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UNIT PLANUnit Individual/Dual Physical Activities No. of Days 7 Name Brittany Jones, Justin Miller, Danny Donadio, Burger Cotton, Liz Lawerance

Class Size 18 Grade Level Grade Level 7 Skill Level Precontrol, Control, Utilization, and Proficient Levels May Apply (Could range from no control, elementary movements, to mastery of the skill)

Special considerations: Included would be to make the proper adjustments based on the students and their intended outcome

Skills/Concepts to be taught: Basic body and object manipulation skills, individual/dual physical activities, and appropriate and inappropriate risks

Facilities needed: Basketball court and or grass space needed for all types of physical activities.

Equipment needed: Equipment will vary by day, however in general-cones, various types of balls, golf clubs, hula hoops, and poly spots

Media or other equipment: Not Applicable

Pre-assessment: The assessments for this lessons are two Structured Observations with outlined Rubrics, and Oral Response and Essays

Unit Objectives and

Assessment Objectives Assessment Content standards

SKILL ACQUISITION

1-Students will demonstrate body management skills (coordination and spatial awareness) that are essential for successful participation in all types of physical activities.2-Students will demonstrate object manipulation skill at a high success rate to allow successful participation in all types of physical activities and be able to demonstrate proper handling techniques of the potential implements needed for safety of oneself and others.

Structured Observation with an outlined Rubric

1.4 Demonstrate body management and object-manipulation skills needed for successful participation in individual and dual physical activities.

GAME PLAY 1-Students will demonstrate body management skill spatial awareness during game play, and or stations, to ensure the safety of oneself and others. 2-Students will demonstrate object

Structured Observation with Outlines Rubric

1.4 Demonstrate body management and object-manipulation skills needed for successful participation in individual and dual physical activities.

manipulation skills during game play at a high success rate during individual and dual physical activities.

KNOWLEDGE

1-Students will explain critical elements and possible progressions of the key elements of all object manipulation skills.2-Students will analyze possible safety risks involved with object manipulation and explain ways to minimize them during physical activities.

Oral Questions and Essay Questions

2.1 Identify and describe key elements in the mature performance of overhand, sidearm, and underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.

PHYSICAL FITNESS

1-Students will identify what physical activities are most appropriate in improving all five of the health-related components. 2-Students will demonstrate, of the physical activities participated in during the unit, which activities improved their personal health-related components.

Selected Response/Forced –Choice in a discussion format

4.2 Identify physical activities that are effective in improving each of the health-related physical fitness components.

PERSONAL/SOCIAL

BEHAVIOR

1-Students will be abide by the “golden rule” (Treat others the way you want to be treated) during all physical activity drills to ensure the safety of others. 2- Students will be able to differentiate between appropriate and inappropriate risks involved with all different types of physical activities; and choose to demonstrate the appropriate risks and shows ways to lower those risks.

Structured Observation with Outlined Rubric

5.1 Identify appropriate and inappropriate risks involved in adventure, individual, and dual physical activities.

Course Progression

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1 Pre-Assessment/Station Teaching with a focus on Individual activities

YogaGymnastics-Animal WalksOther stations will be divided up with the three assessment stations

Station Teaching with an emphasis on half individual and half dual physical activities. Target Practice-Throwing Target Practice- Kicking Target-with partners-throwing Target-with partners-kicking

2 Station Teaching with on emphasis dual activities Volleying Dribbling (hand+feet) Striking Punting

Team Teaching: Obstacle Course Dual/Individual Activity Body Management Team Teaching: Individual Activity Object Manipulation Spatial Awareness

3 Post-Assessment

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CONTENT (WHAT) LEARNING ACTIVITIES (HOW) ASSESSMENT

Day 1Pes-Assessment/Station Teaching

Station 1: Yoga

-Begin standing in personal space, feet shoulder width apart, arms at sides, knees slightly bent.-Raise arms to be extended above head.-With arms above head, alternate hands reaching up as if grabbing something from above.- With arms still extended above, shift upper body weight to one side. Hold stretch. Shift upper body weight to other side. Hold stretch. Return to center.- Lower arms to be at sides in starting position.- Tuck chin, keeping gaze at chest. Slowly roll upper body down, using head as the lead. Once upper body is folded in and chest is facing thighs, reach arms down to touch toes (or as far as students can reach).- In folded position, let arms hand and wiggle arms. Then, shake head side to side and up and down. Return to stillness.- In folded position, bend knees, chest should now touch thighs. Head and arms should be hanging without stress.- Still in folded position, bend knees as if going into a squatting position and reach hands to ground so palms are flat on ground.- With majority of weight in hands and right leg, fully extend left leg behind body and left toes should touch ground. Minimal to no bend should be in left leg. Right knee should be at 90 degrees. Gaze should be at right foot, neck straight. Shoulders should be away from ears and engaged. Hold this stretch.- From this stretch, with weight distributed between palms on ground and left toes, fully extend right leg behind body, with right toes touching ground. Now both legs should be sided by side, front of legs facing ground, extended at same length. Arms should be straight without bend in elbows, shoulders away from ears and engaged, palms flat pressing into the ground Abdominal region should be engaged. Torso and hips should be in line (hips not higher or lower than torso). No bend in knees, toes dorsiflexed touching ground. Hold this plank position.

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- From plank, with weight distributed between hands and right toes, bend left knee and place left foot between hands. Bottom of foot should be flat on ground, palms still pressing into ground. Neck straight, shoulders engaged, gaze at left foot. Left knee at 90 degrees. Hold this stretch. -From this stretch, extend left leg behind body, returning to plank position. Hold plank again.-From plank, bend at hips, raising hips into the air, with palms still flat on ground and feet dorsiflexed, toes pressing into ground. Weight should be evenly distributed between palms and toes. Keep shoulders down and away from ears, and engaged. Elbows should not be bowing out or in. Arms should be straight. Slight bend in knees, legs almost fully extended. Hold downward dog.- From downward dog, straighten at the hips and hold plank again. -From plank, shift all weight onto left side of body and roll right side of body onto left so front of body is perpendicular to ground. Hold side plank.- Place right arm and right foot on ground, returning to plank and put all weight on right side, repeating side plank on the right side. Hold and return to plank. -From plank, slowly lower body down to ground, using upper body strength to come down slowly, using the knees if necessary. Once lowered, sit on feet by bending at knees, keeping lower legs under upper legs. Bend at hips and fold upper body over thighs. Extend arms overhead with palms on ground and let head hang. Hold child’s pose.- From child’s pose, have students shift to lying on their back with arms at sides and legs together. Palms up and heels touching, toes facing out. Corpse Pose.-From corpse pose, have students simultaneously lift head and torso and legs off ground to balance on sit bones. Bend should only be at the hip, legs should be straight with micro bend at knees. Arms should be extended and parallel to ground. Hold boat pose.-From boat pose, lower upper and lower body to ground. Return to corpse pose.

