Physical Education Lesson Plan Essay

1. mug level Second Grade2. Estimated level of developmental stage predictable, self-paced (Hastie, 2012). 3. Number of students Twenty4. Fundamental readiness (to be taught) Dribbling a soccer evening gown with their feet 5. State standard for Washington State (NASPE, 2008)a. Demonstrates locomoter acquisitions in a variety of activities and lead-up games i. Example Uses walking/jogging/running skills in soccer ii. Demonstrates manipulative skills with stationary targets1. Example Kicks a lump toward a goaliii. Demonstrates mature form in manipulative skills in a variety of activities2. Example Traps a junky in soccer atom 21. bookman accusinga. As a result of this lesson students leaveing be able to demonstrate drool skills charm both walking and accordingly jogging. Students will also be able to demonstrate trapping a b entirely and kicking a ball towards a stationary object.2. Lesson descriptionb. During this activity students will blueprint dribbling a ball with the ir feet prototypical walking and then jogging. Students will maintain cook of the ball using the inside of their can darn dribbling the ball between c unmatcheds towards the pop-up goal at the bar of the field. Once the student r to each onees the last cone they will then trap the ball with their foot and mesh aim at the goal.3. Classroom management system and student meetingingc. Students will be split up into five concourses with four students in eachgroup each student will receive a shape card and will then be grouped according to the shape displayed on the card. Students will be reminded at the start of class regarding the class rules and consequences. Students will be reminded to riding habit kind words, respect former(a)s around you, listen carefully, use equipment properly, and if in doubt ask. Consequences and rewards will be handled on a s self-gratification by case basis meaning praise will be given to individual students and actions will be corrected as necessa ry. Ultimately the goal is to keep all students involved and engaged while ensuring the safety of everyone. As an educator it is important to be consistent and fair to all students using lordly reinforcement and encouraging students to stay on task.4. Equipment neededd. Twenty soccer balls, twenty-five orange cones for place setting up the obstacle course, five pop-up goals at the end of the course, and a large outside grassy field.Section 31. Content Write a script of what the teacher would say and let in the following for each task/skill. a. Task 1 Dribbling while walking first in a peachy line, then through and through the cones i. Introducing the task/skill1. Our first objective is to class period dribbling our soccer ball while walking. Remember to use the inside and outside of your foot when moving the ball down the field. I want you to first walk down the field dribbling your ball near to the row of cones and then return dribbling the ball while walking through the cones. When the first student begins the return trip through the cones the second student in the group whitethorn begin dribbling their ball next to the cones. ii. Safety concerns, rules and protocols to follow during the task2. Watch out for other students3. Be careful not to trip up the student in front of you 4. If the ball gets a port from you chop-chop retrieve it iii.Teaching the task/skill5. Educator will demonstrate the task once at the beginning and then again if students bemuse questions or need extra clarification.iv. Questions to ask during the task as a form of assessment 6. What component of our foot do we use to pretermit a ball? 7. Do we want to keep the ball close or far a musical mode? b. Task 2 Dribbling while jogging first in a straight line then through the cones v. Introducing the task/skill8. Our second objective is to practice dribbling our soccer ball while jogging. Remember to use the inside and outside of your foot when moving the ball down the field. I wan t you to first jog down the field dribbling your ball next to the row of cones and then return dribbling the ball while jogging through the cones. When the first student begins the return trip through the cones the second student in the group may begin dribbling their ball next to the cones. vi. Safety concerns, rules and protocols to follow during the task 9. Watch out for other students10. Be careful not to overtake the student in front of you 11. If the ball gets away from you quickly retrieve it vii. Teaching the task/skill12. Educator will demonstrate the task once at the beginning and then again if students have questions or need extra clarification. viii. Questions to ask during the task as a form of assessment 13. Was it easier or harder to dribble while you were jogging versus when you were walking? 14. Does the change in speed from walking to jogging affect your ability to maintain control of the ball?2. Culminating activityc. Class, at present we are going to combine our soccer skills together. We are going to have a relay melt down with each group being a team. The object of the game is for all students in each group to successfully kick their ball into the goal. The first student in each group will dribble their ball through the cones, trap the ball with their foot, and then kick the ball into the goal. Once their ball has successfully made it into the goal they will run back and tag the next teammate in line. The anchor to success in this game is maintaining control of your ball at all times.3. Assessmentd. In golf club to assess the students in my class I would use observational skills to determine if they are meeting the lesson objectives. I would use a scale rating system based on a scale of one to five, with five being perfect and one being unsatisfactory. I would rate the students based upon whether they could maintain control of a ball while dribbling, trap the ball with their foot, and accurately kick the ball towards a stationary obje ct.Section 41. Home/school connectiona. I would send out an email to all parents suggesting ways students can practice dribbling skills at home. In the email I would include ideas very much(prenominal) as parents setting up an obstacle course for kids to dribble through. I would suggest that parents can use household objects such as soup cans for the cones and any round ball would work for dribbling. I would pull ahead parents to practice with their kids by first demonstrating the skill and then just participating. When parents are involved with their kids in a physical activity the child is more likely to stick with it longer and of course it is an excellent way for parents to bond with their child.2. Modifications and adaptationsb. Inclusion of a child with a physical impairment (e.g. a child engrossed to a wheelchair, or a child that requires the use of assistive technology). i. One way to include a child confined to a wheelchair would be to have them hold the soccer ball in their wash up and maneuver their wheelchair through the cones upon reaching the end they can throw the ball into the goal. A second way to include them would be to have them use a paddle to dribble the ball through the cones and at last hitting the ball into the goal. c. Inclement weather or an altered schedule forces you to change your location. Choose a different location to discuss (e.g. a smaller classroom as opposed to a gym).ii. collectable to inclement weather the lesson would need to be moved indoors to the gym. Since the gym floor surface is much smoother than a grassy field I would have the students only practice dribbling while walking in regulate to maintain better control of their ball. d. Several children from adifferent grade are temporarily joining this class for this particular lesson. iii. In order to include all students fairly I would disperse the children in groups using the shape cards, but if one group was disproportionately honest-to-god students or youn ger students I would need to rearrange a bit. In order for the relay race to be fair each group would need an even mixture of older students versus younger students.ReferencesHastie, P. (2012). Foundations of moving & learning. San Diego, CA. Bridgepoint Education, Inc.NASPE (2008). Washington State K-12 state standards. Retrieved from http//www.k12.wa.us/HealthFitness/Standards-GLEs/HealthFitnessStateStandards.PDF.