SUNY Cortland Physical Education

Teacher Candidates(s): Doug Meehan School: Woodland Central Date: 10/28/11 Lesson Plan School District th th of Grade: 4 -6 NYS/NASPE Day 8 Standards Bold Teaching Style: Command Practice Reciprocal Self-Check Guided Discovery # in class: 15 Inclusion Convergent Divergent Jigsaw Cooperative Assessment Tool & Domains Objectives (Be sure to include Situation, Task and Criteria for each objective) Length of class: 30 mins When it is used Unit: Omnikin Ball 1. In the lesson focus, students will be able to properly perform a two handed legal strike by hitting it Visual check for cues by Psychomotor 1A /1 outward, upward, and yelling “Omnikin” plus the color of the receiving team while three team members Focus: Introducing an Omnikin ball, teacher hold the ball. striking an actual Omnikin Ball and how to hold the ball during the strike. 2. During every Omnikin drill each student will show sportsmanship to fellow classmates and score at Visual check by teacher Equipment: 2 Omnikin Balls and 20 cones Affective 2/ 5 least a 2 on Don Hellison’s affective rubric. Self assessment by student

3. By the end of this class, students will be able to recite the legal aspects of striking an official Omnikin References: Cognitive 1A/ 2 Verbal check by teacher ball. http://physed.pbworks.com/w/page/16631576 /Omnikin%20Ball%20Activities 4. Whenever participating in physical activity students will demonstrate safety by listening Safety Verbal and visual check and and following all of the teacher’s instructions. The Omnikin ball will only be hit when given http://fc.lovett.org/~tcarter/KIN%20ball Statement by teacher the command. %20SG.pdf NYS Learning Standard 1 – Personal Health and Fitness NASPE Content Standards – A physically educated person: 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1. Demonstrates competency in motor skills and movement patterns needed to perform a 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition variety of physical activities. NYS Learning Standard 2– A Safe and Healthy Environment 2. Demonstrates understanding of movement concepts, principles, strategies and tactics 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. as they apply to the learning and performance of physical activities. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 3. Participates regularly in physical activity. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. 4. Achieves and maintains a health-enhancing level of physical fitness. NYS Learning Standard 3– Resource Management 5. Exhibits responsible personal and social behavior that respects self and others in 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. physical activity settings. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or 3c. Students will also be aware of career options in the field of physical fitness and sports social interaction

What is the ongoing fitness theme or emphasis in this lesson? Health-related Fitness (HRF) Explain how it is developed and where in the Skill-related Fitness (SRF) Explain how it is developed and where in the lesson it occurs: NYS LS 1B lesson it occurs: NYS LS 1A (Please Bold) (Please Bold) Throughout all the lessons on receiving and striking an Omninkin ball Cardiovascular endurance Throughout all the Omnikin activities students Balance students will be using hand eye coordination, agility, and reaction time. Muscular strength will be wearing heart rate monitor watches that Coordination These are necessary skills when catching and hitting the ball despite its size. Muscular endurance measure moderate to vigorous physical activity. Agility Flexibility In all the activities every student will be Reaction time Body composition participating therefore increasing their heart Speed rate. Power (i.e. Concepts taught, goals, estimated MVPA (i.e. Concepts taught, goals, FITT, etc.) through a game/activity, heart rate, RPE, step counts, FITT, etc.)