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Station 2: Animal Walks

With gaze up to sky and arms at sides, place feet and bend at knees. Beginning at tailbone, slowly peel lower back, then upper back off ground so weight is balanced between feet and neck and head. Hold bridge pose.- From bridge pose, lower back down slowly, rolling thru upper back then lower back until back is completely on ground.- With knees still bent, extend arms to make a T-shape with arms and upper body. Roll legs, with knees at 90 degrees to one side of body. Shift gaze to opposite side. Hold and repeat on other side. Hold opposite side. Return to corpse pose.-From downward dog, place one foot in between the hands then the other. From this folded position, roll up, articulating each vertebrae.-From standing, extend arms over head. Step right foot about a foot forward. With all the weight in the right leg, lower upper body to be parallel with the ground, arms still overhead. Left leg should leave ground and become almost parallel with the ground, so as to make a T-shape with the body. Hold this balance. (Arms can be extended to the side if necessary to hold balance.) Lower left leg and come to standing again. Repeat by stepping left foot out and balancing on left leg in T-shape. Hold and return to standing.

Begin with students side by side at end of section or short lines of 2 if necessary. All walks should be done once across the floor to opposite end of station area and then back again to original starting side.Bear Crawl: Position body on all fours (feet and hands) on ground. Move body forward using hands and feet to move body, hands and legs moving independently.Alligator Crawl: Place feet and hands on floor. Extend out into a lowered pushup position with arms bent at 90 degrees. The abdominals should be kept tight. Step right hand/left legs, then left arm/right leg, alternating hands and feet as you walk. With each step, the elbow and knee of the same side of body

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Station 3-5

should nearly touch with each step.Crab Walk: Get on all fours (hands and feet) with belly facing ceiling. With head facing forward, use hands and feet to move body forward, hands and legs moving independently. Stress the importance of going slow and being aware of personal space with the crab walk, since it’s harder to see where you’re going when doing a crab walk.Duck Walk: With feet and legs a bit wider than hip distance apart, squat low to the ground, butt almost to floor. Put arms out in front of body either straight or almost straight. Begin walking across, alternating feet, in that position for the specified distance.Inch Worm: Begin with hands touching toes. With feet stationary, use the hands to walk forward until body is in the plank position. Now from that position, with hands stationary, walk feet forward while keeping legs straight, until the feet are to the hands again (or walk feet as forward as possible is lack of flexibility is an issue). Continue this hands first, plank, feet follow progression until the specified distance is covered.Kangaroo Jump: Begin in squatting position with arms/hands between legs. Using core and leg strength eject body up, thrusting arms up. Land with feet first, getting back into a squatting position. Hands should then touch ground, between legs.

The other three stations will be for out pre-assessment. The layout will be every other station a test, with activity between. This could ensure that students remain active between the three assessment stations.

Day-by-Day ContentDAY (WHEN) CONTENT (WHAT) LEARNING ACTIVITIES (HOW) ASSESSMENT

Day 2: Station Teaching Day 2

Main Focuses:Individual and dual volleying, dribbling, passing, catching, kicking, and throwing.

1) Catching/ throwing and volleying to a partner.

2) Dribbling a ball with the foot and hand individually and passing the dribbled ball to a partner.

3) Kicking the ball to a partner. Kicking a ball towards an intended target such as a net.

4) Hand/ foot coordination. Individual and dual spatial awareness.

Station 1: The main focus of this station is catching and volleying to a partner. Students will be grouped into two. Students will stand facing each other about 5 feet from each other. Students will have one volleyball per group. First the students will throw the ball to their partner. Each student must catch and throw the ball 10 times consecutively before they move onto volleying.

Then, the students will begin volleying the ball back and forth to their partner. Students will hit the ball underhand with their hands together . The ball will fly into the air towards their partner and the other student will hit the ball back underhand to their partner. This is to be done 10 times consecutively without the ball hitting the ground. Modifications to this drill would be to have the students stand closer together if these two drills are too challenging. Also, a beach ball would assist the volleying drill for students who are having difficulties. The beach ball would float in the air longer than volleyball and it is bigger. This would give a larger surface to hit and more time to return the ball to their partner.

Station 2:

1) Students will be able to, at 80% proficiency, be able to demonstrate proper fundamentals of volleying, dribbling, passing, throwing, ad kicking.

2) Students will work on moving to get to the ball and always locating/tracking the ball in front of their bodies.

3) Students should have a basic understanding for simple locomotor skills and applying these skills to other stations or games.

Day-by-Day Content The main focus of this station is dribbling a ball with the foot and hand individually and passing the dribbled ball to a partner. For this activity students will be grouped into twos. 1 person dribbles the ball with the foot, using both legs, while keeping the ball close in front of their body. Cones will be set up making a square. The student dribbles the ball around the square two times then passes the ball to their partner who then goes around the cones twice. The ball is passed to the person who went first now. This activity is then repeated by dribbling the ball up and down against the ground with the hand around the cones. The ball is bounced closely in front of the student as they walk or run around the cones, the ball is passed to their partner and they go around the square twice also.

A game could be played with this by having two courses set up. It would be the group of two racing against another group of two. The students would go around the square twice each( dribbling with foot, then with the hand. Whichever team completes the revolutions wins.

Station 3: The main focus of this game is to kick the ball to a partner and for them to kick the ball into a net or at a pole. For this game Polly spots will be used. A student will run while dribbling the ball with the feet to the first Polly spot. Once they reach this spot they kick the ball to their partner. The receiver

Day-by-Day Contentof the ball stops the ball with the foot then this student dribbles with the feet to the next Polly spot and kicks the ball to a designated area (net or pole). The Polly spots will be moved to have them kick and run at various angles.

Station 4: In this activity students will learn Hand/ foot coordination and strength control. For this activity students will kick a ball that is passed to them from another student. The receiver of the ball has to kick the ball while it is rolling to them. The goal is to have this kicked ball land as close to the target as possible. This game is similar to the game of darts. Students will learn to kick a rolled ball, stressing aim and the amount of power needed to get to the target and land on the target. Hula hoops or Polly spots can be used to mark where they are to hit the ball to. Points can be scored for getting the ball close to the target. 1 point for 10 feet from target 2 points for 5 feet from target and 4 points for within 1 foot from target.

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Day 3-Station Teaching Day 3

Dual Physical Activities Station Teaching: Volleying Dribbling (hand+feet) Striking Punting

Station 1:

The main focus of this station is to teach the object manipulation skill of Volleying. Students will be divided up into partners to practice working with another person. Students will then stand apart from each other at a equal distance. Once they are ready, they will begin passing the ball back and forth to each other with the goal being to keep the ball from hitting the ground. Modifications to this activity will be making the distance greater between the two partners, and changing the contact point (from forearms to hand, or setting). Another way to modify it would be to have students move with their partner around a given space while continuing to volley the ball.

Student will be able to, at 80% proficiency, demonstrate the proper fundamentals of volleying, dribbling, striking and punting objects.

Students will demonstrate the willingness to participate with others and learn to work together.

Students will identify the potential risks for all of these activities and demonstrate safety management.

Assessment of student’s behaviors will also be closely monitored.

