

“Make your own space,” “Jump in place”

Needed equipment and Set-up: Jump ropes, A strong beat music

 

CONTENT SEQUENCE:

Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) Today we are going to learn rope jumping in two ways, slow time and fast time rope jumping.

 

Introductory Activity/Warm-up segment: Locomotor skills Tag: Let’s go hunting

1. Each student is given a jump rope and moves around the area using various basic locomotor movements. On signal, they drop the rope, and jump, hop, or leap over as many rope as possible.

2. Follow the leader (teacher) from the line using locomotor skills.

When the leader say “Bang”, it is the followers’ cue to run back to the line where they started.

The leader is going to try to tag the followers.

 

Fitness Development segment:  Animal Movements and Jump Rope Exercises

   - Preparation (Music, Animal walk signs) * Interval of silence

·      Kangaroo Jump (30s)

·      Freeze; place the rope on the floor and make different shapes and letters with the rope.

·      Inch Worm Walk (30s)

·      Freeze; Hold the folded rope overhead. Sway from side to side. Twist right and left.

·      Frog Jump (30s)

·      Freeze; Lie on back with rope held with outstretched arms toward ceiling. Bring up one leg at a time and touch the rope with toes. Lift both legs together. Sit up and try to hook the rope over the feet. Release and repeat.

·      Bear Walk (30s)

·      Freeze; Touch toes with the folded rope.

·      Crab walk (30s)

·      Freeze; Do push-up variations with the rope folded and held between the hands.

·      Gallop (30s)

·      Freeze; do stretching and relaxing activities

 

Lesson Focus segment - Include Teaching Cues: Individual Rope-Jumping Skill

Lead up activities for beginning jumpers:

1.     Jump in place to a beat without rope. Jump back and forth over rope on floor.

2.     Hold both ends of the jump rope in one hand and turn it so a steady rhythm can be made through a consistent turn. Just before the rope hits the ground, the student should practice jumping.

3.     Count the rhythm out loud to cue students when to jump.

4.     Start jumping the rope one turn at a time – gradually increase the number of turns.

5.     Try jogging and jumping rope. The even rhythm of running often makes it easier for some youngsters to jump the rope.

 

Introduce the two basic jumps:

1.     Slow time. Jump twice each time the rope turns. One of the jumps is performed when the rope is overhead and serves as a preparatory jump. Try it back and forth.

2.     Fast time. One jump each time the rope makes a complete turn. No preparatory jump is allowed. Try it back and forth.

 

Game segment- Include Rule Modifications and progression through the rules:

 

Jump rope Train

 

Hold one end of the rope and do “Rock-Scissors-Paper”. Winner is going to have the loser’s rope and the loser hold the rope together behind the winner. Find another group and do in the same way so that they can make the train.

 

Chinese rope jumping: http://youtu.be/H48DTWOlmw0

 

Tag Games

Children are scattered about the area. One child is it and chases the others, trying to tag one of them. When a tag is made, she says, “You’re it.” The new it chases other children.

·      Floor Tag. Touching the floor makes the runner safe.

·      Mimic Tag. Children can be safe by mimicking a particular action or pose.

·      Locomotor Tag. The child who is it specifies how the others should move – skipping, hopping, jumping. The tagger must use the same kind of movement.

 

Feedback Statements: Find your own space. I like you are jumping when the rope is overhead.

Closure/Lesson Summary: How can you jump the rope well? What is the most important thing when you jump? What is the difference between the slow time and the fast time jump?

Lesson Extension: When can we use these skills in our lives? What are the benefits of rope jumping?

 

Henry_Lesson plan_1125.docx
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Arizona State University

Mary Lou Fulton Teachers College

                                    Physical Education Program - Lesson Plan

 

Teacher: Morgan

Grade(s): 2th grade

 

NASPE Content Standard(s) targeted:  

·      Introductory: NASPE 1, 5

·      Fitness: NASPE 1, 4, 5

·      Lesson Focus: NASPE 1, 2, 4, 5

·      Game: NASPE 1, 5

 

 

Objectives (Explicit, observable): By the end of the lesson students will be able to learn tossing and catching skills using beanbags and cooperate in game activities.

