Digital Lesson Plan for Iroquois High School Physical Education
Unit Title:Unit 3 Lesson #1 F.I.T.T. Resting Heart & F.I.T.T. & Wiffle BallLesson Title: Lesson #1 Wiffle Ball
# of Students: 97 # of IEP Students: 22 Age/Grade Level: 9th-12th Content Area: Physical Education
Lesson Alignment to Unit
Respond to all of the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
A quality physical education program is organized around content standards that offer direction and continuity to instruction and evolution. A quality program is student centered and based on the developmental urges, characteristics, and interests of students.
And/or Kentucky Core Academic Standards).
Core Content Standards
· National Standards for Physical Education (NASPE)
· Standard #1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
· Standard #2 Demonstrates understanding of movement concept, principles, strategies, and tactics as they apply to the learning and performance of physical education.
· Standard #3 Participates regularly in physical activity.
· Standard #4 Achieves and maintains a health-enhancing level of physical fitness.
· Standard #5 Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
· Standard #6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Connections:
· Related Standards of the Kentucky Division of Professional Standards
· Standard #1 Design/Plans Instruction
· Standard #2 Implements/Manages Instruction
· Standard #3 The Teacher Designs and Plans Instruction
· Standard #4 The Teacher Implements and Manages Instruction
· Standard#5 The Assess and Communicates Learning Results
· Standard#6 The Teacher Demonstrates the Implementation of Technology
· Standard#8 Collaborates with Colleagues/Parents/Others
Relevant Developmental Standard:
PL-H-PS-U-2
Students will understand that motor skills and movement patterns allow individuals to perform a variety of physical activities and to achieve a degree of success that make the activities enjoyable.
PL-H-PS-S-1
Students will identify and describe the mechanical principles (e.g., force, rotation, extension, leverage) that apply to movement skills in physical activities.
PL-H-PS-S-2
Students will analyze the contribution mechanical principles have in improving movement performance.
PL-H-PS-S-3
Students will explain how successful performance is impacted by physical, intellectual and emotional behaviors.
PL-H-PS-S-4
Students will provide examples of how basic technical skills can help overcome certain physical limitations (e.g., height, muscle development).
PL-H-PS-S-6
Students will recognize physical activity as an opportunity for positive social and group interaction.
PL-H-PS-S-5
Students will explain the role the body (e.g., muscles, bones) has in the performance of skills and tactics used in sports and other physical activities.
PL-H-PS-S-7
Students will evaluate how an analysis of specialized movement patterns (e.g., golf club swing, shooting a basketball) and sequence evaluation (e.g., positioning, performing, follow through) can be used to detect and correct errors in performances.
c) Describe students’ prior knowledge or the focus of the previous learning.
Prior Knowledge: This lesson builds on the student’s previous experience through early lessons and physical fitness activities. Students will specialize in various skills. Development is needed, which means the teacher must spend sufficient time with softball skills if the students are to enjoy the instruction and participation.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the
Summative assessment.
Students will play in organized Wiffle ball game demonstrate skills and tactics.
PL-HS-2.1.1
Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, and mechanics) and make applications for improving these skills (locomotor, nonlocomotor, and transitional).
PL-HS-2.1.2
Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual, dual, and team sports (e.g., golf, racket sports, softball, volleyball, basketball).
e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to
meet their diverse needs impacting instructional planning in this lesson of the unit.
ISTE NETS Standards TF-II.B.1, TF-III.A.6, TF-V.A.2, & TF-V.C.8
2b. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.
4b. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students plan and manage activities to develop a solution or complete a project.
Class Context
The lesson will be held in Iroquois High School 9th physical education grade classes which are 70 minutes long. There are 4 classes that have a mixture of regular, special needs, and ECE students. These classes are a very diverse group of students in a large size public school. The class attendance averages between a max of 55 and low as 20. I also share the gym with another teacher that teaches 10th, 11th and 12th grades students physical education in the same gym. Barriers to instruction are numerous students do not dress out for gym class so it limits what students can and will do in gym because of personal hygiene and appearance. This also makes for a long class because you don’t have 5 -10 minutes at the beginning and ending of class that helps managing your time in class, An accommodation I have made for not dressing out is that my students have the last fifteen minutes of class to cool down from sweating and prepare for their next class. Barrier to instruction is that boys and girls are not separated into different classes, making it hard for both to give maximum effort because of the opposite gender being in the same class. Lastly at Iroquois High School there are two gym classes in the gym at the same time, the other class uses the other half of the gym with (Senior, Juniors, Sophomores, and Repeaters) and on the other half the gym I have freshman. These makes for difficult environment to instruct because of the number of students, limited space, & equipment and crowded environment. We stop class 20 minutes before class is over to allow students to get water (last 15 minutes students are not allowed in hallway) and cool down.