Day-by-Day ContentStation 2:

The main focus of this station is to teach the object manipulation skill of dribbling with hands and feet. Again students will be split up into partner and work together on this skill. Students will stand a equal distance from one another. When the teacher instructs them to go, one partner will dribble with their feet to their partner. Once they get to their partner the other partner will take the basketball and dribble with their hands to the other side. They will go back and forth for a considerable amount of time assuring that they get enough practice in. After that time, they will switch from dribbling with hands to dribbling with their feet. Modification for this station would be to encourage speed, and increase the distance once again. Another modification would be to add cones between the partners that the students would have to dribble around the cones to the other partner.

Station 3: The main focus of this station is the object manipulation skill of striking. Student will switch and again be broken up into partners in the hopes that they will work together to lean the skill. Students will then be given a long

Day-by-Day Contenthandled implement like a hockey stick. They will then practicing striking that object and hitting it to their partner. Once they feel comfortable they will perform different locomotor skills moving around a designated area while still striking the object to their partner. A possible modification would be to add speed, forehand and backhand swings and change the dominate hand that is being used with the implement.

Station 4:

The main focus of this stations is object manipulation skill of punting. Students will be kept into partners again for this drill. The Partners will be standing next to each other. Across from where they will be poly-spots will be placed on the ground. As a team or partners, they will work together to punt the object (soccer and footballs) to the target indicated by the poly-spots. One partner will have a soccer ball while the other one will have a football. One they get ample practice with that ball, they will switch and practice with the other ball. For safety reason, all students will punt at the same time and then all go to retrieve their balls. The teacher will keep track of point and have students set goals on ways to improve their numbers. Another safety concern would be to have students not try to kill the object, they should punt it however,

Day-by-Day Contentand they need to not try to punt it as hard as possible. One modification for this activity would be start the target area bigger and if the students progress eventually make them smaller and larger amount of them.

The role of the teacher is to teach proper skill before the activity and monitor them more all different safety concerns and enforce them as necessary. Handout will be given showing the different skills that will be performed during the stations.

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Day 4: Team Teaching-Station 1

1) Start with a warm up that stretches out the muscles used for golf.

2)grip the club the right way will be addressed.

3)individually manipulate and object toward a target that is not very far away.

4)an object toward a target that is farther away.

5) The objectives of a

1) Students will be positioned around the instructor so they all have their eyes on me.

X xxxxxxx

xxxxxxx xxxxxxxx2) Students will be in the same positioning with all their eyes on me as I demonstrate the proper grip. I will come around to students to check their grips and make sure that it is correct.3) Students will break into pairs of 2 with the hoola hoop in the middle and a student on either side. The big X will be the hoop and the small x will be the students.x X x

4) Students will stand farther away from the object so that they have a chance to practice a full swing toward

1)Students will be assessed based on their ability to work within themselves to manipulate the object towards a fellow classmate.

2)The comprehension of fundamentals such as how to grip the club will be assessed right away and at the end of the lesson.

3) Students will be assessed based on their comprehension of what should be performed during this drill.

4) Students will be

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golf scramble will be identified. The pairs of students will play a scramble down a fairway of cones and hit in to a hoola hoop in as few strokes as possible.

6)a high chip shot by one partner holding up the hoola hoop and the other trying to hit the object through it.7)be implemented. Questions pertaining to the skills will be asked.

the hoola hoop.x X x

5) The fairway will be between the two x's which will be cones during the game and the big X will be the hoola hoop.

x x X x x

6) Each partner will take turns holding the hoola hoop up as the other partner hits through it. Once a partner makes it through or gets close enough they can switch.

7) As in the beginning students will be facing the instructor identified here as the big X.

X x x x x x x

x x x x x x x x x x x

assessed both on effort and comprehension of this drill.

5) Students will be assessed on effort and carrying out the task successfully and ethically.

6) Comprehension of the drill and successful participation is what will be assessed here.

7) Students will be assessed on knowledge and skills learned throughout the lesson. My questions will help me determine if and what they learned.

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Day 4: Team Teaching/ Station #2

The focus of the final day of activity is for the students to apply all elements of the previous lessons into a large scale, obstacle course type game.

The students will be asked to demonstrate multiple variations of kicking and throwing motions, both individually as well as in a dual context.

By this day, all of the students will have acquired abilities in volleying, dribbling, passing, catching,

WARM-UP:This portion of the lesson will focus on building up the student’s skill levels so that they are at optimal ability to perform during the obstacle course. This “warm-up” will ultimately review the movements required for each skill, encompassing variations of activities from simple passing and catching games to more physically demanding activities with the implementation of movement and communication to achieve success.

Students will be able to properly demonstrate all fundamental throwing motions (overhand, under hand, and side arm) as well as volleying and dribbling with a minimum of 80 percent proficiency.

Students will be able to properly demonstrate all fundamental kicking motions (shooting, passing, dribbling, etc.) with at least an 80 percent proficiency level.

Students will be able to utilize the skills while moving and perfecting the hand-eye coordination. The students will be able to readily identify objects and the movements they require.

Students will have a steady and concrete grasp of the basic locomotor skills and their application as

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kicking, and throwing. They will utilize these skills in individual and dual manners. They will also be able to effectively communicate in an adventure context.

Lesson Structure:-Warm-Up/ Build-Up games with a focus on the previously mentioned skills-Obstacle Course with the implementation of all skills previously mentioned in an individual, dual, or adventure context.-Cool-Down stretch with an emphasis on student health. Continuous movement following obstacle course to avoid injury as well as proper stretches to prevent tightening of muscles.

The students will start by doing a series of dynamic warm up drills that will get their muscles loosened up for activity. They will do such drills as lunges, leg kicks, high knees, butt kickers, hip rotations, karaokes, etc. for the leg warm up. For the arm warm up, they will do several upper body stretches that will target the areas of interest for activity (Arm rotations, neck/head rotations, cross arm pulls, push ups, etc.Once the basic

warm-ups are done, the students will then

well as being able to communicate effectively toward partners.

Students will use problem solving skills to create the best possible scenario in accomplishing the obstacle course as a dual group.

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begin to do modified mini games, similar to those that were done in the previous days. This will again review the skill movements that will be required for the obstacle course game. To start, the students will break off into pairs and face each other with roughly 5 yards in between them. They will then begin throwing a ball back and forth to each other using underhand throws. They must complete 5 throws each to each other before they can move farther away. Once they reach the end line, they will then start over using over hand throws. Following this drill, the students will then do a series of dribbling drills that will require the students to dribble a ball with their hands through cones to a target zone. Once this target zone is reached they will then pass the ball (bounce pass, chest pass, over head pass) to another student waiting at the opposite end of the drill in which they will return to the other side following the same instructions. Following the dribbling drill, the students will then do a similar drills with the only difference being that they will be passing and dribbling with their feet.

