Essential Lesson Plan Components 1. Theme of Instruction: Manipulative skills Grade/Developmental Level: K-3rd grade # of Students approximately 20 per class 2. Lesson Objectives: Highlight Standards/Benchmarks/Performance Indicators As a result of this lesson: A) Psychomotor: Students will be able to toss and catch a ball using a scoop 6 consecutive times without moving from their space. Students will also be able to pass/catch a ball, using scoops, with a partner 4 consecutive times without moving from their space. Standard # 1 Benchmark Source (NOT NASPE): The books “Children Moving” and “On the Move” B) Cognitive: Students will understand and demonstrate how to toss the ball, using a scoop, at a medium height. Students will also understand and demonstrate how to ‘track’ the ball while it in flight. Standard # 2 Benchmark Source (NOT NASPE): The books “Children Moving” and “On the Move” C) Affective: Students will not get frustrated when the task is difficult. Also, when working with a partner, students will help each other by providing helpful feedback as needed. Standard # 5 Benchmark Source (NOT NASPE): The books “Children Moving” and “On the Move” 3. A) Needed Equipment: One plastic ‘scoop’ (hand-held jai alai-like implement) per student. One yarn ball per student. One poly spot per student, placed on the floor evenly around the room.

B) Safety Concerns: (*) The main concern is that students may collide with each other when chasing errant balls. Because the balls used are soft, there is little probability that students will get injured if hit by the ball, however they must be aware so as not to run into another student when chasing a ball. To deal with this issue, students are instructed (and reminded) about the proper way to deal with errant balls: they are to stop, place the scoop on the ground (in their space), then walk to the ball, pick it up and then walk back to their personal space before resuming the activity.

4. Instant Activity: K-2nd grade: after entering the room, students will warm up by dancing along to music and following the teacher who will also dance to the music (ex. Macarena, YMCA). 3rd grade: after entering the room, students will perform a warm up routine which they have been previously taught. That routine includes the following: 1 minute of jogging in place 10 jumping jacks 10 push ups 10 modified curl ups Hamstring stretch, “hurdler’s stretch”, overhead arm stretch, “bear hug” stretch, and arms behind the back stretch.

6. Scaffolding: The teacher asks students to raise their hands if they remember playing with the beach balls for the last two classes. The teacher explains: When we were striking the beach ball, we were doing so under control. Control is the magic word, and it means that the ball goes where we want it to go. When we hit the beach balls, we showed control by having the ball stay in our space or go directly to our partner.

5. Time: 5 min Transition: Once the music stops (or warmups are completed), each student will find a poly spot (spaced out on the floor) and sit on it with legs crossed, hands in lap, and looking at the teacher without talking.

Time: 2 min

Today we are going to work on control using a scoop and a yarn ball. Just like the beach balls, we want to control the yarn ball and make it go only where we want it to go.

7. Introduction to Lesson: A)State Obj. (What): Today we are going to practice tossing and catching a yarn ball using our scoops. We want to show good control by tossing the ball without having to move out of our space to catch it in our scoop. B)Anticipatory Set (Why): Just like striking the beach ball, we are going to practice with the scoops in order to gain control over an object so it goes exactly where we want it to go. C)Focus Attention (Cueing): Tosses at a medium level (height) ares the easiest to catch. Watch the ball the whole time in the air so you can move the scoop to the right place to catch it. Key word: “Control” D)CFU: The teacher will ask for a student to demonstrate the task (either now or once the students have a short time to practice). After the lesson intro, the teacher will ask if students have any questions.

Time: 5 min

Transition: The teacher will call on two students who were sitting properly during instruction. Those students will assist the teacher in handing out one scoop and one yarn ball to each student. With the younger students, the

8. Extensions and 9. Applications a) A The student holds the ball in one hand, the scoop in the other hand. The scoop is held out in front of the student.

10. Cues:

11. Formation:

Cues:

Formation:

Toss it straight up so it comes straight down.

teacher will also assist in passing out equipment to expedite the process. Time: Time: 2 mins

The student tosses the ball up at a low height and catches it in the scoop. Students perform this in their own spaces only.

Watch the ball the whole time in the air.

b) E

Cues:

Extension of the task above. Now students should attempt to toss the ball at a medium (height) level.

Same as above.

Each student is standing on a poly spot and attempts to stay in that space. The poly spots are distributed evenly throughout the gym. Formation: Time: 2 mins See above.

c) E

Cues:

Formation:

Time:

Extension of the task above. Now students toss the ball at a high level.

See above

See above

2 mins

d) E

Cues:

Formation:

Time:

Redirection/Guided discovery

See above.

See above.

2 mins

e) E

Cues:

Students are seated with legs crossed, hands in their lap and equipment behind them while the teacher is talking. Formation:

Time:

Students will now perform a similar tossing/catching task, but now they are using the scoop only – both to toss and to catch the ball

Same as above, and:

The teacher stops students momentarily and calls on a few students who were experiencing success with the previous tasks. The teacher asks them to describe what they were doing, and which height (low, medium, high) worked best.

Each student is 2 mins standing on a poly spot and attempts to The tossing motion stay in that space. is the same with a The poly spots are scoop as it was with distributed evenly a hand. throughout the gym.

f) A

Cues:

Formation:

Time:

Challenge: students should now attempt to toss/catch the ball (using the scoop only) 5-10 consecutive times* without moving their feet off their poly spot.

Same as above.

See above.

2 minute

Formation:

Time:

Control looks like tossing/catching without moving your feet.

See above.

2 minutes.

Cues:

Formation:

Time:

The teacher will stop students momentarily to introduce the next task, to tell students who they will partner with (the student whose space is next to their own), and to collect one yarn ball per student pair.

Same as above.

3 minutes.

The students will now use the tossing/catching skills they have practiced to toss/catch with a partner. Students will be reminded of the cues.

Pass right to your partner. Make it easy for them to catch it without moving.

Students will stay in their personal spaces, but will be paired up with another student at a neighboring personal space. Each pair is separated by roughly 5-6 feet.

Cues:

Formation:

Time:

See above.

See above.

2 minutes

Cues:

Formation:

Time:

See above.

Same as above.

2 minutes

*The teacher will decide how many repetitions are appropriate depending on the average skill level of each class with the previous tasks. Example: 5 may be more appropriate for kindergarten classes while 8-10 may work for 3rd grade. g) E The teacher will demonstrate the following, then have students attempt the task for a couple minutes: Toss the ball with the scoop out in front of the student (like an underhand toss), but catch with the scoop over the student’s shoulder (position for an overhand toss/catch). h) A

All tosses/catches should be using the underhand scoop position (scoop in front of student). i) E Extension of above task. Students continue to toss/catch with their partner, but this time they will attempt to toss using underhand motion and catch with the overhand scoop position.

j)

A

Challenge: students should now attempt to toss/catch the ball 5-10 consecutive times with their partners. The goal is to

Place both feet on your poly spot and attempt to toss/catch the ball without moving either foot. If you drop the ball or move your feet, start over counting. Cues:

Control Medium level is best

successfully toss/catch the ball so that neither partner has to move their feet off their poly spot. k) E

Cues:

Formation:

Time:

The teacher will stop the students momentarily to redirect and guide discovery. The teacher will ask student pairs (volunteers) to stand up and show they were tossing/catching. The teacher will ask students who were experiencing success to explain what they were doing and what their “secrets to success” are (guided: amount of force, height level, control)

See above.

Students will be seated in their own spaces with legs crossed, hands in lap and equipment behind them.

1-2 minutes.

l) A

Cues:

Formation:

Time:

With the new ‘secrets for success’ in mind, the students will be given another chance at the previous challenge (application j). Students will attempt to get 5-10* consecutive passes/catches without moving their feet.

See above.

Students will stay 2 minutes. in their personal spaces, but will be paired up with another student at a neighboring personal space. *The teacher chooses this depending on Each pair is the average skill level of each particular separated by class as seen in previous tasks this lesson. roughly 5-6 feet. 12. Teaching By Invitation Opportunities: Students choose distance, equipment, challenges, etc. A) E/A letters _f, j, l_ Students must toss/catch the ball using the scoops, but they are free to decide how to do that tasks (i.e. underhand or overhand scoop position, etc.) B) E/A letters_h-l__ When working with partners, the students are allowed to move closer or further away from each other in order to accommodate for their striking skills. C) E letter_d &k_ The student(s) who are asked to provide their “secrets for success” will have the opportunity to suggest their own ideas about how to toss/catch the ball effectively (i.e. the teacher may guide the ‘discovery’, but the cues given will ultimately come from the student(s).)

13. Intra-task Variation Opportunities: Based on student performance teacher makes changes to better fit need of individuals or small groups. A) E/A letter_f)_ Students who are quick to achieve the designated number of consecutive tosses/catches can be provided a further challenge: attempt to spin the scoop around in their hand in between the toss and the catch. The teacher explains and demonstrates then has students attempt to do it a certain number of consecutive times (if they need the added challenge here). B) E/A letters_a-g__ If some students are experiencing success very easily and need an extra challenge, they can attempt to toss/catch with their eyes closed. The teacher explains that this is very difficult and requires a huge amount of control in the toss, because they will not be able to adjust their catch by watching the ball. C) E/A letter__h-l_ When paired up, the teacher can use 1) homogeneous or 2) heterogeneous groups (based on skill level) such that 1) like-skilled students are matched with each other, or 2) that higher skilled students are faced with the challenge of returning more unpredictable passes, and also can provide feedback to their less-skilled partners. Since student partners are cooperating with each other to reach the maximum number of consecutive hits, the higher skilled student is still challenged and the lower skilled student is aided). 14. Closing Activity: Fitness tag

Time: 2-5 mins.

If time remains and students are tiring of the scoop activities, the teacher can provide a change that is also beneficial to students’ fitness with this activity. Transition: After this Three students are ‘it’. Each one has a different color juggling scarf. The students will activity is move about to avoid being tagged, but if they are tagged they must go to a designated concluded, the spot in the gym (away from the free-movement area) where they will perform a students will designated fitness activity depending on the color of the scarf they were tagged with. be told to “freeze”, Tagged with a green scarf = 10 curl-ups, then return to tag game meaning they Tagged with a pink scarf = 10 pushups, then return to tag game sit on their Tagged with an orange scarf = 10 jumping jacks, then return to tag game poly spot with legs crossed, hands in lap and equipment behind them. Time: 15. Review Questions (Not necessarily verbal) for Students: Assessment Opp. a) Ask for student volunteers to say which task was their favorite and why (briefly). 4 min b) Ask for student volunteers to tell what strategies worked best when passing with a partner. Transition c) As students what it means to toss/catch the ball “under control”. Teacherchosen students will help collect the equipment, then students will be directed to line up for dismissal.