Henry's Physical Education

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?

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?

Teacher: Beltz

Grade(s): 4th grade

NASPE Content Standard(s) targeted:  

·      Introductory: NASPE 1, 3, 5

·      Fitness: NASPE 1, 4, 6

·      Lesson Focus: NASPE 2, 3, 5

·      Game: NASPE 2, 3, 5

Objectives (Explicit, observable): By the end of the lesson students will be able to manipulate the hoop by using their body parts and to understand that there are many ways to enjoy with the hula-hoop.

Organization – Student: Scattered individually

Formal Assessment/Evidence of Mastery (Include a variety of methods of checking for understanding & creating a record of student performance):  Informal assessment of hula-hoop skills using body parts.

Key vocabulary targeted: (CCR)

“Use your body parts”

Needed equipment and Set-up:

Music for Four Corners Movements

One hoop per child

CONTENT SEQUENCE:

Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life)

Today, we are going to learn the way to use hula-hoops with our several body parts and I am going to let you know the other ways that we can play with the hula-hoop.

Introductory Activity/Warm-up segment: Following Activity

One partner leads and performs various kinds of movements. The other partner must follow in a similar fashion. This can also be used with squads or small groups, allowing the captain to lead (Student demonstration can be used to stimulate new ideas among students).

Fitness Development segment:  Aerobic Movements

Outline a large rectangle with two signs at each corner. Youngsters move around the inside of the rectangle and change movements as they pass each sign.

Music segments (30 sec) indicate Four Corner aerobic activity while intervals of silence (30 sec) announce performance of flexibility and strength development activities.

Lesson Focus segment - Include Teaching Cues: Manipulative Skills Using Hoops

1.     Hula-hoop using various body parts such as waist, neck, knees, arms and fingers.

a.     While hula-hooping on the arms, try to change the hoop from one arm to the other.

b.     Change hoop from one partner to another while hula-hooping around the waist.

c.     Try leg skippers—hula-hoop with one leg and jump the hoop with the other leg.

d.     Hula-hoop around waist while on knees. While hooping, try to stand up and go back to knees.

e.     Exploratory activity.

2.     Place the hoops on the floor to create various patterns. Have the children perform various fundamental locomotor movements and animal walks in, out of, and between the hoops. Create different challenges by having students go in and out of various color hoops and specify a certain number of hoops the must enter.

3.     Jump rope with the hoop—forward and backward. Begin with a back-and-forth pendulum swing. Try sideways jumping.

4.     Thread the needle. Balance the hoop on head and try to step through the hoop. Do it forward, backward and sideways.

5.     Roll hoop and run alongside it. Run ahead of it. Cross in front of it. Go through the hoop.

6.     Spin the hoop like a top. How many times can you make it spin? How many times can you run around the spinning hoop before it falls?

7.     Balance the hoop and then go through it before it falls.

8.     For a change-of-pace activity, put hoops on floor. Perform various locomotor movements around many hoops. On signal, curl up inside a hoop. For challenges, have fewer hoops than students.

9.     Roll hoop with a reverse spin to make it return to the thrower.

10.  Reverse spin, catch on arm, and hula-hoop it. Try catching on foot.

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

Animal Tag

Two parallel lines are drawn about 40 ft apart. Children are divided into two groups, each of which takes a position on one of the lines. Children in one group get together with their leader and decide what animal they wish to imitate. Having selected the animal, they move over to within 5 ft or so of the other line. There they imitate the animal, and the other group tries to guess the animal correctly. If the guess is correct, they chase the first group back to its line, trying to tag as many as possible. Those caught must go over to the other team. The second group then selects an animal, and roles are reversed. If the guessing team cannot guess the animal, however, the performing team gets another try. To avoid confusion, children must guessing, the leader of the performing team can give the initial of the animal.

Pigs Fly

The leader stands at the front of the room and calls out the name of a mammal, bird, fish, or reptile, and a movement. For instance, the leader might call out, “Rabbits swim. Pigs Fly. Bears crawl.” When the leader states a correct relationship, the class must move accordingly. In this example, they would begin a bear crawl on their hands and feet. Games should be kept short so that all children have a chance to lead and no one has to sit out too long.

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:  What kinds of body parts did you use in hula-hooping?

Lesson Extension: How can we play hula-hoop with a partner or within a group?