OBSTACLE COURSE:Initially, the obstacle course will be done individually. The obstacle course will encompass all of the skills that were learned throughout the days of lessons. There will be

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sections of the course that will require the students to engage in adventure by way of following the layout of the course and using spatial awareness as well as hiking around (running around) to the next designated obstacle zones. There will be a series of cones or ladders set up in between each skill-oriented section that adds an extra element of exercise. They will be required to run through the ladders or cones a specific way (These instructions will be labeled). There will be labeled sections, with instructions at each, that will require the students to either throw a ball(s) to a designated target using all variations of the throwing techniques they learned in previous days (overhand, underhand, sidearm, etc) or kick the ball using all variations of kicking techniques that were learned by the students in previous lessons (passing to targets with feet, punting to designated zones, dribbling techniques, and scoring on target goals). At the end of the obstacle course they will then be given an object (ball or bean bag) and be given a skill (throwing or kicking) in which they must use both to score on their designated target and complete the course.

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Once all students have successfully completed the obstacle course, they will then proceed to do the same course with a partner. This will require the partners to work together cohesively, while they link arms. The partners will alternate responsibilities at each in-obstacle station until course is complete. Once all groups have gone, they will then do

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the course one last time where each partner will do different skills then they did in the first round. This will require strong communication and desire to give it their all.

While the individual is involved in the obstacle course, the remaining students will be required to do several individual volleying drills to maintain movement throughout the lesson. This will be on an individual basis, meaning that once each individual has done 10 volleys consecutively to themselves while standing, they will then attempt to do so while moving. If at any point they are unsuccessful, they will then start counting again until the 10 volleys are met.

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COOL DOWN:Once all students complete the obstacle course, both individually as well as in partners, the students will then initiate in a light cool down that will incorporate mild stretching of the muscle groups that were utilized and a light jog to prevent immediate injury. During this cool down, questions regarding the lesson objectives will be asked to individuals to test the levels of learning from the day.

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These two activities will be stations. Half the class will participate in the golf lesson, and half with the obstacle course. Once students have finished the obstacle course and achieved enough attempts in the golf sections students will switch. The main thing is to keep them active!

Grading Policies

CATEGORYCATEGORY

WEIGHTASSESSMENTS

TEST WEIGHT (%)

POSSIBLE POINTS

Skills and Game Play 20% Attendance/Participation in the activities 10% 10

Structured observation with detailed rubric Based on Standard 1.4

10% 10

Knowledge 40% Take Home Quiz-Formative Assessment 10% 10

Forced Choice Answers/Selected Response Based on Standard 2.1

Physical Fitness 20% Forced Choice Answerers-discussion format during class Participation in the discussion

20% 20

Personal and Social Skills

20% Structured observation with detailed rubric Based on Standard 5.1

20 % 20

Final Grade 100%

Unpacking Standards-Standard 7.1.4Step 1: Write the content standard, then CIRCLE the VERBS and UNDERLINE the CONTENT. Demonstrate body management and object manipulation skills needed for successful participation in individual and dual physical activities. Step 2: DETERMINE and LIST what this content standard requires students to know and do.

# KNOW DO1 Discriminate between a individual and dual

physical activityPerform body management skills

2 Express what body management skills are Perform object manipulation skills

3 Explain what object manipulation skills are comprised of

Step 3: DETERMINE & LIST the knowledge and skills needed to meet this content standard.# KNOW DO

1a Analyze that individual physical activities consists of one person

Demonstrate motor control of one’s body

1b Explain that dual physical activities consist of a maximum of two people (per team).

Describe the importance of one’s space

1c Explain the necessary skills needed for both individual and dual physical activities.

1d

2a Explain bodily movement in space Utilize an item to strike an object or ball

2b Describe the importance of balance Utilize a body part to kick or punt an object

2c Discuss the importance of body space awareness.

Utilize the body to throw/catch an object

2d Utilize the body to volleying/dribbling an object.

3a Describe the role of long handled implements

3b Describe the role of short handled implements

3c Describe the role of one’s body for object manipulation

3d Discuss how those implements can change the force, direction, and height of the object.

Step 4: DETERMINE & LIST the ENABLING (Prerequisite) knowledge and skills for this content standard.

# KNOW DO1a1 Order one’s self to a one person team Control the body in one’s space

1a2 Identify that an individual sport is formatted into a 1 v 1 sport

Perform basic locomotor skills to move within a designated space

1a3 Discuss some of the possible individual sports that are out there

Perform fine motor control of one’s body

1a4 Perform gross and fine motor control of one’s body1b1 Order one’s self into a two person team Calculate the proper space needed for one body1b2 Identify that a dual sport is formatted into a

2 v 2 gameDemonstrate the potential risks involved if one doesn’t play in their own space

1b3 Discuss that any sport can be broken down into a small sided game

Demonstrate the success that can happen while performing in dual and individual physical activities with the proper amount of individual space

1b4 Discuss some of the possible dual sports that are out there

1c1 Explain the importance of effective communication

1c2 Describe the role of teamwork during dual physical activities

1c3 Describe the leader’s role in facilitating success in a dual activity

1c4 Explain that consistency is important for success in individual physical activities

1d11d21d32a1 Discuss basic locomotor skills Perform a striking motion while holding a long

handled implement2a2 Explain possible traveling movements Perform a striking motion while holding a short

handled implement2a3 Explain the possible risks that are involved

with certain movementsPerform a striking motion while using one’s body

2a4 Discuss the ways that someone could change the levels of movement

Choose the proper implement base on the sport/activity

2b1 Define why balance is important for the movement of one’s body

Perform a kicking motion with one’s leg to propel an object successfully during a dual/individual activity

2b2 Name a way to improve gross motor movements

Perform a punting motion with one’s foot to propel an object successfully during a dual/individual activity

2b3 Name a way to improve fine motor movements

Choose the appropriate skill to be used successfully during individual/dual physical activities

2b42c1 Draw the appropriate space needed for

one’s bodyDemonstrate a throwing motion using an object

2c2 Describe the potential risks involved with not having enough body space

Demonstrate a catching motion using an object

2c3 Describe the risks that could be avoided with appropriate special awareness

Control one’s body by adjusting arm position to catch based on the height on the object.

2c4 Demonstrate the four main steps to successfully throw an object during a individual/dual activity (Windup, step, throw, follow through)

2d1 Demonstrate proficient volleying skills using one’s body to move an object

2d2 Demonstrate proficient dribbling using one’s arms and feet to move an object

2d3 Perform, successfully, the skill of volleying during an individual/dual activity where appropriate.

2d4 Perform, successfully, the skill of dribbling during an individual/dual activity where appropriate.

3a1 Describe how long handled implements play a role in object manipulation

3a2 Describe the appropriate sports/games that use long handled implements

3a3 Name of possible risks associated with long handled implements

3a4 Name the ways that long handled implements can be used to strike an object

3b1 Describe how short handled implements play a role in object manipulation

3b2 Describe the appropriate sports/games that use short handled implements

3b3 Name the possible risks associated with short handled implements

3b4 Name the ways that short handled implements can be used to strike an object

3c1 Describe how one’s limbs can be used for object manipulation

3c2 Name the appropriate sports/games that use one’s body for object manipulation

3c3 Name the risks involved with the body as an implement

3c4 Name the ways that one’s body can be used for striking, volleying, and throwing and catching an object

3d1 Discuss how all implements can change the direction of the object based on where the object was struck

3d2 Discuss how all implements can change the force of the object based on the speed of that object

3d3 Discuss how all implements can change the height of the object based on where the object makes contact with the implement

3d4 Discuss how all implements can change the outcome based on the person’s stance

while striking the object. Assessment Tool

Structured Observations RubricStandard 1.4: Demonstrate body management and object manipulation skills needed for

successful participation in individual and dual physical activities.Body Management Object Manipulation Individual/Dual

ActivitiesLevel 6- Mastery Student demonstrates

the mastery level of body management.

Student can not only perform them but

explain the importance of spatial awareness and define

the potential risks. Student has mastered the basic locomotor

and coordination skills.

Student demonstrates the mastery level of object manipulation. Student can correctly

demonstrate and identify all object

manipulation skills. Student can also

identify the proper implement for the

appropriate sport/activity. Student

also identifies the risks (with an

implement) and works to prevent

them.

Students demonstrate and perform the appropriate body management and

object manipulation during any

individual/dual physical activities.

The student also can discriminate which implement is to be used base on the

activity. Student can perform these at a

high success rate to be successful during the individual and dual physical activities

(80-100%) Level 5-Mature Student demonstrates

the mature phase of body management.

Student can demonstrate the

importance of spatial awareness and

identify the potential risks involved in not complying with this

space.

Student demonstrates the mature stages of object manipulation.

Students is comfortable when

using an implement and body to

manipulate an object. Student is above fifty percent success rate.

Student demonstrates the mature level of

identifying the activities

(dual/individual) at a high success rate. Student beings to apply both body management and

object manipulation however incorrectly

and at moderate success rates (60-

80%)Level 4-Mature Student demonstrates

the mature phase of body management.

Student can demonstrate the

importance of spatial

Student demonstrates the mature stages of object manipulation.

Student looks comfortable while

holding am implement

Student demonstrates the mature level of

identifying the activities which fall

under dual/individual physical activities.

awareness and understand the ways to manipulate their

body through space.

and uses the body to successfully

manipulate and object when appropriate.

Students is working on improving their

success rate.

Student applies either body management or object manipulation however not both

during these activities. The student’s success

rates are moderate (40-60%)

Level 3- Elementary Student demonstrates the elementary stages of body movement.

The student is starting to perform locomotor

skills, however not consistently. The Student beings to identify spatial

awareness

Student demonstrates the elementary stages

of object manipulation. Student

beings to feel more comfortable while

holding an implement and beings to use body successfully.

Student still has low success rates.

Student demonstrates an elementary stage of identifying what is an

activity under dual/individual

(success rates still low). Student beings

to apply body management and

manipulation skills during the activities however has a low success rate when

doing it. Level 2-Initial Student demonstrates

the beginning stages of body movement. Student shows some

coordination and balance however the student can’t say or demonstrate spatial

awareness

Student demonstrates the initial stage of

object manipulation. Students doesn’t look

comfortable while holding an implement. Body is uncoordinated if using their body to perform the object

manipulation

Student makes a good attempt to identify

what a dual/individual activity is, however is incorrect. Student also

doesn’t apply body movement and object manipulation skills

during those activities properly.

Level 1-Random Student demonstrates very uncontrolled

movements with their body. Student seems very unbalanced, and

uncoordinated.

Student doesn’t know to manipulate an object with any

implement or body part. Makes little to

no attempt to perform these skills

Student can’t perform body management nor object manipulation to

be successful in individual or dual physical activities.

Student can’t identify what a individual or

dual physical activity is.

Unpacking StandardsStep 1: Write the content standard, then bold the VERBS and UNDERLINE the CONTENT.Standard: 7.2.1Identify and describe key elements in the mature performance of overhand sidearm and underhand throwing, catching, kicking, punting, striking, taping, dribbling (hand and foot), and volleying. Step 2: DETERMINE and LIST what this content standard requires students to know and do.

# KNOW DO1 Cite the key elements in performing

different skills.Match the key elements/skills to succeed in different sports.

2 List how to use mature performance of those skills.

Record which skills are better suited for different sports.

3


1a Define which key skill elements are suited to which sports.

Diagram which skills are used in related sports.

1b Recall that people have different body geometry; they may need different equipment to complete a skill.

Report that certain skills are important in succeeding in many different sports or games.

1c Cite that not every athlete uses the same elements in sports. Some choose to use specific skills instead of others because that skill works better for them.

Select the key elements and skills used in certain sports.

2a Recognize that correct form must be used to prevent injury.

Outline why certain skills are important or necessary to learn for particular games.

2b Clarify that students must be mature, encouraging, and must stray from being impolite towards others while completing these skills.

Translate how the skills from one game can be transferred to other games.

2c Record that athletes must understand how to complete the skills correctly to build knowledge in mastering different skills.

Step 4: DETERMINE & LIST the ENABLING (Prerequisite) knowledge and skills for this content standard.This is based on Kickball and Softball

# KNOW DO1a1 Locate how the rules are similar or different

in the two games.Describe how throwing (underhand, overhand, sidearm) is similar or dissimilar in kickball and softball.

1a2 Describe the differences in equipment that Convert skills of taping, and striking with regard to

are used for the two games. kickball and softball. 1a3 Discuss the different skills used, throwing a

kickball vs. throwing a softball1a4 State how catching is different in the two

sports, as well as striking and taping the ball.

1b1 Describe how different body sizes have different paths of throwing and kicking.

Paraphrase how the skill of fielding is important in Softball and Kickball.

1b2 Classify how taller athletes might be better in performing certain skills, while shorter athletes can be better at other skills.

Clarify how throwing is essential in both of these games, and how a good understanding of throwing is essential in transferring knowledge to another sport.

1b3 Identify that hitting a ball hard or soft is an important issue to take into account for both games.

1b4 Locate how to catch the ball with regard to Softball and Kickball.

1c1 Explain how some people are more accurate throwing the ball sidearm, instead of forearm.

Convert the differences in how to catch in these two sports. Why is it different catching in these two games?

1c2 Outline how students can learn from other student’s mistakes in skills.

Summarize which elements are important in one of the games and not the other.

1c3 Arrange people in groups where a skilled student can teach others.

Identify people’s abilities and skills and put them into certain positions.

2a1 Classify why students must wear the correct equipment in preventing injury when learning specific skills.

Paraphrase why hitting to areas away from your opponent relate in these two sports.

2a2 Discuss why the form of wind up and follow through is important for preventing injury when completing throws and kicks.

Diagram how learning to catch is important in succeeding in similar games or sports.

2a3 Explain how catching a fly softball or kickball correctly is important in preventing injury.

Summarize how different positions in games are similar or dissimilar. Example: What do people do different pitching in Softball versus Kickball?

2b1 Diagram how being impolite can stunt the learning of key elements in performing skills.

Associate how striking a ball is similar in these two games.

2b2 Associate the negative outcomes of learning when students are discouraging to others.

Convert the uses of throwing in one sport and relate it to the other, how can they be related, even though the equipment is different. Transfer the knowledge of pitching underhand in Softball to throwing underhand in kickball.

2c1 Explain why learning a certain skill is important for applying it to other games.

2c2 Discuss why learning correct ways of throwing is important in transferring that knowledge to other sports.

2c3 Express why learning correct skills and form

is important in kicking, catching, volleying for mastering different skills in games.

Assessment Tools

Standard: 7.2.1 Identify and describe key elements in the mature performance of overhand,

sidearm, and underhand, throwing , catching, kicking, punting, striking, taping, dribbling ( hand

and foot) and volleying.

My assessment: My assessment would be to have an oral response question, I could also have an

essay question that asks the students to describe and identify key elements in performing various

skills.

My essay or oral question could be:

1) Identify the key elements in throwing and catching a softball.

2) Describe how striking a ball is similar or dissimilar in kickball and softball

Level 6: Student correctly identifies and describes the key elements in the mature

performance of overhand, sidearm, and underhand, throwing, catching, kicking,

punting, striking, taping, dribbling (hand and foot) and volleying, in a game

setting.

Level 5: Student correctly identifies and describes the key elements in the mature

performance in applying a skill in similar games.

Level 4: Student identifies and describes the (key elements) in the mature performance of

different skills.

1) Spatial awareness

2) Hand/foot eye coordination

3) Knowledge of one’s strength

4) Positioning of feet, hands and body

5) Wind up, Aim, Follow through

Level 3: Student identifies and describes the elementary stage in using key elements in

performing different skills for specific sports and games.

Level 2: Student identifies and describes the initial stage of the key elements in performing

many different skills.

Level 1: Student does not identify or describe the key elements in performing different

skills.

Unpacking StandardsStep 1: Write the content standard, then CIRCLE the VERBS and UNDERLINE the CONTENT.(7.5.1) Identify appropriate and inappropriate risks involved in adventure, individual, and dual physical activities.Step 2: DETERMINE and LIST what this content standard requires students to know and do.

# KNOW DO

1 Recognize appropriate and inappropriate risks involved in adventure

Demonstrate the proper behaviors and precautions necessary for adventure to decrease potential of both inappropriate and appropriate risks.

2 Acknowledge appropriate and inappropriate risks involved in individual physical activity.

Utilize the space and equipment provided, properly and efficiently, during individual activity to increase the chances of avoiding inappropriate and appropriate risks.

3 Comprehend appropriate and inappropriate risks involved in dual physical activity.

Display a clear understanding of the risks involved with dual physical activities.

4

5

6

7


1a Understand that inappropriate risks for adventure are a result of negligence and/or misuse of equipment.

Examine the space in which the adventure will occur to account for variables that may lead to accidental risks

1b Realize that there are accidental risks associated with adventure as well as necessary precautions to avoid such risks.

Prepare for the adventure by utilizing proper equipment and techniques to not only avoid appropriate risks, but more so inappropriate risks that come with mistreatment of either.

1c Construct a set plan of action for the adventure in which all participants will be required to follow in order to stay focused on the task. Negligence or a plain lack of focus can ultimately result in inappropriate risks.

1d

2a Associate inappropriate risks, during individual physical activities, with negligent behavior on the part of that individual or maltreatment of the equipment involved.

Perform individual physical activity by using proper technique of equipment and being aware of the surroundings.

2b Pin Point potential appropriate risks that an individual may face during individual physical activities and the factors that can aid in ensuring those risks do not occur.

Design a structured plan that will account for participant’s safety.

2c

2d

3a Grasp the concept that unsuitable behavior from any participants in dual physical activity can and ultimately will lead to inappropriate risks.

Apply the understanding of risks toward the activity itself as well as toward other participants whom seem to be putting themselves or you in jeopardy of experiencing appropriate and inappropriate risks.

3b Notice that with physical activity, comes Investigate the potential causes for risks involved

inherent accidental risks, especially when multiple persons are involved.

with dual physical activities.

Classify the different variables that may occur during dual physical activity between appropriate and inappropriate risks.


# KNOW DO1a1 Define an inappropriate risk as it pertains

to adventure.Create an environment for the adventure that is suitable to all participants.

1a2 Discern that each individual is held accountable for his/her actions during adventure and is expected to know what acts count as being negligent and ultimately harmful regardless of the context.

Isolate areas from the adventure that are unsafe or unpredictable to those participating to avoid potential accidents from occurring.

1a3 Apprehend complete knowledge on equipment that could potentially be used during adventure to avoid mistreatment.

Group participants together in larger packs during adventure to avoid either negligent behavior or individual disappearances.

1a4 Communicate concisely to all participants prior to, during, and after adventure occurs to ensure that instructions are/were clear in the attempt to filter out risks.

1b1 Analyze the playing field (example: hiking trail) for all possible areas that could pose potential risks.

Confirm that all necessary equipment, needed for a particular adventure, are up to date and certified for such an activity.

1b2 Be conscious of weather conditions regarding the location of the adventure and prepare accordingly

Formulate a structured safety and emergency action plan at which all participants will be informed of prior to adventure.

1b3 Follow map directions or signs leading individuals in correct direction, keeping them clear of most appropriate risks.

Affirm that all participants are educated on how to operate the necessary equipment or abide by the necessary rules and safety concerns prior to initiating adventure.

1b42a1 Recognize what actions account for an

inappropriate risk during individual physical activity

Account for objects in the playing field for individual physical activities that may pose harm to the participant.

2a2 Acknowledge the proper techniques of the equipment needed for an individual physical activity

Inspect all equipment that will be utilized for individual physical activities prior to using them to ensure that safety is not compromised.

2a3 Decipher between negligent behavior and a lack of knowledge regarding a particular individual physical activity.

Demonstrate complete focus on the task at hand and the proper ability to utilize the necessary equipment during a particular individual physical activity.

2a4 Be aware of the surroundings prior to

attempting a certain individual physical activity to ensure not only your safety, but those nearby

2b1 Realize that participation in any individual physical activity poses potential accidental risks. The avoidance of most of these risks is solely dependent on the individual’s preparation and execution of the activity.

Create an emergency action plan for participant safety in the case of such emergencies as earthquakes, tsunamis, etc.

2b2 Comprehend the safety rules and regulations that are implied with any individual physical activity to help limit inherent risks down to a very minor and manageable range.

Take into consideration the weather factors prior to and during individual physical activity (Lighting, hail, Snow storms, etc.)

2b3 Ensure that those whom are to participate in individual physical activity must be fully operational and fluent when utilizing all equipment. Having an understanding of this decreases potentials risks to a minimal margin.

Develop lesson plans or activities that have an emphasis on spatial awareness in the efforts to control unwanted risks such as player collisions, object collisions, falls, or just negligent behavior in general.


# KNOW DO3a1 Be aware of increased inappropriate risks

in physical activities when multiple persons are involved.

Assess the participant’s understanding of the risks involved with a particular dual physical activity by asking them specific questions with specific responses in regards to behavior. This can be done prior to engaging them in that activity as well as during the activity, if objectives are not being met.

3a2 Understand that inappropriate risks are not solely reliant on one individual in this case. Therefore, all parties involved must fully cooperate with the rules and regulations set in place for that particular activity.

Restate the rules and regulations of the dual physical activity to all participants as well as the potential risks that may result from a lack of concern for the rules and regulations of the activity.

3a3 Interpret when certain actions in dual physical activities are justifiable or for the good of the activity from an act of indiscretion

Construct a setting at which all participants can reach maximum levels of safety and success in the activity, especially considering the increased safety risks from individual activities due an increase in objects and a decrease in the space at which those objects are mobile.

3b1 Take into account that accidents occur yet an individual’s role within dual physical activities, if a desired behavioral goal is met, can ultimately decrease the likelihood of an accident occurring to them.

Prepare the environment for participants by maintaining the facilities, equipment, and participant behavior. This is important because these are the three main contributors to all risks associated with most dual physical activities.

3b2 Accept that other participant’s behavioral knowledge in dual physical activities may not be to the level at which is desired, making all participants susceptible to accidental or appropriate risk

Evaluate participant’s use of equipment during dual activity to ensure that there is no misuse that could cause injury to themselves or to those in the nearby surroundings.

3b3 Recognize when an individual is not meeting a certain behavioral goal, which inevitably places all participants at risk during dual activities and immediately address this issue to prevent an incident.

Eliminate all obvious risk factors of dual physical activities (i.e. worn out equipment, dangerous objects in the playing fields, negligent behavior on the account of any participant, or even the activity itself)

3b4 Justify precautionary measures to all participants whose behaviors are questionable, providing them with potential outcomes if matters are not corrected or taken into account.

3c List all possible risk factors that are associated with any dual physical activity.

3d Distribute these lists to all participants, in which they will be asked to read and sign prior to participation as a reminder that if they choose to disregard the risk factors, they then choose to disregard the safety of others as well as their own.

Rubric

STANDARD: (7.5.1) Identify appropriate and inappropriate risks involved in adventure, individual, and dual physical activities

ASSESSMENT TOOL:

Learning Outcomes Adventure Individual Physical Activity

Dual Physical Activity

Exemplary Standard Students recognize and demonstrate, at

Students acknowledge and

Students comprehend and display proper behavior

an extremely coherent level, the proper behaviors and precautions necessary for adventure in which to decrease potential inappropriate and appropriate risks.

utilize proper behavioral and precautionary needs, at an extremely coherent level, for individual physical activity in which to decrease the potential inappropriate and appropriate risks.

and precautions, at an extremely coherent level, that are needed to potentially decrease inappropriate and appropriate risks involved in dual physical activity.

Excellent Standard Students show a clear understanding and application of the risks involved with adventure and how to create a plan in which to aid in preventing both inappropriate and appropriate risks.

Students realize the potential risks involved with individual physical activity and are able to create a safe environment for all participants, at a high or higher level.

Students display high or higher levels of understanding than average individuals during dual physical activity. With this understanding, it becomes evident that the participants involved will be able to classify all variables that may result in inappropriate or appropriate risks during dual physical activities.

Competent Standard Students obtain the concept of proper behavior and the necessary precautions to avoid risk during adventure

Students comprehend the necessary behaviors and precautionary measures that are required during individual physical activity

Students grasp the basic safety knowledge and behavioral expectations of all participants during dual physical activities

Almost Competent at Standard

Students recognize the large majority of concepts that were provided on the potential risks involved with adventure and are able to utilize most of those concepts to prevent those risks

Students acknowledge most of the key concepts regarding potential risks and behavioral expectations that are required during individual physical activity

Students display an understanding of most key behavioral and risk components utilized in dual physical activity. Their application of this understanding becomes cloudy at times, but they are still able to portray evidence of understanding at certain times.

Almost inefficient in Standard

Student retains minimal content for the risk factors.

The students retain minimal information about the behavioral

Students are conscious of the behavioral requirements and the

Only certain elements are remembered and others are not, which could lead to those risks occurring. With that being said, their application of this knowledge becomes minimal as well, which could lead to either inappropriate or appropriate risks.

requirements and/or risk factors during individual physical activity. This factor could potential place the participants in harms way or even put them at fault for inappropriate and appropriate risks.

potential risk factors that are associated with dual physical activities, but lack the ability to apply this consciousness to the reality of the activity. Students become off-task or not focused, which can lead to risks more frequently than not.

Inefficient in Standard

Students lack proper behavior during adventure. Often times, this results in the risk factors occurring at which safety is then compromised.

Students show a complete disregard of behavioral requirements and risk factors associated with individual physical activity, which can ultimately lead to an increase in disruptions in activity or the potential for more risks to occur.

Students show no signs of cooperation to the behavioral requirements and have no regard for the potential risks that they may place upon themselves as well as other participants involved in dual physical activities.

Take Home QuizVolleying:

1. To volley over head correctly: - (Place a " " or an "X" in the blank spaces)

________ I need to close my eyes.

________ I need to get under the beach ball by bending my knees.

________ I must stretch my body and arms up to push the beach ball up to the sky, over the "net".

________ I need to make an "upside-down heart" with my hands.

2. Circle and color in the child who is showing the correct finger position to volley overhead.

3. Multiple Choice1. During a forearm pass (circle one)

a. Knees should be bentb. Feet stationaryc. Standing straight up

2. Where should your weight be during a passa. On the heel of your footb. On the balls of your feetc. On your knees

3. True or Falsea. When trying to move the ball, your arms should swing in the position

your want the ball. 4. When making a forearm pass how should your hands be placed

a. Fingers intertwined and forearms closedb. Hands together creating a fists to volley the ballc. Palm of hands stacked together with thumbs together and forearms

together

Dribbling: Hands and FeetBASKETBALL WORD SEARCH

In the word search below, you will find words of different cues, dribbles, levels, pathways, drills and speeds that we have discussed and practiced in class. After you have found the words in the word search, list them in the correct category located under the table of letters. The red terms can be listed in more than one category. The words to locate are:

Circle body Straight Medium ControlSlap ball Slow Fast Pads push

Strong hand Weak hand Zig Zag Head upCross over Low Fingertip Curved

Cues Dribbles Levels Pathways Drills Speeds1. 1. 1. 1. 1. 1. 2. 2. 2. 2. 2. 2.3. 3. 3. 3. 3.4.

1. When dribbling with a soccer ball what part of the foot should be useda. Toesb. Outside of footc. Inside of footd. Ankle

2. True or false-While moving and striking the object, my eyes should be on the ball at ALL times.

Striking: True or false: When holding a long handled implement your “best” hand should be lower

than your non-dominate hand. True or False: Your wrists should be the mechanism of moving the implementTrue or False: Your implement should always be at a low level

Punting: When punting a ball:

a. The ball should touch the ground firstb. The ball should be dropped on top of the footc. The object should be punted form your hands

True or False-The step is made by non-kicking footTrue or False-The kicking leg should be slightly in front of other leg.

Supplemental Hand Out: VolleyingBASIC SKILLSReady Position

Feet should be shoulder width apart, with a staggered stance, knees bent, back straight, head up and arms out. Volley or Face Pass– Move to where the ball is going and get into the ready position. •Always fact the direction of your target. •Hands should be up near the forehead with the fingers spread wide. •Elbows should be out wide. •Watch the ball through the window formed by your thumbs and index fingers. •Contact should occur on the fingers (not the palms). •Extend the arms and legs upwards upon contact.

•Follow through with the wrists flicking up to the ceiling. Bump or Forearm Pass– •Move to where the ball is going and get into the ready position. •Extend your arms out and keep them together to make a straight, flat surface to bump the ball. •Contact the ball between the wrists and the elbows on the inside of the forearms. •Arms should be straight on contactExtend the legs and shrug the shoulders as you contact the ball. •Direct the ball with your body position and the angle of your arms. •DO NOT SWING YOUR ARMS VERY MUCH!!

*Pictures provided my google.com*Cues provided by-PECentral.com

Supplemental Hand OutDribbling: Hand

Eyes up Use your finderpads--not your fingertips Keep ball at your side for control Keep ball at waist level or lower

Keep the ball in your "foot pocket" which is done by dropping the right foot behind your left foot (right handers). This will help control the ball and protect it from defenders

Dribbling Feet: Push the ball forward gently with the inside or the outside of the foot. Alternate feet. As you travel, keep the ball closer than your fingertips when our arm is extended. Use peripheral vision to look at the ball as you look where you are traveling. As you travel, match your speed to your skill. Allow students to self monitor speed based

on their ability to keep the ball close.


Supplemental Hand Out-PuntingCues:

Hold ball at waist level with two hands Drop the ball on your foot. Do not toss it Contact ball with shoelaces (e.g., top of foot) Step once towards target with non-kicking foot


Supplemental Hand Out-StrikingCue/Key Sayings:

GRIP: Hands apart with your least favorite hand (the one you don't write with) holding the top of hockey stick. Your favorite hand grips the hockey stick about a foot below that hand

Keep implement at a low level Wrists should be used to move the object

Use "soft taps" when striking the puck or ball. This will keep it close to you Bend knees Use both sides of the stick to control the ball/puck


Post Assessment Quiz

1. Describe how striking a ball is similar or dissimilar in soccer and volleyball.

True or false questions: Circle T for true, or F for falseT FT FT FT F

Dribbling a ball can only be done by the hands. Eyes should be on the ball when attempting to catch. The throwing arm should be behind the body when releasing a thrown ball. Throwing a baseball can only be done overhand, not underhand, or sidearm.

2. Briefly describe how hands and arms should be positioned for volleying a volleyball.

WORK LOAD MODELBrittany Pages 1-3

Course Progressions

Objectives

Day to day content-Day 3

Grading Policies

Unpacked Standard 7.1.4

Assessment Tool Standard 7.1.4

Take Home Quiz

Supplemental Handouts X4

Compiling everything together/Equipment list

Justin Day to day content-Day 2

Unpacked Standard 7.2.1


Post Assessment Quiz (Final Page of Unit Plan)

Danny Day to day content-Day 4 (Obstacle Course Section)

Unpacked Stnadard 7.5.1


Liz Day to day content Day 1 (Yoga/Balances and Animal Walks)

Instructional Resources

Instructional Strategies

Bridger Day to day content Day 4 (Golf Station)

Instructional Resources

Instructional Strategies

Day Equipment Needed Qty.10-Apr Stopwatch 1

Cones 20Jump Ropes 12Foam Balls 12Wiffle Balls 12Bean Bags 15Volleyballs 12

12-Apr Cones 36Hula Hoops 9Polly Spots 18Volleyballs 9Soccer Balls 9

Rubber Balls (Bouncy) 917-Apr Volleyballs 6

Basketballs 6Soccer Balls 12

Footballs 6Hockey Sticks 10

Wiffle Balls 1419-Apr Hula Hoops 10

Bean Bags 10Wiffle Balls/Tennis Balls 8

Volleyballs 8Baskeballs 8

Jump Ropes 8Cones 30

Hula Hoops 9Golf Clubs 12Wiffle Balls 20

24-Apr Cones 20Jump Ropes 12Foam Balls 12Wiffle Balls 12Volleyballs 12Bean Bags 15

Unit Plan Evaluation Sheet (Rubric)–Unit Objectives and AssessmentsNAME ____________________________________________ 125 Points Possible ____ Points Earned

NOTES: Please use 11 or 12 point CG Times or Times Roman type font, with appropriate headers. Each line is worth one point. You will be graded down for incorrect spelling and grammar and poor quality figures and tables. All sources must be given appropriate credit in footnotes. Assume you are writing to a substitute teacher or colleague.

1. Complete unit plan information as shown on sample unit plan form.2. Write unit objectives for knowledge as performance objectives with behavior, conditions, and criteria.

a. Write appropriate preassessment and assessment for knowledge (must include a written test).b. Link knowledge objective to the appropriate content standard.c. Unit objective and assessments are clearly specified in words that students and parents can understand.d. Assessments are authentic “real-world” settings whenever possible.

3. Write unit objectives for fitness as performance objectives with behavior, conditions, and criteria.a. Write appropriate preassessment and assessment for fitness (must include Fitnessgram and an

assessment for physically active lifestyle goal)b. Link fitness objective to the appropriate content standards.c. Unit objective and assessments are clearly specified in words that students and parents can understand.d. Assessments are authentic “real-world” settings whenever possible.

4. Write unit objectives for skill acquisition as performance objectives with behavior, conditions, and criteria.a. Write appropriate preassessment and assessment for skill acquisition.b. Link skill acquisition objective to the appropriate content standard.c. Unit objective and assessments are clearly specified in words that students and parents can understand.d. Assessments are authentic “real-world” settings whenever possible.

5. Write unit objectives for game play or simulated event as performance objectives with behavior, conditions, and criteria.a. Write appropriate preassessment and assessment for game play or simulated event.b. Link game play or simulated event objectives to the appropriate content standards..c. Unit objective and assessments are clearly specified in words that students and parents can understand.d. Assessments are authentic “real-world” settings whenever possible.

6. Write unit objectives for personal and social skills as performance objectives with behavior, conditions, and criteria.a. Write appropriate preassessment and assessment for personal and social skills.b. Link personal and social skills to the appropriate content standard.c. Unit objective and assessments are clearly specified in words that students and parents can understand.d. Assessments are authentic “real-world” settings whenever possible.

7. Develop a course progression calendar. This may have been completed previously in other classes (see sample form).

8. Include your day-by-day content completed previously in other classes (see sample form).9. Evaluation Questions

a. What was most effective in helping you complete this assignment?b. What additional helps would you like in the future?c. What should we change to be more effective?

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