 

Organization – Student: Scattered individually

 

Formal Assessment/Evidence of Mastery (Include a variety of methods of checking for understanding & creating a record of student performance):

Key vocabulary targeted: (CCR)

“Make your own space,” “Stand in place”

Needed equipment and Set-up: Beanbags

 

 

CONTENT SEQUENCE:

Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) Today we are going to learn many ways to toss and catch the beanbag.

 

Introductory Activity/Warm-up segment:

Move and Freeze activity: Teacher conducts students by saying “go” to move in their own space while doing any kind of movement, when the teacher blows the whistle students should freeze and look at the teacher with hands on their knees and eyes directly on the teacher.

10 sec bomb activity: Students count from 10-1 (countdown) at the same time their bodies have to gradually go down by bending knees, thus when students get the number 1,  they have to make any gesture and sound trying to imitate a bomb.

 

Fitness Development segment:

Aerobic Fitness Signs:

Jumping jacks

Abdominal strength sit-ups

Pretend hula-hooping

Leg Squats

Arm circles

Reverse push-ups

Passing soccer

Triceps push-ups 

 

Is it appropriate to use the animal movement signs as part of the fitness development segment?

 

 

Lesson Focus segment - Include Teaching Cues: Manipulative Skills using Beanbag

Stand in place and practice tossing and catching

1.     Toss and catch with both hands-right, left hand

2.     Toss and catch with the back of hands.

3.     Toss the beanbag to an increasingly high level, emphasizing a straight overhead toss. To encourage straight tossing, have the child sit down.

 

Stand in place, toss, and catch while performing stunts

1.     Toss overhead and perform the following stunts and catch the bag.

a.     ¼ and ½ turns, right and left

b.     Full turn

c.     Touch floor

d.     Clap hands

e.     Clap hands around different parts of body, behind back, under legs.

f.      Heel click

g.     Sit down, get up

h.     Look between legs

Toss, move to a new spot, and catch the beanbag

1.     Toss overhead, move to another spot, and catch.

2.     Toss, do a locomotor movement, and catch.

3.     Toss and move from side to side.

4.     Toss overhead behind self, move, and catch.

 

Balance the beanbag

1.     Balance on the following body parts

a.     Head

b.     Back of hand

c.     Shoulder

d.     Knee

e.     Foot

f.      Elbow

g.     Exploratory activity

2.     Balance and move as follows:

a.     Walk

b.     Run

c.     Skip

d.     Gallop

e.     Sit down

f.      Lie down

g.     Turn around

h.     Combinations of the above

i.      Exploratory activity

 

Beanbag challenge activities

1.     Hold the beanbag between knees and play tag with a partner or small group.

2.     Place the beanbag on tummy and shake it off.

3.     Place the beanbag on back and mule kick it off.

4.     Push the beanbag across the floor with different body parts.

5.     Toss the beanbag up and touch specified body parts.

6.     Put beanbags on floor. Rotate various body parts on a beanbag.

7.     Beanbag Balance Tag – Balance a beanbag on selected body parts. Announce a color to identify those who are it.

 

Game segment- Include Rule Modifications and progression through the rules:

 

Midnight

A safety line is established about 40 ft from a den in which two or three players, the foxes, are standing. The others stand behind the safety line and ask, “What time is it, Mr. Fox?” One of the foxes is designated to answer in various fashions, such as “one o’clock,” “Four o’clock,” etc. When the fox says a certain time, the class walks forward that number of steps. For example, if the fox says “six o’clock,” the class has to move forward six steps. The fox continues to draw the players toward him. At some point, the fox answers the question by saying “Midnight,” and chases the others back to the safety line. Any player who is caught becomes a fox in the den and helps to catch others.

 

Tag Games

Children are scattered about the area. One child is it and chases the others, trying to tag one of them. When a tag is made, she says “You’re it.” The new it chases other children.

·      Floor Tag. Touching the floor makes the runner safe.

·      Mimic Tag. Children can be safe by mimicking a particular action or pose.

·      Locomotor Tag. The child who is it specifies how the others should move – skipping, hopping, jumping. The tagger must use the same kind of movement.

 

Feedback Statements: Find your own space.

Closure/Lesson Summary: How can you catch the beanbag well?

Lesson Extension: When can we use these tossing and catching skills in our lives?

 

Henry_Lesson plan_1106.docx
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