In my class I instruct as an Active Supervisor, the students and I are encouraged to use positive verbal affirmations such as "Thanks", "Good Try." and “Good Roll"...to help each other out. Ultimately, the goal over 12 weeks in my class is to get all students understanding the rules of games improve physically and become active. As students participate in the activity, I reinforce and praise individuals for using positive words and comments. Also throughout lesson, I will be demonstrating each individual move as well as giving verbal cues to students as they try to do the same move I did.
f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning
targets (Describe how you will trigger prior knowledge):
Raider Profile Sheet physical pre-assessment link
Wiffle Ball practice physical pre-assessment link
Quiz on quizlet pre-assessment
Summative Verbal and Performance Print out for Visual learners, Lecture for Auditory learners, Practicing for Kinesthetic learners.
Lesson Objectives/Learning Targets Assessment
Instructional Strategies/Activities Objective/target:
Assessment description:
What was your heart rate at the beginning and end of class?
Assessment Accommodations:
Technology
Some students will be allowed to use cell phones to connect to edmodo.com to take quiz. Other students will be allowed to take a written quiz or do the quiz at home at home. Students that have ECE accommodations will get their specific accommodations for test in classroom or online.
Physical Adaptations:
1. Students will either walk or run in the gym or track.
2. Students that have trouble hitting Wiffle will get a bigger ball to hit.3. Students will be placed in groups based on skills level novice, proficient and advance players.
Media/Technologies/Resources:
Technology Resources
TIP JCPS HP LAPTOP – Software MS Word 2010
Students cell phone
Students laptop
Computer Projector
www.edmodo.com
www.quizlet.com
www.youtube.com
www.celly.com
Other Resources
4 BasesWiffle Balls and Bats
Paper & Writing utensil
Whistle & Stop Watch & Digital Clock
Objective/target:
Assessment description:
Students practice the basic techniques, concepts and principles of class F.I.T.T. Drills.
Lecture for Auditory learners, Practicing for Kinesthetic learners
Strategy/Activity:
Students will learn the rules, regulations in drills.
Strategy Adaptations:
TF - II.A.3, TF - V.C.3, TF - VI.B.1, TF - VI.B.2
Some students will be given the option to do modified exercises in fitness drills to fit their physical ability.
Media/Technologies/Resources:
ISTE NETS Standards
2b. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.
4b. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students plan and manage activities to develop a solution or complete a project.
Technology Productivity Tools
TF-II.B.1, TF-III.A.6, TF-V.A.2, & TF-V.C.8
Planning/Presentation: I used infinite campus to get my students roll call for resource, to post attendance and grades of my students. I used my website www.coachlewispe.com to post teaching notes, and link the assignement for the classes. I also posted prep videos of the Wiffle Ball activity for students. This helped me be prepared to teach the my students by using technology. I used Microsoft Word 2010 to type my weekly lesson plans and post them on my wordpress.com website. Finally, I used www.quizlet.com and www.edmodo.com tool to create an assessment that the students would take as a pre-test and post-test.
Communication: My students have full access to my website www.coachlewispe.com and we have a class group on www.edmdo.com. This information about my classroom, homework, newsletters, a calendar, and links to websites that have activities that are aligned to health and physical fitness. My students can access this from home, the school computer lab, during indoor wellness time, or when we are using the netbooks for a lesson. I use email to communicate learning with parents, and to answer questions from my students.
Professional Connections: I created a class website in another class at IUS on www.weebly.com. After navigating my way through weebly.com and creating a site that students and my peers could get information. I have start using my projector more in my classroom and edmodo.com to use technology as assessment tool. I began with showing youtube videos and made a prezi to show my students and others how to create a class, develop assessments, use the edmodo, and share data.
Technology Rules and Policies
TF-II.A.2, TF-VI.A.1, TF.VI.A.2, & TF-VI.D.1
In order to effectively use technology in the classroom, there must be a protocol of rules and expectations when using the equipment. Students will be directed on how they can use be several pieces of technology for class. Below is a description of the rules and expectations for using each.
Netiquette: Students receive explicit internet safety and netiquette instruction in the computer lab with the computer teacher every year. Prior to any lessons where students will be allowed to use the internet, the safety rules are reviewed. Students must then have parents sign Jefferson County Public School User Agreement before they can use a computer and receive student free email. I discuss the importance of keeping passwords safe, only visiting approved websites, avoiding pop-ups, and maintaining anonymity. I discuss when, how and time when students can use their personal cells phones or music listening device during class. If students are not following the established netiquette rules, they lose the privilege of using the computer, cell phone, laptop, music device and must have a conference before using it again.
Classroom Projector and Laptop: These technology equipment are never touch by the students and only use by the teachers in physical education. I use this equipment to deliver several different media sources to the students on a daily basis. Student routine is to come to class and look at the projector screen to get assignment and lecture for the class.
Edmodo.com: The first several times that I use edmodo.com in the classroom, I teach them how to use the website by logging into their class and posting and sharing documents. Students are also instructed in how to download the edmodo app for moblie device or Ipad. Before each lesson, I announce the settings that the students will need to use my website and edmodo.com to complete assessment work. Students have been trained how to look for assigments on the website, complete them resubmit on for teacher review, and share files. Students are required to submit all assignments on Edmodo.com.
