currikicdn.s3-us-west-2.amazonaws.com · Web viewEast Meadow U.F.S.D. The Leon J. Campo Salisbury...

East Meadow U.F.S.D.The Leon J. Campo Salisbury Center

718 The Plain RoadWestbury, New York 11590

Physical Education

Curriculum Area ProjectGr. 6 – 12 Physical Education

Curriculum Alignment2013-2014

Superintendent: Mr. Louis DeAngeloPrincipal(s): Mrs. Stacy Breslin, Mr. Richard Howard, Mr. James Lethbridge, Mr. Tim VoelsProject Facilitator: Mr. Matt GermaineAthletic Director(s): Mr. Kevin Regan & Mr. Josh Friedman, Ms. Carol LehmannWriters: Mr. Matt Germaine, Mr. Tim O’Malley, & Mr. Louis LagoSchools: Clarke H.S./M.S., East Meadow H.S., Woodland M.S.

TABLE OF CONTENTS

ABSTRACT

RATIONALE

NEW YORK STATE PHYSICAL EDUCATION LEARNING STANDARDS

CHARACTER EDUCATION

KEY TERMINOLOGY

EAST MEADOW SCHOOL DISTRICT HIGH SCHOOL AND MIDDLE SCHOOL CURRICULUM • BLOCK PLANS• LESSON PLAN SAMPLES

BadmintonTeam HandballVolleyball SoftballFitnessUltimate Frisbee

BIBLIOGRAPHY: All lesson plans and block plans are original work the writers listed on the previous page.

ABSTRACT

In accordance with the New York State Physical Education guidelines and the current

East Meadow School District Physical Education programs

(grades 6-12) this curriculum alignment is designed to improve the instruction and

outcomes of the current Physical Education programs of the two middle schools and two

high schools. This in turn will help to provide more specific instruction, as well as

prepare students and develop their confidence for a continued commitment to health and

fitness. This curriculum will combat the growing epidemic of childhood obesity and

sedentary lifestyles that are now prevalent across the United States. Presenting and

instructing students through a variety of activities that will closely mimic physical

activities outside of high school and middle school will help to more closely align the

Physical Education Curriculum district wide.

RATIONALE

The educational and instructional need for this curriculum alignment in the East Meadow

School District is to improve the instructional consistency and progressions between the

middle schools and the high schools. By improving the instructional consistency and

progressions the expected outcomes by grade level can be more specific district wide.

Although the current Physical Education programs in the East Meadow School District

are consistent with the New York State Physical Education Standards, there are no set

progressions between both grade levels (6th-12th) and schools (Clarke H.S./M.S., East

Meadow H.S., & Woodland M.S.).

LEARNING STANDARDSNEW YORK STATE

PHYSICAL EDUCATION LEARNING STANDARDS

Physical Education Learning StandardsPersonal Health and Fitness Standard 1Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Commencement• Demonstrate proficiency in selected complex physical activities (games,

sports, exercises) that provide conditioning for each fitness area• Establish and maintain a high level of skilled performance, demonstrate

mastery of fundamental movement forms and skills that can contribute to daily living tasks, and analyze skill activities

• Make physical activity an important part of their life and recognize such consequent benefits as self-renewal, greater productivity as a worker, more energy for family activities, and reduction in health care costs

• Use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities

• Know the components of personal wellness (nutrition and weight control, disease prevention, stress management, safety, and physical fitness), establish a personal profile with fitness/wellness goals, and engage in appropriate activities to improve or sustain their fitness

• Follow a program that relates to wellness, including weight control and stress management

• Demonstrate competence in leading and participating in group activities

Physical Education Learning StandardsA Safe and Healthy Environment Standard 2Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Commencement• Know the potential safety hazards associated with a wide variety of games and

activities and are able to prevent and respond to accidents• Demonstrate responsible personal and social behavior while engaged in

physical activities• Accept physical activity as an important part of life. Self-renewal, productivity as

a worker, energy for family activities, fitness, weight control, stress management, and reduction in health-care costs are understood as benefits of physical activity

• Create a positive climate for group activities by assuming a variety of roles• Understand the physical, social, and emotional benefits of physical activity and

can demonstrate leadership and problem solving through participation in organized games or activities

Physical Education Learning StandardsResource Management Standard 3Students understand and be able to manage their personal and community resources

Commencement• Recognize their role as concerned and discriminating consumers of physical

activities programs and understand the importance of physical activity as a resource for everyone regardless of age or ability

• Recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community

identify a variety of career opportunities associated with sports and fitness

and understand the qualifications, educational requirements, and job

responsibilities of those careers

CHARACTER EDUCATION

Character Education is a focus on improving behaviors, social interactions, and overall well-mannered approaches towards life situations. There are many terms and concepts that are associated with Character Education such as trust,

communication, positive attitudes, responsibility, and accountability to name a few. These terms and concepts are incorporated into each unit of the East Meadow Physical Education curriculum to help our students be more well-rounded and productive citizens of the community.Character Education Terms & Concepts:

Trust Worthiness Sportsmanship Responsibility Communication Accountability Respect for self Respect for others Respect for school property Team work Integrity Honesty Empathy Nice to be nice Cooperation Humility Basic Manners Persistence Courage Belief in self Loyalty Dedication Self-Awareness Tolerance Patience Allegiance Service Stay true to oneself

TERMINOLOGY

The following is terminology that will be covered in each individual unit:

VOLLEYBALL: Forearm Pass (Bump)

Overhead pass (Set) Underhand Serve Overhand Serve Rally Scoring Offensive and Defensive Strategy

BASKETBALL: Dribbling Jump Shot Chest Pass Bounce Pass Overhead Pass Lay-up Offensive and Defensive Strategy

ULTIMATE FRISBEE: Backhand Throw Forehand Throw One Handed Catch Two Handed Catch Alligator Catch Offensive and Defensive Strategy

SOFTBALL: Stepping In Opposition (when throwing) Batting Stance Fielding Decisions Base Running Offensive and Defensive Strategy

FITNESS: 5 Components of Fitness Heart Rate (Rest, Max, Target) Basic Anatomy

TEAM HANDBALL: Dribbling Passing Options Shooting Options Offensive and Defensive Strategy

High School Badminton Unit PlanTeacher: STAFF Unit: Badminton

CIRCLE the numbers from each set of standards below that apply to this lesson.

NATIONAL CONTENT STANDARDS -- A PHYSICALLY EDUCATED PERSON …..1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical

activities.2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the

learning and performance of physical activities.3. Participates regularly in physical activity.4. Achieves and maintains a health-enhancing level of physical fitness.5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

NEW YORK STATE LEARNING STANDARDS –1. STANDARD 1 – PERSONAL HEALTH AND FITNESS

1a. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities.1b. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition

2. STANDARD 2 – A SAFE AND HEALTHY ENVIRONMENT2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self- expression and communication.2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

3. STANDARD 3 – RESOURCE MANAGEMENT3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.3b. Students will be informed consumers and be able to evaluate facilities and programs.3c. Students will also be aware of career options in the field of physical fitness and sports.

DAY TEACHING & LEARNINGEXPERIENCES/TASK/TRANSITIONS

ORGANIZATION SKILL/ BEHAVIOR

CUES

MOTIVATION INCLUSION

1 Students will be introduced to badminton in the younger grades or a review of previous information for grades 9-12. A intro to the needed skills and strategies will be given and student demonstration will be used to introduce the lesson.

Students will each have a racket and one birdie per group of 2. Students will be given a space in the gym to work. No Nets needed

Forehand and backhand shots will be introduced.

2

Review previous skill introduced, forehand, backhand, and overhand. Students will find a partner and practice in open space. Practice starts with an underhand service.

Students will find a safe open space to practice leaving 15 feet aprox. Between them.

Forehand, backhand, overhand shots practiced

3 Introduction to serve. Student will be used to demonstrate the proper technique/strategy used to serve in a game. The birdie is held by the feather end and dropped onto the racket. Racket may not pass over the waist. Swing forward and snap the wrist to strike the birdie. Serve must be made on a diagonal across the court into the opponents service box, past the short line.

Students will find a court in groups of 4 and bring 2 birdies to the court. Stand diagonally across from your partner and practice the serve. Both groups practice on the same court

Snap the wrist forward, racket below waist, serve diagonal across.

4 Review the serve and let students find a group of 4 for each court and practice the different hits after a serve, Not keeping score. After each time the birdie hits the floor let a new server start up play. We will rotate courts so that students can face different level players.

4 students per court practicing playing doubles games.

Practice your serve and hits in a practice game set up.

5 Students will come in and practice with a partner while the class is arriving. At the beginning of class students will be given the rules for tournament play and strategies they may want to use. Students will pick their own partners based on their desire to play a competitive game or fun game. A king/queen of the court format will be used. If you want to play fun games then students will pick the bottom courts.3 games will be played per class based on time available.

2 students per team, 4 on a court. 10 courts are used.

Good sportsmanship and team work will be encouraged and observed to assess students.

Winning teams will move up one court, non-winning team will move one court down.

6 King/Queen of court day 1, 3 games. At the end of class students must remember what court they end on so they can return to it the next class.

2 teams per court

7 King/Queen of court day 2

8 King/Queen of the court day 3

9 King/Queen of the court day 4. Today will be the last regular day.

10 Championship day for king/queen of court play. Winner is determined by which team remained on top court for the most days. Crowns will be given to the winning team.

Sample High School Badminton Lesson Plans

Lesson plan NYSStandards

Name: STAFF Date Week of:Grade: 11th & 12th

Domains Terminal Objectives Length of class: 39 min

Psychomotor:1

-Students will be exposed to and should become familiar with the movements and skills necessary for badminton.

Unit: Badminton

Affective: 1 -Students should demonstrate appropriate social behavior throughout the class, as well as, cooperation in partnered or group

# in class:Equipment: Rackets, nets, and birdies.

activities.Cognitive: 1,3 -Students will be presented with

rules and strategies for badminton game play, which they will be expected to retain.

Safety Statement: 2 -Student should be aware of their surroundings and personal space at all times, as well as, practice safe movements and behaviors. Especially when using Physical Education equipment.

ACTIVITY MODIFICATIONS/ALTERNATIVES

ASSESMENTS/EVALUATIONS

Introduction/Warm Up:- Following the students changing time inform students that today’s lesson will be focused on the badminton skill of serving and the acquisition and understanding of badminton rules and strategy, in order to successfully participate in game play. Then proceed with the following:

- Attendance- Push-ups/Sit-ups- Stretch/Cardio-Vascular warm-up

-Modified push-ups or crunches can also be done.-The cardio-vascular warm-up can be a combination of a brisk walk or a run.

-Visual observation

Learning Activities/Teaching Strategies:REVIEW AND PRACTICE-Hand eye coordination drill (forehand/backhand)-Ready, prepare, finish drill (body positioning)SKILLS AND KNOWLEDGE-Lesson focus will be on proper serving technique, and understanding of badminton rules and strategy.Points of emphasis include:

Stand behind the short service line Pinch shuttlecock between pointer finger and thumb. Serve cross court and into the service box Serve from the right on even points, and from the left

on odd points. Serving strategy: low & short or high & deep.

-After a brief instruction on serving procedures place 4 students on each court (two to a side) and have them work on their serving technique by having the students alternately serve cross court into a designated target that will be placed within the service box.

-Visual and verbal observations and checks.

Closure/Cool Down: -Collect equipment.-Mini-Lesson review.-Let students know what to expect for the following class.




Psychomotor:1


Unit: Badminton

Affective: 1 -Students should demonstrate appropriate social behavior throughout the class, as well as, cooperation in partnered or group activities.


Cognitive: 1,3 -Students will be presented with historical and background information on badminton, which they will be expected to retain.




Introduction/Warm Up:- Following the students changing time inform students that today’s class will be focused on basic badminton skills, which include, but are not limited to grip, hand/eye coordination, body positioning as well as knowledge acquisition, in order to successfully participate in traditional game play. Then proceed with the following:



-Visual observation

Learning Activities/Teaching Strategies:HISTORY- Give students some history and background on the sport of badminton.-The game originated in India during the days of British colonialism.


-Was originally called battledore (paddle) and shuttlecock (birdie) and was played without a net or rules.-The game was eventually called “Poona” then Badminton after the estate of the Duke of Beaufort, who is also credited for introducing the game.-Badminton is known as leisure sport in the U.S., but it can be a truly grueling and competitive sport.SKILLS AND KNOWLEDGE-Official court dimensions are roughly 20 feet by 44 feet and the net should be 5 feet high in middle (17x44 for singles). The short service line should be 6 feet 6 inches away from the net on both sides.

-Introduce the different types of grips to hold the racket. Each student should have a racket in hand. 1st introduce the Forehand grip followed by the backhand grip. Then discuss body positioning in relation to specific strokes with the racket. Each of the following will be demonstrated before the students attempt these skills:

Forehand grip. Backhand grip. Overhead, Underhand, and Sidearm clears. Ready position. Ready, Prepare, Finish Drill (individual drill)

-Movement and return drill should follow the ready, prepare, and finish drill. For this activity students will be matched up with partners and then sent to specific areas of the gym. Partners should have rackets (1 each) and birdies (3 per pair). One partner will hit the birdie to various locations in the designated area and the other will return it. The purpose of the drill is to orient to students badminton movements, as well as, the dimensions of the court.





Psychomotor:1


Unit: Badminton

Affective: 1 -Students should demonstrate appropriate social behavior throughout the class, as well as,


cooperation in partnered or group activities.

Cognitive: 1,3 -Students will be presented with rules and strategies for badminton game play, which they will be expected to retain.




Introduction/Warm Up:- Following the students changing time inform students that today’s lesson will be focused on continuing game play. Then proceed with the following:



-Visual observation

Learning Activities/Teaching Strategies:REVIEW AND PRACTICE-Hand eye coordination drill (forehand/backhand)

SKILLS AND KNOWLEDGE-Lesson focus will be on continuing tournament game play, with emphasis on adherence to proper rules and procedures. Students will play doubles matches. Each game will be timed (2 min.), the team that is leading at the end of five minutes will move one court closer to court #1 and the team that is behind will move one court closer to court #8. Once a pair has moved in the appropriate direction begin the next round of games. This will continue for the entire class.Key Points include:

Rally scoring The score should be announced before each serve, to

avoid any confusion on the score. Serves should be preformed from the right with an even

score and from the left on odd scores.


Closure/Cool Down: -Collect equipment.-Lesson review.-Let students know what to expect for the following class.

HIGH SCHOOL TEAM HANDBALL UNITTeacher: STAFF Unit: Team Handball


NATIONAL CONTENT STANDARDS -- A PHYSICALLY EDUCATED PERSON …..1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.3 .Participates regularly in physical activity.4. Achieves and maintains a health-enhancing level of physical fitness.5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction



2. STANDARD 2 – A SAFE AND HEALTHY ENVIRONMENT2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.

2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self- expression and communication.2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.



ORGANIZATION SKILL/ BEHAVIORCUES

1 Students will be introduced to the sport of team handball and skills needed to play the game. The game is described as a combination of basketball, lacrosse, and soccer. Safety rules are given such as holding the ball when they hear a whistle, make sure your partner is looking, no contact with opposing players, and rough play will not be tolerated.

Students will practice in a group of 4 the throws needed to play the game. Students will practice using overhand throws, underhand throws, bounce pass, and chest pass.

Step with the opposite foot when throwing, watch the ball into your hands, make eye contact with your target player

2

Students will practice shooting and playing defense in a 3v3 setting. Defense is played one on one with no contact allowed. Defensive player should move their feet and be able to keep their body between the ball and the goal. Offensive player will be able to find an open teammate, take the shot when open, and move without having the ball in their possession.

Students will come out onto the court in groups of 4, 3 defenders and one goalkeeper. The offensive group will come out in groups of 3 and begin play. After each group goes they will switch roles the next time it is their turn. Play stops after a shot or the defense steals the ball.

Shooting, defending, and goalkeeping.

3 Students will be broken into teams in order to play full sided practice games. Rules of play will be explained and how we will set up a tournament within our class. Students will demonstrate where the positions are and how the game starts with a jump ball at mid court. Court markings identified and play will begin with 3 minute games.

Students will be given a team number and are expected to stay with that team through the entire tournament time. Extra players will be added to teams based on need. 2 teams will be on the sideline while 2 teams play.

4 Tournament play begins. Each team will play 3 games per class, 3 minute games. If time allows an extra round of games can begin.

5 Tournament day 2

6 Tournament day 3

7 Tournament day 4

8 Tournament day 5

9 Playoff day 1

10 Championship games

SAMPLE TEAM HANDBALL LESSONS


Name: STAFF Date Week of:Grade:


Psychomotor:1, 1

-Students will be exposed to and should become familiar with the movements and skills necessary for Team Handball.

Unit: Team Handball

Affective: 1, 5 -Students should demonstrate appropriate social behavior throughout the class, as well as, proper interactions and cooperation in partnered or group activities.

# in class:Equipment: 15 foam gator skin balls, marker cones, pinnies.

Cognitive: 1, 2 -Students will be presented with

historical and background information on Team Handball, which they will be expected to retain.

Safety Statement: 2, 5 -Student should be aware of their surroundings and personal space at all times, as well as, practice safe movements and behaviors. Especially when using Physical Education equipment.

ACTIVITY MODIFICATIONS/ ALTERNATIVES


Introduction/Warm Up:- Following the students changing time inform students that today’s class will be focused on Team Handball skill and knowledge acquisition, in order to successfully participate in game play. Then proceed with the following:

- Attendance- Push-ups/Sit-ups

- Stretch/Cardio-Vascular warm-up


-Visual observation

Learning Activities/Teaching Strategies:HISTORY-Give students background and historical information on Team Handball.-Team Handball was originally created and played in Europe. In countries such as Germany, Norway, and Sweden.-Team Handball is an Olympic sport for both men and women.-Team Handball is fast paced team game that is growing in the United States.

SKILLS AND KNOWLEDGE-Team Handball incorporates several basic skills used in athletics, such as throwing, catching, dribbling, shooting, and defending. Today’s activities will focus on the above mentioned skills.

-Review some basic skills that have already been taught this school year and then proceed to the following activities:

Line Drill (dribbling, throwing, catching) Taps Drill (fast paced throwing and catching) Three person weave (with and without shooting)

-Include overhead passing (one hand, two hands), side passes, jump passes. Catching above and below the waist.






Psychomotor:1, 1


Unit: Team Handball



Cognitive: 1, 2 -Students will be presented with historical and background information on Team Handball, which they will be expected to retain.






- Stretch


-Visual observation

Learning Activities/Teaching Strategies:-Have students get a partner and then have one partner get a pinnie.SKILLS AND KNOWLEDGE-Have students take part in a 5 forward 2 back cardio-vascular warm-up which will help the students get into the habit of keeping


track of the number of steps they take, which is necessary in Team Handball. 5 lines.

-Review some basic skills that have already been taught and then proceed to the following activities:

Line Drill (focus on throwing and catching) 4 to 6 lines depending on the class size.

Three person weave (with and without shooting/with and without goalie)

2 V. 2 with hula hoops for scoring (Review playing defense, as well as some of the basic rules of Team Handball). Inform students that this is a modified version of the actual game.






Psychomotor:1, 1


Unit: Team Handball



Cognitive: 1, 2 -Students will be presented with historical and background information on Team Handball,

which they will be expected to retain.






- Stretch


-Visual observation

Learning Activities/Teaching Strategies:-Have students get a partner and then have one partner get a pinnie.SKILLS AND KNOWLEDGE-Have students take part in a 5 forward 2 back cardio-vascular warm-up which will help the students get into the habit of keeping track of the number of steps they take, which is necessary in Team Handball. 5 lines.

-Review some basic skills that have already been taught and then proceed to the following activities:

Line Drill (focus on throwing and catching) 4 to 6 lines depending on the class size.

Separate students into two teams and introduce modified game play. Place emphasis on ball movement and defense.

Begin modified game play.




HIGH SCHOOL VOLLEYBALL UNITTeacher: STAFF Unit: Volleyball


NATIONAL CONTENT STANDARDS -- A PHYSICALLY EDUCATED PERSON …..1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the

learning and performance of physical activities.3. Participates regularly in physical activity.4. Achieves and maintains a health-enhancing level of physical fitness.5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction



2. STANDARD 2 – A SAFE AND HEALTHY ENVIRONMENT2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self- expression and communication.

2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.




1 Students will be given a brief history of volleyball and the basic rules. Three hits will be introduced, the forearm pass, set, overhand spike, as well as the serve. Students will be asked to identify/apply each hit to the game. First skill is the forearm pass. Students will work on performing the forearm pass and at the end of class introduced to the overhead set and when to use in a game.

Students will divide into lines of 4, one person is the tosser who serves to the line of 3. An underhand toss is used, tossing high so the ball lands at mid-section height. After each student hits the ball, the tosser is switched. Students all go in the same direction.

-Forearm pass is done by making a fist and covering with opposite hand, laying thumbs flat next to each other, elbows rotate in.-knees bent, standing in an athletic position.-Bend knees and lower hands before making contact with the ball. Contact should be made with an extension of the legs and a slight shrug of the shoulders.- Ball should travel back to server high enough to get over the net.

2

Students will be given a review of the forearm pass and again asked when to use in a game. Overhead set is introduced and demonstrated with the use of students. Students will first warm up in groups, practicing the forearm pass in the same manner as day 1 organization. At the end of the lesson, the tosser will be told to change up the toss, giving 3 to one person, so that the hitter has to decide which skill to use.

Students will be transition to the overhead set from forearm pass practice. Same organization.

-Toss needs to be head height.-Contact is made as the ball is coming down over head, athletic stance, thumbs and forefinger making contact to form a triangle.-Ball is pushed back up into the air, passing it to a teammate.-Knees bend down and extend up as you go to contact the ball, elbows do the same.

3 Students will warm up by practicing with partners the forearm pass and set in an open space. Nets will be up today so they make practice hitting over the net. When class begins the ball is held and a demonstration of today’s skill is given. Serving will be introduced and demoed by students. An overhand and underhand serve are introduced/demoed, and students are told they will have the choice of which one to use. Overhand serve is to be used primarily, unless a student is having difficulty with it. Serves are made from the back corner behind the baseline.

Students will cover 3 courts, serving from 6 spots. Both sides will serve at the same time, one from each side. Students are told to watch for a ball served over and catch it, wait for their turn, and serve back. Overhand or underhand is their choice.

-underhand serve, hold the ball in your non-hitting hand out in front of your non-dominant foot. Hold the ball low and bend fwd at the waist. Hitting hand strikes the ball with a fist out of your hand and follow through.-Overhand serve is performed as if throwing a ball. Step fwd with opposite foot , toss ball overhead, follow through striking ball with an open hand at its highest point.

4 Students will warm-up with a game of keep it up. Goal is to use legal hits while standing in a large circle of 5-8 players and keep the ball up for as long as possible. A quick competition will held to see which group can get the most hits in a row. Serving reviewed and then rules of play and safety rules covered, court markings, and teams made. Practice games will be played for the remaining time, making corrections as we go.

Students will be divided into 4-6 teams, adjusting numbers based on class size. Teams will then be organized into a tournament bracket.

5 Students will be placed into a 6 team tournament, playing 2 timed games per class. Students will encourage each other to be included in the games, offer corrections if needed, and create a positive game environment.

6 Game play

7 Game play

8 Game play

9 Playoff day

10 Championship games played

SAMPLE VOLLEYBALL LESSON PLANS


Name: STAFF Date Week of:Grade: 9th


Psychomotor:1, 1

-Students will be exposed to and should become familiar with the movements and skills necessary for successful volleyball game play.

Unit: Volleyball


# in class:Equipment: Volleyballs, Volleyball nets and poles.

Cognitive: 1, 2 - Students will be presented with key points for successful application of volleyball skills, which they will be expected to

retain.Safety Statement: 2, 5 -Student should be aware of their

surroundings and personal space at all times, as well as, practice safe movements and behaviors. Especially when using Physical Education equipment.



Introduction/Warm Up:- Following the students changing time inform students that today’s class will be focused on the basic skills necessary for successful volleyball game play. Then proceed with the following:

- Attendance- Stretch/Push-ups/Sit-ups

- Cardio-Vascular warm-up


-Visual observation

Lesson Focus:Instruct students on the following skills and key points:

Good foot movements – move to the ball; try to get square to the target.> Try to get square to the target.> Foot movement drill

Forearm pass. Hand in hand, thumbs to the ground. Elbows pinched

together, knee’s bent, and feet staggered. All one motion on contact.

Line Drill using forearm pass (have a designated tosser)

Overhead pass (Set).> Make a triangle overhead with hands, knee’s bent, feet slightly staggered, make contact with finger tips, attempt to go up and out with the pass.> Line Drill using overhead pass (have a designated tosser)

Shuttle Drill using both passes. Circle Passing Drill - Have students

alternated between setting and a forearm pass.


Closure/Cool Down:-Collect equipment.-Mini-Lesson review.-Let students know what to expect for the following class.


Name: STAFF Date Week of:Grade: 11th – 12th


Psychomotor:1, 1


Unit: Volleyball


# in class:Equipment: Volleyballs(10-15), volleyball nets(4)

Cognitive: 1, 2 - Students will be presented with key points for successful application of volleyball skills, which they will be expected to retain.








-Visual observation

Learning Activities/Teaching Strategies:

VOLLEYBALL RELATED AGILITIES:- Divide students into groups of 7 and have them line up on the designated lines in the gym. With Students facing a designated direction have them complete a series of volleyball related agilities, which include:

Side slide/shuffle Carioca


Running backwards

SKILLS:- Review and practice setting and the forearm pass. Using the same set-up as in the agility drills and assigning a designated tosser.- Demonstrate the proper technique for an underhand serve in volleyball. Key points include:

Staggered stance (ball side foot forward) Ball held at waist height Contact the ball with the heel of the hand Follow through

- Have students find a partner and have them stand on opposite sides of the net behind the baseline. Students will then perform an underhand serve their partner on the other side of the net. Partners serve back and fourth to each other.

- Demonstrate the proper technique for an overhead serve in volleyball. Key points should include:

Staggered stance Ball held out in front of body at waist height Toss ball overhead with little or no spin Contact ball with heel of hand. Follow through

- With a similar set up as the previous drill now have student work on the overhead serve.- Land Mine Drill – Divide class into four teams. Using serving technique from the previous drill have one person serve at a time on each court. When the ball goes over the net and lands inbounds successfully that student is to carefully run under the net and sit down where the ball landed (retrieving the ball and rolling back to his/her team first). If someone serves and hits a teammate on the other side of the net then everyone on that team has to go back and begin the activity again. The first team to get everyone seated on the other side of the net successfully wins.

- Have the “thrower” throw the volleyball a little to the left or right for a better simulation of actual game play.

- Using these same drills have students alternated between setting and a forearm pass.








-Visual observation

Review Skills:-Review key points of the forearm pass, overhead pass, and serving.

Lesson Focus:-Instruct students on the follow game play rules and procedures:

Boundaries (Wall & bleachers on at the ends, badminton





Psychomotor:1, 1


Unit: Volleyball


# in class:Equipment: Volleyballs, Volleyball nets and poles.

Cognitive: 1, 2 - Students will be presented with key points for successful application of volleyball skills, which they will be expected to retain.


lines on the side) 3 hits per side Rally Scoring Scenarios if the ball hits the ceiling or basketball hoops. Clockwise rotations Call out the score before each serve Stay off net

-Make Teams-Begin game play.

Closure/Cool Down:-Collect equipment.-Mini-Lesson review.-Let students know what to expect for the following class .

Teacher: STAFF Unit: Softball


NATIONAL CONTENT STANDARDS -- A PHYSICALLY EDUCATED PERSON …..1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.2 .Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.3. Participates regularly in physical activity.4. Achieves and maintains a health-enhancing level of physical fitness.5 .Exhibits responsible personal and social behavior that respects self and others in physical activity settings.6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

NEW YORK STATE LEARNING STANDARDS –1 .STANDARD 1 – PERSONAL HEALTH AND FITNESS






1 Students will be given an introduction to the skills we will work on as well as all my safety rules. Students will be reminded of which hand the glove goes on to catch the ball. Throwing and catching is the first skill we will work on with students selecting a partner to practice. Students will watch a demo of how to step with the opposite foot forward as they throw, how to grip the ball, and how to release it. Catching the ball is shown with palm facing partner for a ball stomach height and above, and palm down for a ball stomach level and lower. A student will be used to demo before breaking into groups. Alternate balls will be offered such as a tennis ball and Nerf type softball.

Students will divide into groups of 2 with one partner on the sideline of the field and the other 10 yards away, spaced away from the other groups but all throwing in the same direction. Students are reminded to make sure the path is clear before throwing.

Step forward opposite foot as you throw. Hand back, fingers on the seams, turn as you throw and follow through, pushing off your back leg.Catch the ball with palm facing thrower and watch it into your glove. Use two hands to catch the ball if needed. Second hand closes the glove around the ball.

2

Students will be given a review of throwing and catching before warming up with a partner. Students will be told to aim for their partners chest when throwing and work on accuracy, not speed. Students will then be introduced to fielding a ground ball by standing with feet slightly wider then shoulder width, knees bent, foot on throwing side slightly ahead of glove side, hands out in front of toe line, head down on ball. Watch the ball into your glove and use your free hand to pancake the ball into your glove. Lower your body but do not put a knee to the ground. As your come up, turn your body to a throwing position and throw back to partner, 5x then switch roles. Progress to grounders back and forth eliminating the throw.

Same as above. Knees bent, feet shoulder width, good balanced athletic stance.Watch the ball into your glove.Set your feet as you stand up to make a good throw to the base.Non-glove hand covers the ball.

3 Students will warm up by practicing throwing and catching with partner, progressing to grounders. Students will be introduced to catching a fly ball/pop up with a partner using the same set up as previous classes. Students will help me demo how to toss the ball a safe height for their partner to get underneath and catch overhead. Glove hand should be above head level, out in front, in line with forehead. Two hands should be used to catch the ball to avoid the ball bouncing out of their mitts. An introduction to batting will be given at the end of class.

Same as above with a longer distance between groups.

Glove hand in line with forehead, out in front.Watch ball into glove.Shield sun with glove hand to make catch.Two hands to close the mitt.

4 Students will field grounders from a bat before going over rules of play, field positions, and base running. 3 students will assist in hitting ground balls with a student shagging on the front side of the batter. Students will field ground balls and come up throwing as if in a game.

4 lines of students, spaced well apart. Batter will be 20 yards away hitting ground balls.

Glove down, knees bent, lower your level and watch ball into glove. Top hand covers up the ball. Set your feet as you come up and make an accurate throw.

5 Students will be introduced to hitting and will practice in small groups hitting whiffle balls. Students will be shown the proper grip and

Students will be given a bat and 5 whiffle balls. They will rotate hitter,

- Bat held up with slight angle back, swing with hands going toward

stance for both lefty and righty hitters, and how to swing the bat. Safety rules such as keeping two hands on the bat throughout the swing and placing it down after contact.

tosser, and the third student will provide peer assessment. One student is on a knee tossing to the hitter from the side. Hitter will swing and drive the ball into the fence and then rotate after 5 swings.

ball to bring the barrel through, follow through as you pivot on back foot.-Look at the ball as you make contact.

6 Students will sit with their assigned teams after class warmup/stretching and a brief review of the rules will be done through q&a. 3 team softball will be played where 2 teams will work together in the field while one hits. 2 outs per team and each team will keep track of their own scores. Hitting team stays behind the fence and the catcher will wear a mask and stay 10 feet behind home plate.

Students will apply the skills learned during previous classes into a game setting and be supportive of teammates.

7 Game play. Students will sit with their teams inside the gym area before going to the field. The 2 fielding teams will take gloves when we get outside.

Assess students ability based on rubric. Application of skills, strategy, effort, and their social interactions.

8 Game Play Assess students ability based on rubric. Application of skills, strategy, effort, and their social interactions.

9 Game play Assess students ability based on rubric. Application of skills, strategy, effort, and their social interactions.


Sample High School Softball Lesson Plans




Psychomotor:1, 1

-Students will be exposed to and should become familiar with the basic skills necessary for successful softball game play.

Unit: Softball

Affective: 1, 5 -Students should demonstrate appropriate social behavior throughout the class, as well as, proper interactions and cooperation.

# in class:Equipment: Softball gloves, softballs (incrideballs).

Cognitive: 1, 2 -Students will be presented with several movements, techniques, and strategies associated with softball.

Safety Statement: 2, 5 -Student should be aware of their surroundings and personal space at all times, as well as, practice safe

movements and behaviors. Especially when using Physical Education equipment.


ASSESMENTS/

EVALUATIONS

Introduction/Warm Up:- Following the students changing time inform students that today’s class will be focused on some of the basic skills necessary to play softball as well as a few safety precautions. Then proceed with the following:

- Jumping Jacks (while attendance is taken)- Stretch

- Push-ups/Sit-ups


-Visual observation


SKILLS AND KNOWLEDGE- First discuss safety precautions:*Make eye contact with the person you are throwing to*Do not throw a ball into a group of people.*Do not walk between two people throwing and catching.*Use overall good judgment.

-Discuss how to determine which hand to put the softball glove on.-Demonstrate the basics of throwing and catching a softball.Throwing:*Step in opposition and towards your target*Get the ball up and back*Follow through on the throwCatching:*Position your body to field the ball*Keep finger tips up for any ball that is above the waist*Keep finger tips down for any ball that is below the waist*Close glove on the ball and secure it with the throwing hand.-Have students partner up and stand about 10 yards apart (use the lines already painted on the field as visual makers. Then have them throw and catch to each other with ball in the air, focus on the key points mentioned above. After 5 minutes bring the students in and demonstrate the key points of fielding grounders.Fielding Grounders:*Move to the ball, position your body and have your glove out ready to field.*Go get the ball. Don’t let it come to you.-Using the same set up as the previous drill have the students throw grounders back and forth to each other.Fielding Fly Balls:*Position your body behind the ball if possible, if not take the proper angle to track down the ball.

-If a student has difficulty breathing through the nose, have them breath through the mouth.


-Using the same set up as the previous drills have students throw the ball high in the air back and forth for each other.-Have the students get into groups of 5 and using the skills from the previous drills have the kids take part in a catching and throwing relay. Have multiple rounds using the skills learned in the previous drills.


HIGH SCHOOL FITNESS/TONING UNITTeacher: STAFF Unit: Personal Fitness and Toning Class











1 Students will be introduced to a personal fitness and toning course using resistance bands, stability balls, and light dumbbells. Body weight exercises will be introduced as well. The goal of the course is to introduce students to exercises they can perform at home, using minimal equipment. A student demonstration will be used for each station to show how to properly perform the exercise.Students will be introduced to safe equipment usage, as well as how to select the correct color band based on their strength. FITT concept introduced. Frequency, Intensity, Time, and Target. 5 Components of Fitness, Flexibility, muscular strength and endurance, body composition, and cardiovascular. SPECIFICITY training refers to targeting a specific muscle.

1) Chest- Pushup station. Students will perform 1 minute of modified or regular pushups at a controlled pace.

2) Shoulder press/bicep curl- Standing overhead dumbbell press, lower weights to shoulders, down to a bicep curl. Stand with one foot in front of the other. Core tight.

3) Triceps- Dynaband seated overhead triceps extension. Students sit on the band to perform the movement.

4) Biceps-Bicep curls sitting on stability ball using either dumbbells or bands. Advanced movement, lift one foot of the ground to engage core. Switch feet every 5 curls.

5) Legs- Wall slides with stability ball placed behind back. Good squat form used, lower body and roll down the ball to parallel, and press back up.

6) Abdominals- Stability ball crunches. Lay back on the ball, feet on floor, knees at 90 deg. bend, and hands across chest, curl half way up.

Students will be divided into small groups and assigned one of 6 stations. Each exercise will be performed for one minute and the group will then rotate to the next station. Groups will make two to three rotations.

-Students are reminded to tighten their core as they perform the exercise and use proper breathing.-Students will offer form corrections if they notice a group member needing assistance.-Form is more important than amount of weight.

2 Students will be given a brief review of exercises and reminded of the safety rules when using equipment. Class will start with a warm-up phase and progress to resistance training in small groups.

1) Pushups with feet on stability ball, hands on floor. If too difficult students may perform regular pushups.

2) Seated dumbbell shoulder press sitting on stability ball moving into a tricep extension. Press dumbbells overhead, rotate hands in, lower behind head, extend up, lower.

3) Bicep curls using body bars or dumbbells.4) Tricep- dips using a chair. Hands on edge of

chair, feet on floor, core tight, lower body using triceps to push back up.

5) Back- Seated row using bands. Sit with feet out in front, toes pointed to ceiling. Band is placed under sole of foot, sit up tall, core tight, and pull band in towards chest.

6) Legs- Single leg lunges with or without dumbbells.

Students will form 6 equal groups and pick a station to start at. Equipment will be set up prior to class. Students are told to not move or play with equipment until instructed. 1 minute work at each station, rotate through 2-3 times.

-Use correct form, if student is unsure, ask instructor or classmate.-Students are reminded to create a positive group dynamic by encouraging each other, offering assistance, and being safe.

3 Students will perform dynamic stretching movements to warm up. Walking quad stretch, walking hamstring stretch, arm swings, and knee to chest pull. Introduce

new movements with student demonstration. Students will perform circuit workout using new movements.

1) Jumping Jacks2) Split Jumps3) Planks4) Step ups with knee raise to crunch, alternate

legs with each step. Aerobic steps needed.5) Front raises/side raises with dumbbells6) Burpees

4 1) Chest- Pushup station. Students will perform 1 minute of modified or regular pushups at a controlled pace.2) Shoulder press/bicep curl- Standing overhead dumbbell press, lower weights to shoulders, down to a bicep curl. Stand with one foot in front of the other. Core tight.3) Triceps- Dynaband seated overhead tricep extension. Students sit on the band to perform the movement.4) Biceps-Sitting on stability ball using either dumbbells or bands. Advanced movement, lift one foot of the ground to engage core. Switch feet every 5 curls.5) Legs- Wall slides with stability ball placed behind back. Good squat form used, lower body and roll down the ball to parallel, and press back up.6) Abdominals- Stability ball crunches. Lay back on the ball, feet on floor, knees at 90 deg. bend, hands across chest, curl half way up.

5 1) Pushups with feet on stability ball, hands on floor. If too difficult students may perform regular pushups.2) Seated dumbbell shoulder press sitting on stability ball moving into a tricep extension. Press dumbbells overhead, rotate hands in, lower behind head, extend up, lower.3) Bicep curls using body bars or dumbbells.4) Triceps- dips using a chair. Hands on edge of chair, feet on floor, core tight, lower body using triceps to push back up.5) Back- Seated row using bands. Sit with feet out in front, toes pointed to ceiling. Band is placed under sole of foot, sit up tall, core tight, and pull band in towards chest.6) Legs- Single leg lunges with or without dumbbells.

6 1) Jumping Jacks2) Split Jumps3) Planks4) Step ups with knee raise to crunch, alternate legs with each step. Aerobic steps needed.5) Front raises/side raises with dumbbells6) Burpees

7 Repeat Day 1

8 Repeat Day 2

9 Repeat Day 3

10

SAMPLE HIGH SCHOOL FITNESS LESSON PLAN




Psychomotor:1

-Students will be exposed to and should become familiar with the movements and techniques necessary for safe and efficient fitness training.

Unit: Fitness

Affective: 1 -Students should demonstrate appropriate social behavior throughout the class, as well as, cooperation in partnered or group activities.

# in class:Equipment: All available equipment in the HS weight room, which include Dynabands, dumbbells, and stability balls.

Cognitive: 1,3 -Students will be presented with rules for the weight room as well as terminology and techniques necessary for efficient and effective weight training, which they will be expected to retain for the end of unit assessment.

Safety Statement: 2 -Student should be aware of their surroundings and personal space at all times, as well as, practice safe movements and behaviors. Especially when using any Physical Education equipment.



Introduction/Warm Up:- Following the students changing time inform students that today’s lesson will be the introductory lesson for the weight training unit. Then proceed with the following:



-Visual observation

Learning Activities/Teaching Strategies:INTRODUCTION

- Discuss with students the importance of fitness training. Key points should include:

o How easily accessible and beneficial fitness can beo F.I.T.T. Principle

SAFETY- Discuss with student’s safety procedures for using the

equipment, as well as for lifting technique. Key Points should include:

o When picking weights up off the floor, bend at the knees and hips. Do not bend at back.

o Do not drop weights.

SKILLS AND KNOWLEDGE- Go over the major muscle groups with students, as well as certain terminology that will be used through out the unit. Key Points include:

Latissimus Dorsi, Pectorals, Gluteus Maximus, Quadriceps, Biceps Femoris, Biceps Brachialis, Deltoids,Triceps, abdominals.

- Introduce the following 6 stations:


o Push-upso Triceps Extensions (w/ Dynaband)o Biceps curl to shoulder press (w/ dumbbells)o Seated Rows (w/ Dynaband)o Wall Squats (w/ stability ball)o Crunches on the stability ball

- After introducing the exercises break students up into small groups (5 or 6 students per group). Assign each group to a station and explain which way they will be rotating. Each group will perform the exercise at their station for 20 seconds and then move to the next station (on the teachers cadence). The students should be able to get through the circuit at least 3 times before the end of class.

Closure/Cool Down:- Lesson review.- Let students know what to expect for the following class.- Exit and Close the weight room.

Teacher: STAFF Unit: High School Basketball







5. STANDARD 2 – A SAFE AND HEALTHY ENVIRONMENT2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.

2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self- expression and communication.2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.




1 Introduce the history of basketball, expectations, skills needed and safety rules. Following warm-ups/stretching students will be given a basketball to start dribbling. Observation of students’ ability to control the ball will be made prior to starting lesson. Demonstration of proper dribbling technique and cues is given after observing students, making corrections as needed. Use of both hands is key to dribbling during game play. Students will touch on the cardiovascular component of fitness while dribbling Bounce pass and chest pass will be introduced, and how to apply it to games.

Students will each have their own ball and dribble in open space. Walking speed at first to keep the ball controlled, avoid collisions. Progress towards jogging speed and use of both right and left hands to change direction.

-Head up, see where you are, court awareness.-Fingertip control, push the ball-Ball control, waist height dribble.-Move at your own pace

2

Review of dribbling and passing. Layups will be introduced to students and when it is used in game play. A student will demonstrate proper technique for both right and left handed layups. While performing a right handed layup students take off from the left foot, and vice versa for left handed. Students will aim for the top corner of the box while jumping straight up towards the backboard. Rebounders follow the student performing the layup, from the opposite. When rebounding students need to use judgment as to where the ball is coming off, track it, and catch it off the backboard with two hands. Introduction to jump shots during the second half of class. Proper shooting technique is introduced and demonstrated. Shooting range and percentage is introduced. Students will perform jump shots at each basket with a partner rebounding. Power for the shot comes from players legs and the ball should be released as your legs reach full extension. Students will release the ball with one hand, snapping wrist forward to create backspin on the ball.

Students will divide themselves into groups among the different baskets. One line will be the shooting line and the other following for rebounds. Rebounder will grab the ball and pass to the next person on the shooting line.Students will be organized the same way as above to perform the jump shot. Students will stay in a good shooting range and rebounders will track the ball coming off the backboard, catching the ball over head.

-Take off from opposite foot-Ball high off backboard-One hand on the ball as you release it, second hand is just used as a guide.JUMP SHOT- Power comes from legs, bend knees when shooting, extend, release.- One hand on the side of ball as a guide, one hand release.-Backspin on the ball-Stay in a good shooting range.

3 Jump shot and layup reviewed with students spending 5 minutes shooting on their own as part of warm-up. Strategy for game play and defense introduced. Students will play 2v2 games at the baskets, rotating teams on. Defense should be played without contact, hands up, knees bent, and staying on the balls of your feet. When on offense, the teammate without the ball will move to find open space to receive a pass. Options with the ball are dribble, pass, or shoot. Teammates will encourage each other and offer suggestions to improve technique, or change strategies. The team that scores will stay on offense, the defensive team will rotate off. If the defensive team gets the ball they bring it back to

Students will be in a group of 2, one male and one female, divided up amongst the baskets. One team starts on offense, one on defense, remaining teams are behind the baseline waiting to rotate in. A new team rotates in on each basket or defensive rebound.

- Move your feet on defense.-Hands up- Good shooting range- Communicate with your teammate.- Positive comments

the foul line and go on offense, new defensive 2 come on right away. Students will apply prior knowledge of passing and shooting into the games.

4 Review defense and strategy. Introduce rules for 3v3 tournament, safety, roles, and expectations for games. Students will be good teammates by encouraging others, offering positive feedback, accepting suggestions, and good sportsmanship. Students will be placed onto teams of 3-4 players after rules are given. Team names will be posted on the tournament bracket and practice games will begin. Games may be stopped at times if corrections need to be made

Students will be in teams of 3-4 players, 2 teams per basket. Practice games will be played and teams rotated around the gym.

-Teammates all need to be involved in the game- Pass, shoot, or dribble when in possession of the ball.-Positive talk with teammates.

5 Tournament play as per teachers discretion and class size.






Sample High School Basketball Lesson Plans




Psychomotor:1, 1

-Students will be exposed to and should become familiar with the movements and skills necessary for successful basketball game play.

Unit: Basketball


# in class:Equipment: 10 Basketballs

Cognitive: 1, 2 -Students will be presented with key points and strategies about basketball, which they will be expected to retain.

Safety Statement: 2, 5 -Student should be aware of their

surroundings and personal space at all times, as well as, practice safe movements and behaviors. Especially when using Physical Education equipment.



Introduction/Warm Up:- Following the students changing time inform students that today’s class will be focused on basketball skill and knowledge acquisition, in order to successfully participate in game play. Then proceed with the following:




-Visual observation

Learning Activities/Teaching Strategies:HISTORY-Give students background and historical information on basketball.

SKILLS AND KNOWLEDGE- Begin by demonstrating proper dribbling, and then have students do a snake dribbling drill. Dominant hand, non-dominant, and then alternating. - Instruct/Demonstrate both the chest pass, bounce pass, and overhead pass. Then have students do small line drills incorporating dribbling, chest passes, bounce passes, and overhead passes.- Then have students set up for a three-man (monkey in the middle) drill where two students will try to pass the basketball to each other while the third person tries to defend. Have student’s alternate positions.







Psychomotor:1, 1


Unit: Basketball







Introduction/Warm Up:- Following the students changing time inform students that today’s class will be focused on basketball skill and knowledge acquisition, in order to successfully participate in game play. Then proceed with the following:


- Stretch/Cardio-Vascular warm-up (using basketballs to work on dribbling with they jog).


-Visual observation


SKILLS AND KNOWLEDGE- Begin by having students get right into line drills, to work on their dribbling and all the different passes.- Demo/Instruct lay-ups & rebounding. Then have students get into lay-up/rebounding lines at all the available hoops and have them begin the drill. After a few minutes switch the lay-up & rebounding lines so students work on their approach from both sides. No more than 6 students per hoop.- Demo/Instruct shooting. Have students get back to the same set up as the previous drill and have them take one dribble and then


shoot, with the other line still rebounding.- Demo/Instruct the game of knockout and have the students begin the games in the same location they were at for the previous drill and with the same groups.





Psychomotor:1, 1


Unit: Basketball







Introduction/Warm Up:- Following the students changing time inform students that today’s class will be focused on basketball skill and knowledge

-Modified push-ups or crunches can also be done.

-Visual observation

acquisition, in order to successfully participate in game play. Then proceed with the following:


- Stretch/Cardio-Vascular warm-up (using basketballs to work on dribbling with they jog).

-The cardio-vascular warm-up can be a combination of a brisk walk or a run.


SKILLS AND KNOWLEDGE- Begin by having students get right into line drills, to work on their dribbling and all the different passes.- Have students get into lay-up, shooting, rebounding drill with same groups as the previous drill.- Demo/Instruct students on basketball rules and strategy.- Demo/Instruct students on how 2v2 rotation basketball is played. This drill will help students prepare for larger games of basketball, as well as give them an opportunity to work with different students in the class.



Teacher: STAFF Unit: Ultimate Frisbee







8. STANDARD 2 – A SAFE AND HEALTHY ENVIRONMENT2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

9. STANDARD 3 – RESOURCE MANAGEMENT3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.3b. Students will be informed consumers and be able to evaluate facilities and programs.

3c. Students will also be aware of career options in the field of physical fitness and sports.



1 Introduce rules, expectations, and safety for the unit. History of the Frisbee and how the game developed. Introduce forehand/backhand throws and how to apply to game situations. The grip on the Frisbee is demonstrated with student modeling, thumb on top and three fingers on the bottom. Backhand release is demonstrated with Frisbee curled toward forearm, in towards chest. Release the Frisbee by snapping wrist as you move forward. Forehand throw is used when trying to pass around a defender, While the throw can be more difficult to make, it is useful during game play. Catching the Frisbee should be done with one or two hands, never against the body if possible. Catches can be made with an alligator catch, one hand on top, one on bottom, or by catching the side of the Frisbee. Students will be asked to volunteer to demonstrate the two throws and catching techniques. Students will practice with a partner or small group using both throws. We will then progress to throwing to a moving partner using a lead pass. Throws must be made during game play with a pivot foot and will be incorporated into practice.

Students will practice throws with a partner or group in an open space. One Frisbee per group, checking to make sure you have enough room to work. Students will make corrections based on peer observation as well as teacher feedback. When throwing to a moving partner, students will be set up on lines with a set distance to cover. After making the catch, students will jog the Frisbee back to the line and hand it to the thrower. The thrower will rotate with the catching line.

-Alligator catch, watch it go into your hands- Forehand throw when defender is close-Backhand throw for distance and more accuracy-Establish pivot foot when throwing.

2

Review throwing and catching, practice with partners as a warm-up. Introduction to rules, strategies, and game play is discussed. The game is played similar to team handball and football in that the Frisbee is passed around the field of play and the goal is to catch the Frisbee past the end line, similar to a football end zone. Students will break into groups of 4-6 players and play small sided games in a designated field area. The game starts with a throw off to the receiving team. Game play is similar to keep away with teams trying to score by catching the Frisbee in the end zone. If the Frisbee is dropped by a teammate, it is a turnover, and play goes in the other direction. Interceptions and knocked down passes result in a change possession. Throws that go out of bounds are a turnover and the defensive team takes possession. Students may not run with the Frisbee when in possession but must maintain a pivot foot similar to basketball. Students may use steps to slow down when making a running catch.

Students will play small sided games in a small area. They will practice playing keep away to simulate a full game. Students will move to open space to receive a pass, while the defending team plays 1v1 coverage to prevent the completion. No contact is allowed during game play.

- Communicate with teammates- Move to get open- Applying forehand/backhand throw-Lead passes

3 Review rules, strategies, and skills for game play. Students will be divided into 2-4 teams depending on class size to begin tournament play. Teams will be assigned a team color and opponent. Two games played per class with results recorded. Observe game play and stop to make corrections as needed. Students will referee their own games, encourage teammates to stay involved in the games, and offer technique corrections.

Students will play on a designated field marked with cones. Play begins with a throw off. If needed students will have a set number of passes they need to make prior to scoring. This encourages teams to get all teammates involved in the game.

- Positive communication between teammates- Move to get open- Maintain pivot foot-Proper spacing between teammates

4 Tournament play

5 Tournament play

6 Tournament play

7 Tournament play

8 Tournament play

9 Tournament play/playoffs

10 Tournament play/Championship Day

ULTIMATE FRISBEE SAMPLE LESSON PLANS




Psychomotor:1, 1

-Students will be exposed to and should become familiar with the movements and skills necessary for Ultimate.

Unit: Ultimate Frisbee


# in class:Equipment: Frisbees, marker cones.

Cognitive: 1, 2 -Students will be presented with historical and background information on Ultimate, which they will be expected to retain.



ASSESMENTS/

EVALUATIONS

Introduction/Warm Up:- Following the students changing time inform students that today’s class will be focused on Ultimate Frisbee skill and knowledge acquisition, in order to successfully participate in game play. Then proceed with the following:




-Visual observation

Learning Activities/Teaching Strategies:HISTORY-Give students some history and background on the sport of Ultimate.-The sport of Ultimate originated at Columbia H.S. in northern New Jersey.-Started by a group of “academic types” that were part of the school newspaper as a goof.-It was originally called Frisbee football, and had similar rules to football.SKILLS AND KNOWLEDGE-Ultimate is usually played with two teams of 7 on a field that is 70 yards long from end zone to end zone and 40 yards wide. Each end zone is 25 yards deep.-Demonstrate and instruct students how to hold the Frisbee.-Follow this by demonstrating and introducing the backhand throw.

Proper foot positioning Proper pull back Snap the wrist and follow through

-Partner students up and have them practice 10 throws each at four predetermined distances in ascending fashion. Inform students that they may not precede to the next distance until 10 throws have been complete at the previous distance.-Introduce and demonstrate the forehand throw.

Hand/finger placement Throwing motion Foot positioning

- Follow this activity by dividing students into two groups. Then each group is to form four lines. Each line will be assigned a number (1-4). Each group will have a designated thrower. The thrower will have several Frisbees and will initiate the activity by calling out a number (1-4). When the number is called the first person in that numbered line will run out and catch the Frisbee that will be thrown to them by the designated thrower. Once the Frisbee is caught it is to be brought back to thrower by running the Frisbee back on the outer edge of the activity area. And dropped at the feet of the thrower.


Closure/Cool Down: -Collect equipment.

-Mini-Lesson review.-Let students know what to expect for the following class.




Psychomotor:1, 1




# in class:Equipment: Frisbees, marker cones.

Cognitive: 1, 2 - Students will be presented with rules and strategies for ultimate (Frisbee) game play, which they will be expected to retain.



ASSESMENTS/

EVALUATIONS

Introduction/Warm Up:- Following the students changing time inform students that today’s class will be focused on offensive and defensive understanding, as well as, skill acquisition and practice. Then proceed with the following:




-Visual observation

Learning Activities/Teaching Strategies:REVIEW AND PRACTICE-Have students pair up, take one Frisbee and find and open area on the field and practice throwing (backhand/forehand) and catching (crab or pancake/alligator).SKILLS AND KNOWLEDGE


-Divide the class in into two groups and set them up for a four line run and catch drill. The purpose of this drill is for the students to get acclimated to catching while running as well as throwing the Frisbee to moving targets.-Go over defensive strategies and rules before 3 V. 3 keep away drill, which include:

3 foot buffer zone Hands ups, look for interceptions or bat downs. No : contact, taking the Frisbee out of the offensive players

hands, pushing while going up for a Frisbee that is in the air.-For the following activity keep the students separated in two groups and demonstrate how to create space in order to catch a Frisbee while having a defender on you. Then have students do a 3 V. 3 keep away drills.- Discuss rules, scenarios, and strategy with the students following the 3 V. 3 drills.Closure/Cool Down: -Collect equipment.-Mini-Lesson review.-Let students know what to expect for the following class.

Lesson plan NYSStandards/NASPE



Psychomotor:1, 1




# in class:Equipment: Frisbees, marker cones, pinnies.

Cognitive: 1, 2 - Students will be presented with rules and strategies for ultimate (Frisbee) game play, which they will be expected to retain.



ASSESMENTS/

EVALUATIO

NSIntroduction/Warm Up:- Following the students changing time inform students that today’s class will be focused on the Ultimate Frisbee skills of throwing and catching while moving as well as the acquisition of rules and strategy in order to successfully participate in game play. Then proceed with the following:




-Visual observation

Learning Activities/Teaching Strategies:REVIEW AND PRACTICE- Partner throw and catch for warm-up.- Set students up for a group relay race that will utilize all of the previously learned Ultimate skills.

Divide students into groups of four, with ten yards between each group. All groups should be lined up along the football sideline.

Inform the students that they need to get the Frisbee from one sideline to another, following similar rules to those of Ultimate.

The first group to get the Frisbee to the opposite sideline wins.

SKILLS AND KNOWLEDGE- Instruct/Demonstrate active sideline Frisbee. The game is played very similarly to the game of Ultimate, but there are sideline players who actively participate in the game. Divide the class into two teams. You may have anywhere from 3-5 players for each team on the field at one time, depending on class size and the established field size. Sideline players cannot make scoring passes, or step onto the field of play. Shifts are 2-3 minutes long.-This is a good lead up to a traditional game of Ultimate, because of the use of the same rules and strategies and it a gives the kids (especially with freshman) a chance to really see what is going on, and what the game should look like. This activity can also serve as a great rainy day activity if you are in the gym (using a whoosh or a flying squirrel instead of a Frisbee), or can be broken down into smaller group sizes and have multiple games played as a follow up to this lesson.



MIDDLE SCHOOL PHYSICAL EDUCATION BLOCK PLANS

Teacher: Staff Unit: Middle School Fitness











ASSESSMENT

1 Cardio Respiratory Endurance will be the focus of this lesson.

Students will be divided into small groups and

-Students are reminded to tighten their core as they

Teacher ObservationVerbal Response

Students will engage in various fitness activities designed to raise their heart rates .A discussion of pulse locations will be the introduction of the class.

assigned one of 6 stations. Each exercise will be performed for one minute and the group will then rotate to the next station. Groups will make two to three rotations. Students will rotate thru the following stations

Step ups Jump rope Push ups Planks Line jumps

perform the exercise and use proper breathing.-Students will offer form corrections if they notice a group member needing assistance.-Form is more important than amount of weight.

2

Muscle endurance will be the focus of this lesson .Students will work on 4 major muscles. Muscle endurance will be defined and discussed.

Students will be given a brief review of exercises and reminded of the safety rules when using equipment. Class will start with a warm-up phase and progress to resistance training in small groups.The following exercises will be taught and performed by students .Students will use light weight and high repetitions

Biceps actionTriceps actionQuadriceps actionHamstrings action


3 Flexibility will be the focus of this lesson .Students will learn various stretches if major muscle groups. This lesson will reinforce pervious lessons Students will be given a brief review of exercises and reminded of the safety rules when using equipment. Class will start with a warm-up phase and progress to flexibility training in small groups.

Students will perform dynamic stretching movements to warm up. Walking quad stretch, walking hamstring stretch, arm swings, and knee to chest pull. Introduce movements

Static stretchingDynamic stretching


4 Students will be given a brief review of exercises and reminded of the safety rules when using equipment. Class will start with a warm-up phase and progress to resistance training in small groups.

7) Pushups with feet on stability ball, hands on floor. If too difficult students may perform regular pushups.

8) Seated dumbbell shoulder press sitting on stability ball moving into a tricep extension. Press dumbbells overhead, rotate hands in, lower behind head, extend up, lower.

9) Bicep curls using body bars or dumbbells.

10) Tricep- dips using a chair. Hands on edge of chair, feet on floor, core tight, lower body using triceps to push back up.

11) Back- Seated row using bands. Sit with feet out in front, toes pointed to ceiling. Band is placed under sole of foot, sit up tall, core


Students are reminded to tighten their core as they perform the exercise and use proper breathing.-Students will offer form corrections if they notice a group member needing assistance.-Form is more important than amount of weight


tight, and pull band in towards chest.

Legs- Single leg lunges with or without dumbbells.

5 Repeat Day 1 Substitute exercises as needed







8 *If Needed

9

10

Teacher: Staff Unit: Middle School Badminton











CUES

ASSESSMENT

1 Serving will be the focus of this lesson. Short serve and long serve will be covered during this lesson. Hula Hoop target serving will also be taught.

Students will work in pairs for the duration of this lesson. Safety rules will be introduced to the class.

V gripContact below waistServe to opposite box

Teacher Observation

2

Forehand clear will be the focus of this lesson .Previous lessons will be reviewed and discussed .Students will in cooperate the serve and forehand clears into practice and drill situations.

Students will work in pairs for the duration of the lesson. Doubles play will be introduced .Safety rules will also be discussed.

Back scratch positionContact at highest pointFollow thru to your target.

Teacher Observation

3 Backhand Clears will be the focus of this lesson. Previous lessons will be reviewed and discussed .Students will incooperate the serve and backhand clears into practice and drill situations.

Students will work in pairs for the duration of this lesson. Doubles play will be used for all drill and practice situations.

Snap the wristCreate a whip actionFollow thru to your target

Teacher observation

4 Game play and team strategy will be the focus of this lesson. Previous lessons will be reviewed and discussed. Safety concerns will be reviewed .Rally scoring system will be used for all matches; Side to side strategy will be employed during play.

Students will work in pairs for the duration of this lesson. Doubles play will be used for all drill and practice situations.

Rally scoringSide To SideFront/Back

Teacher observation

5 Ladder Tournament Day 1 Games will be played for 7 minutes.


Teacher observation

6 Ladder Tournament Day 2 Games will be played for 7 minutes


Teacher observation



Teacher observation



Teacher observation

Teacher: Staff Unit: Middle School Basketball











CUES

ASSESSMENT

1 Ball handling and passing will be the focus of this lesson.

Stationary dribble demo and drill

Moving dribble demo and drill Chest pass demo and drill Bounce pass demo and drill

Students will work in pairs. Skills that will be covered will include dribbling, Chest pass, bounce pass and overhead pass

Finger tip controlEyes UpWaist level dribble


Dribble tag

2

Lay-up shot will be the focus of this lesson.

1 step progression 3 step progression 2 line drill Lay up relay drill

Students will work in small groups. Skills that will be covered will include Lay up shot. Multiple baskets will be used.

1 step approach3 step approachUse the “box”


3 Foul shots and set shots will be the focus of this lesson.

BEEF demo Individual shooting Foul shot relay Intro Knockout

Shooting lines will be used at each basket.

B-BalanceE-Eyes focused on front rimE-Elbow flexedF-Follow thru(Gooseneck)


4 Knock-out tournament will be the focus of this lesson.

Knock out rules will be covered Top 2 players at each basket

will advance

Shooting lines will be used at each basket.

Reinforce lay up and shooting technique


5 3v3 half court games will be the focus of this lesson.

Offensive Stratgey Defensive strategy Fouls Violations Rebounding rules

Students will work in teams of 3 or 4.Two teams at each basket

Reinforce all previous skills as they apply to game play


6 Half court round robin tournament Students will work in teams of 3 or 4.Two teams at each basket









Teacher: Staff Unit: Middle School Volleyball











1 Students will be given a brief history of volleyball and the basic rules. Three hits will be introduced, the forearm pass, set, overhand spike, as well as the serve. Students will be asked to identify/apply each hit to the game. First skill is the forearm pass. Students will work on performing the forearm pass and at

Students will divide into lines of 4, one person is the tosser who serves to the line of 3. An underhand toss is used, tossing high so the ball lands at mid-section height. After each student

-Forearm pass is done by making a fist and covering with opposite hand, laying thumbs flat next to each other, elbows rotate in.-knees bent, standing

the end of class introduced to the overhead set and when to use in a game.

hits the ball, the tosser is switched. Students all go in the same direction.

in an athletic position.-Bend knees and lower hands before making contact with the ball. Contact should be made with an extension of the legs and a slight shrug of the shoulders.- Ball should travel back to server high enough to get over the net.

2

Students will be given a review of the forearm pass and again asked when to use in a game. Overhead set is introduced and demonstrated with the use of students. Students will first warm up in groups, practicing the forearm pass in the same manner as day 1 organization. At the end of the lesson, the tosser will be told to change up the toss, giving 3 to one person, so that the hitter has to decide which skill to use.

Students will be transition to the overhead set from forearm pass practice. Same organization.

-Toss needs to be head height.-Contact is made as the ball is coming down over head, athletic stance, thumbs and forefinger making contact to form a triangle.-Ball is pushed back up into the air, passing it to a teammate.-Knees bend down and extend up as you go to contact the ball, elbows do the same.

3 Students will warm up by practicing with partners the forearm pass and set in an open space. Nets will be up today so they make practice hitting over the net. When class begins the ball is held and a demonstration of today’s skill is given. Serving will be introduced and demoed by students. An overhand serve and underhand serve are introduced/demoed and students are told they will have the choice of which one to use. Serves are made from the back line, but if students have trouble reaching the net they may move up a few steps.

Students will cover 3 courts, serving from 6 spots. Both sides will serve at the same time, one from each side. Students are told to watch for a ball served over and catch it, wait for their turn, and serve back. Overhand or underhand is their choice.

-underhand serve, hold the ball in your non-hitting hand out in front of your non-dominant foot. Hold the ball low and bend fwd at the waist. Hitting hand strikes the ball with a fist out of your hand and follow through.-Overhand serve is performed as if throwing a ball. Step fwd with opposite foot , toss ball overhead, follow through striking ball with an open hand at its highest point.

4 Students will warmup with a game of keep it up. Goal is to use legal hits while standing in a large circle of 5-8 players and keep the ball up for as long as possible. A quick competition will held to see which group can get the most hits in a row. Serving reviewed and then rules of play and safety rules covered, court markings, and teams made. Practice games will be played for the remaining time, making corrections as we go.

Students will be divided into 4-6 teams, adjusting numbers based on class size. Teams will then be organized into a tournament bracket.

5 Students will sit with their teams after class warmup/stretching and a brief review of the rules will be done through q&a. Students will be encouraged to pass the ball when possible so every team member can contribute during play. Court assignments are given and 2 games will be played.

Students will report to the assigned court, captains will organize their team into positions and games begin.Students will apply the skills learned during previous classes into a game

-Announce the score on each serve.-after 5 successful serves/points the ball will go to the opposing team.-Players will rotate

setting and be supportive of teammates.

positions on each change of serve allowing each student a chance to serve.




9 Game play with playoff pairings Assess students ability based on rubric. Application of skills, strategy, effort, and their social interactions.

10 Championship day. Assess students ability based on rubric. Application of skills, strategy, effort, and their social interactions.

Teacher: Staff Unit: Middle School Team Handball











CUES

ASSESSMENT

1 Students will be introduced to the sport of team handball and skills needed to play the game. The game is described as a combination of basketball, lacrosse, and soccer. Safety rules are given such as holding the ball when they hear a whistle, make sure your partner is looking, no contact with opposing players, and rough play will not be tolerated.

Students will practice in a group of 4 the throws needed to play the game. Students will practice using overhand throws, underhand throws, bounce pass, and chest pass.



2

Students will practice shooting and playing defense in a 3v3 setting. Defense is played one on one with no contact allowed. Defensive player should move their feet and be able to keep their body between the ball and the goal. Offensive player will be able to find an open teammate, take the shot when open, and move without having the ball in their possession.

Students will come out onto the court in groups of 4, 3 defenders and one goalkeeper. The offensive group will come out in groups of 3 and begin play. After each group goes they will switch roles the next time it is their turn. Play stops after a shot or the defense steals the ball

Shooting, defending, and goalkeeping


3 Students will be broken into teams in order to play full sided practice games. Rules of play will be explained and how we will set up a tournament within our class. Students will demonstrate where the positions are and how the game starts with a jump ball at mid court. Court markings identified and play will begin with 3 minute games.

Students will be given a team number and are expected to stay with that team through the entire tournament time. Extra players will be added to teams based on need. 2 teams will be on the sideline while 2 teams play.

Maintain proper spacingShare the ball


4 Skill review will be the focus of this lesson.

Students will practice in a group of 4 the throws needed to play the game. Students will practice using overhand throws, underhand throws, bounce pass, and chest pass .Give and go passing and pass and clear concepts will be covered.



5 Tournament play begins. Each team will play 3 games per class, 3 minute games. If time allows an extra round of games can begin

6 Tournament play begins. Each team will play 3 games per class, 3 minute games. If time allows an extra round of games can begin

7 Continue tournament if needed

8

9

10

Teacher: Staff Unit: Middle School Softball











CUES

ASSESSMENT

1 Students will be given an introduction to the skills we will work on as well as all my safety rules. Students will be reminded of which hand the glove goes on to catch the ball. Throwing and catching is the first skill we will work on with students selecting a partner to practice. Students will watch a demo of

Students will divide into groups of 2 with one partner on the sideline of the field and the other 10 yards away, spaced away from the other groups but all

Step forward opposite foot as you throw. Hand back, fingers on the seams, turn as you throw and follow through,


how to step with the opposite foot forward as they throw, how to grip the ball, and how to release it. Catching the ball is shown with palm facing partner for a ball stomach height and above, and palm down for a ball stomach level and lower. A student will be used to demo before breaking into groups. Alternate balls will be offered such as a tennis ball and Nerf type softball.

throwing in the same direction. Students are reminded to make sure the path is clear before throwing.

pushing off your back leg.Catch the ball with palm facing thrower and watch it into your glove. Use two hands to catch the ball if needed. Second hand closes the glove around the ball.

2

Students will be given a review of throwing and catching before warming up with a partner. Students will be told to aim for their partners chest when throwing and work on accuracy, not speed. Students will then be introduced to fielding a ground ball by standing with feet slightly wider then shoulder width, knees bent, foot on throwing side slightly ahead of glove side, hands out in front of toe line, head down on ball. Watch the ball into your glove and use your free hand to pancake the ball into your glove. Lower your body but do not put a knee to the ground. As your come up, turn your body to a throwing position and throw back to partner, 5x then switch roles. Progress to grounders back and forth eliminating the throw.

Same as above. Knees bent, feet shoulder width, good balanced athletic stance.Watch the ball into your glove.Set your feet as you stand up to make a good throw to the base.Non-glove hand covers the ball.


3 Students will warm up by practicing throwing and catching with partner, progressing to grounders. Students will be introduced to catching a fly ball/pop up with a partner using the same set up as previous classes. Students will help me demo how to toss the ball a safe height for their partner to get underneath and catch overhead. Glove hand should be above head level, out in front, in line with forehead. Two hands should be used to catch the ball to avoid the ball bouncing out of their mitts. An introduction to batting will be given at the end of class.

Same as above with a longer distance between groups.

Glove hand in line with forehead, out in front.Watch ball into glove.Shield sun with glove hand to make catch.Two hands to close the mitt.


4 Students will be introduced to hitting and will practice in small groups hitting whiffle balls. Students will be shown the proper grip and stance for both lefty and righty hitters, and how to swing the bat. Safety rules such as keeping two hands on the bat throughout the swing and placing it down after contact.

Students will be given a bat and 5 whiffle balls. They will rotate hitter, tosser, and the third student will provide peer assessment. One student is on a knee tossing to the hitter from the side. Hitter will swing and drive the ball into the fence and then rotate after 5 swings.

- Bat held up with slight angle back, swing with hands going toward ball to bring the barrel through, follow through as you pivot on back foot.-Look at the ball as you make contact.


5 Game play will be the focus of this lesson .Topics that will be covered will be base running, Force plays and keeping track of outs and runs.

Students will be divided into 2 teams for game play.

Peer coaching will be encouraged.


6 Extension of day 5 Students will be divided into 2 teams for game play.

Peer coaching will be encouraged.


7 Game play continued as necessary

currikicdn.s3-us-west-2.amazonaws.com · Web viewEast Meadow U.F.S.D. The Leon J. Campo Salisbury...

Documents

Transcript of currikicdn.s3-us-west-2.amazonaws.com · Web viewEast Meadow U.F.S.D. The Leon J. Campo Salisbury...