2016 NAD Multi-grade Physical...

NAD Multi-grade Physical Education

GRADES 1-4

DESIGNED FOR ONE OR TWO TEACHER SCHOOLS

2016

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ThefollowingpersonsservedasmembersoftheNorthAmericanDivisionPhysicalEducationforSmallSchoolsCommittee,summer2015.

AmyClark EwingAdventistJuniorAcademy,Bonnerdale,ArkansasRandyGilliam VicePresidentforEducationSouthwesternUnionJerryGroeneweg AdventistChristianSchool,Greeley,Colorado

PattiRevolinski NorthPacificUnionDirectorofElementaryEducationJudySloan SouthernAdventistUniversity,Collegedale,Tennessee

Wewouldalsoliketoacknowledgethecontributionsfrom:! studentsinDr.JudySloan’sElementaryPhysicalEducationMethodsclass(PETH

463)–Fall2015! KeikiBreeseteacheratFortCollinsSDASchool,Colorado! LauraBowlbyteacheratMadroneAdventistElementarySchool,Oregon

ACKNOWLEDGEMENTS

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Introduction........................................................5YearlyPlanGrades1-4..............................................9ProceduralLessons................................................11Unit1,BuildingaFoundation......................................21Unit2,Manipulatives..............................................51Unit3,JumpRopeandFlyingDisc..................................81Unit4,Volleyball.................................................111Unit5,StuntsandTumbling.......................................141Unit6,Basketball.................................................171Unit7Hockey.....................................................201Unit7RacquetsandPaddles......................................231Unit8,Soccer.....................................................261Unit9,SoftballandTrackandField...............................291Unit10,Football..................................................319Appendix.........................................................349

TABLE OF CONTENTS

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IntroductiontoNADMulti-gradePhysicalEducation,Grades1-4:designedforoneortwoteacherschools

Thisinstructionalmanualrespondstotheneedsofteacherswhoimplementphysicaleducationinasmallschoolsettingforgrades1-4.TheselectedphysicaleducationprogramforSeventh-dayAdventistschoolsisSPARKPhysicalEducation,Grades3-6(onorderformSet#3).Theinformationcontainedinthismanualwillexpandthecurriculumfromthegrades3-6SPARKprogramtoincludeskillsandactivitiesappropriateforstudentsingrades1-2.Usingthisplan,theteacherwillcombinegrades1-4andteachthesamephysicaleducationtopicacrossthegradelevels.Progressthroughtheactivitiesatanappropriatepace,repeatinglessoncomponentsasneededforstudentsuccessandenjoyment.Aswithmostnewcurriculums,ittakesafewlessonstobecomefamiliarwiththecontent.Don’tgetboggeddownandtrytoaccomplisheverylessonandeverypart.Keepstudentsuccessandenjoymentinmind.EssentialCurriculumInadditiontothismanual(availableontheNADwebsite),thefollowingmaterialsfromSPARKareessential:

SPARKPhysicalEducation,Grades3-6(onorderformSet#3):$339.15+freeshipping(normally$399+shipping=$458.85)

• 3-6PESPARKfamily.org3yr.membership• 3-6PEManual(notebook)• 3-6PEMusicCD• 3-6PESPARKfolio(box)

SPARKPhysicalEducation,GradesK-2-Set#1onlytheK-2PESPARKfamily.org3yr.membership$169.15(normally$199)

Usingtheabovelistedmaterials,teachersinatwo-teacherschool(grades1-4and5-8)shouldbeabletoshareonesetoftheSPARKmaterialsforbothclassroomswiththe5-8teacherusingtheNADMulti-gradePhysicalEducation,Grades1-4manual.AlthoughthisdocumentidentifiesspecificactivitiesfromSPARKtouse,becomefamiliarwithallaspectsoftheSPARKprogram(manual,SPARKfolio,onlineresources,andmusicCD)whichcontainmultiplevaluableresources.BesuretopreviewmusicselectionsfromthemusicCDassomeofthemusicmaynotbeappropriateforyourcommunity.ProgramContentThisNADMulti-gradePhysicalEducation,Grades1-4documentincludesthefollowing:•YearlyPlanforgrades1-4•ProcedureslessonstobeusedduringthefirstthreedayspriortoteachinglessonsfromUnit1•UnitPlanningGuideforeachofthetenunits(elevenunitscountingtheoptionalunit)whichcontain:

" OutlineoftheactivitiesforFocusonFitnessandSpotlightonSkills" Spiritualconnections" Whenappropriate,adescriptionofPersonalBestDayactivities" WeeklyEquipmentChartsforthecompleteunit

•LessonPlanningGuidefollowedbydetailedlessonsthatinclude:

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" Individuallessonsforthreephysicaleducationclassesperweek" Objectives(takenfromtheNADPhysicalEducationStandardsdocument)" Equipmentchartforeachlesson" ModificationstoaccommodatevariousskilllevelsareprovidedintheNotescolumn." ASAP(ActiveSoonAsPossible)whichareinstantactivitiesdesignedtogetstudentsmoving

immediately.ASAP’saretheinitialtwo-threeminutesofeachclassperiod.ASAP’srequireminimalpreparationandset-up,utilizelittleornoequipment,andareintendedtobequickandeasytoteach.

" FocusonFitnessactivitiesaredesignedtodevelopandmaintainthefivecomponentsofhealth-relatedfitness:aerobiccapacity,muscularstrength,muscularendurance,flexibility,andbodycomposition.FocusonFitnessactivitiesarethesecondpartofthelessonandtakeabouttenminutes.

" SpotlightonSkillsareunitsdesignedtodevelopthefundamentalmotorskillsnecessarytosuccessfullyparticipateinsport-specificgamesandoutdoor/lifetimephysicalactivities.Inthesportunits,studentspracticebasicmotorskills,learntherulesforeachgame/activity,andlearnhowtoapplystrategiestoadvancethestudents’qualityofparticipation.Units1and3,SpotlightonSkills,incorporatestheBuildingaFoundationactivitiesfromtheK-2program(availableonline).

" Closureisthesummarywrapupofthelessonthatiscrucialtomakingsurethestudentsarelearningthecontentatacognitivelevelaswellasatthepsychomotorlevel.

Basedonthescheduleofthreelessonsperweek;fourweeksperunit;tenunitsperyear,atotalof120lessonsareoutlined.Inreality,therearemorelessonsthanareneededforoneyear–especiallywhenincludingthethreeprocedurallessonstobetaughtbeforeUnit1.Considerationsforselectingwhichlessonstoteachandwhichtoleaveoutcouldinclude:facilityspace,equipmentavailable,studentskilllevel,schoolcalendar/fieldtrips,andthelocalweather.Aquestionthatmaycometomind–Isthesamecurriculumofferedeachyear?Yes,althoughthecontentwillberepeated,theskilllevelofthestudentshouldbemoreadvanced.ObjectivesObjectives(takenfromtheNADPhysicalEducationStandardsdocument)fortheSpotlightonSkillsactivitiesareidentifiedforeachlesson.DefinitionsforunfamiliartermsarelocatedontheNADwebsite.EquipmentChartAftereachUnitOutlineisalistingoftheequipmentneededforthatunitandalongwitheachdailylessonplananEquipmentChartisprovidedforthatlesson.Thisshouldbeofgreatassistanceaslessonsareorganized.Note:TheNorthAmericanDivisionOfficeofEducationhasacontractthroughSchoolSpecialty.Theprocessforreceivingthisdiscount,whichcanbeuptoa30%savings,istoregisteraschoolthroughthiswebsite:http://amerinet-hrs.com/ehs.Thiswillprovidethemembershipnumberneededtousewhenordering.Iffinancesaretight,lookforcreativewaystoadaptequipmentneedswithinexpensivealternativestouseinclass.Possibleequipmentalternativesareidentifiedwithinthecontextofthelesson.PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-up

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Challenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.AssessmentsAmajorityoftheinstructionalunitslistedunderthetitle“SpotlightonSkill”includeanassessmentoftheskillstaughtduringthatunitofcontent.Specificdaysduringeachunitoftenprovideassessmentforms.Theassessmentsincludebothdailyandculminatingassessmentoptions.TheassessmentisdesignedtooccurduringtheSpotlightonSkilldailytimeperiod.ItisimportanttocompletetheintroductoryASAPactivityandtheFocusonFitnessportionoftheclassperiodinordertopreparestudentstoperformwellontheassessmentandtohelpavoidinjury.Theassessmentformsprovidedforeachinstructionalunitshouldbecopiedpriortoimplementingtheassessment.Assessmentscanbecompletedinanumberofdifferentformatoptionssuchas:

• havestudentsparticipateinactivitystationswhereonestationistheassessment,• havestudentsparticipateinanactivityandbringonestudentoutatatimetoassess,• havestudentsparticipateinanactivityandassessastheyareinvolvedintheactivity,• havestudentsdopeer-assessments(Grades3-8)

OrganizationalTips

" Schoolsnewtotheprogrammayfeeloverwhelmedandunabletoaccomplishallthatisoutlinedforalessonintheamountoftimeallocated.Expandyourphysicaleducationtimefromthreedaystofourdaysandthenspendtwodays(i.e.,MondayandTuesday)ontheFocusonFitnessportionofthelessonsandtwodays(i.e.,WednesdayandThursday)onSpotlightonSkills.Don’tforgettoincludeASAPandClosureportionsofthelessons.

" Thesequenceofsportsissomewhatflexiblewhichcouldaccommodatefactorssuchas:Weather–whichmayimpactastowhenoutdoorsportsaretaught;Fallfootball–someschoolsmaywantfootballskillstobetaughtinthefall;Snowskiing–atraditionforsomeschoolswhichmayeliminatetimetoincludeallthesportscitedinthismanual.

" PrintthetwoLessonPlanningGuidepagesfronttoback.(Inmostcasesthecontentwillfitonthetwopages.)Aftercopying,placethepageonaclipboard,alongwiththeSPARKlesson,andrefertotheinformationduringthephysicaleducationclass.

" BlanktemplatesforYearlyandLessonPlansareprovidedintheAppendix,pp.351-352.FinalStatementPhysicaleducationprovidesstudentswiththeopportunitytolearninthepsychomotordomain,aswellasthecognitiveandaffectivedomains.Thepsychomotorlearningdomainisanactiveandopenlearningenvironmentwhichoftenallowsstudentstoseewhatothersaredoingandcomparethemselveswithothersinanegativewayorattempttocreateacompetitiveatmosphere.Teachersareencouragedtocreateapositivelearningenvironmentwhereallstudentsfeelsafeandareinspiredtotrytheirbestat

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allactivities.Someofthemanywaystocreateapositivelearningenvironmentinclude:makemodificationsasneededforthestudentsbasedonskilllevel,havestudentsdoself-challengeswheretheyseektoimprovetheirownindividualskills/scores,anddiscouragecompetition/comparisonbetweenstudents.Teachingphysicaleducationshouldguidestudentstoadvancetheirphysicalfitnessandmotorskillsabilitieswhilealsoallowingthemtoseethattheyhaveimprovedindividually.Lookforwaystoprovideaphysicaleducationexperiencethatisenjoyableforall.

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YearlyPlan1-4

4-weekPeriod FocusonFitness SpotlightonSkillsPersonalBest

Day

ProceduresLessons,3days:Lesson#1,Lesson#2,Lesson#3

Dates:__________

Weeks1-4Dates:__________

FitnessCircuitsUnit1

BuildingaFoundation


FitnessChallengesIUnit2

ManipulativesX


FitnessChallengesIIUnit3

JumpRope(2weeks)FlyingDisc(2weeks)

Weeks13-16Dates:__________

MapChallengesUnit4

VolleyballX

Weeks17-20Dates:__________

DailyDozen(StuntsUnit)Unit5

StuntsandTumbling

Weeks21-24Dates:__________

MovementBandsUnit6

BasketballX

Weeks25-28Dates:__________

GroupFitnessUnit7

HockeyorRacquetsandPaddles

Weeks29-32Dates:__________

AerobicGamesUnit8Soccer

X

Weeks33-36Dates:__________

Walk/Jog/RunUnit9

Softball(2weeks)TrackandField(2weeks)

Weeks37-40Dates:__________

FitnessChallengesIIIUnit10

FootballorRacquetsandPaddles

X

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ProceduralLesson#1

Grades1-4Beforestartingthephysicaleducationprogram,pleasemakesuretoreadtheTEACHINGSPARKPEpages2–5undertheTeachingSPARKPEtabinthegrades3-6SPARKmanual.Thesepagesprovidethefoundationforcreatingasuccessfulphysicaleducationexperienceforthestudentsandtheteacher.Thefirstthreeprocedurallessonsaredesignedtoteachtherules,routines,andexpectationsfortheyear.Thefocusforeachdayis: Day1:Rules,expectationsandformationroutines Day2:Expectationsandorganizationalroutines Day3:RulesandexpectationswithequipmentObjectives:PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.1.RB.8 Exhibitstheestablishedroutinesforclassactivities.PE.2.RB.2 Acceptsresponsibilityforclassprotocolswithbehaviorandperformanceactions.PE.2.RB.8 Recognizestheroleofrulesandetiquetteinteacher-designedphysicalactivities.PE.3.RB.8 Recognizestheroleofrulesandetiquetteinphysicalactivitywithpeers.PE.4.RB.8 Exhibitsetiquetteandadherencetorulesinavarietyofphysicalactivities.

EquipmentChart:

Activity # Item AdditionalInformation

BasicTag4 cones forboundaries1 fluffballorscarfper

5studentsusedtodesignate“Its”

Expectations4 cones forboundaries1 fluffballorscarfper


FormationRoutines4 cones forboundaries1 fluffballorscarfper


OrientationtoSPARKPE

4 cones forboundaries1 fluffballorfoamball forNamegame–task#71per SocialskillcardT-

charttoteachsocialskills

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ProceduralLesson#1Grades1-4

LessonPlan:Timeminutes

Content Notes

2-3 IntroductoryActivity:(ChasingandFleeing)• BasicTag(ChasingandFleeingtab,pp.7)

5 Expectations:• Startandstopsignals

• Beconsistent• Startsignal–Starttasks/activitystatementswiththephrase

“WhenIsayGo…”andmakethestudentswaituntilyousay“Go”tobegintheactivity.

• Stopsignal–Say“Freeze”oruseawhistle.Onthestopsignalstudentsshoulddothefollowing:

# Handsonknees(equipmentplacedonfloor)# Mouthisquiet# Eyesonme(teacher)

• Practicethestartandstopsignalsbyhavingthestudentsplayataggame(BasicTag).Startandstopthemevery20-30secondsandpraisethemfortheirquickresponse.Youcanalsochangethe“It”person/peopleatthistime.

5 FormationRoutines:• Basicformationroutines–locationsthestudentswillbearrangedinthroughouttheyeartoparticipateinactivities.• 3-pointline(onabasketballcourt)• Aroundthreesidesofthekey(onabasketballcourt)• Sideline,baselineormidlineofacourtorfield• Circleatcentercourt(onabasketballcourt)• Squads(arrangedwithspotmarkersoracombinationof

differentlinesonthefloor)• Practicedifferentformationsbyhavingthestudentsplayataggame(BasicTag).“Freeze”thestudentsandthenhavethemmoveintotheformationyousay.Example:“WhenIsayGo,runtothe3-pointline.”“Go!”

Note:Theexpectationandformationroutineactivitiescanbecombinedandtaughttogether.

:30seconds

• Transition–bringstudentstogetherforinstruction.Thisinstructiontimeislongerthanmostinstructiontimesomakesurethestudentsarecomfortable–havethemsitonthefloororonbleachers.

15-20 SPARKIntroduction:OrientationtoSPARKPE• OrientationtoSPARKPE(TheFirstThreeLessonstab,pp.3-5)• Identifyspecificrulesfortheyear.Examples:

• Respectteacherandclassmates

Task7hasthestudentsgetintoacircle.Thiscanbearealchallengeforyoungerstudents.Ifyou

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• Respectequipment• Listenandfollowinstructions

Note:Youngsterswanttomove.Havingthemsitforlongperiodsoftimeforinstructionscreatesmanagementissues.Tohelpalleviatethis,breakuptheinstructiontimeinthislessonwiththeBasicTaggameusedfortheintroductoryactivity.

haveapaintedcircleonthefloorusethat,ifthecircleneedstobebigger,thecanjusttakeastepback.Ifyoudonothaveapaintedcircle,usespotmarkersarrangedinacircle.

2-3 Closure:Establisharoutine–comingtoaspecificlocationtohaveclosurefollowedbyliningupandwalkingquietlybacktotheclassroom.Review–Physicaleducationisorganizedinstructiontoimproveourphysicalfitnessandmotorskills.Relate–Describetimes,outsideofphysicaleducationclass,whenknowingsomeone’snameisimportant.Example:Whenyouwanttoplayagameatrecessandyouneedmoreplayers.Praise–Affirmappropriatebehavior.Preview–Nextclasswilllearnabouthowtogetorganizedintogroupsquicklyforphysicaleducationactivities.

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Thefirstthreeprocedurallessonsaredesignedtoteachtherules,routinesandexpectationsfortheyear.Thefocusforeachdayislistedbelow: Day1:Rules,formationroutines Day2:Expectations,organizationalroutines Day3:RulesandexpectationswithequipmentObjectives:PE.1.RB.5 Worksindependentlywithothersinavarietyofclassenvironments(e.g.,smallandlargegroups).PE.2.RB.5 Worksindependentlywithothersinpartnerenvironments.PE.4.RB.1 Exhibitsresponsiblebehaviorinindependentgroupsituations.

EquipmentChart:


BasicTag4 cones forboundaries1 fluffball/scarfper5

studentsusedtodesignate“Its”


4 cones forboundaries1 musicandplayer optional1per ExpectationCards toteachsocialskills

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Content Notes


20-25 SPARKIntroduction:Establishingbasicpairingandgrouping• OrientationtoSPARKPE(TheFirstThreeLessonstab,pp.19-20)

Ifyouwanttheclasstobedividedintotwogroupsquickly,dotheback-to-backactivity,thenhaveonepartnersit-down(orputtheirhandontheirhead).Havethepartnerwhoisstandinggotoonesideoftheplayingareaandtheonewhoissittingdowngetupandgototheothersideoftheplayingarea.

2-3 Closure:Establisharoutine–comingtoaspecificlocationtohaveclosurefollowedbyliningupandwalkingquietlybacktotheclassroom.Review–Wecandomorefunactivitieswhenweorganizeinourgroupsquickly–partner,smallgrouportwoteams.Relate–Whocantellmeatimewhenitisimportanttolearnquickwaystodothings?Example:Whenyouwanttoplayagameathome,it’simportanttodoyourhomeworkandchoresquicklysoyouhavemoretimetoplay.Praise–Affirmappropriatebehavior.Preview–Nextclasswilllearnabouthowtoequipmentcorrectlyinphysicaleducationclass.

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LessonPlanningGuideNOTE:Beforestartingthephysicaleducationprogram,pleasemakesuretoreadtheTEACHINGSPARKPEpages2–5undertheTeachingSPARKPEtabinthegrades2-6SPARKmanual.Thesepageslaythefoundationforcreatingasuccessfulphysicaleducationexperienceforthestudentsandtheteacher.Thefirstthreeprocedurallessonsaredesignedtoteachtherules,routinesandexpectationsfortheyear.Thefocusforeachdayislistedbelow: Day1:Rules,formationroutines Day2:Expectations,organizationalroutines Day3:EquipmentmanagementObjectives:PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.9 Followsteacherdirectionsforsafeparticipationandproperuseofequipmentwithoutteacherreminders.PE.2.RB.10 Workssafelywithphysicaleducationequipment.PE.4.RB.9 Workssafelywithpeersandequipmentinphysicalactivitysettings.

EquipmentChart:


BasicTag4 cones forboundaries1 fluffball/scarfper5

studentsusedtodesignate“Its”

EquipmentManagement

4 cones forboundaries1per scarforbeanbag forequipmentpracticeactivity1per fluffball forequipmentpracticeactivity


4 cones forboundaries1 musicandplayer optional2 hoopsper5

students

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Content Notes


5-10 EquipmentManagement:• Threemainaspectsofdealingwithequipment.

1. Set-up/take-down–tobepreparedforphysicaleducationclasstheequipmentshouldbearrangedatinadvancefortheactivities.Generallytheequipmentcanbeplacedaroundtheperimeteroftheplayingarea.Ifeachstudentisgoingtobeusingafluffball(beanbagorball,etc.)itisbettertoplacethemalongonesideandoutsideoftheplayingarearatherthanleavingthealloftheequipmentinacrate(bag,bucket,etc.)wherethestudentsallrushtoonespotrunningintoeachotherandpushingorshovinginanattempttogettheirequipmentquickly.

2. Studentsgettingandreturningequipment–teachthestudentstogopickuptheirequipmentandcomeoutintotheplayingareadoingtheassignedactivity.Itisbesttotellstudentswhatactivitytheyaregoingtodowiththeequipmentandthenhavethemgogettheequipment,ratherthanhavethemgettheequipmentreturntotheplayingareaandwaitforinstructions.Thishasgreatpotentialforcreatingmanagementproblems.

3. Studentuseofequipment–instructionthestudentstoalwaystrytheirbesttoeachactivitytothebestoftheirability.Tellthemthatiftheactivityistooeasy,theyshoulddemonstratetotheteacherthattheycansuccessfullytotheactivitycorrectlysothatyoucangiveprogressivelymorechallengingtasks.

• Equipmentpracticeactivity• Tossandcatchscarvesorbeanbags(get,use,andreturnequipmentcorrectly)• Basictag(noequipment)• Tossandcatchfluffballs(get,use,andreturnequipmentcorrectly)

Assignone-twostudentsperweekorunittoberesponsibleforsettinguptheequipmentforphysicaleducationclasseachday.

15-20 SPARKIntroduction:CooperationandTrust• OrientationtoSPARKPE(TheFirstThreeLessonstab,pp.21-22)

2-3 Closure:Establisharoutine–comingtoaspecificlocationtohaveclosure

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followedbyliningupandwalkingquietlybacktotheclassroom.Review–Wecandomorefunactivitieswhenweuseourequipmentcorrectlywhichmeansgettingitplayingwithasdirectedandputtingitbackcorrectly.Relate–Whocantellmeatimewhenitisimportanttodothingscorrectlyoutsideofphysicaleducationclass?Example:Whenyouareaskedtotakethetrashoutofthekitchenandputitinthetrashcanoutside.Praise–Affirmappropriatebehavior.Preview–Nextclasswilllearnaboutgeneralandpersonalspace.

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Unit1–BuildingaFoundation

Grades1-4

BesuretoteachtheprecedingProceduralLessons#1-3priortobeginningthisfirstunit.

UnitPlanningGuideBuildingaFoundationThisunitcreatesaclassenvironment,behavioralexpectationsofstudents,andmanagementandorganizationprocedures.Itteachesprinciplesthatwillprovidethebasisofphysicaldevelopmentfortheearlyelementaryyears.SpiritualConnections–SportsmanshipSportsmanshipisdefinedas

• playingfair• followingtherulesofthegame• respectingthejudgmentofrefereesandofficials• treatingeveryonewithrespect

Sportsmanshipisastyleandanattitude,anditcanhaveapositiveinfluenceoneveryoneassociatedwithanactivity.Philippians2:3(NLT).“Don’tbeselfish;don’ttrytoimpressothers.Behumble,thinkingofothersasbetterthanyourselves.”K-2OnlineMaterialsUnits1and3,SpotlightonSkills,incorporatestheBuildingaFoundationactivitiesfromtheK-2program(availableonline).SPARKPhysicalEducation,GradesK-2-Set#1onlytheK-2PESPARKfamily.org3yr.membership$169.15(normally$199)SpotlightonSkillsNotethatanumberoflessonsforSpotlightonSkillshavelessoncontentlocatedintheAppendixwhichisinthebackofthisdocument,pages353-396.

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Unit1Outline-BuildingaFoundationGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:FitnessCircuitsDay1FitnessIntroduction(BuildingaFoundationtab,K-2pp.47-49#3)Day2AerobicCapacityCircuit(FitnessCircuitstab,pp.5-6)Day3MuscularStrengthandEnduranceCircuit(FitnessCircuitstab,pp.7-8)SpotlightonSkills:BuildingaFoundation Day1OrientationandPersonalSpace(BuildingaFoundationtab,K-2pp.1-3) Day2GeneralSpaceandCreativeMoves(BuildingaFoundationtab,K-2pp.5-7) Day3LocomotorSkills:RunningandWalkingwithVaryingSpeedandDirections(Appendixpp.353-354) Assessment:Studentswillbeassessedontheirabilitytorunandwalkindifferentdirections. Week2FocusonFitness:FitnessCircuits Day1FlexibilityCircuit(FitnessCircuitstab,pp.9-10)Day2MixedFitnessCircuit(FitnessCircuitstab,pp.13-14) Day3BodyCompositionCircuit(FitnessCircuitstab,pp.11-12)SpotlightonSkills:BuildingaFoundation Day1JumpingandHoppingwithLevels(Appendixpp.355-356) Day2PathwaysandCreativeMoves(BuildingaFoundationtab,K-2pp.13-15)Assessment:Studentswillbeassessedontheirabilitytomaneuvervariouspathways. Day3LocomotorSkills:SkippingandLeapingwithTransferofBodyWeight(Appendixpp.357-358)Week3FocusonFitness:FitnessCircuits Day1MixedFitnessCircuit(FitnessCircuitstab,pp.13-14) Day2FitnessGrids(FitnessCircuitstab,pp.15-16) Day3PickaCardCircuit(FitnessCircuitstab,pp.17-18)SpotlightonSkills:BuildingaFoundation Day1Nonlocomotor:PushingandPullingwithForce(Appendixpp.359-360) Day2TemposandCreativeMoves(BuildingaFoundationtab,K-2pp.17-20)Assessment:Studentswillbeassessedontheirabilitytomovebydifferentskills(jumpingandskipping)indifferentspeedsaccordingtothetempoofmusic.Day3LocomotorSkills:SlidingandGallopingwithFlight(Appendixpp.361-362)Week4FocusonFitness:FitnessCircuits Day1PickaCardCircuit(FitnessCircuitstab,pp.17,18) Day2FitnessTagTeamTravelingChallenges(FitnessCircuitstab,pp.19,20) Day3RolltheDice(FitnessCircuitstab,pp.21,22)SpotlightonSkills:BuildingaFoundation Day1Nonlocomotor:TwistingandTurning;BendingandStretchingwithBodyShapes(Appendixpp.363-364) Day2MovementConceptsUsingHoops(BuildingaFoundationtab,K-2pp.21-24)

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Assessment:Studentswillbeassessedontheirabilitytomovetheirbodiesinandoutofhulahoops. Day3BodyManagementandBalance(Minus#2RockandRollunderthe“Go”section) (BuildingaFoundationtab,K-2pp.25-28)

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Unit1–ProceduralLessonsandBuildingaFoundationEquipment

ProceduralLessonsEquipment #1 #2 #3

chartpaperforT-Chart " cones " " "ExpectationCards " fluffballs,scarves,foamballs,orbeanbags

" " "

hoops "musicandplayer " "

Week1

EquipmentDay1

Day2

Day3

beanbags " cones " " "*FitnessCircuitSkillCards " hoops " "jumpropes "mats " musicandplayer " " "spotmarkers " " *checkselectedcard(s)forequipmentneeds

Week3

EquipmentDay1

Day2

Day3

beachballs " cones " " "*FitnessCircuitSkillCards " " hoop,boxorbag "jumpropes " " "matsorcarpetsquares " " "musicandplayer " " "PickaCardTaskCardsanddecksofplayingcards–modifyifusingplayingcardsisnotappropriateforyourcommunity

"

playgroundballs " scootersorlargetowels " soccer-typeballs " spotmarkers " " tossables " *checkselectedcard(s)forequipmentneeds

Week2

EquipmentDay1

Day2

Day3

cones " " "*FitnessCircuitSkillCards " " "movementcubes " musicandplayer " " "paperplates " spotmarkers " " "*checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

cones " " "dice "*FitnessCircuitSkillCards " fluffballsorscarves " " "hoop,boxorbag " " jumpropes " "matsorcarpetsquares " " "movementcubes "musicandplayer " " "PickaCardTaskCardsanddecksofplayingcards–modifyifusingplayingcardsisnotappropriateforyourcommunity

"

RolltheDiceTaskCard "spotmarkers " " "tossables " "*checkselectedcard(s)forequipmentneeds

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Unit1BuildingaFoundation–Week1,Day1Grades1-4

LessonPlanningGuideObjectives:PE.1.PA.1 Differentiatesbetweenmovementinpersonalself-spaceandgeneralspace.PE.2.PA.1 Movesinpersonalself-spaceandgeneralspaceinresponsetoteacherdirectedphysicalactivities.PE.1.RB.8 Exhibitstheestablishedroutinesforclassactivities.PE.1.RB.9 Followsteacherdirectionsforsafeparticipationandproperuseofequipmentwithoutteacherreminders.

Ifthereisnotenoughtimeinthephysicaleducationclasstocompleteallpartsofthelessononthenextpage,chooseonecomponent(FocusonFitnessorSpotlightonSkills)androtateeveryotherlesson.Thisrotationmaybemorehelpfulatthebeginningoftheyearasallbecomefamiliarwiththeprogramandmaterials.EquipmentChart:


Mingle,Mingle4 cones forboundaries1 musicandplayer

FitnessIntroduction4 cones forboundaries1 musicandplayer optional1per matseachstudent optional,toprovideasoftsurface

OrientationandPersonalSpace

4 cones forboundaries

1per spotmarker 1perstudent,usedtoorganizestudentsinaspecificformation,tokeepspacebetweenstudents

1 musicandplayer optional

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Content Notes

2-3 IntroductoryActivity:(ASAP)• Mingle,Mingle(ASAPtab,pp.7)

10 FocusonFitness:FitnessCircuits• FitnessIntroduction(BuildingaFoundationtab,K-2pp.47-49#3)

WhencompletingCurl-Ups,studentsmayneedtokeeptheirlegsstraight.

15 SpotlightonSkills:BuildingaFoundation• TeacherPreparation:TounderstandtheBuildingaFoundationcontent,reviewpagesi-vii(BuildingaFoundationtab,K-2)

• OrientationandPersonalSpace(BuildingaFoundationtab,K-2pp.1-3)

2-3 Closure:Review–Personalspaceistheareathatyouoccupy.Relate–Describetimes,outsideofphysicaleducationclass,whenpersonalspaceisimportant.Example:WhenyouhelpyourMompushthegrocerycartatthestore,youhavetokeepthecartinitspersonalspacesoyoudon’thitothercartsorpeople.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusongeneralspace.

29


LessonPlanningGuideObjectives:PE.1.PA.8 Demonstratesconsistentlytheabilitytomoveinopenspacewithoutcontactingotherpeopleorobjects.PE.2.PA.1 Movesinpersonalself-spaceandgeneralspaceinresponsetoteacherdirectedphysicalactivities.PE.3.PA.1 Recognizestheconceptofopenspacesinamovementcontext.

EquipmentChart:


Mingle,Mingle4 cones forboundaries1 musicandplayer optional

AerobicCapacityCircuit

8-10 cones 1perstation1 musicandplayer optional,asneededperFitnessCircuitSkill

Cardschosenmisc. hoops,etc. asneededperFitnessCircuitSkillCards

chosen

GeneralSpaceandCreativeMoves

4 cones forboundaries1per spotmarker 1perstudent,usedtoorganizestudentsina

specificformation,tokeepspacebetweenstudents

1 musicandplayer 1 hoop optional2per beanbags optional,2perstudent

30



Content Notes

2-3 IntroductoryActivity:(ASAP)• Mingle,Mingle(ASAPtab,p.7)

Animalwalkscitedonpage6areappropriateforyoungerstudents.

10 FocusonFitness:FitnessCircuits• AerobicCapacityCircuit(FitnessCircuitstab,pp.5-6)

Studentsneedtoberemindedtocorrectlyperformasmanyrepetitionsastheyareable.

15 SpotlightonSkills:BuildingaFoundation• GeneralSpaceandCreativeMoves(BuildingaFoundationtab,K-2pp.5-7)

Useasmallerareaforfewerstudents.

2-3 Closure:Review–Generalspaceistheareaforplay.Relate–Describetimes,outsideofphysicaleducationclass,whengeneralspaceisimportant.Example:WhenhelpingyourMompushthegrocerycartatthestore,generalspaceistheopenareawherewegettomovethegrocerycart.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonlocomotorskills,running,andwalking.

31


LessonPlanningGuideObjectives:PE.1.MS.1 Hops,jogs,andslidesusingamaturepattern.PE.2.MS.1 Runs,skips,andgallopsusingamaturepattern.PE.2.MS.2 Travelsshowingdifferentiationbetweenjoggingandsprinting.PE.3.MS.2 Travelsshowingdifferentiationbetweensprintingandrunning.PE.4.MS.2 Runsfordistanceusingamaturepattern.PE.1.PA.2 Travelsin3ofthe4differentdirections(forward,backward,side-ways,diagonally).PE.1.PA.6 Differentiatesbetweenfastandslowspeeds.

EquipmentChart:


Mingle,Mingle 4 cones forboundaries

MuscularStrengthandEnduranceCircuit

8-10 cones 1perstation1 musicandplayer misc. jumpropesand

hoopsasneededperFitnessCircuitSkillCardschosen

RunningandWalkingwithVaryingSpeedand

Direction

4 cones forboundaries1 musicandplayer optional

32



Content Notes


Animalwalkscitedonpage6areappropriateforyoungerstudents.

10 FocusonFitness:FitnessCircuits• MuscularStrengthandEnduranceCircuit(FitnessCircuitstab,pp.7-8)

Studentsneedtoberemindedtocorrectlyperformasmanyrepetitionsastheyareable.

15 SpotlightonSkills:BuildingaFoundation• LocomotorSkills:RunningandWalkingwithVaryingSpeedandDirections(Appendixpp.353-354)

Selectonlythreedirections(wewillidentify)fortheyoungerstudents.

2-3 Closure:Review–Thecriticalelementsofrunningandwalking;reviewthethreespeedsandfourdirections.Relate–Explainwhenachangeofdirectionwouldbeimportantwhenrunning.Praise–Affirmappropriaterunningandwalkingbehavior.Preview–Ournextclasswillfocusonjumpingandhoppingwithlevels.

Assessment:Observethestudentsduringwalkingandrunninginvariousdirections. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

DirectionalWalkandRun

studentnamewalk/runforward

walk/runbackward

walk/runsideways

walk/rundiagonal

/ / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

33


LessonPlanningGuideObjectives:PE.1.MS.1 Hops,jogs,andslidesusingamaturepattern.PE.1.MS.2 Jumpsandlandsinahorizontalplanedemonstrating2ofthe5criticalelements.PE.2.MS.3 Jumpsandlandsinahorizontalplaneusing1-and2-foottake-offsandlandingsdemonstrating4ofthe5

criticalelements.PE.2.MS.4 Demonstrates4ofthe5criticalelementsforjumpingandlandinginaverticalplane.PE.3.MS.3 Jumpsandlandsinboththehorizontalandverticalplanesusingamaturepattern.PE.2.PA.2 Travelsdemonstratinglow,medium,andhighlevels.

EquipmentChart:


PerimeterMove4 cones forboundaries1 musicandplayer optional

FlexibilityCircuit

8-10 cones 1perstationmisc. misc. asneededperFitnessCircuitSkillCards

chosen1 musicandplayer

JumpingandHoppingwithLevels

4 cones forboundariesmisc. spotmarker 1perstudent,usedtoorganizestudentsina



34



Content Notes

2-3 IntroductoryActivity:(ASAP)• PerimeterMove(ASAPtab,p.5)

10 FocusonFitness:FitnessCircuits• FlexibilityCircuit(FitnessCircuitstab,pp.9-10)

Informstudentstostretchtoapointoftensionbutnotpain.

15 SpotlightonSkills:BuildingaFoundation• JumpingandHoppingwithLevels(Appendixpp.355-356)

2-3 Closure:Review–Thecriticalelementsofjumpingandhopping;reviewthethreedifferentlevels.Relate–Shareanactivityillustratingjumpingatalowlevel(mediumandhigh).Praise–Affirmappropriatejumpingandhoppingskills.Preview–Ournextclasswillfocusonpathwaysandcreativemoves.

35


LessonPlanningGuideObjectives:PE.3.MS.4 Performsasequenceoflocomotorskills,transitioningfromoneskilltoanothersmoothlyandwithout

hesitation.PE.1.PA.3 Travelsinthreedifferentpathways(curved,straight,zig-zag).

EquipmentChart:



MixedFitnessCircuit


chosen1 musicandplayer optional

PathwaysandCreativeMoves



3 movementcubes 1w/locomotorskills,1w/levelsanddirections,1w/pathways

2per paperplates optional,2perstudent1 musicandplayer

36



Content Notes

2-3 IntroductoryActivity:(ASAP)• PerimeterMove(ASAPtabp.5)

10 FocusonFitness:FitnessCircuits• MixedFitnessCircuit(FitnessCircuitstab,pp.13-14)

15 SpotlightonSkills:BuildingaFoundation• PathwaysandCreativeMoves(BuildingaFoundationtab,K-2pp.13-15)

2-3 Closure:Review–Pathwaysandvariousmovements.Relate–Shareanothertimewhenyoumightneedtomoveindifferentpathways.Praise–Affirmstudentswhofolloweddirectionsinpathwaymovement.Preview–Ournextlessonwillfocusonskippingandleaping.

Assessment:ObservethestudentsduringtheirinvolvementinthePathwaysandCreativeMoveslessonandevaluatetheirskill. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

ManeuverVariousPathways

studentname straightline zig-zag curved

37


LessonPlanningGuideObjectives:PE.1.MS.4 Transfersweightfromonebodyparttoanotherinpersonalself-space.PE.2.MS.1 Runs,skips,andgallopsusingamaturepattern.PE.2.MS.7 Transfersweightfromfeettodifferentbodyparts/basesofsupportforbalanceand/ortravel.PE.3.MS.1 Leapsusingamaturepattern.

EquipmentChart:



BodyCompositionCircuit



SkippingandLeapingwithTransferofBody

Weight




38



Content Notes


Makethetimelengthshortsothatthestudentsswitchrolesin30seconds.

10 FocusonFitness:FitnessCircuits• BodyCompositionCircuit(FitnessCircuitstab,pp.11-12)

15 SpotlightonSkills:BuildingaFoundation• LocomotorSkills:SkippingandLeapingwithTransferofBodyWeight(Appendixpp.357-358)

2-3 Closure:Review–Thecriticalelementsofskippingandleaping.Relate–Shareanactivityillustratingskippingorleaping.Praise–Affirmstudentswhoskippedandleapedcorrectly.Preview–Ournextclasswillfocusonpushingandpullingwithforce.

39


LessonPlanningGuideObjectives:PE.3.MS.5 Balancesondifferentbasesofsupport,demonstratingmusculartensionandextensionsoffreebodyparts.PE.1.PA.7 Differentiatesbetweenstrongandlightforce.PE.2.PA.5 Variestimeandforcewithgradualincreasesanddecreases.

EquipmentChart:



MixedFitnessCircuit



PushingandPullingwithForce

4 cones forboundaries1per spotmarker 1perstudent–usedtoorganize1per playgroundballs,

beachballs,jumpropes

1perstudent

1per scootersorlargetowelstoslideonthegymfloor

1perstudent

1per gymnasticsmats optional

40



Content Notes

2-3 IntroductoryActivity:(ASAP)• PerimeterMove(ASAPtab,p.6,chooseoneactivityfromSPARKItUp!)

Makethetimelengthshortsothatthestudentsswitchrolesin30seconds.

10 FocusonFitness:FitnessCircuits• MixedFitnessCircuit(FitnessCircuitstab,pp.13-14)

15 SpotlightonSkills:BuildingaFoundation• Nonlocomotor:PushingandPullingwithForce(Appendixpp.359-360)

2-3 Closure:Review–Movementconceptsofpushingandpullingwithforce.Relate–Whatotheractivitiesdoyoudothatrequireapushorapull?Praise–Affirmappropriatepushingandpullingbehavior.Preview–Inournextclasswewillfocusontemposandmovement.

41


LessonPlanningGuideObjectives:PE.2.MS.5 Performsateacher-and/orstudent-designedrhythmicactivitywithcorrectresponsetosimplerhythms.PE.3.PA.3 Combinesmovementconcepts(direction,levels,force,time)withskillsasdirectedbytheteacher.

EquipmentChart:



FitnessGrids

15 spotmarkers create8gridsforupto32students8 cones 4 jumpropes 4 carpetsquares or2matstoprovideasoftsurface2 tossables 3 soccer-typeballs 1 musicandplayer 8-16 FitnessCircuitSkillCards

42



Content Notes


10 FocusonFitness:FitnessCircuits• FitnessGrids(FitnessCircuitstab,pp.15-16)

15 SpotlightonSkills:BuildingaFoundation• TemposandCreativeMoves(BuildingaFoundationtab,K-2pp.17-20)

2-3 Closure:Review–Themeaningofanddifferenttypesoftempos.Relate–Sharewhenyouhaveadjustedyourmovementtoatempo.Praise–Affirmstudentswhofolloweddirections.Preview–Ournextclasswillfocusonslidingandgalloping.

Assessment:ObservethestudentsduringtheirinvolvementintheTemposandCreativeMoveslessonandevaluatetheirskill. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice 0points–cannotperformtask

JumpandSkiptoTempo

studentname

slowjump/skip

mediumjump/skip

fastjump/skip

/ / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

43


LessonPlanningGuideObjectives:PE.2.MS.1 Runs,skips,andgallopsusingamaturepattern.

EquipmentChart:



PickaCardCircuitModifyifusingplayingcardsisnotappropriateforyourcommunity.

4 cones forboundaries1-2 packs ofplayingcards1 hoop/box/bag toplacecards4 PickaCardTask

CardsSPARKfamily.org

12 jumpropes 4 mats or8carpetsquarestoprovideasoftsurface1 musicandplayer

SlidingandGallopingwithFlight


44



Content Notes


15 FocusonFitness:FitnessCircuits• PickaCardCircuit(FitnessCircuitstab,pp.17,18)Modifyifusingplayingcardsisnotappropriateforyourcommunity.

15 SpotlightonSkills:BuildingaFoundation• LocomotorSkills:SlidingandGallopingwithFlight(Appendixpp.361-362)

2-3 Closure:Review–Criticalelementsofslidingandgalloping.Relate–Sharesomeanimalsthatmayusethesesamemovements.Praise–Affirmstudentswhofollowdirectionsinslidingandgalloping.Preview–Nextclasswillfocusondifferentwayswecanmoveourbodies.

45


LessonPlanningGuideObjectives:PE.1.MS.5 Demonstratestwisting,curling,bending,andstretchingactions.PE.2.MS.8 Differentiatesamongtwisting,curling,bending,andstretchingactions.PE.1.PA.5 Rollswitheitheranarroworcurledbodyshape.PE.2.PA.3 Rollsindifferentdirectionswithanarroworcurledbodyshape.

EquipmentChart:


ElbowTag4 cones forboundaries1 fluffball/scarf per5students

PickaCardCircuit

4 cones forboundaries1-2 packs ofplayingcards1 hoop/box/bag toplacecards4 PickaCardTask

CardsSPARKfamily.org

12 jumpropes 4 mats or8carpetsquarestoprovideasoftsurface1 musicandplayer

TwistingandTurning;BendingandStretching

withBodyShapes



46



Content Notes

2-3 IntroductoryActivity:(ASAP)• ElbowTag(ChasingandFleeingtab,pp.9-10)

15 FocusonFitness:FitnessCircuits• PickaCardCircuit(FitnessCircuitstab,pp.17,18)

15 SpotlightonSkills:BuildingaFoundation• Nonlocomotor:TwistingandTurning;BendingandStretchingwithBodyShapes(Appendixpp.363-364)

2-3 Closure:Review–Variouswaystomoveyourbody:twisting,turning,bending,stretching.Relate–Tellaboutatimewhenyouhadtouseoneofthesemovementstoreachordosomething.Praise–Affirmappropriatebehaviorandattitude.Preview–Nextclasswillfocusonmovementconceptsusinghoops.

47


LessonPlanningGuideObjectives:PE.2.PA.6 Travelsdemonstratingavarietyofrelationshipswithobjects(e.g.,over,under,around,through).PE.3.PA.7 Appliessimplestrategiesandtacticsinchasingactivities.PE.3.PA.8 Appliessimplestrategiesinfleeingactivities.PE.4.PA.9 Appliessimpleoffensiveanddefensivestrategiesandtacticsinchasingandfleeingactivities.

EquipmentChart:



FitnessTagTeamTravelingChallenges

4 cones forboundaries1 spotmarker perpairofstudents1 hoop perpairofstudents1 tossable perpairofstudents1 carpetsquare/mat perpairofstudents1 musicandplayer

MovementConceptsUsingHoop

1 hoop perstudent4 cones forboundaries musicandplayer optional

48



Content Notes


15 FocusonFitness:FitnessCircuits• FitnessTagTeamTravelingChallenges(FitnessCircuitstab,pp.19-20)

15 SpotlightonSkills:BuildingaFoundation• MovementConceptsUsingHoops(BuildingaFoundationtab,K-2pp.21-24)

2-3 Closure:Review–Variouswaystomoveyourbody:twisting,turning,bending,stretching.Relate–Tellaboutatimewhenyouhadtouseoneofthesemovementstoreachordosomething.Praise–Affirmappropriatebehaviorandattitude.Preview–Nextclasswillfocusonmovementconceptsusinghoops.

Assessment:Afterthestudentshavehadmovementexperiencewiththehoops,observetheirabilitytomoveover,under,around,andthroughtheirhoop.

3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

HulaHoopMovements

studentname over under around through

49


LessonPlanningGuideObjectives:PE.2.MS.6 Balancesinaninvertedpositionwithstillnessandsupportivebases.PE.3.MS.5 Balancesondifferentbasesofsupport,demonstratingmusculartensionandextensionsoffreebodyparts.PE.3.MS.6 Transfersweightfromfeettohandsformomentaryweightsupport.PE.1.PA.4 Maintainsstillnessondifferentbasesofsupportwithdifferentbodyshapes.PE.2.PA.4 Balancesondifferentbasesofsupport,combininglevelsandshapes.

EquipmentChart:



RolltheDice

1 spotmarker pergroupof4tocreatehomebase1 singledie pergroupof4students1 RolltheDiceTask

Cardpergroupof4students

1 jumprope perstudent1 tossable pergroupof4students2 carpetsq./mats pergroupof4studentstoprovideasoft

surface1 musicandplayer

BodyManagementandBalance

4 cones forboundaries3 movementcubes 1w/locomotorskills,1w/levelsanddirections,

1w/pathways1per spotmarker orhoopperstudentw/atleast4different

colors;usedtoorganizestudentsinaspecificformation,tokeepspacebetweenstudents

1 musicandplayer

50



Content Notes


15 FocusonFitness:FitnessCircuits• RolltheDice(FitnessCircuitstab,pp.21,22)

15 SpotlightonSkills:BuildingaFoundation• BodyManagementandBalance(Minus#2RockandRollunderthe“Go”section)(BuildingaFoundationtab,K-2pp.25-28)

2-3 Closure:Review–Thevariousbodyshapespracticed.Relate–Shareatimewhenyouneededgoodbalance.Praise–Affirmstudentswhopracticedskillscorrectlywithagoodattitude.Preview–Inournextunitwewillbeginworkingwithmanipulatives.

51

Unit2–ManipulativesGrades1-4

UnitPlanningGuideManipulativesUsingobjectsofdifferentshapes,sizes,weights,andtextures(scarves,beanbags,hoops,balls,etc.)providesstudentswithopportunitiestoacquireavarietyofmovementskillssuchasbalancing,rollingsmallandlargeobjects,movingwandsthroughspace,andtossingandcatchingwhilestationaryandmoving.Manipulatingtheseobjectsallowsstudentstoacquire,practice,andimprovebasicskillsthatmaylaterbeappliedtoindividualandgroupphysicaleducationactivities.SpiritualConnections–CharacterIthasbeensaid,“Characteriswhatyoudowhennobodyiswatching.Characterishowyoutreatpeoplewhocandoabsolutelynothingforyou.Characterisdecidingbeforehandthatyouaregoingtodotherightthing.”Anditcanbeaddedthatcharacterisdoingtherightthingevenwhentotallyinvolvedinagameoranactivity.Proverbs3:5-6(MSG).“TrustGodfromthebottomofyourheart;don’ttrytofigureouteverythingonyourown.ListenforGod’svoiceineverythingyoudo,everywhereyougo;he’stheonewhowillkeepyouontrack.”FitnessChallenges1TheFocusonFitnessportionofthelessonsforthisunitfocusoninvolvingstudentsinavarietyofsimplebodymovementswiththeintentofhavingthestudentsincreaseinthenumberofrepetitionscompletedinasetamountoftime.IntheSPARKfolioboxbehindtheFitnessCircuitstabisacollectionoforangecardswhichwill(inmostcases)provideanillustrationonthecorrectpositionwhenperformingtheactivity.Alsobehindthattabisawhitecard,BalanceYourFitness,whichprovidesasamplerecordingchart.SpotlightonSkillsNotethatanumberoflessonsforSpotlightonSkillshavelessoncontentlocatedintheAppendixwhichisinthebackofthisdocument,pages335-368.ProceedfromBasictoIntermediatetoAdvancedlevelsasappropriateforthestudents.Stayingwithbasicfortwodaysmaybebestfortheclass.PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.NoticethattestingPersonalBestDaysispartofthelessonplanforthisunit,week4,andday3.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalso

52

providestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.

53

Unit2Outline–ManipulativesGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills)

Week1FocusonFitness:FitnessChallenges1 Day1 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Walk/Jog,Skip,SideSlide,Hop Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Walk/Jog,Skip,SideSlide,Hop Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Walk/Jog,Skip,SideSlide,Hop Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch SpotlightonSkills:ManipulativeSkills Day1Catching–BasicLevel(Appendixpp.365-367) Day2Catching–IntermediateLevel(Appendixpp.369-371) Day3Catching–AdvancedLevel(Appendixpp.373-375)Assessment:Studentswillbeassessedontheirabilitytocatchvariousmanipulatives.Week2FocusonFitness:FitnessChallenges1 Day1 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,SideSlide,Hop,Gallop Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,SideSlide,Hop,Gallop Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,SideSlide,Hop,Gallop Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:ManipulativeSkills Day1Throwing–BasicLevel(Appendixpp.377-378) Day2Throwing–IntermediateLevel(Appendixpp.379-381)Assessment:Studentswillbeassessedontheiroverhandthrowingskills. Day3Throwing–AdvancedLevel(Appendixpp.383-384)Week3FocusonFitness:FitnessChallengesI Day1 (SPARKfolioFitnessCircuitstab,orangecards)

54

AerobicFitness–Jog,Hop,Gallop,HighKneeSkip Strength&Endurance–Plank(Side),Curl-Ups,WallSits Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Hop,Gallop,HighKneeSkip Strength&Endurance–Plank(Side),Curl-Ups,WallSits Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Hop,Gallop,HighKneeSkip Strength&Endurance–Plank(Side),Curl-Ups,WallSits Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:ManipulativeSkills Day1Kicking,Trapping,andPunting–BasicLevel(Appendixpp.385-386) Day2Kicking,Trapping,andPunting–IntermediateLevel(Appendixpp.387-388)Assessment:StudentswillbeassessedontheirCooperativeSkills. Day3Kicking,Trapping,andPunting–AdvancedLevel(Appendixpp.389-390) Week4FocusonFitness:FitnessChallengesI Day1(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Gallop,HighKneeSkip,Jump Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Gallop,HighKneeSkip,Jump Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Gallop,HighKneeSkip,Jump Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:ManipulativeSkills Day1Dribbling(Appendixpp.391-392) Day2Striking(Appendixpp.393-394) Day3Assessment:PersonalBestDay#1(PersonalBestDaytab,p.5)

55

Unit2–ManipulativesEquipment

Week1

EquipmentDay1

Day2

Day3

*4CornersTaskCards " " "basketballs " beachballs " beanbags " cones " " "footballs "musicandplayer "playgroundballs " scarves " softballs "spotmarkers " " "tennisballs "yarnballs "

Week3

EquipmentDay1

Day2

Day3

beachballs " cones " " "fluffballsorscarves " " "footballs "playgroundballs " " soccerballs " "spotmarkers " "

Week2

EquipmentDay1

Day2

Day3

*4CornersTaskCards " " "basketballs "beanbags " cones " " "footballs "musicandplayer " playgroundballs "scarves " softballs " spotmarkers " " "tennisballs " yarnballs "

Week4

EquipmentDay1

Day2

Day3

basesortowels " basketballs " bats " carpetsquares "cones " " "FitnessChallengePromptPages

"

musicandplayer " " "MyPersonalBestProgressandGoalsCard

"

pencils "racquetsorpaddles " soccerballs " softballs " spotmarkers " stopwatch "tennisballsorwhiffleballs "

57

Unit2Manipulatives–Week1,Day1Grades1-4

LessonPlanningGuideObjectives:PE.1.MS.7 Catchesasoftobjectfromaself-tossbeforeitbounces.PE.1.MS.8 Catchesvarioussizesofballsself-tossedortossedbyaskilledthrower.PE.2.MS.11 Catchesaself-tossedorwell-thrownlargeballwithhands,nottrappingorcradlingagainstthebody.PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.2 Exhibitsresponsiblebehaviorinindependentgroupsituations.

EquipmentChart:


4Corners4 cones forboundaries4 CornersTaskCards SPARKfamily.org

Catching–BasicLevel

4 cones forboundaries1per beanbag 1perstudent1per spotmarker 1perstudent,usedtoorganizestudentsina


1per yarnball 1per scarf 1perperson

58


LessonPlan: Timeminutes

Content Notes

2-3 IntroductoryActivity:(ASAP)• 4Corners(ASAPtab,p.9)

15 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Walk/Jog,Skip,SideSlide,Hop• Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits

• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:ManipulativeSkills• Catching–BasicLevel(Appendixpp.365-367)

Thislessonmaytakeseveraldays.

2-3 Closure:Review–Criticalelementsforcatching.Relate–Whataresomeotherobjectsyoucouldusetopracticecatching?Praise–Affirmstudentswhousedpropertechniquesincatching.Preview–Inournextclasswewillpracticecatchingagain.

59


LessonPlanningGuideObjectives:PE.3.MS.10 Catchesagentlytossedhand-sizeballfromapartner,displaying4ofthe5criticalelementsofamaturecatch.PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:



Catching–IntermediateLevel

4 cones forboundaries1per beachball 1perstudent1per spotmarker 1perstudent,usedtoorganizestudentsina


1per playgroundball 1perstudent1per basketball 1perstudent

60



Content Notes



• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:ManipulativeSkills• Catching–IntermediateLevel(Appendixpp.369-371)

Youmaycontinuethelessonfromyesterdayforyoungerstudentsifthelessonwasn’tfinished.

2-3 Closure:Review–Thecriticalelementsofcatching.Relate–Whatwaseasiertocatch,scarves,beanbagsoryarnballs?Praise–Affirmappropriatecatchingskills.Preview–Wewillpracticecatchingagaininthenextclass.

61


LessonPlanningGuideObjectives:PE.4.MS.12 Catchesathrownballabovethehead,atchestorwaistlevel,andbelowthewaistusingamaturepatternina

staticenvironment.PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:



Catching–AdvancedLevel



1per softball 1perstudent1per tennisball 1perstudent1 musicandplayer optional1 football 1perstudent

62



Content Notes



• Flexibility–Hip-FlexorStretch,Quadriceps,NeckStretch

15 SpotlightonSkills:ManipulativeSkills• Catching-AdvancedLevel(Appendixpp.373-375)

Useadvancedforstudentswhomaybereadyforit.Otherwiseyoumaycompletethebasicandintermediatecatchinglessons.

2-3 Closure:Review–Criticalskillsforcatching.Relate–Sharesomethingsthatwouldbefuntocatch,dangeroustocatch,hardtocatch,importanttocatch.Praise–Affirmappropriatecatchingtechniques.Preview–Inournextclasswewilllearnthrowingskills.

Assessment:Afterstudentshavehadexperienceintossingandcatchingitemssuchas:scarves,beanbags,andyarnballs,thenassesstheirskilllevel.

3points–gotit;2points–almost,notthereyet;1point–needsimprovementwithpractice; 0points–cannotperformtask

TossandCatch

studentname scarves beanbags yarnballs TOTALscore

63


LessonPlanningGuideObjectives:PE.1.MS.6 Throwsunderhand,demonstrating2ofthe5criticalelementsofamaturepattern.PE.2.MS.9 Throwsunderhandusingamaturepattern.PE.2.MS.10 Throwsoverhanddemonstrating2ofthe5criticalelementsofamaturepattern.PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:



Throwing–BasicLevel



1per scarf 1perstudent1per yarnball 1perstudent1per beanbag 1perstudent

64



Content Notes

2-3 IntroductoryActivity:(ASAP)• 4Corners(ASAPtab,p.10,chooseoneactivityfromSPARKItUp!)

15 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,SideSlide,Hop,Gallop• Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:ManipulativeSkills• Throwing–BasicLevel(Appendixpp.377-378)

Thislessonmaytakeextradaystocomplete.

2-3 Closure:Review–Criticalelementsofthrowing.Relate–Wherearesomegoodplacestopracticethrowing?Whereshouldyounotpracticethrowing?Praise–Affirmappropriatethrowingskills.Preview–Inournextclasswewillagainpracticethrowing.

65


LessonPlanningGuideObjectives:PE.3.MS.8 Throwsunderhandtoapartnerortargetwithreasonableaccuracy.PE.3.MS.9 Throwsoverhand,demonstrating3ofthe5criticalelementsofamaturepattern,inastaticenvironmentfor

distance/force.PE.4.MS.9 Throwsoverhandusingamaturepatterninstaticenvironments(closedskills).PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:



Throwing–IntermediateLevel

4 cones forboundaries1per softball 1perstudent1per tennisball 1perstudent1per spotmarker 1perperson,usedtoorganizestudentsina



66



Content Notes


15 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,SideSlide,Hop,Gallop• Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:ManipulativeSkills• Throwing–IntermediateLevel(Appendixpp.379-381)

Youmaycontinueyesterday’slessonifnotcompleted.

2-3 Closure:Review–Criticalelementsofthrowing.Relate–Whataresomethingsyoushouldn’tthrow?Praise–Affirmappropriatethrowingskills.Preview–Wewillpracticethrowingdifferentkindsofballsinournextclass.

Assessment:Asstudentsworkwithapartner,observetheirabilitytothrowoverhandwithcorrectform.

3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice 0points–cannotperformtask

ThrowingSkills

studentnamesidetotarget

stepwithoppositefoot

leadwithelbow

hipandspinerotate

releasewithfollow-through

67


LessonPlanningGuideObjectives:PE.4.MS.10 Throwsoverhandtoapartneroratatargetwithaccuracyfromareasonabledistance.PE.4.MS.11 Throwstoamovingpartnerwithreasonableaccuracyinastaticenvironment/closedskills.PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:



Throwing–AdvancedLevel



1per footballs 1perstudent1per basketball 1perstudent1per playgroundball optional

68



Content Notes


15 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,SideSlide,Hop,Gallop• Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:ManipulativeSkills• Throwing-AdvancedLevel(Appendixpp.383-384)

Dependingonlevelofstudent’sskill,youmayjustfocusonthebasicandintermediatelessons.

2-3 Closure:Review–Criticalelementsofthrowing.Relate–Listthingsthatyoushouldneverthrowtoward.Praise–Affirmappropriatebehavior.Preview–Inournextclasswewillbelearninghowtokick,trapandpunt.

69


LessonPlanningGuideObjectives:PE.1.MS.10 Tapsordribblesaballusingtheinsideofthefootwhilewalkingingeneralspace.PE.1.MS.11 Approachesastationaryballandkicksitforward,displaying2ofthe5criticalelementsofamaturekick.PE.2.MS.14 Dribbleswiththefeetingeneralspacewithcontrolofballandbody.PE.2.MS.15 Usesacontinuousrunningapproachandkicksamovingball,demonstrating3ofthe5criticalelementsofa

maturepattern.PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:


Side-by-SideTag10 cones forboundariesandre-entry/exit1 fluffball/scarf 1per5studentstoidentify“its”

Kicking,Trapping,andPunting–Basic

Level

4 cones forboundaries1per beachball 1perstudent1per playgroundball 1perstudent1per2 cones forchallengeactivity

70



Content Notes

2-3 IntroductoryActivity:(ASAP)• Side-by-SideTag(ChasingandFleeingtab,pp.13-14)

15 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Hop,Gallop,HighKneeSkip• Strength&Endurance–Plank(Side),Curl-Ups,WallSits• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:ManipulativeSkills• Kicking,Trapping,andPunting–BasicLevel(Appendixpp.385-386)

Thislessonmaygointoasecondday.

2-3 Closure:Review–Criticalelementsofkicking,trappingandpunting.Relate–Shareaboutatimewhenyoukickedsomethingthatmaybeyoushouldn’thave.Praise–Affirmstudentswhoarefollowingdirectionsintheskillstaught.Preview–Inournextclasswewillpracticetheseskillsagain.

71


LessonPlanningGuideObjectives:PE.3.MS.12 Dribbleswiththefeetingeneralspaceatslowtomoderatejoggingspeedwithcontrolofballandbody.PE.3.MS.13 Passesandreceivesballwithinsidesoffeettoastationarypartner,givingonreceptionbeforereturningpass.PE.4.MS.15 Dribbleswiththefeetingeneralspacewithcontrolofballandbodywhileincreasinganddecreasingspeed.PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:



Kicking,Trapping,andPunting–

IntermediateLevel

4 cones forboundaries1per playgroundball 1perstudent1per spotmarker 1perstudent,usedtoorganizestudentsina


1per soccerball 1perstudent

72



Content Notes


15 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCicruitstab,orangecards)• AerobicFitness–Jog,Hop,Gallop,HighKneeSkip• Strength&Endurance–Plank(Side),Curl-Ups,WallSits• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:ManipulativeSkills• Kicking,Trapping,andPunting–IntermediateLevel(Appendixpp.387-388)

Youmaycontinuewiththepreviouslessonifnotcompleted.

2-3 Closure:Review–Propertechniquesofkicking,trappingandpuntingRelate–Youhavebeenpracticingtrappingtheball.WhataresometrapsSatansetsupforusthathetriestogetustofallfor?Praise–Affirmstudentswhoareproperlyusingtheskillstaught.Preview–Wewillpracticetheseskillsagaininournextclass.

Assessment:Observethestudentsduringclassandassestheircooperativeskills.


CooperativeSkills

studentnamesharesequipment

withotherslistenstoinstructions

showsconcernforothers

73


LessonPlanningGuideObjectives:PE.3.MS.14 Usesacontinuousrunningapproachandintentionallyperformsakickalongthegroundandakickintheair,

demonstrating4ofthe5criticalelementsofamaturepatternforeach.PE.3.MS.15 Usesacontinuousrunningapproachandkicksastationaryballforaccuracy.PE.4.MS.16 Passesandreceivesballwiththeinsidesofthefeettoamovingpartnerinastaticenvironment/closedskills.PE.4.MS.17 Receivesandpassesaballwiththeoutsidesandinsidesofthefeettoastationarypartner,givingon

reception.PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:



Kicking,Trapping,andPunting–AdvancedLevel



1per soccerball 1perstudent1per football 1perstudent

74



Content Notes


15 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Hop,Gallop,HighKneeSkip• Strength&Endurance–Plank(Side),Curl-Ups,WallSits• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:ManipulativeSkills• Kicking,Trapping,andPunting–AdvancedLevel(Appendixpp.389-390)

Youmaycontinueusingthebasicandintermediatelessonplandependingonstudentskilllevel.

2-3 Closure:Review–Criticalelementsofkicking,trappingandpunting.Relate–Whataresomeotherthingsthatmightbefuntokick.Whatshouldyouneverkick?Praise–Affirmappropriatebehavior.Preview–Ournextclasswillfocusondribbling.

75


LessonPlanningGuideObjectives:PE.1.MS.9 Dribblescontinuouslyinpersonalself-spaceusingthepreferredhand.PE.2.MS.12 Dribblesinpersonalself-spacewithpreferredhanddemonstratingamaturepattern.PE.2.MS.13 Dribblesusingthepreferredhandwhilewalkingingeneralspace.PE.3.MS.11 Dribblesandtravelsingeneralspaceatslowtomoderatejoggingspeedwithcontrolofballandbody.PE.4.MS.13 Dribblesinpersonalself-spacewithboththepreferredandthenon-preferredhandsusingamaturepattern.PE.4.MS.14 Dribblesingeneralspacewithcontrolofballandbodywhileincreasinganddecreasingspeed.PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:


FlipFlop3 cones forboundaries1 musicandplayer optional

Dribbling

4 cones forboundaries1per5 cones 1pergroupof5students1per basketballandsoccer

ball1eachperstudent

76



Content Notes

2-3 IntroductoryActivity:(ASAP)• FlipFlop(ASAPtab,p.17)

15 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Gallop,HighKneeSkip,Jump• Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges


15 SpotlightonSkills:ManipulativeSkills• Dribbling(Appendixpp.391-392)

Youngerstudentsshouldusesmallbasketballs.

2-3 Closure:Review–CriticalelementsofdribblingRelate–Todribbleproperlyyoucannotkeepyoureyesfocusedontheball.Whataresomethingsinthisworldthatweshouldnotfocusourattentionon?Praise–Affirmcorrectdribblingskills.Preview–Ournextclasswillfocusonstrikingskills.

77


LessonPlanningGuideObjectives:PE.3.MS.17 Strikesanobjectwithashort-handledimplement,sendingitforwardoveralownetortoawall.PE.3.MS.18 Strikesanobjectwithashort-handledimplementwhiledemonstrating3ofthe5criticalelementsofa

maturepattern.PE.3.MS.19 Strikesaballwithalong-handledimplement(e.g.,hockeystick,bat,golfclub),sendingitforward,whileusing

propergripfortheimplement.(Usebattingteeorballtossedbyteacherforbatting.)PE.1.RB.1 Acceptspersonalresponsibilitybyusingequipmentandspaceappropriately.PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:



Striking



1per bat 1perpartnergroup1per basesortowels 1perpartnergroup1per racquetsorpaddles 1perstudent1per tennisballorwhiffle

ball1perstudent

1per basesorspotmarker 1perpartnergroup2per softballs 2perperson

78



Content Notes


15 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Gallop,HighKneeSkip,Jump• Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:ManipulativeSkills• Striking(Appendixpp.393-394)

Youngerstudentsmayneedtouseplasticbatandballs.

2-3 Closure:Review–CriticalelementsofstrikingRelate–Sharewhatyourfavoritestrikinginstrumentwas(bat,racquet,paddle).Praise–Affirmappropriatestrikingform.Preview–Inournextclassperiodwewillpracticeactivitiestoseewhatyourpersonalbestis.

79


LessonPlanningGuidePersonalBestDay#1Objectives:PE.1.PF.1 Discussesthebenefitsofbeingactiveandexercisingand/orplaying.PE.2.PF.1 Describeslarge-motorand/ormanipulativephysicalactivitiesforparticipationoutsidephysicaleducation

class(e.g.,beforeandafterschool,athome,atthepark).(S3.E1.2)PE.3.PF.2 Identifiesphysicalactivityasawaytobecomehealthier.PE.4.PF.4 Demonstrateswarm-upandcool-downrelativetothecardiorespiratoryfitnessassessment.PE.1.VH.2 Identifiesphysicalactivityasacomponentofgoodhealth.PE.2.VH.2 Recognizesthevalueofgoodhealth.PE.3.VH.2 Discussestherelationshipbetweenphysicalactivityandgoodhealth.PE.4.VH.2 Examinesthehealthbenefitsofparticipatinginphysicalactivity.

EquipmentChart:



PersonalBestDay#1

misc. anyactivityfromtheASAPUnit forwarm-up MyPersonalBestProgressand

GoalsCardSPARKfamily.org

3 FitnessChallengePromptPages SPARKfamily.org4 cones marked1-4tocreaterunningtrack1 stopwatch 1per2 pencil 1per2studentsifusingMyPersonalBest

ProgressCardandGoals1per2 carpetsquare optional,1per2students,toprovideasoft

surface

80



Content Notes


15 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Gallop,HighKneeSkip,Jump• Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:ManipulativeSkills• PersonalBestDay#1(PersonalBestDaytab,p.5)

2-3 Closure:Review–WhataresomethingsyouwanttoimproveonforyournextPersonalBestDay?Relate–Sharewhatitmeanstodoyourbest?Praise–Affirmappropriatebehaviorandattitude.Preview–Inournextclasswewillbeginaunitonjumpingrope.

81

Unit3–JumpRopeandFlyingDiscGrades1-4

UnitPlanningGuideDuringthisunititissuggestedthatJumpRopeinstructionbeprovidedforthefirsttwoweeks,followedbytwoweeksofFlyingDisc.JumpRopeInvolvingstudentsinjumpingactivities,providesvigorous,totalbodyconditioning.Generalcoordination,rhythmandtiming,muscularstrengthandendurance,andcardiovascularenduranceactivitiesareincludedinthistwo-weekunit.FlyingDiscThroughtheactivitiesinthisunitthestudentswillpracticeandcontinueintheirdevelopmentoftheskillsofthrowingandcatchingforaccuracyanddistance.Chooseactivitiesbasedontheskilllevelofmostofyourstudents.Duringthelessons,accesstheircomfort,interest,andabilitytoperformtheactivityandadjustasneeded.Ifanactivityistoodifficult,decreasethevariables,simplify,andslowdown.UtilizetheactivitiesinSPARKItUp!ifmorerigorisneeded.SpiritualConnections–DoingOne’sBestIngredientsforasuccessfullifeincludetryingone’shardestanddoingone’sbest.Beingthebestisnotasimportantasdoingone’sbest.Beingthebestisagreatthing,butdoingone’sbestshowsagreaterpotentialofwhoapersonreallyis.Romans12:2(NCV).“Donotbeshapedbythisworld;insteadbechangedwithinbyanewwayofthinking.ThenyouwillbeabletodecidewhatGodwantsforyou;youwillknowwhatisgoodandpleasingtohimandwhatisperfect.”K-2OnlineMaterialsUnit3,SpotlightonSkills,incorporatestheJumpinglessonsfromtheK-2program(availableonline).SPARKPhysicalEducation,GradesK-2-Set#1onlytheK-2PESPARKfamily.org3yr.membership$169.15(normally$199)

83

Unit3Outline–JumpRopeandFlyingDiscGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills)

Week1FocusonFitness:FitnessChallengesII Day1 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,HighKneeSkip,Jump,Skier Strength&Endurance–Push-Ups(Modified,Knee,Regular),Curl-Ups,Squats Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Walk/Jog,Skip,SideSlide,Hop Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,HighKneeSkip,Jump,Skier Strength&Endurance–Push-Ups(Modified,Knee,Regular),Curl-Ups,Squats Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch SpotlightonSkills:JumpRope Day1StationaryRopeJumping(JumpingtabK-2,pp.9-10) Day2JumpingRhythmically#1-3.(JumpingtabK-2,pp.11-12) Day3LongRopeTurninginPairs(Jumpingtab,K-2pp.13-14)LongRopeJumpingI(JumpingtabK-2,pp.15-16) Assessment:Withapartner,studentswillbeassessedontheirabilitytoturnalongrope. Week2FocusonFitness:FitnessChallengesII Day1 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Run,Jump,Skier,MountainClimber Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Run,Jump,Skier,MountainClimber Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Run,Jump,Skier,MountainClimber Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:JumpRope Day1LongRopeJumpingII(JumpingtabK-2,pp.17-19) Day2 IndividualRopeJumpingI(JumpingtabK-2,pp.21-23) IndividualRopeJumpingII(JumpingtabK-2,pp.25-27) Assessment:Studentswillbeassessedontheirabilitytojumptheropesuccessfullywhilebeingtimed. Day3 JumpingandLandingCircuit(JumpingtabK-2,pp.29-30)

84

Week3FocusonFitness:FitnessChallengesII Day1 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Run,Skier,MountainClimber,JumpingJacks Strength&Endurance–ArmCircles,V-Sits,Squats Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2AerobicFitness–Run,Skier,MountainClimber,JumpingJacks Strength&Endurance–ArmCircles,V-Sits,Squats Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3AerobicFitness–Run,Skier,MountainClimber,JumpingJacks Strength&Endurance–ArmCircles,V-Sits,Squats Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:FlyingDisc Day1BackhandThrowandCatch(FlyingDisctab,p.5)TargetThrow(FlyingDisctab,pp.13-14) Assessment:Studentswillbeassessedontheirabilitytothrowandcatchaflyingdisc. Day2ForehandThrow(FlyingDisctab,p.9)PassandFollow(FlyingDisctab,pp.15-16) Assessment:Studentswillbeassessedontheiruseofproperforehandthrowingtechniques. Day3BackhandGiveandGo(FlyingDisctab,p.9) CornertoCornerGiveandGo(FlyingDisctab,pp.17-18)Week4FocusonFitness:FitnessChallengesII Day1(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Run,MountainClimber,JumpingJacks,Burpee Strength&Endurance–Push-UpHockey,Curl-Ups,WalkingLunges Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2AerobicFitness–Run,MountainClimber,JumpingJacks,Burpee Strength&Endurance–Push-UpHockey,Curl-Ups,WalkingLunges Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3AerobicFitness–Run,MountainClimber,JumpingJacks,Burpee Strength&Endurance–Push-UpHockey,Curl-Ups,WalkingLunges Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:FlyingDisc Day1CatchingDrills(FlyingDisctab,p.11)HooptoHoop(FlyingDisctab,pp.19-20) Assessment:Studentswillbeassessedontheirabilitytoperformcatchesusingproper techniques. Day25-PlayerFlyingDiscThrowandRun(FlyingDisctab,pp.21-22) Day3KeepAway(FlyingDisctab,pp.25-26) Assessment:StudentswillbeassessedontheirabilitytoapplyOffensiveandDefensiveSkills inagamesetting.

85

Unit3–JumpRopeandFlyingDiscEquipment

Week1

EquipmentDay1

Day2

Day3

balls-81/2” "cones " " "drum "jumpropes–14foot "jumpropes–7foot " musicandplayer " " "spotmarkers "

Week3

EquipmentDay1

Day2

Day3

cones " " "flyingdiscs " " "hoops " musicandplayer " " "spotmarkers " "

Week2

EquipmentDay1

Day2

Day3

cones " " "hoops " "jumpropechants " *JumpingandLandingSkillCards

"

musicandplayer " "pinnies " " "ropes–14foot " ropes–7or8foot " *checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

basesorspotmarkers " "cones " " "flyingdiscs " " "hoops " musicandplayer " " "

87

Unit3JumpRope–Week1,Day1

Grades1-4

LessonPlanningGuideObjectives:PE.1.MS.14 Jumpsforwardorbackwardconsecutivelyusingaself-turnedrope.PE.1.MS.15 Jumpsalongropeuptofivetimesconsecutivelywithteacher-assistedturning.PE.2.MS.19 Jumpsaself-turnedropeconsecutivelyforwardandbackwardwithamaturepattern.

EquipmentChart:



StationaryRopeJumping

4 cones forboundariesmisc. 7’jumprope 1perstudent1 musicandplayer

88

Unit3JumpRope–Week1,Day1Grades1-4


Content Notes

2-3 IntroductoryActivity:(ASAP)• FlipFlop(ASAPtab,p.18,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,HighKneeSkip,Jump,Skier• Strength&Endurance–Push-Ups(Modified,Knee,Regular),Curl-Ups,Squats


15 SpotlightonSkills:JumpRope• StationaryRopeJumping(JumpingtabK-2,pp.9-10)

2-3 Closure:Review–Reasonsforjumpingrope.Relate–Whatkindsofthingscanyoujumpoverinyourneighborhoodorathome?Praise–Affirmappropriatebehavior.Preview–Tomorrowwewillpracticejumpingtogethertomusic.

89


LessonPlanningGuideObjectives:PE.3.MS.20 Performsintermediatejump-ropeskills(e.g.,tricks,runninginandoutofrope)forbothlongandshort

ropes.PE.1.RB.3 Respondsappropriatelytogeneralfeedbackfromtheteacher.PE.2.RB.3 Acceptsspecificcorrectivefeedbackfromtheteacher.PE.3.RB.3 Acceptsandimplementsspecificcorrectivefeedbackfromtheteacher.PE.4.RB.3 Listensrespectfullytocorrectivefeedbackfromothers(e.g.,peers,adults).

EquipmentChart:



JumpingRhythmically4 cones forboundariesmisc. spotmarker 1perstudent1 musicandplayer “PopGoestheWeasel”and“Jumpin’Joe”

90



Content Notes


10 FocusonFitness:FitnessChallengesII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Walk/Jog,Skip,SideSlide,Hop• Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits


15 SpotlightonSkills:JumpRope• JumpingRhythmically#1-3(JumpingtabK-2,pp.11-12)

IfyoudonothaveaccesstothemusicCD,chooseotherrhythmicsongstousewiththelesson.

2-3 Closure:Review–Whatdidyouhavetodotostaytogetherasagroup?Relate–Whenaresomeothertimesyouworkasagroup?Praise–Affirmappropriatebehavior.Preview–Nextclasswewillpracticeturningourjumprope.

91


LessonPlanningGuideObjectives:PE.2.MS.20 Jumpsalongropefivetimesconsecutivelywithstudentturners.PE.3.MS.20 Jumpsalongropefivetimesconsecutivelywithstudentturners.

EquipmentChart:



LongRopeTurninginPairs

4 cones forboundariesmisc. 14’longrope 1per2students1 musicandplayer misc. 8½“ball optional,1per3to4students1 drum(oranythingto

makeorchangebeats)

optional

LongRopeJumpingI4 cones forboundariesmisc. 1–14’longrope 1per3students1 musicandplayer optional

92



Content Notes


10 FocusonFitness:FitnessChallengesII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,HighKneeSkip,Jump,Skier• Strength&Endurance–Push-Ups(Modified,Knee,Regular),Curl-Ups,Squats• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:JumpRope• LongRopeTurninginPairs(JumpingtabK-2,pp.13-14)• LongRopeJumpingI(JumpingtabK-2,pp.15-16)

CheckSPARKItUp!p.16formoreadvancedstudents.

2-3 Closure:Review–Skillstobeingagoodgroup-mate:sharing,takingturns,doingyourbest.Relate–Tellwhensomeonesharedandtookturnswithyou.Praise–Affirmappropriatebehavior.Preview–Nextclasswewillpracticemorelongropejumping.

Assessment:Observestudentsinapartnersettingtocheckonturningalongropeinauniformfashion.Evaluateeachstudentandtheirpartnertogetherasonegroup.Scoring–Cohesion:2=inunisonsatalltimes

1=mostofthetimeinunison0=sloppy

Speed:2=canturnropeinunisoninbothfastandslowspeeds1=canturnropeinunisoninonly1speed 0=difficultyturninginbothfastandslowspeeds

LongRopeTurning

studentnamescohesioninropesturned

scorespeedscore

93


LessonPlanningGuideObjectives:PE.2.MS.20 Jumpsalongropefivetimesconsecutivelywithstudentturners.PE.3.MS.20 Performsintermediatejump-ropeskills(e.g.,tricks,runninginandoutofrope)forbothlongandshort

ropes.

EquipmentChart:


AdditionTag4 cones forboundaries1per5 markerlikeapinnie 1per5studentstodesignate“Its”

LongRopeJumpingII4 cones forboundariesmisc. 14’longrope 1per3students1 musicandplayer optional

94



Content Notes

2-3 IntroductoryActivity:(ASAP)• AdditionTag(ChasingandFleeingtab,pp.15-16)

10 FocusonFitness:FitnessChallengesII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,Jump,Skier,MountainClimber• Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:JumpRope• LongRopeJumpingII(JumpingtabK-2,pp.17-19)

Forstudentshavingdifficulty,havethemstandbehindaturnerandpractice(withoutarope)byjumpingeachtimetheropehitstheground.

2-3 Closure:Review–Whatmakeiteasierforyoutojump?Harder?Relate–Sharehowworkingtogetherhelpsyoubesuccessful?Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonjumpingropealone.

95


LessonPlanningGuideObjectives:PE.3.MS.20 Performsintermediatejump-ropeskills(e.g.,tricks,runninginandoutofrope)forbothlongandshort

ropes.PE.4.MS.25 Createsajump-roperoutinewitheitherashortorlongrope.PE.2.RB.9 Worksindependentlyandsafelyinphysicaleducation.PE.3.RB.9 Worksindependentlyandsafelyinphysicalactivitysettings.

EquipmentChart:



IndividualRopeJumpingI

4 cones forboundaries1per 7’or8’rope 1perstudent6-8 hoops 1 musicandplayer 1 jumpropechants optional

IndividualRopeJumpingII

(SAMEASIndividualJumpRopingI)

listedabove

96



Content Notes


10 FocusonFitness:FitnessChallengesII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,Jump,Skier,MountainClimber• Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:JumpRope• IndividualRopeJumpingI(JumpingtabK-2,pp.21-23)• IndividualRopeJumpingII(JumpingtabK-2,pp.25-27)

2-3 Closure:Review–Wasiteasiertojumparopethatyouturnedorthatsomeoneelsewasturning?Relate–Whywasitimportanttomakesureyouhadtherightsizeofjumprope?Whataresomeotherthingsyouneedtomakesurearetherightsizeinordertomaster?(e.g.,bike,bats)Praise–Affirmappropriatebehavior.Preview–Nextclasswewillpracticeajumpingandrunningcircuit.

Assessment:Observetheclassasagrouptoassessthenumberoftimesthestudentcanjumpduringa2-minutetiming.Studentswillcounttheirownjumpsandreporttheirnumbertotheteacher.

2-MinuteJumpRopeTiming

studentname numberofjumps

97


LessonPlanningGuideObjectives:PE.3.PF.4 Recognizestheimportanceofwarm-upandcool-downrelativetovigorousphysicalactivity.PE.4.PF.4 Demonstrateswarm-upandcool-downrelativetothecardiorespiratoryfitnessassessment.PE.2.RB.2 Acceptsresponsibilityforclassprotocolswithbehaviorandperformanceactions.PE.1.VH.6 Recognizesthatchallengeinphysicalactivitiescanleadtosuccess.PE.2.VH.6 Comparesphysicalactivitiesthatbringconfidenceandchallenge.PE.3.VH.6 Discussesthechallengethatcomesfromlearninganewphysicalactivity.PE.4.VH.6 Ratestheenjoymentofparticipatinginchallengingandmasteredphysicalactivities.

EquipmentChart:



JumpingandLandingCircuit

6-10 cones 1perstation6-10 hoops 1perstationmisc. miscellaneous asperJumpingandLandingSkillCardsfor

specificequipment1 music:IntervalMusic SPARKK-2MusicCD1 musicplayer

98



Content Notes


10 FocusonFitness:FitnessChallengesII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,Jump,Skier,MountainClimber• Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:JumpRope• JumpingandLandingCircuit(JumpingK-2tab,pp.29-30)

2-3 Closure:Review–Whatwasyourfavoriteactivity?Relate–Whyshouldyoualwaysbeawareofyourspacearoundyouduringjumpingactivities?Praise–Affirmappropriatebehavior.Preview–Nextclasswewillstartaunitonflyingdisc.

99

Unit3FlyingDisc–Week3,Day1Grades1-4

LessonPlanningGuideObjectives:PE.1.PF.3 Activelyengagesinphysicaleducationclass.PE.2.PF.4 Activelyengagesinphysicaleducationclassinresponsetoinstructionandpractice.

EquipmentChart:


Offense/Defense4 cones forboundaries1 musicandplayer optional

BackhandThrowandCatch

1 flyingdisc 1per2students4 cones forboundaries

TargetThrow1 flyingdisc 1perstudent1 hoop 1per2students4 cones forboundaries

100



Content Notes

2-3 IntroductoryActivity:(ASAP)• Offense/Defense(ASAPtab,p.13)

10 FocusonFitness:FitnessChallengesII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,Skier,MountainClimber,JumpingJacks• Strength&Endurance–ArmCircles,V-Sits,Squats• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:FlyingDisc• BackhandThrowandCatch(FlyingDisctab,p.5)• TargetThrow(FlyingDisctab,pp.13-14)

2-3 Closure:Review–Criticalelementsofgripping,backhandthrowingandcatching.Relate–Whatareothertimesyoumayneedtousetheseskills?(e.g.,tennis?baseball?)Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonforehandthrowing,passingandfollowing.

Assessment:FlyingDiscSelf-Check.Intoday’slessonthestudentshavelearnedBackhandThrowandClapCatch.UsetheFlyingDiscSelf-Check(SPARKfolioFlyingDisctab,whitecard)toassessinthesetwoareas.Bonusiftheycandemonstratea2-HandCatch.

101


LessonPlanningGuideObjectives:PE.3.PF.5 Engagesintheactivitiesofphysicaleducationclasswithoutteacherprompting.PE.4.PF.6 RespondstoGod’slovebyusingphysicalgiftstoserveothers.

EquipmentChart:



ForehandThrow1 flyingdisc 1per2students4 cones forboundaries

PassandFollow1 flyingdisc 1pergroupof4-5students2 spotmarkers 1pergroupof4-5students

102



Content Notes


10 FocusonFitness:FitnessChallengesII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,Skier,MountainClimber,JumpingJacks• Strength&Endurance–ArmCircles,V-Sits,Squats• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:FlyingDisc• ForehandThrow(FlyingDisctab,p.9)• PassandFollow(FlyingDisctab,pp.15-16)

2-3 Closure:Review–Criticalelementsofgrippingandforehandthrowing.Relate–Whataresomeotherthingsyoumightuseaforehandthrowfor?(e.g.,skippingrocks?)Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonmorecatchingandthrowing.

Assessment:Observestudentsinapartnersettingtocheckforproperforehandthrowingtechniques.Scoring–HandGrip:1=holdsdiscwiththumbunderthesiderimandfingerscurledoverfrontedge

0=showsnoknowledgeofhowtoholdthedisccorrectly

Target:1=facestargetwhenthrowingandreleasesdiscingeneralareaoftarget 0=throwsthediscaimlesslyWrist:1=flicksthewristandfromafronttobackmotion 0=throwsthediscwithastraightwrist

ForehandThrowing

studentnamehandgripscore

facingthrowingtargetscore

wristflickscore

103


LessonPlanningGuideObjectives:PE.4.MS.11 Throwstoamovingpartnerwithreasonableaccuracyinastaticenvironment/closedskills.PE.4.PA.8 Detects,analyzes,andcorrectserrorsinpersonalmotorskills.

EquipmentChart:



BackhandGiveandGo1 flyingdisc 1per2students4 cones forboundaries

CornertoCornerGiveandGo

1 flyingdisc 1per4studentsmisc. spotmarkers forgrids

104



Content Notes


10 FocusonFitness:FitnessChallengesII(SPARKfolioFitnessCirucuitstab,orangecards)• AerobicFitness–Run,Skier,MountainClimber,JumpingJacks• Strength&Endurance–ArmCircles,V-Sits,Squats• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:FlyingDisc• BackhandGiveandGo(FlyingDisctab,p.7)• CornertoCornerGiveandGo(FlyingDisctab,pp.17-18.)

2-3 Closure:Review–Tellhowyoudoabackhandedthrow.Relate–Sharewhatothergamesmightusetheseaswell.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusoncatching.

105


LessonPlanningGuideObjectives:PE.1.PF.5 Participatesinhealth-relatedfitnessactivities.PE.2.PF.6 Participatesinhealth-relatedfitnessactivities.

EquipmentChart:



CatchingDrills1 flyingdisc 1per2students4 cones forboundaries

HooptoHoop1 flyingdisc 1per2students1 hoop 1per2students2 cones tocreatealine

106



Content Notes

2-3 IntroductoryActivity:(ASAP)• Offense/Defense(ASAPtab,p.14,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,MountainClimber,JumpingJacks,Burpee• Strength&Endurance–Push-UpHockey,Curl-Ups,WalkingLunges


15 SpotlightonSkills:FlyingDisc• CatchingDrills(FlyingDisctab,p.11)• HooptoHoop(FlyingDisctab,pp.19-20)

2-3 Closure:Review–Elementsof2-hand,1-handandunderthelegcatching.Relate–Sharewhenelseyoumightneedtoknowhowtocatchwell.Praise–Affirmappropriatebehavior.Preview–Nextclasswe’llplayagamelikebaseballbutwithaflyingdisc.

Assessment:Checkforthepropertechniqueswhencatchingaflyingdiscinvariousways.Scoring2-HandCatch:1=showscorrectpositioningofhandsandfingersoverandunderthedisc 0=lacksproperpositioningofhands1-HandGrip:1=showscorrectpositioningofhandsandfingersoverandunderthedisc 0=lacksproperpositioningofhandsonthediscUndertheLegCatch:BONUS1=demonstratescorrectformwhilecatchingthediscwithonehandundertheleg 0=demonstratesnoabilityofcatchingadiscundertheleg

CatchingaFlyingDisc

studentname 2-HandCatch 1-HandCatchUndertheLegCatch

(bonus)

107


LessonPlanningGuideObjectives:PE.3.PF.1 Participatesinhealth-relatedfitnessactivities.PE.4.PF.1 Analyzesopportunitiesforparticipatinginphysicalactivityoutsidephysicaleducationclass.PE.1.VH.6 Recognizesthatchallengeinphysicalactivitiescanleadtosuccess.PE.2.VH.6 Comparesphysicalactivitiesthatbringconfidenceandchallenge.

EquipmentChart:



5-PlayerFlyingDiscThrowandRun

4 cones 1pergroupof5studentsforboundaries2 bases cones,spotmarkers,etc.1pergroupof5

students1 flyingdisc 1pergroupof5students

108



Content Notes




15 SpotlightonSkills:FlyingDisc• 5-PlayerFlyingDiscThrowandRun(FlyingDisctab,pp.21-22)

2-3 Closure:Review–Wasthisahardgameforyoutoplay?Easy?Why?Howdidbeingabletothrowandcatchhelpyouinthegame?Relate–Whatothergamedoyouneedtouseteamworklikethis?Praise–Affirmappropriatebehavior.Preview–Nextclasswewillplayagameofkeepawaywiththeflyingdiscs.

109


LessonPlanningGuideObjectives:PE.3.PF.4 Recognizestheimportanceofwarm-upandcool-downrelativetovigorousphysicalactivity.PE.4.RB.9 Workssafelywithpeersandequipmentinphysicalactivitysettings.PE.3.VH.6 Discussesthechallengethatcomesfromlearninganewphysicalactivity.PE.4.VH.6 Ratestheenjoymentofparticipatinginchallengingandmasteredphysicalactivities.

EquipmentChart:



KeepAway1 flyingdisc 1pergroupof4studentsmisc. spotmarkers forgrids

110



Content Notes



• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:FlyingDisc• KeepAway(FlyingDisctab,pp.25-26)

2-3 Closure:Review–Whatwasyourfavoritepartofthegame?Relate–Howwasthisdifferentfromotherkeepawaygamesyouhaveplayed?Howisitthesame?Praise–Affirmappropriatebehavior.Preview–Nextclasswillstartaunitonvolleyball.

Assessment:Checkforpropertechniqueofthrowing,catching,andinterceptingaflyingdiscwhileparticipatingintheKeepAwayactivity.Scoring–OffensiveSkills:2=demonstratessatisfactoryskillsinabilitytoavoidpassingthedisctothedefender

1=showsminorskillsinpassingthedisctoateammateandavoidingthedefender0=showsnoskillinbeingabletoavoidthedefender

DefensiveSkills:2=interceptsathrowndiscthemajorityamountoftimeswhenthrown1=demonstratessomeskillinbeingabletointerceptathrowndisc

0=demonstratesbareminimalskillinbeingabletointerceptathrowndisc

Throwing,Catching,andIntercepting

studentname OffensiveSkills DefensiveSkills

111

Unit4-VolleyballGrades1-4

UnitPlanningGuideVolleyballVolleyballingrades1-4...Really?!Becomingproficientintossingaballtoatargetorperson,tossingandcatchingaball,areskillsusedinvolleyballthatbecomefamiliartomanystudentsinearlygrades.Makegrade-appropriateadjustmentsinthetypeofballsusedandtheheightofthenet(orsubstitutionforanet).SpiritualConnections–TeamworkInordertobesuccessful,teamworkandcommunicationarecriticalinalmostanysport,nomatterhowmanyathletesareplaying.Andthemoretheteamplaystogether,thebettertheteambecomes.ThesameistrueforlifeinbuildingstrongChristianrelationshipswithoneanother.Thisincludesbuildingeachotherup,encouragingunity,andrelyingoneachothertogetthroughsituationsinlife.Ecclesiastes4:9-10(NLT).“Twopeoplearebetteroffthanone,fortheycanhelpeachothersucceed.Ifonepersonfalls,theothercanreachoutandhelp.Butsomeonewhofallsaloneisinrealtrouble.”PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.NoticethattestingPersonalBestDaysispartofthelessonplanforthisunit,week4,andday3.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.

113

Unit4Outline–VolleyballGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:MapChallenges

Day1MovingAroundtheTrack-CountingLaps(MapChallengestab,pp.7-8)Day2MovingAroundtheTrack-CountingLaps(MapChallengestab,pp.7-8) Day3MovingAroundtheTrack-CountingLaps(MapChallengestab,pp.7-8)

SpotlightonSkills:VolleyballDay1IntroductiontoForearmPass(Volleyballtab,pp.5-6)Day2BumpingBuddies(Volleyballtab,pp.7-8)

Forearm21(Volleyballtab,pp.15-16) Assessment:Studentswillbeassessedontheirabilitytopassthevolleyballagainstthewall.

Day3CooperativeCountdown(Volleyballtab,pp.17-18)

Week2FocusonFitness:MapChallenges

Day1MovingAroundtheTrack-CountingMinutes(MapChallengestab,pp.9-10) Day2MovingAroundtheTrack-CountingMinutes(MapChallengestab,pp.9-10)Day3MovingAroundtheTrack-CountingMinutes(MapChallengestab,pp.9-10)

SpotlightonSkills:VolleyballDay1SettingPairs(Volleyballtab,pp.11-12)Day2IntroductiontoOverheadPass(Volleyballtab,pp.9-10)

Crossover(Volleyballtab,pp.19-20)Day3IntroductiontoUnderhandServe(Volleyballtab,pp.13-14)ServingChallenges(Volleyballtab,pp.21-22)

Assessment:Studentswillbeassessedontheirabilitytooverheadpassthevolleyballagainstthewall.


Day1MovingforTime(MapChallengestab,pp.11-12)Day2MovingforTime(MapChallengestab,pp.11-12)Day3MovingforTime(MapChallengestab,pp.11-12)

SpotlightonSkills:VolleyballDay1ServingShower(Volleyballtab,pp.23-24) Assessment:Studentswillbeassessedonunderhandserving.Day2Mini-Volleyball(Volleyballtab,pp.25-26)Day3Assessment:VolleyballSelf-Check(SPARKfolioVolleyballtab,whitecard)


Day1MovingAroundtheTrack-CountingLaps(MapChallengestab,pp.7-8)Day2MovingAroundtheTrack-CountingMinutes(MapChallengestab,pp.9-10)Day3MovingforTime(MapChallengestab,pp.11-12)

114

SpotlightonSkills:VolleyballDay14-SquareVolleyball(Volleyballtab,pp.27-28)

Assessment:Studentswillbeassessedontheirabilitytomoveeffectivelyaroundthecourtinagamesetting.

Day2VolleyballTagTeamTravelingChallenge(Volleyballtab,pp.29-30)Day3Assessment:PersonalBestDay#2(PersonalBestDaytab,p.5)

115

Unit4–VolleyballEquipment

Week1

EquipmentDay1

Day2

Day3

cones " " "foamorsoftvolleyballs " " "musicandplayer " " "spotmarkers "stopwatch " " "

Week3

EquipmentDay1

Day2

Day3

balls " " cones " " "*MovingforTime“ready”activity

" " "

musicandplayer "netorbarrier " ropes–10inches " *SPARKItUp!activity " " "stopwatch " " "*checkselectedactivityforequipmentneeds

Week2

EquipmentDay1

Day2

Day3

balls " " "cones " " "hoops "musicandplayer " " "stopwatch " " "

Week4

EquipmentDay1

Day2

Day3

balls " carpetsquares "cones " " "FitnessChallengePromptPages

"

*MovingforTime“ready”activity

"

musicandplayer " " MyPersonalBestProgressandGoalsCard

"

pencils "ropes–10foot " spotmarkers " " "stopwatch " " "volleyballs " *checkselectedactivityforequipmentneeds

117

Unit4Volleyball–Week1,Day1Grades1-4

LessonPlanningGuideObjectives:PE.1.RB.2 Followstherulesandparametersofthelearningenvironment.PE.2.RB.1 Practicesskillswithminimalteacherprompting.PE.3.RB.1 Exhibitspersonalresponsibilityinteacher-directedactivities.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:


HospitalTag 4 cones forboundariesMovingAroundtheTrack–Counting

Laps

4-8 cones formarkingtrack1 stopwatch 1 musicandplayer optional

IntroductiontoForearmPass

1per foamorsoftvolleyball 1pergroup

118



Content Notes

2-3 IntroductoryActivity:(ASAP)• HospitalTag(ChasingandFleeingtab,pp.17-18)

10 FocusonFitness:MapChallenges• MovingAroundtheTrack-CountingLaps(MapChallengestab,pp.7-8)

15 SpotlightonSkills:Volleyball• IntroductiontoForearmPass(Volleyballtab,pp.5-6)

Useballoonsforyoungerstudents.

2-3 Closure:Review–Propertechniquerequiredinaforearmpassor“bump.”Relate–Shareanactivityinwhichyoumightusethissameskill.Praise–Affirmappropriatebumptechniques.Preview–Inournextclasswewillpracticebumpingwithafriend.

119


LessonPlanningGuideObjectives:PE.2.MS.16 Volleysanobjectupwardwithconsecutivehits.PE.3.MS.16 Volleysanobjectwithanunderhandorsidearmstrikingpattern,sendingitforwardoveranet,tothewallor

overalinetoapartner,whiledemonstrating4ofthe5criticalelementsofamaturepattern.PE.4.MS.20 Volleysunderhandusingamaturepatterninadynamicenvironment(e.g.,two-square,four-square,

handball).

EquipmentChart:



Laps


BumpingBuddies 1per ball 1per2studentsForearm21 1per ball 1per4students

120



Content Notes



15 SpotlightonSkills:Volleyball• BumpingBuddies(Volleyballtab,pp.7-8)• Forearm21(Volleyballtab,pp.15-16)

Netsshouldbeloweredtoaccommodateyoungerstudents.

2-3 Closure:Review–Propertechniquesofbumping.Relate–Shareaboutanotheractivitythatyouneedtoworktogetherin.Praise–Affirmstudentswhoworkedwellintheirgroups.Preview–Inthenextclasswewillagainpracticebumpingabuddyandinagroup.

Assessment:Observetheclassasagrouptoassessthenumberoftimesthestudentcanpassthevolleyballagainstthewallusingtheforearmpassina2-minutetiming.Studentswillcountandreporttheirnumbertotheteacher.Providesuggestionsasstudentsworkindependently.

ForearmPass

studentnamenumberofforearm

passes

121


LessonPlanningGuideObjectives:PE.1.RB.5 Worksindependentlywithothersinavarietyofclassenvironments(e.g.,smallandlargegroups).PE.2.RB.5 Worksindependentlywithothersinpartnerenvironments.PE.4.RB.1 Reflectsonpersonalsocialbehaviorinphysicalactivity.

EquipmentChart:



Laps


BumpingBuddies 1per ball 1per2studentsCooperativeCountdown

1per spotmarker 1per4-5students1per ball 1per4-5students

122



Content Notes



15 SpotlightonSkills:Volleyball• BumpingBuddies(Volleyballtab,pp.7-8)• CooperativeCountdown(Volleyballtab,pp.17-18)

Youngerstudentscancontinuetouseballoonsorsoftballsifnecessary.

2-3 Closure:Review–Propertechniquesofabump.Relate–Whywasitsoimportanttocooperatewithyourgroup?Praise–Affirmstudentswhoworkedtogethernicely.Preview–Inournextclasswewilllearnsomethingcalledanoverheadpassor“set.”

123


LessonPlanningGuideObjectives:PE.3.PF.4 Recognizestheimportanceofwarm-upandcool-downrelativetovigorousphysicalactivity.PE.4.PF.4 Demonstrateswarm-upandcool-downrelativetothecardiorespiratoryfitnessassessment.

EquipmentChart:


MeetMeintheMiddle


MovingAroundtheTrack–Counting

Minutes


SettingPairs 1per ball 1perpairofstudents

124



Content Notes

2-3 IntroductoryActivity:(ASAP)• MeetMeintheMiddle(ASAPtab,p.19)

10 FocusonFitness:MapChallenges• MovingAroundtheTrack-CountingMinutes(MapChallengestab,pp.9-10)

15 SpotlightonSkills:Volleyball• SettingPairs(Volleyballtab,pp.11-12)

2-3 Closure:Review–Propertechniquesofaset.Relate–Shareaboutatimeyouandafriendworkedwelltogetheronaproject.Praise–Affirmstudentswhousedthepropersettingtechnique.Preview–Inournextclasswewillpracticeservingthevolleyball.

125


LessonPlanningGuideObjectives:PE.2.MS.16 Volleysanobjectupwardwithconsecutivehits.PE.3.MS.16 Volleysanobjectwithanunderhandorsidearmstrikingpattern,sendingitforwardoveranet,tothewallor

overalinetoapartner,whiledemonstrating4ofthe5criticalelementsofamaturepattern.PE.4.MS.21 Volleyswithatwo-handoverheadpattern,sendingitupward,demonstrating4ofthe5criticalelementsofa

maturepattern.

EquipmentChart:


MeetMeintheMiddle



Minutes


IntroductiontoOverheadPass

1per ball 1perstudent

Crossover4 cones 1per4studentsmisc. spotmarkers tocreateplayingcourts1per ball 1per4students

126



Content Notes



15 SpotlightonSkills:Volleyball• IntroductiontoOverheadPass(Volleyballtab,pp.9-10)• Crossover(Volleyballtab,pp.19-20)

Useballoonsforyoungerstudents.

2-3 Closure:Review–Propertechniquesinanoverheadpassor“set.”Relate–Shareaboutanotherteamyouareapartofandtellwhyitisimportanttoworktogether.Praise–Affirmstudentswhoperformedthesetcorrectly.Preview–Inournextclasswewillpracticesettingtoafriend.

127


LessonPlanningGuideObjectives:PE.1.MS.12 Volleysanobjectwithanopenpalm,sendingitupward.PE.3.MS.16 Volleysanobjectwithanunderhandorsidearmstrikingpattern,sendingitforwardoveranet,tothewallor


handball).

EquipmentChart:


MeetMeintheMiddle



Minutes


IntroductiontoUnderhandServe

4 cones forboundaries1per ball 1perstudent

ServingChallenges4 cones forboundaries1per hoop 1per2students1per ball 1per2students

128



Content Notes



15 SpotlightonSkills:Volleyball• IntroductiontoUnderhandServe(Volleyballtab,pp.13-14)• ServingChallenges(Volleyballtab,pp.21-22)

2-3 Closure:Review–TheproperpartsofaserveRelate–Howcanyouworktoserveothers?Praise–Praisestudentswhoformtheservecorrectly.Preview–Inournextclasswewillkeeppracticingourserves.

Assessment:Observetheclassasagrouptoassessthenumberoftimesthestudentcanpassthevolleyballagainstthewallusingtheforearmpassina2-minutetiming.Studentswillcountandreporttheirnumbertotheteacher.Providesuggestionsasstudentsworkindependently.

OverheadPass

studentnamenumberofoverhead

passes

129


LessonPlanningGuideObjectives:PE.1.MS.12 Volleysanobjectwithanopenpalm,sendingitupward.PE.3.MS.16 Volleysanobjectwithanunderhandorsidearmstrikingpattern,sendingitforwardoveranet,tothewallor


handball).

EquipmentChart:


MeetMeintheMiddle

6 cones forboundaries1 misc. asneededperSPARKItUp!lessonchosenfrom

page20

MovingforTime1 stopwatch misc. readthe“Ready”sectiontoseewhatequipment

isneeded

ServingShower1per ball 1per2students1 netorbarrier

130



Content Notes

2-3 IntroductoryActivity:(ASAP)• MeetMeintheMiddle(ASAPtab,p.20,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:MapChallenges• MovingforTime(MapChallengestab,pp.11-12)

15 SpotlightonSkills:Volleyball• ServingShower(Volleyballtab,pp.23-24)

CanalsodoPACEactivity

2-3 Closure:Review–HowtouseagoodunderhandedservetechniqueRelate–Shareaboutatimewhenyouservedsomeone(butnotinagame).Praise–Affirmstudentswhodidtheexerciseswithoutcomplaining.Preview–InournextclasswewillputalloftheVolleyballskillstogetherthatwehavebeenlearningandplayamini-volleyballgame.

Assessment:Individuallyevaluateeachstudentontheirunderhandserveusingthecorrectcriticalelementswhiletheentireclassispracticing.Scoring– 3=showsexpertiseinperformingthecriticalelements 2=showsgoodskillinperformingthecriticalelementsbutstillneedssomework 1=showsminimalskillinbeingabletoperformthecriticalelement 0=showsnocomprehensioninbeingabletoperformthecriticalelement

UnderhandServe

studentnameholdingballinfrontofhitting

hand

steppingontooppositefoot

makingsolidcontactwithpalmorfist

hand/shoulderpointingattarget

131


LessonPlanningGuideObjectives:PE.4.PA.8 Detects,analyzes,andcorrectserrorsinpersonalmotorskills.

EquipmentChart:


MeetMeintheMiddle

6 cones forboundaries1 asneededperSPARKItUp!lessonchosenfrom

page20


isneeded

Mini-Volleyball1per ball 1per61per 10”rope 1per62per cones 2pergroup

132



Content Notes


10 FocusonFitness:MapChallenges• MovingforTime(MapChallengestab,pp.11,12)

15 SpotlightonSkills:Volleyball• Mini-Volleyball(Volleyballtab,pp.25-26)

2-3 Closure:Review–Basicvolleyballskillslearned.Relate–Explainhowteamworkisneededindailylife.Praise–Affirmappropriatebehavior.Preview–Nextclasswewillhaveanassessmentonvolleyball.

133


LessonPlanningGuideObjectives:PE.1.MS.12 Volleysanobjectwithanopenpalm,sendingitupward.PE.2.MS.16 Volleysanobjectupwardwithconsecutivehits.PE.3.MS.16 Volleysanobjectwithanunderhandorsidearmstrikingpattern,sendingitforwardoveranet,tothewallor


handball).PE.4.MS.21 Volleyswithatwo-handoverheadpattern,sendingitupward,demonstrating4ofthe5criticalelementsofa

maturepattern.

EquipmentChart:


MeetMeintheMiddle

6 cones forboundaries1 musicandplayer asneededperSPARKItUp!lessonchosen

frompage12

MovingforTime1 stopwatch misc. readthe“Ready”sectiontoseewhat

equipmentisneeded

134



Content Notes



15 SpotlightonSkills:Volleyball• Assessment–VolleyballSelf-Check.Usethestudentself-assessmenttool(SPARKfolioVolleyballtab,whitecard)

2-3 Closure:Review–SharesomethingyouhavelearnedaboutVolleyball.Relate–Howisyourfamilylikeateam?Howdoyoucooperate?Praise–Affirmappropriatebehaviorvolleyballskills.Preview–Inournextclasswewillplayagamecalled4-SquareVolleyball.

135


LessonPlanningGuideObjectives:PE.3.PF.5 Engagesintheactivitiesofphysicaleducationclasswithoutteacherprompting.

EquipmentChart:


PartnerTag 4 cones forboundariesMovingAroundtheTrack–Counting

Laps


4-SquareVolleyball

4per spotmarkers 4pergroupof8(forboundaries)1per ball 1pergroupof82per 10’ropeorchalk

rope1pergroupof8

136



Content Notes

2-3 IntroductoryActivity:(ASAP)• PartnerTag(ChasingandFleeingtab,pp.19-20)


15 SpotlightonSkills:Volleyball• 4-SquareVolleyball(Volleyballtab,pp.27-28)

2-3 Closure:Review–Propertechniquesforasetandserve.Relate–Howisthisgamethesameas4-Square?Howisitdifferent?Praise–Affirmstudentswhoplayedwelltogether.Preview–Inournextclasswewillhaveavolleyballteamchallenge.

Assessment:Individuallyevaluateeachstudentontheirabilitytomoveeffectivelyaroundthecourtinagamesettingwhiletheentireclassisinvolvedinagame.Scoring– ReadyPosition:1=feetarehipdistanceapartandstudentisontheirtoes 0=feetarestaggeredandbalanceisshaky FeetShuffling: 1=feetareheldundercontroluntilneededtomove 0=feetareconstantlymovinginsporadicmanner

Diving: 1=stomachisonground,handsoutinfrontorbyside,distanceisgained 0=bodyisthrownongroundinamannerinefficiently

UnderhandServe

studentnameholdingballinfrontofhitting

hand

steppingontooppositefoot

makingsolidcontactwithpalmorfist

hand/shoulderpointingattarget

137


LessonPlanningGuideObjectives:PE.3.PF.5 Engagesintheactivitiesofphysicaleducationclasswithoutteacherprompting.PE.4.PF.1 Analyzesopportunitiesforparticipatinginphysicalactivityoutsidephysicaleducationclass.

EquipmentChart:


PartnerTag 4 cones forboundariesMovingAroundtheTrack–Counting

Minutes


VolleyballTagTeamTravelingChallenge

4 cones forboundaries1 spotmarker 1markerperpair1 volleyball 1perpair

138



Content Notes



15 SpotlightonSkills:Volleyball• VolleyballTagTeamTravelingChallengeTaskCard(SPARKfolioVolleyballtab,pp.29-30)

2-3 Closure:Review–Whatdidyounoticeorlearnfromthechallengetoday?Relate–Sharehowkeepinginshapewiththeaerobicactivitiescouldhelpyourlife.Praise–Affirmappropriatevolleyballhandlingskills.Preview–NextclasswillfocusonaPersonalBestDay.

139


LessonPlanningGuidePersonalBestDay#2Objectives:PE.1.PF.2 Identifiestheheartasamusclethatgrowsstrongerwithexercise,play,andphysicalactivity.PE.2.PF.2 Recognizestheuseofthebodyasresistancefordevelopingstrength(e.g.,holdsbodyinplankposition,

animalwalks).PE.3.PF.3 Describestheconceptoffitnessandprovidesexamplesofphysicalactivitytoenhancefitness.PE.4.PF.8 Analyzestheimpactoffoodchoicesrelativetophysicalactivity,youthsports,andpersonalhealth.PE.1.VH.3 Understandsthevalueofadequatesleepforoptimalhealthtoassistinthebuildingofhealthybodies.PE.2.VH.3 Understandsthevalueofadequatesleepforoptimalhealthtoassistinthebuildingofhealthybodies.PE.3.VH.3 Recognizesthevalueofadequatesleepforoptimalhealthtoassistinthebuildingofhealthybodies.PE.4.VH.3 Recognizesthevalueofadequatesleepforoptimalhealthtoassistinthebuildingofhealthybodies.

EquipmentChart:


PartnerTag 4 cones forboundaries


isneeded

PersonalBestDay#2

misc. anyactivityfromtheASAPUnit

forwarm-up

MyPersonalBestProgressandGoalsCard

SPARKfamily.org

3 FitnessChallengePromptPages

SPARKfamily.org

4 cones marked1-4tocreaterunningtrack1 stopwatch 1per2 pencil 1per2studentsifusingMyPersonalBest

ProgressCardandGoals1per2 carpetsquares optional,1per2students

140



Content Notes



15 SpotlightonSkills:Volleyball• PersonalBestDay#2(PersonalBestDaytab,p.5)

2-3 Closure:Review–Propervolleyballskilltechniques.Relate–Whataresomeotherthingsyouneedtopracticeonyourowntodowellat?Praise–Affirmappropriatevolleyballskills.Preview–Inournextclasswewillbeginaunitonstuntsandtumbling.

141

Unit5-StuntsandTumblingGrades1-4

UnitPlanningGuideStuntsandTumblingStuntsareprimarilydesignedtoincreaseabilitiessuchasbalance,coordination,flexibility,agility,andstrength.Tumbling,forbeginninglevels,involvesvarioustypesofbodyrollsandinvertedbalancesthatencouragethedevelopmentofthesesameattributes.Withpractice,thestudentswillprogresstosuccessfullyperformingindividualandpartnerstuntsandtumblingroutines.SpiritualConnections–BeingaGoodExampleAlbertEinsteinsaid,“Settinganexampleisnotthemainmeansofinfluencinganother,itistheonlymeans.”Whetherfocusingonindividualstuntsorservingasoneofmanyparticipantsinatumblingroutine,beingapositiveexampleaffectsthosewatching.Settingagoodexampleisnotanattempttochangesomeone,butrather,itisshowingappropriatebehaviorbywordsandactions.ITimothy4:12(NCV).“Donotletanyonetreatyouasifyouareunimportantbecauseyouareyoung.Instead,beanexampletothebelieverswithyourwords,youractions,yourlove,yourfaithandyourpurelife.”DailyDozenTheobjectinperformingtheDailyDozenactivitiesistoincreaseflexibility,buildstrength,anddevelopaerobiccapacity.UsethematerialwritteninStuntsandTumblingtab,pp.7-8toprovideinformationonhowtoset-upspacefortheactivities.Page9identifiessampleactivitiestouseduringDailyDozen.UtilizingtheyellowcardsfromSPARKfolioStuntsandTumblingtab,providesagreatervarietyofactivitieswithanillustrationandwrittendescriptionforBalanceandStrength,WeightTransfer,JumpingandLandingSkills,andPartnerTricks.SpotlightonSkillsThemajorityofSpotlightonSkillslessonsinthisunitarerepeatedduetothedifficultyofcontentforsomeoftheyoungerstudents.Options:advanceasfaraspossiblethefirstdayoftheactivityandpickupwhereleftoffforthenextday;usetherepeatdaystoreviewmorecomplicatedordifficultactivities.

143

Unit5Outline-StuntsandTumblingGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:DailyDozen

Day1(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements:Walk,PowerWalk,HeelWalk,JogBalanceandStrength:T-Stand,Egg-Sit,SuperHero,Rocker

Day2(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Walk,PowerWalk,Tip-ToeWalk,Jog,GallopWeightTransfer–InchWorm,SealWalk,SeatWalk,BearWalk

Day3(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–PowerWalk,Tip-ToeWalk,HellWalk,GallopJumpingandLandingSkills–S-ShapedLandings,BananaStar,Tuck,Straddle

SpotlightonSkills:StuntsandTumblingDay1Look,Learn,andLeave(StuntsandTumblingtab,pp.11-12)Day2Look,Learn,andLeave(StuntsandTumblingtab,pp.11-12) Assessment:Studentswillbeassessedontheirabilitytoperformbalanceactivities.Day3ThoseTrickyTransitions(StuntsandTumblingtab,pp.13-14)

Week2FocusonFitness:DailyDozen

Day1(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Walk,PowerWalk,HeelWalk,Gallop,Skip,JogBalanceandStrength–SuperHero,Rocker,KneeBalance,V-Sit,EggSit

Day2(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)WeightTransfer–CrabWalk,CrabKick,MuleKick,EggandLogRollPartnerTricks–WringtheDishrag,PartnerHopping,Twister,SeeSaw

Day3(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Skip,Leap,SideSlide,PowerWalk,Jog,GallopJumpingandLandingSkills–Pike,HeelSlap,HeelClick,180and360Turns

SpotlightonSkills:StuntsandTumblingDay1ThoseTrickyTransitions(StuntsandTumblingtab,pp.13-14) Assessment:Studentswillbeassessedontheirabilitytoperformbalanceactivitiesandcomparetoanearlierassessment.Day2ThoseTrickyTransitions(StuntsandTumblingtab,pp.13-14)Day3StuntStoriesandTumblingTales(StuntsandTumblingtab,pp.15-16)Assessment:Studentswillbeassessedontheirabilitytocorrectlyperform1stuntfromtheStuntsandTumblingSkillCards.


Day1(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–March-SkipMarch,Leap,HeelWalk,GallopBalanceandStrength–T-Stand,Rocker,FrontScale,V-Sit,KneeScale

Day2(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)

144

AerobicMovements–Leap,Skip,Walk,PowerWalk,Gallop,JogPartnerTricks–Back-to-BackGet-Up,PartnerPush-Up,Twister

Day3(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Gallop,HeelWalk,PowerWalk,SkipJogBalanceandStrength–T-Stand,Stork,FrontScale,Rocker,V-Sit

SpotlightonSkills:StuntsandTumblingDay1StuntStoriesandTumblingTales(StuntsandTumblingtab,pp.15-16)Day2PACEActivity#1(StuntsandTumblingtab,pp.17-18)Day3AssessmentStuntsandTumblingSelf-Check(SPARKfolioStuntsandTumblingtab,whitecard)


Day1(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Walk,PowerWalk,HeelWalk,Gallop,JogWeightTransfer–MuleKick,SeatSpin,Egg-LogRoll,SealWalk

Day2(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Walk,Tip-ToeWalk,Skip,Gallop,Jog,RunWeightTransfer–Inchworm,BearWalk,SeatWalk,SealWalk,EggRoll

Day3(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Skip,SideSlide,March-SkipMarch,Jog,RunBalanceandStrength–TurkStand,Push-Up,ShoulderStand,Rocker

SpotlightonSkills:StuntsandTumblingDay1PACEActivity#2,CreateaRoutine(StuntsandTumblingtab,pp.19-20)Day2PACEActivity#2,CreateaRoutine(StuntsandTumblingtab,pp.19-20)Day3PerformRoutine

145

Unit5–StuntsandTumblingEquipment

Week1

EquipmentDay1

Day2

Day3

cones " " "directionalarrows " " "matsorcarpetsquares " " "musicandplayer " " "StuntsandTumblingSkillCards

" " "

Week3

EquipmentDay1

Day2

Day3

cones " " "directionalarrows " " "hoop " matsorcarpetsquares " " "PartnerSwitcherooStuntHuntTaskCard

"

StuntsandTumblingSkillCards

"

Week2

EquipmentDay1

Day2

Day3


" " "

Week4

EquipmentDay1

Day2

Day3


" "

147

Unit5StuntsandTumbling–Week1,Day1Grades1-4

LessonPlanningGuideObjectives:PE.1.MS.4 Transfersweightfromonebodyparttoanotherinpersonalself-space.PE.2.MS.7 Transfersweightfromfeettodifferentbodyparts/basesofsupportforbalanceand/ortravel.PE.3.MS.5 Balancesondifferentbasesofsupport,demonstratingmusculartensionandextensionsoffreebodyparts.

EquipmentChart:


Add-OnScramble4 cones forboundaries1 musicandplayer optional

DailyDozen8 matsorcarpet

squares1perstudent

8 directionalarrows

Look,Learn,andLeave

8 matsorcarpetsquares

1perstudent

8 directionalarrows 16-24 StuntsandTumbling

SkillCardsSparkfamily.org

16-24 cones

148



Content Notes

2-3 IntroductoryActivity:(ASAP)• Add-OnScramble(ASAPtab,p.21)

10 FocusonFitness:DailyDozen (StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Walk,PowerWalk,HeelWalk,Jog• BalanceandStrength:T-Stand,Egg-Sit,SuperHero,Rocker

15 SpotlightonSkills:StuntsandTumbling• Look,Learn,andLeave(StuntsandTumblingtab,pp.11-12)

2-3 Closure:Review–Themovementconceptsneededtodopropertumbling.Relate–Whyshouldyoualwaysbeawareofyourspacearoundyouduringtumblingactivities?Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonindividualandpartnerstuntsandtumblingskills.

149


LessonPlanningGuideObjectives:PE.4.MS.1 Usesvariouslocomotorskillsinavarietyofsmall-sidedpracticetasksandeducationalgymnastics

experiences.

EquipmentChart:



DailyDozen8 matsor1carpet

square1perstudent

8 directionalarrows

Look,Learn,andLeave

8 matsorcarpetsquares

1perstudent

8 directionalarrows 16-24 StuntsandTumbling

SkillCardsSparkfamily.org

16-24 cones Assessment:SelectoneoftheactivitiesfromtheStuntsandTumblingSkillCards(SPARKfolioStuntsandTumblingtab).Createanassessmentchartsimilartotheonebelowwhichincludestheelementsofthetask.Assesswiththislesson,thenre-assessafterWeek2,Lesson1.Scoring–3=performstaskcorrectly;2=usuallyperformstaskcorrectly;1=performstaskincorrectly;0=cannotperformtask.

Tripodexampleofchart...

studentnameheadonmat

handsonmatkneesonelbows

holdfor5seconds

150



Content Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Walk,PowerWalk,Tip-ToeWalk,Jog,Gallop• WeightTransfer:InchWorm,SealWalk,SeatWalk,BearWalk

15 SpotlightonSkills:StuntsandTumbling• Look,Learn,andLeave(StuntsandTumblingtab,pp.11-12)

2-3 Closure:Review–Themovementconceptsneededtodopropertumbling.Relate–Discusswhichstuntshavebecomefavorites,andwhyaretheyfavorites?Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusoncombiningtumblingskillsandstunts.

151


LessonPlanningGuideObjectives:PE.1.MS.5 Demonstratestwisting,curling,bending,andstretchingactions.PE.2.MS.8 Differentiatesamongtwisting,curling,bending,andstretchingactions.PE.3.MS.7 Movesintoandoutofgymnasticsbalanceswithcurling,twisting,andstretchingactions.

EquipmentChart:




squares1perstudent

8 directionalarrows

ThoseTrickyTransitions

8-12 mats 8-12 cones 2per StuntsandTumbling

SkillCardsSPARKfamily.org/2permat

152



Content Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:PowerWalk,Tip-ToeWalk,HeelWalk,Gallop

• JumpingandLanding:S-ShapedLandings,BananaStar,Tuck,Straddle

15 SpotlightonSkills:StuntsandTumbling• ThoseTrickyTransitions(StuntsandTumblingtab,pp.13-14)

2-3 Closure:Review–Thecorrecttechniqueandformincombiningtumblingskills.Relate–Discussgameswherecombiningskillsisneededforthegame.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonsmoothtransitionsbetweenstunts.

153


LessonPlanningGuideObjectives:PE.2.MS.6 Balancesinaninvertedpositionwithstillnessandsupportivebases.PE.3.MS.6 Transfersweightfromfeettohandsformomentaryweightsupport.PE.2.PA.5 Variestimeandforcewithgradualincreasesanddecreases.PE.3.PA.6 Employstheconceptofmusculartensionwithbalanceingymnastics.

EquipmentChart:




squares1perstudent

8 directionalarrows




154



Content Notes

2-3 IntroductoryActivity:(ASAP)• Add-OnScramble(ASAPtab,p.22,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Walk,PowerWalk,HeelWalk,Gallop,Skip,Jog

• BalanceandStrength:SuperHero,Rocker,KneeBalance,V-Sit,EggSit


2-3 Closure:Review–Theimportanceofsmoothtransitionsfromoneskillorstunttoanother.Relate–Discussoccupationswhichrequiresmoothtransitions.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonaddingspeedtothesequence.

Assessment:UsingthechartcreatedforWeek1,Lesson2,re-assessthestudents’performance.LookforareasofimprovementScoring–3=performstaskcorrectly;2=usuallyperformstaskcorrectly;1=performstaskincorrectly;0=cannotperformtask.

Tripodexampleofchart...

studentname headonmat handsonmatkneesonelbows

holdfor5seconds

155


LessonPlanningGuideObjectives:PE.4.MS.3 Usesspring-and-steptakeoffsandlandingsspecifictogymnastics.PE.3.PA.5 Employstheconceptofalignmentingymnastics.

EquipmentChart:




squares1perstudent

8 directionalarrows




156



Content Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• WeightTransfer:CrabWalk,CrabKick,MuleKick,EggandLogRoll• PartnerTricks:WringtheDishrag,PartnerHopping,Twister,SeeSaw


2-3 Closure:Review–Thetechniquesneededinasequencebeforespeedcanbeincreased.Relate–Tellaboutothersubjectareaswhereitisnecessarytofocusonknowledge,techniques,orskillsbeforeincreasingspeed.Praise–Affirmappropriatebehavior.Preview–Nextclasswillinvolvecreatinga“StuntStoryandTumblingTale.”

157


LessonPlanningGuideObjectives:PE.4.MS.6 Transfersweightfromfeettohands,varyingspeedandusinglargeextensions(e.g.,handstand,cartwheel).PE.1.VH.6 Recognizesthatchallengeinphysicalactivitiescanleadtosuccess.PE.2.VH.6 Comparesphysicalactivitiesthatbringconfidenceandchallenge.PE.3.VH.6 Discussesthechallengethatcomesfromlearninganewphysicalactivity.PE.4.VH.6 Ratestheenjoymentofparticipatinginchallengingandmasteredphysicalactivities.

EquipmentChart:




squares1perstudent

8 directionalarrows

StuntStoriesandTumblingTales

8-12 matsorcarpetsquares

1perstudent


SPARKfamily.org

158



Content Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Skip,Leap,SideSlide,PowerWalk,Jog,Gallop

• JumpingandLandingSkills:Pike,HeelSlap,HeelClick,180and360Turns

15 SpotlightonSkills:StuntsandTumbling• StuntStoriesandTumblingTales(StuntsandTumblingtab,pp.15-16)

2-3 Closure:Review–Thecriticalelementsofperformingaminiroutine.Relate–Discusshoweachstuntoftheroutineispartofastory.Praise–Affirmstudentsforeffortsincombiningskillsandstunts.Preview–Nextclasswillbeacontinuationoftheminiroutine.

Assessment:Individuallyevaluateeachstudentontheirstuntwhiletheentireclassispracticing.Scoring– 3=performstaskcorrectly 2=usuallyperformstaskcorrectly 1=performstaskincorrectly

StuntStar

studentname stunt/tumblingcardname score

159


LessonPlanningGuideObjectives:PE.4.MS.5 Balancesondifferentbasesofsupportonapparatus,demonstratinglevelsandshapes.PE.4.MS.7 Movesintoandoutofbalancesonapparatuswithcurling,twisting,andstretchingactions.PE.4.PA.4 Combinesmovementconceptswithskillsinsmall-sidedpracticetasksandgymnasticsenvironments.

EquipmentChart:


ToeTag 4 cones forboundaries


squares1perstudent

8 directionalarrows

StuntStoriesandTumblingTales

8-12 matsorcarpetsquares

1perstudent


SPARKfamily.org

160



Content Notes

2-3 IntroductoryActivity:(ASAP)• ToeTag(ChasingandFleeingtab,pp.21-22)

10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:March-SkipMarch,Leap,HeelWalk,Gallop• BalanceandStrength:T-Stand,Rocker,FrontScale,V-Sit,KneeScale(yellowcards)

15 SpotlightonSkills:StuntsandTumbling• StuntStoriesandTumblingTales(StuntsandTumblingtab,pp.15-16)

2-3 Closure:Review–Theelementsofasmoothtransitionfromoneskilltothenext.Relate–Identifyanotherschoolactivitywhereasmoothtransitionisimportant.Praise–Affirmstudentsfordoingtheirbest.Preview–Nextclasswillfocuson

161


LessonPlanningGuideObjectives:PE.4.MS.8 Combinestravelingwithbalanceandweighttransferstocreateagymnasticssequencewith/without

equipment.PE.2.RB.8 Recognizestheroleofrulesandetiquetteinteacher-designedphysicalactivities.PE.3.RB.8 Recognizestheroleofrulesandetiquetteinphysicalactivitywithpeers.PE.4.RB.8 Exhibitsetiquetteandadherencetorulesinavarietyofphysicalactivities.

EquipmentChart:




squares1perstudent

8 directionalarrows

PartnerSwitcherooStuntHunt

1per PartnerSwitcherooStuntHuntTaskCard

SPARKfamily.org/1pergroupof4-6students

1per hoop 1pergroupof5-6students4 cones forboundaries

162



Content Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Leap,Skip,Walk,PowerWalk,Gallop,Jog• PartnerTricks:BacktoBackGet-Up,Partner,Push-Up,Twister

15 SpotlightonSkills:StuntsandTumbling• PACEActivity#1PartnerSwitcherooStuntHunt(StuntsandTumblingtab,pp.17-18)

2-3 Closure:Review–Importantpointstorememberwhenworkingonpartnerstunts.Relate–Nameotheractivitieswhereworkingwithapartnerishelpful.Praise–Affirmappropriatepartnershipbehavior.Preview–Nextclasswillfocusonassessment.

163



EquipmentChart:




squares1perstudent

8 directionalarrows

164



Content Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;al)ochooseyellowcardsfromSPARKfolioStuntsandTumblingtab;possiblechoicescouldinclude:• AerobicMovements:Gallop,HeelWalk,PowerWalk,Skip,Jog• BalanceandStrength:T-Stand,Stork,FrontScale,Rocker,V-Sit

15 SpotlightonSkills:StuntsandTumbling• Assessment:StuntsandTumblingSelf-Check(SPARKfolioStuntsandTumblingtab,whitecard)

2-3 Closure:Review–Skillsfromthe4-skillcategories.Relate–Ask,“Howdidyoufellwhenallfourstarswerecolored?”Praise–Affirmstudentsfordoingtheirbest.Preview–Nextclasswillfocusoncreatingaroutine.

Assessment:seeSpotlightonSkills

165



equipment.

EquipmentChart:


QuickDraw6 cones forboundaries1 musicandplayer optional


square1perstudent

8 directionalarrows

CreateaRoutine1per mat 1pergroupof3-5students1per StuntsandTumbling

SkillCardsSPARKfamily.org/1pergroupof3-5students

166



Content Notes

2-3 IntroductoryActivity:(ASAP)• QuickDraw(ASAPtab,p.22)

10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Walk,PowerWalk,HeelWalk,Gallop,Jog• WeightTransfer:MuleKick,SeatSpin,Egg-LogRoll,SealWalk

15 SpotlightonSkills:StuntsandTumbling• PACEActivity#2,CreateaRoutine(StuntsandTumblingtab,pp.19-20)

2-3 Closure:Review–Guidelinesforcreatingaroutine.Relate–Discusswheyguidelinesareimportanttoknowbeforecreatingsomethingnew.Praise–Affirmfollowingtheguidelines.Preview–Nextclasswillcontinuewithcreatingaroutine.

167



equipment.

EquipmentChart:




square1perstudent

8 directionalarrows

CreateaRoutine1per mat 1pergroupof3-5students1per StuntsandTumbling

SkillCardsSPARKfamily.org/1pergroupof3-5students

168



Content Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Walk,Tip-ToeWalk,Skip,Gallop,Jog,Run• WeightTransfer:Inchworm,BearWalk,SeatWalk,SealWalk,EggRoll

15 SpotlightonSkills:StuntsandTumbling• PACEActivity#2,CreateaRoutine(StuntsandTumblingtab,pp.19-20)

2-3 Closure:Review–Majorskillsneededfordoingatumblingroutine.Relate–Discussamusic-relatedroutineandtheskillsneededtoperformthatroutine.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonperformingaroutine.

169



equipment.

EquipmentChart:




square1perstudent

PerformRoutine 8 directionalarrows

170



Content Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Skip,SideSlide,March-SkipMarch,Jog,Run• BalanceandStrength:TurkStand,Push-Up,ShoulderStand,Rocker

15 SpotlightonSkills:StuntsandTumbling• PerformRoutine

2-3 Closure:Review–Assessmentguidelinesfortheroutines.Relate–Identify3thingstolookforwhenassessinganartpiece.Praise–Afirmappropriatebehavior.Preview–Nextclasswillfocusonanintroductiontobasketball.

Assessment:Afterpracticingacreativeroutine,evaluatestudentsbasedonthecriteriainthechartbelow.Scoring– 3=gotit 2=almost,notthereyet 1=needsimprovement

CreativeRoutine

student(s)name(s)routine

included4stunts

stuntsflowedtogether

skillswereperformedwellandcontrolled

allmembersparticipated

171

Unit6-BasketballGrades1-4

UnitPlanningGuideBasketballTheselessonsinBasketballinvolvesthestudentsinavarietyofskillsthatmaybepracticedindividuals,inpairs,orwithgroups.Chooseactivitiesbasedontheskilllevelofmostofyourstudents.Duringthelessons,accesstheircomfort,interest,andabilitytoperformtheactivityandadjustasneeded.Ifanactivityistoodifficult,decreasethevariables,simplify,andslowdown.UtilizetheactivitiesinSPARKItUp!ifmorerigorisneeded.SpiritualConnections-PracticeThegameofbasketballrequiresskillsthatmustbepracticedrepeatedly,anditiswithtimeandeffortthattheseskillscanbecomeautomatic.Inthesamemanner,ittaketimeandpracticeinone’sspirituallifetoskillfullytravelthroughlife.Philippians1:6(NLT).“AndIamcertainthatGod,whobeganthegoodworkwithinyou,willcontinuehisworkuntilitisfinallyfinishedonthedaywhenChristJesusreturns.”PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.NoticethattestingPersonalBestDaysispartofthelessonplanforthisunit,week4,andday3.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.

173

Unit6Outline–BasketballGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:MovementBands

Day1IntroductiontoMovementBands(MovementBandstab,pp.5-6)Day2MovementBandCircuit(MovementBandstab,pp.7-8)Day3MovementBandCircuit(MovementBandstab,pp.7-8)

SpotlightonSkills:BasketballDay1BallHandlingDrills(Basketballtab,pp.5-6)

DribblingDrills(Basketballtab,pp.7-8)Assessment:Studentswillbeassessedondribblingaballinpersonalspace.Day2PassingDrills(Basketballtab,pp.11-12)

GridPassing(Basketballtab,pp.15-16)Assessment:Studentswillbeassessedontheirabilitytopassaballwithcorrectform.Day3PivotingDrills(Basketballtab,pp.9-10)

PassandFollow(Basketballtab,pp.17-18)Assessment:Studentswillbeassessesontheirabilitytopivot.

Week2FocusonFitness:MovementBands

Day1Add-On(MovementBandstab,pp.9-10)Day2LuckyGuess(MovementBandstab,pp.11-12)Day3MovementBandCircuit(MovementBandstab,pp.7-8)

SpotlightonSkills:BasketballDay1DribblingDrills(Basketballtab,pp.7-8)

CornertoCornerGiveandGoDribblingDrills(Basketballtab,pp.19-20)Day2PassingDrills(Basketballtab,pp.11-12)KeepAwayPassingDrills(Basketballtab,pp.21-22) Assessment:Studentswillbeassessedontheirabilitytopassaballwithcorrectform.Day33-CatchBasketballPassingDrills(Basketballtab,pp.23-24)Assessment:Studentswillself-assesstheirpassingskills.


Day1MovementBandCircuit(MovementBandstab,pp.7-8)Day2MovementBandCircuit(MovementBandstab,pp.7-8)Day3Assessment(SPARKfolioFitnessBandstab)

SpotlightonSkills:BasketballDay1ShootingDrills(Basketballtab,pp.13-14)S-P-A-R-K(Basketballtab,pp.25-26)Assessment:Studentswillbeassessedontheirunderstandingofpropershootingtechniques.Day2ShootingDrills(Basketballtab,pp.13-14)

Add‘EmUpShootingDrills(Basketballtab,pp.27-28)Assessment:Studentswillbeassessedonpropershootingtechniques.

Day3ShootingDrills(Basketballtab,pp.13-14)AroundtheCourt(Basketballtab,pp.29-30)Assessment:Studentswillbeassessedontheirshootingtechniques.

174


Day1LuckyGuess(MovementBandstab,pp.11-12)Day2PACEActivity,CreateaRoutine(MovementBandstab,pp.17-18)Day3PACEActivity,CreateaRoutine(MovementBandstab,pp.17-18)

SpotlightonSkills:BasketballDay1PassingDrills(Basketballtab,pp.11-12)Mini-Basketball(Basketballtab,pp.31-32) Assessment:Studentswillbeassessedontheiridentificationofthe3basicpasses.Day2PassingDrills(Basketballtab,pp.11-12)PACEActivity#1,PartnerBasketballActivityChallenge(Basketballtab,pp.33-34)Day3Assessment:PersonalBestDay#3(PersonalBestDaytab,p.5)

175

Unit6,BasketballEquipment

Week1

EquipmentDay1

Day2

Day3

balls " " "cones " " "*MovementBandSkillCards–IndividualTricks

"

movementbands " " "musicandplayer " " "spotmarkers " "*checkselectedcard(s)forequipmentneeds

Week3

EquipmentDay1

Day2

Day3

balls " " "cones " " "hoops " " "*MovementBandSkillCards–IndividualTricks

" "

movementbands " " musicandplayer " " "*checkselectedcard(s)forequipmentneeds

Week2

EquipmentDay1

Day2

Day3

balls " " cones " " "*MovementBandSkillCards–IndividualTricks

" " "

movementbands " " "musicandplayer " " "pinnies " spotmarkers " " *checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

balls " " basketball " carpetsquares "cones " " "CreateaRoutineTaskCard " "FitnessChallengePromptPages

"

hoops " " *MovementBandSkillCards–IndividualTricks

" " "

movementbands " " "musicandplayer " " "MyPersonalBestProgressandGoalCard

"

*PartnerBasketballActivityChallengeTaskCard

"

pencils " "pinnies " stopwatch "*checkselectedcard(s)forequipmentneeds

177

Unit6Basketball–Week1,Day1Grades1-4

LessonPlanningGuideObjectives:PE.1.MS.9 Dribblescontinuouslyinpersonalself-spaceusingthepreferredhand.PE.2.MS.12 Dribblesinpersonalself-spacewithpreferredhanddemonstratingamaturepattern.PE.2.MS.13 Dribblesusingthepreferredhandwhilewalkingingeneralspace.PE.3.MS.11 Combinestravelingwithmanipulativeskills(e.g.,dribbling,throwing)inteacher-and/orstudent-designed

small-sidedpracticetasks.PE.4.MS.13 Dribblesinpersonalself-spacewithboththepreferredandthenon-preferredhandsusingamaturepattern.PE.4.MS.14 Dribblesingeneralspacewithcontrolofballandbodywhileincreasinganddecreasingspeed.

EquipmentChart:



IntroductiontoMovementBands

1pair movementbands 1pairper3-4studentsmisc. MovementBand

SkillCards–IndividualTricks

SPARKfamily.org/Readthe“Ready”sectiontoseewhatequipmentisneeded

1per3 musicandplayerorrhythmsticks

1pairper3studentsoptional

Ball-HandlingDrills1per ball 1perstudent4 cones forboundaries

DribblingDrills1per ball 1perstudent4 cones forboundaries

178



Content Notes

2-3 IntroductoryActivity:(ASAP)• QuickDraw(ASAPtab,p.23,chooseoneactivityfromSPARKItUp!)

15 FocusonFitness:MovementBands• IntroductiontoMovementBands(MovementBandstab,pp.5-6)

15 SpotlightonSkills:Basketball• BallHandlingDrills(Basketballtab,pp.5-6)• DribblingDrills(Basketballtab,pp.7-8)

Studentsingrades1and2shouldusesmallersizedbasketballs.Alternativestobasketballhoops:hula-hoopsontheground;large(clean)trashbaskets;targetspotsmarkedonawall.

2-3 Closure:Review–Properballhandlinganddribblingskills.Relate–Rememberwhendribblingyouaretokeepyourheadupandnotlookattheball.Howcanweapplythistootherareasofourlives?Praise–Affirmappropriateballhandlingskills.Preview–Inournextclasswewillfocusonpassing.

Assessment:Observestudentsdribblingaballinpersonalspacefor30seconds.Checkforpropertechnique.


ElementsofDribbling

studentnameuseofpadsof

fingersscore

pushtheballtothefloorscore

keepeyesup

score

179


LessonPlanningGuideObjectives:PE.1.MS.9 Dribblescontinuouslyinpersonalself-spaceusingthepreferredhand.PE.2.MS.12 Dribblesinpersonalself-spacewithpreferredhanddemonstratingamaturepattern.PE.2.MS.13 Dribblesusingthepreferredhandwhilewalkingingeneralspace.PE.3.MS.11 Combinestravelingwithmanipulativeskills(e.g.,dribbling,throwing)inteacher-and/orstudent-designed

small-sidedpracticetasks.PE.4.MS.4 Combinestravelingwithmanipulativeskills(e.g.,dribbling,throwing)inteacher-and/orstudent-designed

small-sidedpracticetasks.PE.4.MS.13 Dribblesinpersonalself-spacewithboththepreferredandthenon-preferredhandsusingamaturepattern.PE.4.MS.14 Dribblesingeneralspacewithcontrolofballandbodywhileincreasinganddecreasingspeed.PE.4.PA.3 Dribblesingeneralspacewithchangesindirectionandspeed.

EquipmentChart:




1pair movementbands 1pairper3-4students

PassingDrills 1per ball 1per2students

GridPassing1per ball 1per3-5students1per spotmarker 1perstudents

180



Content Notes


15 FocusonFitness:MovementBands• MovementBandCircuit(MovementBandstab,pp.7-8)

15 SpotlightonSkills:Basketball• PassingDrills(Basketballtab,pp.11-12)• GridPassing(Basketballtab,pp.15-16)

Youngerstudentsmayneedtostandcloserand/orhaveasofterball.

2-3 Closure:Review–Propertechniquesofchest,bounceandoverheadpasses.Relate–Shareothergamesyoumightalsoneedtopassin.Praise–Affirmstudentswhoarepassingcorrectly.Preview–Inournextclasswewillpracticehowtomovewhenwehavetheball.

Assessment:CheckfortheproperwaytocompleteachestpassandabouncepassasoutlinedinthePassingDrillsactivity.


ProperBallPassing

studentnameBouncePass

scoreChestPass

score

181


LessonPlanningGuideObjectives:PE.1.MS.9 Dribblescontinuouslyinpersonalself-spaceusingthepreferredhand.PE.4.MS.12 Catchesathrownballabovethehead,atchestorwaistlevel,andbelowthewaistusingamaturepatternina

staticenvironment.PE.3.PA.4 Understandsthatappropriatepracticeimprovesperformance.

EquipmentChart:




1pair movementbands 1pairper3-4students

PivotingDrills4 cones forboundaries1per ball 1perstudent

PassandFollow1per ball 1per4-5students2per spotmarkers 2per4-5students

182



Content Notes



15 SpotlightonSkills:Basketball• PivotingDrills(Basketballtab,pp.9-10)• PassandFollow(Basketballtab,pp.17-18)

2-3 Closure:Review–WhenandhowtopivotRelate–Asuccessfulpivotistopivotontheballofthefoot.Discussothergamewhereusingtheballofafootisimportant.Praise–Affirmappropriatepivotingtechniquedonebystudents.Preview–Nextclasswillfocusondribblingskills.

Assessment:CheckforabilitytopivotwhileengagedinPivotingDrillsactivity.


Pivoting

studentname score

183


LessonPlanningGuideObjectives:PE.2.MS.11 Catchesaself-tossedorwell-thrownlargeballwithhands,nottrappingorcradlingagainstthebody.

EquipmentChart:



Add-On

1pairper movementbands 1pairper3-4studentsmisc. MovementBand


SPARKfamily.org/readthe“Ready”sectiontoseewhatequipmentisneeded

DribblingDrills1per ball 1perstudent4 cones forboundaries


1per ball 1perstudent1per spotmarker 1perstudentforgrids

184



Content Notes


15 FocusonFitness:MovementBands• Add-On(MovementBandstab,pp.9-10)

15 SpotlightonSkills:Basketball• DribblingDrills(Basketballtab,pp.7-8)• CornertoCornerGiveandGoDribblingDrills(Basketballtab,pp.19-20)

2-3 Closure:Review–Themovementconceptsofhandlinganddribblingabasketball.Relate–Maintainingcontroloftheballisimportantinbasketball.Nameanothersportwhenthisisavaluableskill.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonpassingskills.

185


LessonPlanningGuideObjectives:PE.2.MS.11 Catchesaself-tossedorwell-thrownlargeballwithhands,nottrappingorcradlingagainstthebody.

EquipmentChart:



LuckyGuess





KeepAway(2on1)1per ball 1per3students1per spotmarker 1perstudent

186



Content Notes


15 FocusonFitness:MovementBands• LuckyGuess(MovementBandstab,pp.11-12)

15 SpotlightonSkills:Basketball• PassingDrills(Basketballtab,pp.11-12)• KeepAway(2on1)(Basketballtab,pp.21-22)

2-3 Closure:Review–Thecriticalelementsofpivoting,passing,andmoving.Relate–Intoday’sactivityitwasimportanttocombine3differentskills.Describeamathproblemwheremorethanonemathprocessisneededtocompletetheproblem.(Example:borrowing,carrying,longdivision)Praise–Affirmstudentsfortryingtoworkonall3skills.Preview–Nextclasswillcontinuetofocusonapassing.

Assessment:CheckfortheproperwaytocompleteachestpassandabouncepassandcomparescoreswithrecordedscoresfromWeek1,Day2.


ProperBallPassing

studentnameBouncePass

scoreChestPass

score

187


LessonPlanningGuideObjectives:PE.4.MS.24 Combinestravelingwiththemanipulativeskillsofdribbling,throwing,catching,andstrikinginteacher-and/or

student-designedsmall-sidedpractice-taskenvironments.PE.1.PA.1 Movesinpersonalself-spaceandgeneralspaceinresponsetoteacherdirectedphysicalactivities.PE.2.PA.1 Movesinpersonalself-spaceandgeneralspaceinresponsetoteacherdirectedphysicalactivities.PE.4.PA.9 Detects,analyzes,andcorrectserrorsinpersonalmotorskills.

EquipmentChart:



MovementBandCircuit


SkillCards–IndividualTricksfor6students


6 cones for6stations1 musicandplayer

3-CatchBasketball1per ball 1per6students1per pinnie 1per2students1per spotmarker 1perstudents

188



Content Notes



15 SpotlightonSkills:Basketball• 3-CatchBasketball(Basketballtab,pp.23-24)

2-3 Closure:Review–Skillsofpassing.Relate–Sharewhyitmakesadifferencetousetheproperskillsinpassing.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonpracticingshootingdrills.

Assessment:Provideanopportunityforstudentstoself-assesstheirpassingskillsthroughidentifyingthenumberoftimesoutof10thattheir“passing”demonstratesthesecharacteristics: $Spreadfingersandkeepelbowsout $Pushtheballfromchestlevel $Stepintothepassandextendelbows

189


LessonPlanningGuideObjectives:PE.1.PF.3 Activelyengagesinphysicaleducationclass.PE.2.PF.4 Activelyengagesinphysicaleducationclassinresponsetoinstructionandpractice.

EquipmentChart:



MovementBandCircuit





ShootingDrills1perpair ball 1perpair1perpair hoop 1perpair

S-P-A-R-K

1perpair ball 1perpairmisc. note:dependingonthenumberofbaskets

available,pairsmayneedahoop,bucket,orothertarget

190



Content Notes



15 SpotlightonSkills:Basketball• ShootingDrills(Basketballtab,pp.13-14)• S-P-A-R-K(Basketballtab,pp.25-26)

2-3 Closure:Review–PropershootingtechniquesRelate–Playersshootthebasketballwiththeirdominanthand.Nameactivitiesathomethataredoneusingadominanthand.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonpracticingshootingdrills.

Assessment:Workinginpairs,studentswilldemonstrateandidentifythe3propershootingtechniques.

191


LessonPlanningGuideObjectives:PE.2.RB.8 Recognizestheroleofrulesandetiquetteinteacher-designedphysicalactivities.PE.3.RB.8 Recognizestheroleofrulesandetiquetteinphysicalactivitywithpeers.PE.4.RB.8 Exhibitsetiquetteandadherencetorulesinavarietyofphysicalactivities.

EquipmentChart:



MovementBandCircuit






Add‘EmUpShootingDrills

2per balls 2pergroupof4

192



Content Notes



15 SpotlightonSkills:Basketball• ShootingDrills(Basketballtab,pp.13-14)• Add‘EmUpShootingDrills(Basketballtab,pp.27-28)

2-3 Closure:Review–Thecriticalskillsofabasketballshot.Relate–Discusshowitfeelstomissashot.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonmoreshootingpractice.

Assessment:CheckforpropershootingtechniqueswhenpracticingShootingDrills. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

ShootingTechniques

studentname score

193


LessonPlanningGuideObjectives:PE.1.VH.4 Withsupport,recognizestheimpactphysicalhealthhasonmental,emotional,spiritual,andsocialwell-being.PE.2.VH.4 Withsupport,recognizestheimpactphysicalhealthhasonmental,emotional,spiritual,andsocialwell-being.PE.3.VH.4 Withsupport,recognizestheimpactphysicalhealthhasonmental,emotional,spiritual,andsocialwell-being.PE.4.VH.4 Withsupport,recognizestheimpactphysicalhealthhasonmental,emotional,spiritual,andsocialwell-being.

EquipmentChart:




AroundtheCourt

1per ball 1perstudentmisc. spotmarkers,

hoops,baskets,trashcans,etc.

anythingthatcanbeusedasatarget

194



Content Notes


15 FocusonFitness:MovementBands• Assessment(SPARKfolioFitnessBandstab)

15 SpotlightonSkills:Basketball• ShootingDrills(Basketballtab,pp.13-14)• AroundtheCourt(Basketballtab,pp.29-30)

2-3 Closure:Review–Thecriticalskillsofabasketballshot.Relate–Shootingaballrequiresproperform.Nameanothersportwhereproperformiscritical.Praise–Affirmappropriatebehavior.Preview–Nextclasswillfocusonamini-basketballgame.

Assessment:Afterstudentshavepracticedshootingdrillsaccordingtothetaskcards,Basketballtab(SPARKfolio),assessthembasedonthetaskfromonecardoftheirchoosing.


ShootingDrills

studentname score

195


LessonPlanningGuideObjectives:PE.4.PA.1 Appliestheconceptofopenspacestocombinationskillsinvolvingtraveling(e.g.,dribblingandtraveling).PE.4.PA.2 Appliestheconceptofclosingspacesinsmall-sidedpracticetasks.

EquipmentChart:



LuckyGuess





Mini-Basketball

1perpair pinnie 1perpair1per8 basketball 1per8students2per8 hoops 2per8studentsmisc. conesorspot

markerstomarkplayareas

196



Content Notes


15 FocusonFitness:MovementBands• LuckyGuess(MovementBandstab,pp.11-12)

15 SpotlightonSkills:Basketball• PassingDrills(Basketballtab,pp.11-12)• Mini-Basketball(Basketballtab,pp.31-32)

2-3 Closure:Review–The3basicbasketballpasses.Relate–Completingapassrequiresapartner.Nameanotheractivitywhereapartnerisrequired.Praise–Affirmappropriatebehavior.Preview–NextclasswillfocusonaPersonalBestDay.

Assessment:Astheteacherdemonstrateseachofthe3basicpasses,thestudentswillcalloutthenameofthepass.Theteachermaychoosetohavethemrespondindividually,orcollaborateinsmallgroups.

197


LessonPlanningGuideObjectives:PE.4.MS.18 Dribbleswithhandsorfeetincombinationwithotherskills(e.g.,passing,receiving,shooting).PE.4.MS.24 Combinestravelingwiththemanipulativeskillsofdribbling,throwing,catching,andstrikinginteacher-

and/orstudent-designedsmall-sidedpractice-taskenvironments.PE.4.PA.4 Combinesmovementconceptswithskillsinsmall-sidedpracticetasksandgymnasticsenvironments.PE.4.PA.8 Detects,analyzes,andcorrectserrorsinpersonalmotorskills.PE.4.PF.1 Analyzesopportunitiesforparticipatinginphysicalactivityoutsidephysicaleducationclass.

EquipmentChart:



CreateaRoutine

1pairper4students

movementbands 1per4students

misc. MovementBandSkillCards–IndividualTricks


CreateaRoutineTaskCard

SPARKfamly.org

1per pencil 1pergroupof41 musicandplayer


PACEActivity#1,PartnerBasketballActivityChallenge

4 hoops 1per ball student1perpair PartnerBasketball

ActivityChallengeTaskCard

SPARKfamly.org

198



Content Notes


15 FocusonFitness:MovementBands• PACEActivity,CreateaRoutine(MovementBandstab,pp.17-18)

15 SpotlightonSkills:Basketball• PassingDrills(Basketballtab,pp.11-12)• PACEActivity#1,PartnerBasketballActivityChallenge(Basketballtab,pp.33-34)

2-3 Closure:Review–Thecluesthatareceiverisreadyfortheball.Relate–Whatcluesaregivenbyyouathometoshowthatyouarereadytocompleteachore?(Example:awillingspirit;havingthetoolsreadyforthetask)Praise–Thestudentsfortheiralertnesswhilepassingorreceivingtheball.Preview–NextclasswillfocusonPersonalBestDay.

199


LessonPlanningGuidePersonalBestDay#3Objectives:PE.1.PF.3 Activelyengagesinphysicaleducationclass.PE.2.PF.3 Identifiesphysicalactivitiesthatcontributetofitness.PE.3.PF.7 Demonstrates,withteacherdirection,thehealth-relatedfitnesscomponents.PE.4.PF.2 Identifiesthecomponentsofhealth-relatedfitness.PE.4.PF.3 Identifiesatleastoneactivityassociatedwitheachcomponentofhealth-relatedfitness.PE.1.VH.2 Identifiesphysicalactivityasacomponentofgoodhealth.PE.2.VH.2 Recognizesthevalueofgoodhealth.PE.3.VH.2 Discussestherelationshipbetweenphysicalactivityandgoodhealth.PE.4.VH.2 Examinesthehealthbenefitsofparticipatinginphysicalactivity.

EquipmentChart:



CreateaRoutine

1pairper4students

movementbands 1per4students

misc. MovementBandSkillCards–IndividualTricks


CreateaRoutineTaskCard

SPARKfamly.org

1per pencil 1pergroupof41 musicandplayer

PersonalBestDay#3


forwarm-up


SPARKfamily.org


SPARKfamily.org


ProgressCardandGoals1per2 carpetsquare optional,1per2studentstoprovideasoft

surface

200



Content Notes


15 FocusonFitness:MovementBands• PACEActivity,CreateaRoutine(MovementBandstab,pp.17-18)

15 SpotlightonSkills:Basketball• PersonalBestDay#3(PersonalBestDaytab,p.5)• PACEActivity#2BasketballSkillsStations(Basketballtab,pp.35-36)

2-3 Closure:Review–Whatissomethingyouimprovedon?Whatissomethingthatstillneedsextrapractice?Relate–Shareaboutatimewhenyoudidyourverybestonsomethingandhowyoufelt.Praise–Affirmstudentswhoseemedtohavedonetheirbest.Preview–NextclasswillfocusonHockeyorRacquetsandPaddles.

201

Unit7-HockeyGrades1-4

UnitPlanningGuideForinstruction,chooseeitherthetopicofHockeyorRacquetsandPaddlesforUnit7.TheunusedtopicmaybeusedasanalternateforFootballinUnit10.HockeyHockeyinvolvesavarietyofskillssuchasdribbling,shooting,andpassingthatareavariationofthestrategieslearnedinbasketball.Broomhockeyisavariationoftenusedforstudentsinthelowerelementarygrades.SpiritualConnections–ServingOthersBeingagoodteammaterequiresactiveparticipationinservingtheotherplayersontheteam.Qualitiesofagoodteammateinclude:

• beingtrustworthy• acknowledgingother’ssuccesses• listening• doingwhatisneededfortheteamtosucceed• beingwillingtogiveuppersonalambitions• knowingwhentooverlookthemistakesofothers

Ephesians4:32(NKJV).“Andbekindtooneanother,tenderhearted,forgivingoneanother,evenasGodinChristforgaveyou.”