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime." Last updated on 4/4/2018 SUNY Cortland Physical Education Adaptations Organization & Lesson Components T Description Assessments, Transitions i Reminders  Remind students of safety hazards  Have students line up, count off 1 or 2  Remain SSS standing SSSS  All 1’s make a group and all 2’s make a group or sitting T Instant Activity 4  Standing in a circle/group students will play “keep it up” for as long as possible(allow several attempts- get used to ball) depending SSSS m on the SSSS  Next have students sit in their groups in a circle and have groups compete who can get the most consecutives touches(don’t stop until one group drops the ball or the game lasts longer than a few minutes) activity  Every student must get a touch and be involved  Stay in your own space  Only use hands  Mr. Meehan  Signal Attention- Whistle (Stop, Look, Listen) T  Ask-What Introduction, Signal for SSSSSS  Ball could hurt someone if they are unexpectedly hit is my Attention, 2 SSSSSS signal for Hook m Hook- History(created to force teamwork) and size of the ball(4feet in diameter but only 2lbs) SSS  attention?  State focus- striking an omnikin ball  State anticipatory set- by then end of class I hope each student will be able to legally strike and receive an official Omnikin ball  Review Signal for attention  Can I have 3 volunteers please?- hold for me  Can’t hit  Explain how to hold the ball(all three teammates must be in contact with the ball before it can be hit) till whole TSS  Present visual aide and 3 cues team is S touching Demonstration 4  Cues: Stance- Fist in Fist, Speak- “Omnikin Color”, Strike- Follow through the ball m SSSSSS Hit twice full speed Check for SSSSSS   understan Break down steps and cues  ding of  Go back with your original groups but now split up into dark and light shirts to create teams of 4 cues  There will be one group of 3  Only hit with hands Body of Lesson (Lesson Focus) Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class. Tasks (Extensions) - Activities for the whole class. Cues (Refinements) Challenges (Applications) - More Modifications – Adaptations E.g. Hit the ball over the net to your partner 10 – Simple secrets to game-like chances to practice the Add modifications to Assessments, times. improve same tasks at the same difficulty make the tasks easier and Reminders performance. E.g. level. E.g. In 90 seconds, see how harder according to the Low to high many times you can hit the ball to skill level of the your partner. students.

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime." Last updated on 4/4/2018 SUNY Cortland Physical Education SS SS 1. From a sitting position students will properly 1. “Stance”- fist in 1. Have students receiving the ball Easier – Allow ball to hit SS SS strike an Omnikin ball across the court to the fist. “Speak”- call out assemble under the ball after the ball the ground don’t have  Only use 2 T opposing team. The focus is using the proper hand Omnikin and color of bounces once. Then sit back down receiving team try to hands to m and arm technique. opponent. “Strike”- with the ball. catch it. SS SS follow through Harder - Have students strike the ball SS S catch the ball in the air 2. From a kneeling position students will properly 2. Same cues. Punch 2. Have the students receiving the Easier – Teammates SS SS strike the ball using the proper technique and calls. the straight on for a ball assemble under the ball before holding the ball can help SS SS  Make sure Now students will be able to use more of their fast line drive. the ball hits the ground. Then kneel push the ball as its being everyone is 2 upper body in the strike. Underneath for a back down with the ball. hit. T taking turns m floater. Harder - Have students SS S striking the vary by hitting the ball SS SS ball high and on a line drive. SS 3. From a standing position students will perform 3. Same cues. Don’t 3. Have receiving team spread out Easier – Have teammates SS SS the entire strike using their entire body focusing on try to crush the ball. and have the striker attempt to hit and opponents move SS accuracy and direction of trajectory. “Aim small, miss the gaps in the open space closer to each other  Stress cues 5 T small” Harder - Have and give mSS teammates and individual SS S opponents move further feedback SS from each other 4. “Sniper”- Each team receives a point for hitting 4. Slow down on 4. In one minute, see how many Easier – Limit the game SS SS  Allow groups a cone on the opponent’s side. This stresses pace of game and cones you can hit to 1 team verus another SS SS that are accuracy and ball placement focus on cues and team 5 T having technique. Accuracy Harder - Have three m SS SS difficulty to over power. teams playing against SS S move closer each other to ball 5. “Protect your house”- Same concept as “sniper” 5. Receiving- Don’t 5. Student’s will lose a team point if Easier – Decrease the SS SS but now the receiving team can save a cone by try to catch, keep up they don’t yell “Omnikin Color” size of the playing field  Make sure SS SS catching the ball with their fellow teammates. until help arrives before they hit it and limit the number of before strikers cones hit the ball 5 T Harder - Set up more they are mSS SS cones on a larger playing calling SS S area creating more area “Omnikin to cover Color”

Activity close (Optional)

Quickly gather  Refer back to cues- Ask-What are the three cues of striking an Omnikin Ball? “Next 1 students where  Lesson Closure, Provide specific individual feedback- establish common errors that were seen during class mthey are, have all  class is Hook to Next Lesson O going to of them in front of Next we will be getting into more strategic game play both offensively and defensively and then eventually a play an official Omnikin r  be fun” instructor ball game Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs Teaching:” future needs based on assessment results Evaluation of Lesson Teacher Reflection Notes:

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime." Last updated on 4/4/2018