Digital Cam Recorder Camera: Students rarely touch the actual document camera. It is the teacher's role to adjust the arm and the zoom on the camera. Students are given plenty of opportunities to showcase their work when we film different physical education group games and activities.
PROCEDURE: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when and where of the instructional strategies and activities.)
LESSON TITLE: (knowledge, skills and attitudes)
Unit 3 Lesson #1 F.I.T.T. Resting Heart & F.I.T.T. & Wiffle Ball
INTRODUCTION: (Warm-Up)
Since exercise may be the most significant outcome of physical education classes at all levels, it is critical that students not miss opportunities of lifetime physical activities. We talk at length about the need for having active lifestyles, but then have students sit idly because they lack the endurance or physical ability to play a sport. In most cases, students can be given the alternative to "walk" for the duration of a period, rather than sitting out. Walking or jogging is an individual activity the can be done be all ages or physical ability. Students will warm-up with a mandatory agility drills to warm up muscles for fitness activity. Students will then use cell phones or laptops or paper pencil to take pre-assessment knowledge quiz on Wiffle ball. Link to assessment /uploads/9/9/9/1/9991441/wiffle_ball_test.jpg
OBJECTIVES: (condition, task and standard)
At the end of this lesson presentation, new teachers will achieve the following objectives with 70% retention:
Objectives:
Students will:
Resources / Media / Technology:
Technology Resources
TIP JCPS HP LAPTOP – Software MS Word 2010
Students cell phone
Students laptop
Computer Projector
www.edmodo.com
www.quizlet.com
www.youtube.com
www.celly.com
Other Resources
4 BasesWiffle Balls and Bats
Paper & Writing utensil
Whistle & Stop Watch & Digital Clock
PRESENTATION: (teaching content)
1. Anticipatory Set/Warm Up
Have all students sit on bleachers and take roll for class. Talk to students about the importance of their bodies resting and target heart rate when exercising. Demonstrate to students how to take their resting heart.
2. Go over Learning Target and Classroom Framework class.
3. Get students up to do Full Court agility drills.
Cooperative Class Learning Activity
4. Co. Teacher Mr. Lineberry and I will teach the proper technique on how to hold and swing the bat.
5. Split student into groups of seven under each basketball goal and they will rotate taking turns batting, pitching and fielding balls.
6. Play Wiffle ball game with the first round all players for both teams get to bat once before switching sides. The second a bat each team gets three outs.
5. Closure and last 10 minutes water break and cool down.
REVIEW: (major concepts / skill focus)
The FITT principle is a simple set of rules for getting the most out of an exercise program. FITT is an acronym that stands for Frequency, Intensity, Time, and Type, each in relation to exercise. Each of these aspects of any workout program can be manipulated to increase physical fitness, get past plateaus in weight loss or strength, and prevent boredom. The four parts of the FITT principle work together for a comprehensive workout plan.
The first part of the FITT principle is "Frequency." This stands for the amount of times per week the exercise is performed. For example, one might begin by exercising three days per week. As strength and physical fitness increases, this can be increased to five times per week or more. Frequency of exercise might also vary based on the type of exercise performed; for instance, the body needs time to recover between sessions of strength training, whereas aerobic exercise can be performed with much greater frequency.
The second part of the FITT principle is "Intensity." This refers to the amount of effort expended in a particular workout. It is important to find a good balance of intensity during the workout, in order to burn energy, but prevent injury. One way to do this is to determine target heart rate, and then try and stay inside that zone. To find the target heart rate as according to the American Heart Association, first subtract your age from your weight; this is your maximum heart rate. Then, take 50 to 85 percent of that number, and that is the range in which it is most beneficial to exercise. For example, a 20-year-old, 220 pound person would have a maximum heart rate of 200, meaning the heart rate while exercising should fall between 100 and 170 beats per minute.
The third aspect of the FITT principle is "Time." This is the simplest of the four rules, and is simply a measure of the amount of time spent exercising. Time is often manipulated by the other aspects of the FITT principle. For example, with a lower intensity workout such as walking, one might exercise for a longer time, possibly 45 to 60 minutes. With a higher intensity workout, such as running, it may only be necessary to exercise for 20 or 30 minutes to burn the same amount of calories.
Finally, the fourth part of the FITT principle is "Type." This refers to the type of exercise being performed, such as walking, swimming, jogging, or weight lifting, just to name a few. It is important to vary the type of workouts performed, not only to prevent boredom, but to use varying muscle groups, which will help burn calories and increase strength. Using the FITT principle is an easy and effective way to plan workouts at home.
APPLICATION: (learning activity) Game Play
FITT Exercise Routine
Blow Whistle for Roll Call, Squads and Drills Students Quickly. Put Away Gym Equipment and Go to assign squad areas.
VERBAL QUE SQUADS - Quickly and quietly go to spots for exercise drills
F.I.T.T. DRILLS
Students line up with girls on side of the half court and boys on the other while standing up.
VERBAL QUE FITT DRILLS and then ONE CLAP
1) Jumping Jacks 10 reps
2) Right Leg to Left Leg to Down Middle Stretch hold 10 sec
3) Lunge (Groin) Right leg to Left Leg hold 10 sec
4) Neck (head) Roll Right to Left and Left to Right 10 reps
5) Shoulder Roll forward 10 times and backwards 10 reps
6) Huggers (Back and Forth) 10 reps
7) Arm across (right arm to left arm) 10 sec
8) Arm at top behind head (right to left arm) 10 sec
9) Arms Circles (both arms forward and then backwards10 times)
10) Hips stretch (right to left) 10 sec
11) Twist Arms and Hips for 10 reps
12) Knee and ankle turns (right to left) 10 reps
13) Power Squat to Toes 10 reps
14) Wrist and Thumbs work and rotate for 10 sec
VERBAL QUE – ON THE FLOOR STAY ON FLOOR AFTER PUSH-UPS
15) Push-Up for (30 sec) or 62
16) Crunch/Bicycle (30 sec) or 50
17) Sit Reach (Right to Left leg and down middle) hold 10 sec (2 reps)
18) Butterfly Stretch 10sec (2 reps)
19) Hurdle Stretch (right to left leg) and lean back hold 10 sec (2 reps)
20) Back Stretch hold for 10 sec (2 reps)
Wiffle Ball Instructions
Hold the ball like they are holding an apple to throw to their partner overhand. Hold the ball like they are holding an apple to throw to their partner underhand. Line up knuckles to properly hold bat by having non-dominant hand on bottom of bat and dominant hand on top Hit the ball with the Wiffle ball bat by keeping their on the ball as other students pitch to them. Swing the bat level with elbow high Many of the students have had several years of playing baseball, softball, or Tee-Ball and are used to throwing, catching and hitting the ball by a pitcher. We are playing baseball but with a Wiffle ball bat and ball so we can have fun and fast moving games!
OBJECTIVE/WIFFLE BALL STANDARDS
1. F.I.T.T. routine with students in squads, when finished students will form groups of seven students The students will be able to throw to their partner 10 feet away.
2. The students will be able to underhand pitch to their partner 10 feet away.
3. The students will be able to catch the ball with two hands. The students will be able to step with opposite foot than their arm they are throwing with.
4. The students will be able to line up their hand properly on the by lining up their knuckle on the bat.
5. The students will be able to swing the bat by pivoting their foot, turning their body, swinging level and keeping their eyes on the ball as I pitch to them.
6. The students will be able to play in a Wiffle Ball.
ASSESSMENT: (written / performance tests)
Closure
After completion of cooperative learning activity, students will be asked either to walk or play basketball or soccer until the end of the period. Technology Assessment to complete assignments and test on www.edmodo.com and share with teacher.
Wiffle Ball assessment on www.edmodo.com /uploads/9/9/9/1/9991441/wiffle_ball_test.jpg
Assessment is built in as you, the teacher, give clues based upon what is seen. If students move to line up appropriately competency is demonstrated. Ask students question about classroom manners before dismissal.
1. What was your heart rate at the beginning and end of class?
2. What did you learn (the basic techniques, concepts and principles)?
Learning Target to demonstrate:
1. Exhibit a level of competency of basic skills
2. Respond to challenges, successes and failures in socially appropriate ways
3. Demonstrate knowledge of rules and fielding in Wiffle ball
4. Actively participate in Wiffle ball game
6. How are you holding the ball for underhand pitching? (SHOW ME)
7. Where is your body facing when you throw the ball overhand?
8. Where should the ball be by when you're ready to throw underhand?
9. What should your eyes be looking at when you are batting?
Independent Learning Activity
After completion of cooperative learning activity, students will be asked either to walk or play basketball or soccer until the end of the period. Complete assignments and test on www.edmodo.com and share with teacher.
Daily Grading Rubric for Physical Education
Rubric reads from left to right and the student will be graded from 5pts. Proper Attire & Conduct and 5 pts. Sportsmanship & Participation/Effort.
Link to Rubric /uploads/9/9/9/1/9991441/daily_grading_rubric_for_physical_education.docx
Video Lesson Plan Below
Unit Title:Unit 3 Lesson #1 F.I.T.T. Resting Heart & F.I.T.T. & Wiffle BallLesson Title: Lesson #1 Wiffle Ball
# of Students: 97 # of IEP Students: 22 Age/Grade Level: 9th-12th Content Area: Physical Education
Lesson Alignment to Unit
Respond to all of the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
A quality physical education program is organized around content standards that offer direction and continuity to instruction and evolution. A quality program is student centered and based on the developmental urges, characteristics, and interests of students.
- Quality physical education makes physical activity and motor-skill development the core of the program. Physical Education programs teach management skills and self-discipline. Quality programs emphasize inclusion of all students.
- In a quality physical education setting, instruction focuses on the process of learning skills rather than the product or outcome of the skill performance. A quality physical education program teaches lifetime activities that students can use to promote their health and personal wellness. Quality physical education teaches cooperative and responsibility skills and helps students develop sensitivity to diversity and issues.
And/or Kentucky Core Academic Standards).
Core Content Standards
· National Standards for Physical Education (NASPE)
· Standard #1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
· Standard #2 Demonstrates understanding of movement concept, principles, strategies, and tactics as they apply to the learning and performance of physical education.
· Standard #3 Participates regularly in physical activity.
· Standard #4 Achieves and maintains a health-enhancing level of physical fitness.
· Standard #5 Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
· Standard #6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Connections:
· Related Standards of the Kentucky Division of Professional Standards
· Standard #1 Design/Plans Instruction
· Standard #2 Implements/Manages Instruction
· Standard #3 The Teacher Designs and Plans Instruction
· Standard #4 The Teacher Implements and Manages Instruction
· Standard#5 The Assess and Communicates Learning Results
· Standard#6 The Teacher Demonstrates the Implementation of Technology
· Standard#8 Collaborates with Colleagues/Parents/Others
Relevant Developmental Standard:
PL-H-PS-U-2
Students will understand that motor skills and movement patterns allow individuals to perform a variety of physical activities and to achieve a degree of success that make the activities enjoyable.
PL-H-PS-S-1
Students will identify and describe the mechanical principles (e.g., force, rotation, extension, leverage) that apply to movement skills in physical activities.
PL-H-PS-S-2
Students will analyze the contribution mechanical principles have in improving movement performance.
PL-H-PS-S-3
Students will explain how successful performance is impacted by physical, intellectual and emotional behaviors.
PL-H-PS-S-4
Students will provide examples of how basic technical skills can help overcome certain physical limitations (e.g., height, muscle development).
PL-H-PS-S-6
Students will recognize physical activity as an opportunity for positive social and group interaction.
PL-H-PS-S-5
Students will explain the role the body (e.g., muscles, bones) has in the performance of skills and tactics used in sports and other physical activities.
PL-H-PS-S-7
Students will evaluate how an analysis of specialized movement patterns (e.g., golf club swing, shooting a basketball) and sequence evaluation (e.g., positioning, performing, follow through) can be used to detect and correct errors in performances.
c) Describe students’ prior knowledge or the focus of the previous learning.
Prior Knowledge: This lesson builds on the student’s previous experience through early lessons and physical fitness activities. Students will specialize in various skills. Development is needed, which means the teacher must spend sufficient time with softball skills if the students are to enjoy the instruction and participation.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the
Summative assessment.
Students will play in organized Wiffle ball game demonstrate skills and tactics.
PL-HS-2.1.1
Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, and mechanics) and make applications for improving these skills (locomotor, nonlocomotor, and transitional).
PL-HS-2.1.2
Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual, dual, and team sports (e.g., golf, racket sports, softball, volleyball, basketball).
e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to
meet their diverse needs impacting instructional planning in this lesson of the unit.
ISTE NETS Standards TF-II.B.1, TF-III.A.6, TF-V.A.2, & TF-V.C.8
2b. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.
4b. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students plan and manage activities to develop a solution or complete a project.
Class Context
The lesson will be held in Iroquois High School 9th physical education grade classes which are 70 minutes long. There are 4 classes that have a mixture of regular, special needs, and ECE students. These classes are a very diverse group of students in a large size public school. The class attendance averages between a max of 55 and low as 20. I also share the gym with another teacher that teaches 10th, 11th and 12th grades students physical education in the same gym. Barriers to instruction are numerous students do not dress out for gym class so it limits what students can and will do in gym because of personal hygiene and appearance. This also makes for a long class because you don’t have 5 -10 minutes at the beginning and ending of class that helps managing your time in class, An accommodation I have made for not dressing out is that my students have the last fifteen minutes of class to cool down from sweating and prepare for their next class. Barrier to instruction is that boys and girls are not separated into different classes, making it hard for both to give maximum effort because of the opposite gender being in the same class. Lastly at Iroquois High School there are two gym classes in the gym at the same time, the other class uses the other half of the gym with (Senior, Juniors, Sophomores, and Repeaters) and on the other half the gym I have freshman. These makes for difficult environment to instruct because of the number of students, limited space, & equipment and crowded environment. We stop class 20 minutes before class is over to allow students to get water (last 15 minutes students are not allowed in hallway) and cool down.
In my class I instruct as an Active Supervisor, the students and I are encouraged to use positive verbal affirmations such as "Thanks", "Good Try." and “Good Roll"...to help each other out. Ultimately, the goal over 12 weeks in my class is to get all students understanding the rules of games improve physically and become active. As students participate in the activity, I reinforce and praise individuals for using positive words and comments. Also throughout lesson, I will be demonstrating each individual move as well as giving verbal cues to students as they try to do the same move I did.
f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning
targets (Describe how you will trigger prior knowledge):
Raider Profile Sheet physical pre-assessment link
Wiffle Ball practice physical pre-assessment link
Quiz on quizlet pre-assessment
Summative Verbal and Performance Print out for Visual learners, Lecture for Auditory learners, Practicing for Kinesthetic learners.
Lesson Objectives/Learning Targets Assessment
Instructional Strategies/Activities Objective/target:
- Students will work on improving fitness, calculating heart rates, and while performing softball tasks.
- Students will use technology to help assess knowledge of Wiffle ball.
- Students will use technology to observe a Wiffle ball game and practice session.
- Students will use cell phone or laptop or desktop to take assessment on www.edmodo.com
- Students will improve cardiovascular endurance through running and walking.
Assessment description:
What was your heart rate at the beginning and end of class?
- What was your score on the pre-assessment and post assessment test?
- Did you Wiffle ball skills improve from the beginning of class until the end with practice?
- What was your heart rate at the beginning and end of class?
Assessment Accommodations:
Technology
Some students will be allowed to use cell phones to connect to edmodo.com to take quiz. Other students will be allowed to take a written quiz or do the quiz at home at home. Students that have ECE accommodations will get their specific accommodations for test in classroom or online.
Physical Adaptations:
1. Students will either walk or run in the gym or track.
2. Students that have trouble hitting Wiffle will get a bigger ball to hit.3. Students will be placed in groups based on skills level novice, proficient and advance players.
Media/Technologies/Resources:
Technology Resources
TIP JCPS HP LAPTOP – Software MS Word 2010
Students cell phone
Students laptop
Computer Projector
www.edmodo.com
www.quizlet.com
www.youtube.com
www.celly.com
Other Resources
4 BasesWiffle Balls and Bats
Paper & Writing utensil
Whistle & Stop Watch & Digital Clock
Objective/target:
- Students will understand the Philosophy of the Physical Education Class and try to the best of their abilities.
- Practice squads and Wiffle ball in class as demonstrated in class and technology videos to the satisfaction of the instructor.
- Students will abide by the Behavior expectations for students in the gym class.
- Students will understand the rules of Wiffle ball and use technology to track the results.
Assessment description:
Students practice the basic techniques, concepts and principles of class F.I.T.T. Drills.
- Students display Behavior expectations for students in the gym class.
Lecture for Auditory learners, Practicing for Kinesthetic learners
Strategy/Activity:
Students will learn the rules, regulations in drills.
Strategy Adaptations:
TF - II.A.3, TF - V.C.3, TF - VI.B.1, TF - VI.B.2
Some students will be given the option to do modified exercises in fitness drills to fit their physical ability.
Media/Technologies/Resources:
ISTE NETS Standards
2b. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.
4b. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students plan and manage activities to develop a solution or complete a project.
Technology Productivity Tools
TF-II.B.1, TF-III.A.6, TF-V.A.2, & TF-V.C.8
Planning/Presentation: I used infinite campus to get my students roll call for resource, to post attendance and grades of my students. I used my website www.coachlewispe.com to post teaching notes, and link the assignement for the classes. I also posted prep videos of the Wiffle Ball activity for students. This helped me be prepared to teach the my students by using technology. I used Microsoft Word 2010 to type my weekly lesson plans and post them on my wordpress.com website. Finally, I used www.quizlet.com and www.edmodo.com tool to create an assessment that the students would take as a pre-test and post-test.
Communication: My students have full access to my website www.coachlewispe.com and we have a class group on www.edmdo.com. This information about my classroom, homework, newsletters, a calendar, and links to websites that have activities that are aligned to health and physical fitness. My students can access this from home, the school computer lab, during indoor wellness time, or when we are using the netbooks for a lesson. I use email to communicate learning with parents, and to answer questions from my students.
Professional Connections: I created a class website in another class at IUS on www.weebly.com. After navigating my way through weebly.com and creating a site that students and my peers could get information. I have start using my projector more in my classroom and edmodo.com to use technology as assessment tool. I began with showing youtube videos and made a prezi to show my students and others how to create a class, develop assessments, use the edmodo, and share data.
Technology Rules and Policies
TF-II.A.2, TF-VI.A.1, TF.VI.A.2, & TF-VI.D.1
In order to effectively use technology in the classroom, there must be a protocol of rules and expectations when using the equipment. Students will be directed on how they can use be several pieces of technology for class. Below is a description of the rules and expectations for using each.
Netiquette: Students receive explicit internet safety and netiquette instruction in the computer lab with the computer teacher every year. Prior to any lessons where students will be allowed to use the internet, the safety rules are reviewed. Students must then have parents sign Jefferson County Public School User Agreement before they can use a computer and receive student free email. I discuss the importance of keeping passwords safe, only visiting approved websites, avoiding pop-ups, and maintaining anonymity. I discuss when, how and time when students can use their personal cells phones or music listening device during class. If students are not following the established netiquette rules, they lose the privilege of using the computer, cell phone, laptop, music device and must have a conference before using it again.
Classroom Projector and Laptop: These technology equipment are never touch by the students and only use by the teachers in physical education. I use this equipment to deliver several different media sources to the students on a daily basis. Student routine is to come to class and look at the projector screen to get assignment and lecture for the class.
Edmodo.com: The first several times that I use edmodo.com in the classroom, I teach them how to use the website by logging into their class and posting and sharing documents. Students are also instructed in how to download the edmodo app for moblie device or Ipad. Before each lesson, I announce the settings that the students will need to use my website and edmodo.com to complete assessment work. Students have been trained how to look for assigments on the website, complete them resubmit on for teacher review, and share files. Students are required to submit all assignments on Edmodo.com.
Digital Cam Recorder Camera: Students rarely touch the actual document camera. It is the teacher's role to adjust the arm and the zoom on the camera. Students are given plenty of opportunities to showcase their work when we film different physical education group games and activities.
PROCEDURE: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when and where of the instructional strategies and activities.)
LESSON TITLE: (knowledge, skills and attitudes)
Unit 3 Lesson #1 F.I.T.T. Resting Heart & F.I.T.T. & Wiffle Ball
INTRODUCTION: (Warm-Up)
Since exercise may be the most significant outcome of physical education classes at all levels, it is critical that students not miss opportunities of lifetime physical activities. We talk at length about the need for having active lifestyles, but then have students sit idly because they lack the endurance or physical ability to play a sport. In most cases, students can be given the alternative to "walk" for the duration of a period, rather than sitting out. Walking or jogging is an individual activity the can be done be all ages or physical ability. Students will warm-up with a mandatory agility drills to warm up muscles for fitness activity. Students will then use cell phones or laptops or paper pencil to take pre-assessment knowledge quiz on Wiffle ball. Link to assessment /uploads/9/9/9/1/9991441/wiffle_ball_test.jpg
OBJECTIVES: (condition, task and standard)
At the end of this lesson presentation, new teachers will achieve the following objectives with 70% retention:
Objectives:
Students will:
- Improve cardiovascular endurance through running and walking.
- Work on improving fitness, calculating heart rates, and while performing softball tasks.
- Run, Change directions, pivot, evade other students, and assume poses during Introductory Activities.
- Demonstrate a variety of catches, throws and pitching during lesson focus portion of class.
- Practice batting softball skills as demonstrated in class, to the satisfaction of the instructor.
- Play in a Wiffle ball game to the satisfaction of the instructor and test pre assessment skills and knowledge test.
Resources / Media / Technology:
Technology Resources
TIP JCPS HP LAPTOP – Software MS Word 2010
Students cell phone
Students laptop
Computer Projector
www.edmodo.com
www.quizlet.com
www.youtube.com
www.celly.com
Other Resources
4 BasesWiffle Balls and Bats
Paper & Writing utensil
Whistle & Stop Watch & Digital Clock
PRESENTATION: (teaching content)
1. Anticipatory Set/Warm Up
Have all students sit on bleachers and take roll for class. Talk to students about the importance of their bodies resting and target heart rate when exercising. Demonstrate to students how to take their resting heart.
2. Go over Learning Target and Classroom Framework class.
3. Get students up to do Full Court agility drills.
Cooperative Class Learning Activity
4. Co. Teacher Mr. Lineberry and I will teach the proper technique on how to hold and swing the bat.
5. Split student into groups of seven under each basketball goal and they will rotate taking turns batting, pitching and fielding balls.
6. Play Wiffle ball game with the first round all players for both teams get to bat once before switching sides. The second a bat each team gets three outs.
5. Closure and last 10 minutes water break and cool down.
REVIEW: (major concepts / skill focus)
The FITT principle is a simple set of rules for getting the most out of an exercise program. FITT is an acronym that stands for Frequency, Intensity, Time, and Type, each in relation to exercise. Each of these aspects of any workout program can be manipulated to increase physical fitness, get past plateaus in weight loss or strength, and prevent boredom. The four parts of the FITT principle work together for a comprehensive workout plan.
The first part of the FITT principle is "Frequency." This stands for the amount of times per week the exercise is performed. For example, one might begin by exercising three days per week. As strength and physical fitness increases, this can be increased to five times per week or more. Frequency of exercise might also vary based on the type of exercise performed; for instance, the body needs time to recover between sessions of strength training, whereas aerobic exercise can be performed with much greater frequency.
The second part of the FITT principle is "Intensity." This refers to the amount of effort expended in a particular workout. It is important to find a good balance of intensity during the workout, in order to burn energy, but prevent injury. One way to do this is to determine target heart rate, and then try and stay inside that zone. To find the target heart rate as according to the American Heart Association, first subtract your age from your weight; this is your maximum heart rate. Then, take 50 to 85 percent of that number, and that is the range in which it is most beneficial to exercise. For example, a 20-year-old, 220 pound person would have a maximum heart rate of 200, meaning the heart rate while exercising should fall between 100 and 170 beats per minute.
The third aspect of the FITT principle is "Time." This is the simplest of the four rules, and is simply a measure of the amount of time spent exercising. Time is often manipulated by the other aspects of the FITT principle. For example, with a lower intensity workout such as walking, one might exercise for a longer time, possibly 45 to 60 minutes. With a higher intensity workout, such as running, it may only be necessary to exercise for 20 or 30 minutes to burn the same amount of calories.
Finally, the fourth part of the FITT principle is "Type." This refers to the type of exercise being performed, such as walking, swimming, jogging, or weight lifting, just to name a few. It is important to vary the type of workouts performed, not only to prevent boredom, but to use varying muscle groups, which will help burn calories and increase strength. Using the FITT principle is an easy and effective way to plan workouts at home.
APPLICATION: (learning activity) Game Play
FITT Exercise Routine
Blow Whistle for Roll Call, Squads and Drills Students Quickly. Put Away Gym Equipment and Go to assign squad areas.
VERBAL QUE SQUADS - Quickly and quietly go to spots for exercise drills
F.I.T.T. DRILLS
Students line up with girls on side of the half court and boys on the other while standing up.
VERBAL QUE FITT DRILLS and then ONE CLAP
1) Jumping Jacks 10 reps
2) Right Leg to Left Leg to Down Middle Stretch hold 10 sec
3) Lunge (Groin) Right leg to Left Leg hold 10 sec
4) Neck (head) Roll Right to Left and Left to Right 10 reps
5) Shoulder Roll forward 10 times and backwards 10 reps
6) Huggers (Back and Forth) 10 reps
7) Arm across (right arm to left arm) 10 sec
8) Arm at top behind head (right to left arm) 10 sec
9) Arms Circles (both arms forward and then backwards10 times)
10) Hips stretch (right to left) 10 sec
11) Twist Arms and Hips for 10 reps
12) Knee and ankle turns (right to left) 10 reps
13) Power Squat to Toes 10 reps
14) Wrist and Thumbs work and rotate for 10 sec
VERBAL QUE – ON THE FLOOR STAY ON FLOOR AFTER PUSH-UPS
15) Push-Up for (30 sec) or 62
16) Crunch/Bicycle (30 sec) or 50
17) Sit Reach (Right to Left leg and down middle) hold 10 sec (2 reps)
18) Butterfly Stretch 10sec (2 reps)
19) Hurdle Stretch (right to left leg) and lean back hold 10 sec (2 reps)
20) Back Stretch hold for 10 sec (2 reps)
Wiffle Ball Instructions
Hold the ball like they are holding an apple to throw to their partner overhand. Hold the ball like they are holding an apple to throw to their partner underhand. Line up knuckles to properly hold bat by having non-dominant hand on bottom of bat and dominant hand on top Hit the ball with the Wiffle ball bat by keeping their on the ball as other students pitch to them. Swing the bat level with elbow high Many of the students have had several years of playing baseball, softball, or Tee-Ball and are used to throwing, catching and hitting the ball by a pitcher. We are playing baseball but with a Wiffle ball bat and ball so we can have fun and fast moving games!
OBJECTIVE/WIFFLE BALL STANDARDS
1. F.I.T.T. routine with students in squads, when finished students will form groups of seven students The students will be able to throw to their partner 10 feet away.
2. The students will be able to underhand pitch to their partner 10 feet away.
3. The students will be able to catch the ball with two hands. The students will be able to step with opposite foot than their arm they are throwing with.
4. The students will be able to line up their hand properly on the by lining up their knuckle on the bat.
5. The students will be able to swing the bat by pivoting their foot, turning their body, swinging level and keeping their eyes on the ball as I pitch to them.
6. The students will be able to play in a Wiffle Ball.
ASSESSMENT: (written / performance tests)
Closure
After completion of cooperative learning activity, students will be asked either to walk or play basketball or soccer until the end of the period. Technology Assessment to complete assignments and test on www.edmodo.com and share with teacher.
Wiffle Ball assessment on www.edmodo.com /uploads/9/9/9/1/9991441/wiffle_ball_test.jpg
Assessment is built in as you, the teacher, give clues based upon what is seen. If students move to line up appropriately competency is demonstrated. Ask students question about classroom manners before dismissal.
1. What was your heart rate at the beginning and end of class?
2. What did you learn (the basic techniques, concepts and principles)?
Learning Target to demonstrate:
1. Exhibit a level of competency of basic skills
2. Respond to challenges, successes and failures in socially appropriate ways
3. Demonstrate knowledge of rules and fielding in Wiffle ball
4. Actively participate in Wiffle ball game
6. How are you holding the ball for underhand pitching? (SHOW ME)
7. Where is your body facing when you throw the ball overhand?
8. Where should the ball be by when you're ready to throw underhand?
9. What should your eyes be looking at when you are batting?
Independent Learning Activity
After completion of cooperative learning activity, students will be asked either to walk or play basketball or soccer until the end of the period. Complete assignments and test on www.edmodo.com and share with teacher.
Daily Grading Rubric for Physical Education
Rubric reads from left to right and the student will be graded from 5pts. Proper Attire & Conduct and 5 pts. Sportsmanship & Participation/Effort.
Link to Rubric /uploads/9/9/9/1/9991441/daily_grading_rubric_for_physical_education.docx
Video Lesson Plan Below