203

Unit7Outline–HockeyGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills)Week1 FocusonFitness:GroupFitness

Day1FitnessintheMiddle(GroupFitnesstab,pp.7-8)Day2PaperPlateAerobics(GroupFitnesstab,pp.9-10) Day3BenchStepBasics(GroupFitnesstab,pp.15-16)

SpotlightonSkills:HockeyDay1IntroductiontoStick-Handling(Hockeytab,pp.5-6) Assessment:Studentswillbeassessedontheirabilitytodemonstrateproperstickhandling.Day2DribblingDrills(Hockeytab,pp.7-8)HockeyHoopla(Hockeytab,pp.17-18) Day3DribblingDrills(Hockeytab,pp.7-8)PACEActivity#1,HockeyTagTeamTravelingChallenge(Hockeytab,pp.35-36) Assessment:Studentswillbeassessedontheirabilitytousecorrecthockeydribblingtechniques.

Week2FocusonFitness:GroupFitness

Day1ResistanceBandWorkout(GroupFitnesstab,pp.17-18)Day2FitnessintheMiddle(GroupFitnesstab,pp.7-8)Day3PaperPlateAerobics(GroupFitnesstab,pp.9-10)

SpotlightonSkills:HockeyDay1PassingDrills(Hockeytab,pp.11-12)

PassandFollow(Hockeytab,pp.21-22) Assessment:Studentswillbeassessedontheirabilitytousecorrectforminpassing.Day2PassingDrills(Hockeytab,pp.11-12)

CornertoCornerPassandGo(Hockeytab,pp.23-24)Day3PassingDrills(Hockeytab,pp.11-12)

Round-Up(Hockeytab,pp.19-20) Assessment:Studentswillbeassessedontheirabilitytousecorrectforminpassingand comparetoanearlierassessment.


Day1BenchStepBasics(GroupFitnesstab,pp.15-16)Day2FitnessintheMiddle(GroupFitnesstab,pp.7-8)Day3PaperPlateAerobics(GroupFitnesstab,pp.9-10)

SpotlightonSkills:HockeyDay1ShootingDrills(Hockeytab,pp.15-16)5-PlayerShootandDribble(Hockeytab,pp.25-26)

Day2ShootingDrills(Hockeytab,pp.15-16)Defense(Hockeytab,pp.27-28)KeepAway(3on1)(Hockeytab,pp.29-30)

Assessment:Studentswillbeassessedontheirabilitytoshootgoalsduringa5-minute

204

timing.Day3Face-Off(Hockeytab,pp.13-14)Assessment:HockeySelf-Check(SPARKfolioHockeytab,whitecard).



SpotlightonSkills:HockeyDay1Face-off(Hockeytab,pp.13-14)3-TrapHockey(Hockeytab,pp.31-32)

Assessment:Studentswillbeassessedontheirabilitytodemonstrateaface-off.Day2Face-off(Hockeytab,pp.13-14)Mini-Hockey(Hockeytab,pp.33-34)

Day3PassingDrills(Hockeytab,pp.11-12)Mini-Hockey(Hockeytab,pp.33-34)

Assessment:Studentswillbeassessedontheirabilitytousecorrectforminpassingand comparetoanearlierassessment.

205

Unit7–HockeyEquipment

Week1

EquipmentDay1

Day2

Day3

*BenchStepSkillCards "benchstepsorschoolstairs "cones " " "fluffballs,yarnballs,orscarves

" " "

hockeyorplaygroundballs " " "hockeysticks " " "*HockeyTagTeamTravelingChallengeTaskCard

"

hoops " musicandplayer " "PaperPlateAerobicsPromptPages

"

paperplates " spotmarkers "*checkselectedcard(s)forequipmentneeds

Week3

EquipmentDay1

Day2

Day3

*4CornersTaskCards " " "bases " *BenchStepSkillCards " benchstepsorschoolstairs " cones " " "cones,tall " " hockeyorplaygroundballs " " "hockeysticks " " "musicandplayer " "PaperPlateAerobicsPromptPages

"

paperplates "spotmarkers " "*checkselectedcard(s)forequipmentneeds

Week2

EquipmentDay1

Day2

Day3

*4CornersTaskCards " " "cones " " "hockeyorplaygroundballs " " "hockeysticks " " "musicandplayer " "PaperPlateAerobicsPromptPages

"

paperplates "*ResistanceBandSkillCards " resistancebands " spotmarkers " " *checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

*BenchStepSkillCards " benchstepsorschoolstairs " cones " " "cones,tall " "fluffballs,yarnballs,orscarves

" " "

hockeyorplaygroundballs " " "hockeysticks " " "musicandplayer " "PaperPlateAerobicsPromptPages

"

paperplates "pinnies " " "spotmarkers " " "*checkselectedcard(s)forequipmentneeds

207

Unit7Hockey–Week1,Day1

Grades1-4

LessonPlanningGuideObjectives:PE.2.PF.4 Activelyengagesinphysicaleducationclassinresponsetoinstructionandpractice.PE.2.PF.6 Participatesinhealth-relatedfitnessactivities.

EquipmentChart:


ElbowTag4 cones forboundaries1per5 fluffball,yarnballor

scarves1per5students;todesignate“its”

FitnessintheMiddle

4 cones forboundaries1perpair ball(*medicineor

playground)1per2students

IntroductiontoStickHandling

4 cones forboundaries1per hockeystick 1pereachstudent1per hockeyball 1pereachstudent

*medicineballisalargeweightedball

208

Unit7Hockey–Week1,Day1Grades1-4


Content Notes


10 FocusonFitness:GroupFitness• FitnessintheMiddle(GroupFitnesstab,pp.7-8)

15 SpotlightonSkills:Hockey• IntroductiontoStick-Handling(Hockeytab,pp.5-6)

2-3 Closure:Review–PropertechniquesofholdingandusingthehockeystickRelate–Sharesomeotherthingsyoumightdowithastick.Praise–Affirmstudentswhopracticedthetechniquesproperly.Preview–Inournextclasswewillpracticedribblingwiththesticks.

Assessment:Afterthestudentshavehadexperiencewithproperhandlingofthehockeystick,checkforcorrecttechnique.


StickHandling

studentnamecorrecthandpositions

controlledswinging

keepbladenohigherthan

waist

209


LessonPlanningGuideObjectives:PE.1.PF.3 Activelyengagesinphysicaleducationclass.PE.2.PF.4 Activelyengagesinphysicaleducationclassinresponsetoinstructionandpractice.PE.3.PF.5 Engagesintheactivitiesofphysicaleducationclasswithoutteacherprompting.PE.4.PF.5 Activelyengagesintheactivitiesofphysicaleducationclass,bothteacher-directedand

independent.EquipmentChart:




PaperPlateAerobics

2per paperplates(dinnersize)

2perstudent

4 cones 4boundaries PaperPlateAerobics

PromptPagesSPARKfamily.org

1 musicandplayer

DribblingDrills4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent

HockeyHoopla4 hoops 4boundaries1per hockeystick 1perstudent1per hockeyball 1perstudent

210



Content Notes


10 FocusonFitness:GroupFitness• PaperPlateAerobics(GroupFitnesstab,pp.9-10)

15 SpotlightonSkills:Hockey• DribblingDrills(Hockeytab,pp.7-8)• HockeyHoopla(Hockeytab,pp.17-18)

2-3 Closure:Review–ProperdribblingskillsRelate–Shareotherwaysofdribblinginvariousgames.Praise–Affirmstudentswhofolloweddirectionsproperly.Preview–Inournextclasswewillagainpracticedribblinganddosomeindependentactivitiesaswell.

211


LessonPlanningGuideObjectives:PE.4.PA.2 Appliestheconceptofclosingspacesinsmall-sidedpracticetasks.

EquipmentChart:


ElbowTag 4 cones forboundaries1per5 fluffball,yarnballor


BenchStepBasics 1per benchstep 1perstudent1 musicandplayer anybeat4/4tempomisc. BenchStepSkillCards SPARKfamily.org/readthe“Ready”sectionto

seewhatequipmentisneededDribblingDrills 4 cones forboundaries

1per hockeystick 1perstudent1per hockeyball 1perstudent

HockeyTagTeamTravelingChallenge

4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent1per2 spotmarker 1per2studentsforhomebase1per2 HockeyTagTeam

TravelingChallengeTaskCard

SPARKfamily.org,Readthe“Ready”sectiontoseewhatequipmentisneeded

212



Content Notes

2-3

IntroductoryActivity:(ASAP)• ElbowTag(ChasingandFleeingtab,pp.9-10)

10 FocusonFitness:GroupFitness• BenchStepBasics(GroupFitnesstab,pp.15-16)

Usestairsanywhereinyourschool.

15 SpotlightonSkills:Hockey• DribblingDrills(Hockeytab,pp.7-8)• PACEActivity#1,HockeyTagTeamTravelingChallenge(Hockeytab,pp.35-36)

2-3 Closure:Review–Sharesomethingthatyoupracticedthatwasachallenge;Somethingthatwassimple.Relate–Sharesomesafetytipstorememberinplayinghockey.Praise–Affirmstudentswhostayedontask.Preview–Inournextclasswewillpracticepassing.

Assessment:CheckforpropertechniqueswhenengagedinHockeyDribbling.


HockeyDribbling

studentnamekeepsball

undercontrol keepsheadupusesbothsidesoftheblade

keepsstickbelowknee

level

TOTALscore

213


LessonPlanningGuideObjectives:PE.3.MS.19 Strikesaballwithalong-handledimplement(e.g.,hockeystick,bat,golfclub),sendingitforward,whileusing

propergripfortheimplement.(Usebattingteeorballtossedbyteacherforbatting.)

EquipmentChart:



ResistanceBandWorkout

1per resistanceband 1perstudent1 musicandplayer upbeatmusicwith4/4tempomisc. ResistanceBandSkill

CardsSPARKfamily.org,Readthe“Ready”sectiontoseewhatequipmentisneeded

PassingDrills4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent

PassandFollow2per4-5 spotmarkers 2per4-5students1per hockeystick 1perstudent1per4-5 ball 1ballper4-5students

214



Content Notes


10 FocusonFitness:GroupFitness• ResistanceBandWorkout(GroupFitnesstab,pp.17-18)

15 SpotlightonSkills:Hockey• PassingDrills(Hockeytab,pp.11-12)• PassandFollow(Hockeytab,pp.21-22)

2-3 Closure:Review–PropertechniquesforpassinginhockeyRelate–Sharewhyweshouldworkasateamingamesandinlife.Praise–Affirmappropriatebehavior.Preview–Ournextclasswillfocusonpassingformcornertocorner.

Assessment:Asstudentsarepracticingtheirpassingskillswithapartner,evaluatetheirtechnique.Assesswiththislesson,thenre-assessafterWeek2,Day3andagainafterWeek4,Day3.


PassingDrills

studentname score

215


LessonPlanningGuideObjectives:PE.4.MS.23 Strikesanobjectwithalong-handleddevice(e.g.,hockeystick,tennisorbadmintonracket)while

demonstrating3ofthe5criticalelementsofamaturepatternforthedevice(grip,stance,bodyorientation,swingplane,follow-through).

PE.3.PF.4 Recognizestheimportanceofwarm-upandcool-downrelativetovigorousphysicalactivity.

EquipmentChart:


4Corners 4 cones forboundaries4 CornersTaskCards SPARKfamily.org

FitnessintheMiddle



PassingDrills 4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent

CornertoCornerPassandGo

1per hockeystick 1perstudent1per4 ball 1ballper4studentsmisc. spotmarkers forgrids


216



Content Notes



15 SpotlightonSkills:Hockey• PassingDrills(Hockeytab,pp.11-12)• CornertoCornerPassandGo(Hockeytab,pp.23-24)

2-3 Closure:Review–Properskillsinvolvedinpassingfromcornertocorner.Relate–Tellaboutatimewhenyoupassedtosomeoneandincludedtheminthegame.Praise–Affirmstudentswhocooperatedtogethernicely.Preview–InournextclasswewillpracticepassingagainandplayagamecalledRoundUp.

217


LessonPlanningGuideObjectives:PE.1.PF.3 Activelyengagesinphysicaleducationclass.PE.2.PF.4 Activelyengagesinphysicaleducationclassinresponsetoinstructionandpractice.PE.3.PF.5 Engagesintheactivitiesofphysicaleducationclasswithoutteacherprompting.PE.4.PF.5 Activelyengagesintheactivitiesofphysicaleducationclass,bothteacher-directedandindependent.

EquipmentChart:



PaperPlateAerobics


2perstudent



1 musicandplayer


Round-Up

4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent1per coneorhoop anythingtoserveasobstacles,1perstudent

218



Content Notes



15 SpotlightonSkills:Hockey• PassingDrills(Hockeytab,pp.11-12)• Round-Up(Hockeytab,pp.19-20)

2-3 Closure:Review–HockeyshootingtechniquesRelate–Howisshootinginhockeydifferentfromshootinginothergames?Praise–Affirmstudentswhofolloweddirections.Preview–Inournextclasswewillplayagameofhockeykeepaway.

Assessment:Re-assessthestudents’skillinpassing.ComparewithscoresfromWeek2,Day1andlookforimprovement.


PassingDrills

studentname score

219


LessonPlanningGuideObjectives:PE.4.MS.24 Combinestravelingwiththemanipulativeskillsofdribbling,throwing,catching,andstrikinginteacher-

and/orstudent-designedsmall-sidedpractice-taskenvironments.

EquipmentChart:



BenchStepBasics

1per benchstep 1perstudent1 musicandplayer anybeat4/4tempomisc. BenchStepSkillCards SPARKfamily.org/readthe“Ready”sectionto

seewhatequipmentisneeded

ShootingDrills

4 cones forboundaries2per2 tallcones 2per2studentsforgoals1per hockeystick 1perstudent1per2 hockeyball 1per2students

5-PlayerShootandDribble

4per5 cones 4pergroupof5studentsforboundaries1per hockeystick 1perstudent2per5 hockeyball 2pergroupof5students2per5 bases 2pergroupof5students

220



Content Notes

2-3 IntroductoryActivity:(ASAP)• 4Corners(ASAPtabp.10,chooseoneactivityfromSPARKItUp!)



15 SpotlightonSkills:Hockey• ShootingDrills(Hockeytab,pp.15-16)• 5-PlayerShootandDribble(Hockeytab,pp.25-26)

2-3 Closure:Review–HockeyshootingtechniquesRelate–Nameanotheractivitywheredefendingthegoalisimportant.Praise–Affirmstudentswhofolloweddirections.Preview–Inournextclasswewillplayagameofhockeykeepaway.

221


LessonPlanningGuideObjectives:PE.4.PA.4 Combinesmovementconceptswithskillsinsmall-sidedpracticetasksandgymnasticsenvironments.

EquipmentChart:



FitnessintheMiddle

4 cones forboundaries1perpair ball(medicineor

utility)1per2students

ShootingDrills

4 cones forboundaries2per2 tallcones 2per2studentsforgoals1per hockeystick 1perstudent1per2 hockeyball 1per2students

Defense!4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent

KeepAway(3on1)1per hockeystick 1perstudent1per4 hockeyball 1ballper4studentsmisc. spotmarkers forgrids

222



Content Notes



15 SpotlightonSkills:Hockey• ShootingDrills(Hockeytab,pp.15-16)• Defense!(Hockeytab,pp.27-28)• KeepAway(3on1)(Hockeytab,pp.29-30)

2-3 Closure:Review–PropertechniquesofdefenseRelate–ShareaboutothertimeswhenyouplayedKeepAway.Praise–Affirmappropriatebehavior.Preview–Inournextclasswewillplayahockeygameandtakeanassessment.

Assessment:ObservetheclassduringtheShootingDrillsactivity.Toassess,conducta5-minutetimingaspartnerstaketurnsshootingattheirgoal.Studentswillcounttheirgoalsandreporttheirnumbertotheteacher.

ShootingDrills

studentname score

223



EquipmentChart:



PaperPlateAerobics


2perstudent



1 musicandplayer

Face-Off

4 cones forboundaries1per hockeystick 1perstudent1per2 hockeyball 1per2students1per2 spotmarker 1per2studentsforhomebase

224



Content Notes



15 SpotlightonSkills:Hockey• Face-Off(Hockeytab,pp.13-14)• Assessment–HockeySelf-Check.Usethestudentself-assessmenttool(SPARKfolioHockeytab,whitecard)

2-3 Closure:Review–Sequenceofface-offprocedure.Relate–Shareyourhardestthingaboutplayinghockey?Easiest?Praise–Affirmstudentswhofolloweddirections.Preview–Inournextclasswewillcontinuepracticinghockeyandplayanewgame.


225


LessonPlanningGuideObjectives:PE.4.PF.1 Analyzesopportunitiesforparticipatinginphysicalactivityoutsidephysicaleducationclass.

EquipmentChart:


Side-by-SideTag10 cones forboundariesandre-entry/exitzones1per5 fluffball/scarfor

yarnballs1per5studentstoidentify“Its”

BenchStepBasics

1per benchstep 1perstudent1 musicandplayer anybeat4/4tempomisc. BenchStepSkill

CardsSPARKfamily.org/readthe“Ready”sectiontoseewhatequipmentisneeded

Face-Off


3-TrapHockey

1per hockeystick 1perstudent1per6 hockeyball 1ballper6studentsmisc. spotmarkers forgrids1per2 pinnie 1per2students

226



Content Notes




15 SpotlightonSkills:Hockey• Face-Off(Hockeytab,pp.13-14)• 3-TrapHockey(Hockeytab,pp.31-32)

2-3 Closure:Review–SkillslearnedinhockeyRelate–Shareaboutawaythatyouareagoodplayerinyourfamilyteam.Praise–Affirmproperhockeyskills.Preview–Inournextclasswewillplayagameofmini-hockey.

Assessment:Individuallyevaluateeachstudentontheirabilitytosuccessfullyperformaface-off.Scoring:1-3with3thehighestscore.

Face-OffPerformance

studentname score

227


LessonPlanningGuideObjectives:PE.1.VH.8 Discussespersonalreasons(e.g.,the“why”)forenjoyingphysicalactivities.

EquipmentChart:


Side-by-SideTag10 cones forboundariesandre-entry/exitzones1per5 fluffball/scarforyarn

balls1per5studentstoidentify“Its”

FitnessintheMiddle



Face-Off


Mini-Hockey

4per8 spotmarkers 4pergroupof8students4per8 tallcones 4pergroupof8studentsforgoals1per hockeystick 1perstudent1per8 hockeyball 1pergroupof8students1per2 pinnie 1per2students


228



Content Notes



15 SpotlightonSkills:Hockey• Face-Off(Hockeytab,pp.13-14)• Mini-Hockey(Hockeytab,pp.33-34)

2-3 Closure:Review–ProperhockeytechniquesRelate–Howareyouamemberofyourchurchteam?Praise–Affirmappropriatebehavior.Preview–Inournextclasswewillpracticeourpassesandplaymini-hockeyagain.

229



EquipmentChart:




PaperPlateAerobics


2perstudent



1 musicandplayer


Mini-Hockey

4per8 spotmarkers 4pergroupof8students4per8 tallcones 4pergroupof8studentsforgoals1per hockeystick 1perstudent1per8 hockeyball 1pergroupof8students1per2 pinnie 1per2students

230



Content Notes



15 SpotlightonSkills:Hockey• PassingDrills(Hockeytab,pp.11-12)• Mini-Hockey(Hockeytab,pp.33-34)

2-3 Closure:Review–RulesofplayinghockeyRelate–SharehowyouarepartofGod’steam.Praise–Affirmstudentswhocooperatedandpracticedhockeyskills.Preview–InournextclasswewillbeginaunitonSoccer.

Assessment:Re-assessthestudents’skillinpassing.ComparewithscoresfromWeek2,Day1;Week2,Day3andlookforimprovement.


PassingDrills

studentname score

231

Unit7-RacquetsandPaddlesGrades1-4

UnitPlanningGuideForinstruction,chooseeitherthetopicofRacquetsandPaddlesorHockeyforUnit7.TheunusedtopicmaybeusedasanalternateforanotherunitsuchasFootball,Unit10.RacquetsandPaddlesThisunitdevotesthefirsttwoweeksonavarietyofactivitiesdesignedtogivethestudentsexperiencesinusingracquetsandpaddles.Week3willtransitionintoBadmintoninstructionwhichreinforcesskillssuchas:eye-handcoordination,tossingandhitting,aimingatatarget,andopponentinteraction.SpiritualConnections–CommitmentGoalsarethespecificthingsapersonaimsforandintendstoachieve.Commitmentisthededicationapersonhastoreachthosegoals.Aseriouscommitmentismuchmorethanwords.Itisbestprovenbyaperson’sactionsonaregularbasis.Peoplewillinitiallylistentoaperson’swords,butwillultimatelymeasurecommitmentandone’scharacterbydeeds.Colossians3:23-24(NLT).“Workwillinglyatwhateveryoudo,asthoughyouwereworkingfortheLordratherthanforpeople.RememberthattheLordwillgiveyouaninheritanceasyourreward,andthattheMasteryouareservingisChrist.”

233

Unit7Outline-RacquetsandPaddlesGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:GroupFitness

Day1FitnessintheMiddle(GroupFitnesstab,pp.7-8)Day2PaperPlateAerobics(GroupFitnesstab,pp.9-10) Day3BenchStepBasics(GroupFitnesstab,pp.15-16)

SpotlightonSkills:RacquetsandPaddlesDay1BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)Paddle/RacquetHoopla(RacquetsandPaddlestab,pp.9-10,on-lineunit)Assessment:Studentswillbeintroducedtoracquetsandtestedontheirabilitytoholdthe

paddlescorrectly.Day2StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)

Assessment:Studentswillbetestedontheirabilitytoholdandfollowaswingwiththepaddle.

StrokeandCatch(RacquetsandPaddlestab,pp.11-12,on-lineunit)Day3BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)PaddleCallBall(RacquetsandPaddlestab,pp.13-14,on-lineunit) Assessment:Studentswillbeassessedontheirparticipationandproperform.


Day1ResistanceBandWorkout(GroupFitnesstab,pp.17-18)Day2FitnessintheMiddle(GroupFitnesstab,pp.7-8)Day3PaperPlateAerobics(GroupFitnesstab,pp.9-10)

SpotlightonSkills:RacquetsandPaddlesDay1StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)Paddle2-Square(RacquetsandPaddlestab,pp.15-16,on-lineunit) