Builders And Bulldozers Lp 12543x
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SUNY Cortland Physical Education
Teacher Candidates(s): Mr. David Teetsel
School: Carl E. Adams Elementary School
L esson Plan
NYS/NASPE Standards
Grade: Kindergarten # in class: 16
Bold Teaching Style:
P s y c h / o m ot o r A ff e / ct iv e C o g ni / ti v e D o m NYS/NASPE ai Standards n s P s y c h 1 /1 o m ot o r A 2/5 ff
Date: November 6, 2012
Command
Practice
Inclusion
Convergent
Reciprocal Divergent
Self-Check
Guided Discovery
Jigsaw
Cooperative
IEP (Individualized Education Program) Goals
Assessment Tool & When it is used
Objectives (Be sure to include Situation, Task and Criteria for each objective)
Assessment Tool & When it is used
Name of other student(s) in class and skills to work on
1.
2.
3.
Length of class: 25 mins
Unit: Kicking Focus: following through after kick 1. During skill practice today, students will be able to correctly kick the cones 5 out of 10 times while playing bulldozers and builders.
2. During the lesson today, students will show respect to their classmates by giving positive such as “nice kick”.
"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
Peer Evaluation
Teacher Observation
Equipment: 25 cones Last updated on 4/19/2013
SUNY Cortland Physical Education e ct iv e C o g ni 3 /2 ti v e S af et y S 2 /5 ta te m e nt
References: (e.g. Book, course packet, pg #, complete web address URL): 3. By the end of class, students will be able to explain 1 of the cues of kicking that they used while playing builders and bulldozers.
Book – On The Move
4. During class today, students will be aware of their surroundings and make sure they are paying attention when kicking so they don’t kick a classmate.
NYS Learning 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 NYS Learning Standard 2– A Safe and Healthy Environment 2a. 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. NYS Learning Standard 3– Resource Management 3a. 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
Health-related Fitness (HRF) NYS LS 1B (Please Bold) Cardiovascular endurance Muscular strength Muscular endurance Flexibility Body composition
Teacher Observation
Teacher Observation
NASPE 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
What is the ongoing fitness theme or emphasis in this lesson? Explain how it is developed and where in the lesson it occurs: Skill-related Fitness (SRF) Explain how it is developed and where in the lesson it occurs: NYS LS 1A (Please Bold) Students will display cardiovascular endurance while playing Students will have to be coordinated to kick the cones correctly without Balance builders and bulldozers. They will also know the correct part of the missing them. They will also have to be agile enough to move around they Coordination foot to kick with while kicking. gym and kick different cones. Agility Reaction time Speed Power
(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)
"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
(i.e. Concepts taught, goals, FITT, etc.)
Last updated on 4/19/2013
SUNY Cortland Physical Education L Time e (mins)
Organization & Transitions Teacher giving to students during instant activity.
I n
6 min
SSSS S SSSSS T SSSSS SSSSSS
Adaptations Assessments, Reminders
Description
Students will come in and sit in their spots while they wait for class to start. They will then begin their warm-up run when the teacher initiates it. Then will practice their skipping when the teacher initiates it. Transition: Students will then lobster crawl to the quiet circle when told to do so by the teacher.
Students should be consistently running or skipping when told to do so. They should listen to the teacher’s instructions throughout the class.
S=Student T=Teacher Teacher will be in front of the class introducing themselves. I nH 30 sec o
3 min. D e
T SSS SSSS SSSS SSS S=Student T=Teacher Students will pay attention to what teacher is demonstrating. SSSSSS SSSS S S T S S S S S S S SS S=Student T=Teacher
Good Morning! My name is Mr. Teetsel. My signal for attention today will be my whistle, when you hear it please stop, look, and listen. For safety today please be aware of your surroundings and be careful when kicking today. I expect everyone to follow my directions when given and be respectful during class today.
Students should be attentive and paying attention to the teacher.
Hook: Has anyone ever saw a bulldozer and do you know what it is? Great!
Hook: GREAT!
Kicking: Students should focus on kicking by bending at the knee and using the laces part of their foot. They should be able to follow through with their foot after kicking the cone.
Bend at the knee Use laces to kick with
Kicking: Bend at knees Laces to kick Follow through Foot next to cone
Follow through after kick Places alternate foot next to cone
Check for understanding:
CFU: Next to cone.
Where should are other foot be placed when kicking?
Transition: Now today we are going to work on our kicking. When I say go I want you to start playing builders and bulldozers?
Positive : Great job Fred!
"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
Last updated on 4/19/2013
SUNY Cortland Physical Education
Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class. Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.
Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high
Teacher will be giving on kicking technique.
10 min.
T S S S S S SSSSSS T SSSSSS SSSS S T
1. Builders and Bulldozers – Students will be split into two different groups where half of them will knock the cones over by kicking them (bulldozers) and the other half will stand them up (builders). They will then switch roles after an allotted amount of time set by the teacher.
bend at the knee
try to use top of your foot follow through
Challenges (Applications) More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.
1. Kicking the cone safely and correctly during class. The students will be instructed to follow through with their foot after kicking the cones.
Modifications – Add modifications to make the tasks easier and harder according to the skill level of the students.
Easier - Put the cones closer together so they don’t have to run as far. Harder - Put the cones farther apart so they get more exercise during the activity.
Adaptations Assessments, Reminders
Students should be participating in activity by either kicking or standing up cones.
S=Student T=Teacher 2.
2.
2.
3.
3.
3.
4.
4.
5.
5.
4. 5. A 6 min c
Teacher will calm the students down.
Easier Harder Easier Harder Easier Harder Easier Harder -
Teacher will do a cool down with the students by having them make certain shapes with their body while sitting in their spots.
Students will be sitting in their spot listening to the teacher.
L eH o Pre-planning: Previous instruction in this activity (earlier grade levels) E Post-planning: “Assessment Informs Teaching:” future needs based on assessment results v Teacher Reflection Notes:
"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
Last updated on 4/19/2013
Teacher Candidates(s): Mr. David Teetsel
School: Carl E. Adams Elementary School
L esson Plan
NYS/NASPE Standards
Grade: Kindergarten # in class: 16
Bold Teaching Style:
P s y c h / o m ot o r A ff e / ct iv e C o g ni / ti v e D o m NYS/NASPE ai Standards n s P s y c h 1 /1 o m ot o r A 2/5 ff
Date: November 6, 2012
Command
Practice
Inclusion
Convergent
Reciprocal Divergent
Self-Check
Guided Discovery
Jigsaw
Cooperative
IEP (Individualized Education Program) Goals
Assessment Tool & When it is used
Objectives (Be sure to include Situation, Task and Criteria for each objective)
Assessment Tool & When it is used
Name of other student(s) in class and skills to work on
1.
2.
3.
Length of class: 25 mins
Unit: Kicking Focus: following through after kick 1. During skill practice today, students will be able to correctly kick the cones 5 out of 10 times while playing bulldozers and builders.
2. During the lesson today, students will show respect to their classmates by giving positive such as “nice kick”.
"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
Peer Evaluation
Teacher Observation
Equipment: 25 cones Last updated on 4/19/2013
SUNY Cortland Physical Education e ct iv e C o g ni 3 /2 ti v e S af et y S 2 /5 ta te m e nt
References: (e.g. Book, course packet, pg #, complete web address URL): 3. By the end of class, students will be able to explain 1 of the cues of kicking that they used while playing builders and bulldozers.
Book – On The Move
4. During class today, students will be aware of their surroundings and make sure they are paying attention when kicking so they don’t kick a classmate.
NYS Learning 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 NYS Learning Standard 2– A Safe and Healthy Environment 2a. 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. NYS Learning Standard 3– Resource Management 3a. 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
Health-related Fitness (HRF) NYS LS 1B (Please Bold) Cardiovascular endurance Muscular strength Muscular endurance Flexibility Body composition
Teacher Observation
Teacher Observation
NASPE 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
What is the ongoing fitness theme or emphasis in this lesson? Explain how it is developed and where in the lesson it occurs: Skill-related Fitness (SRF) Explain how it is developed and where in the lesson it occurs: NYS LS 1A (Please Bold) Students will display cardiovascular endurance while playing Students will have to be coordinated to kick the cones correctly without Balance builders and bulldozers. They will also know the correct part of the missing them. They will also have to be agile enough to move around they Coordination foot to kick with while kicking. gym and kick different cones. Agility Reaction time Speed Power
(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)
"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
(i.e. Concepts taught, goals, FITT, etc.)
Last updated on 4/19/2013
SUNY Cortland Physical Education L Time e (mins)
Organization & Transitions Teacher giving to students during instant activity.
I n
6 min
SSSS S SSSSS T SSSSS SSSSSS
Adaptations Assessments, Reminders
Description
Students will come in and sit in their spots while they wait for class to start. They will then begin their warm-up run when the teacher initiates it. Then will practice their skipping when the teacher initiates it. Transition: Students will then lobster crawl to the quiet circle when told to do so by the teacher.
Students should be consistently running or skipping when told to do so. They should listen to the teacher’s instructions throughout the class.
S=Student T=Teacher Teacher will be in front of the class introducing themselves. I nH 30 sec o
3 min. D e
T SSS SSSS SSSS SSS S=Student T=Teacher Students will pay attention to what teacher is demonstrating. SSSSSS SSSS S S T S S S S S S S SS S=Student T=Teacher
Good Morning! My name is Mr. Teetsel. My signal for attention today will be my whistle, when you hear it please stop, look, and listen. For safety today please be aware of your surroundings and be careful when kicking today. I expect everyone to follow my directions when given and be respectful during class today.
Students should be attentive and paying attention to the teacher.
Hook: Has anyone ever saw a bulldozer and do you know what it is? Great!
Hook: GREAT!
Kicking: Students should focus on kicking by bending at the knee and using the laces part of their foot. They should be able to follow through with their foot after kicking the cone.
Bend at the knee Use laces to kick with
Kicking: Bend at knees Laces to kick Follow through Foot next to cone
Follow through after kick Places alternate foot next to cone
Check for understanding:
CFU: Next to cone.
Where should are other foot be placed when kicking?
Transition: Now today we are going to work on our kicking. When I say go I want you to start playing builders and bulldozers?
Positive : Great job Fred!
"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
Last updated on 4/19/2013
SUNY Cortland Physical Education
Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class. Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.
Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high
Teacher will be giving on kicking technique.
10 min.
T S S S S S SSSSSS T SSSSSS SSSS S T
1. Builders and Bulldozers – Students will be split into two different groups where half of them will knock the cones over by kicking them (bulldozers) and the other half will stand them up (builders). They will then switch roles after an allotted amount of time set by the teacher.
bend at the knee
try to use top of your foot follow through
Challenges (Applications) More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.
1. Kicking the cone safely and correctly during class. The students will be instructed to follow through with their foot after kicking the cones.
Modifications – Add modifications to make the tasks easier and harder according to the skill level of the students.
Easier - Put the cones closer together so they don’t have to run as far. Harder - Put the cones farther apart so they get more exercise during the activity.
Adaptations Assessments, Reminders
Students should be participating in activity by either kicking or standing up cones.
S=Student T=Teacher 2.
2.
2.
3.
3.
3.
4.
4.
5.
5.
4. 5. A 6 min c
Teacher will calm the students down.
Easier Harder Easier Harder Easier Harder Easier Harder -
Teacher will do a cool down with the students by having them make certain shapes with their body while sitting in their spots.
Students will be sitting in their spot listening to the teacher.
L eH o Pre-planning: Previous instruction in this activity (earlier grade levels) E Post-planning: “Assessment Informs Teaching:” future needs based on assessment results v Teacher Reflection Notes:
"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
Last updated on 4/19/2013
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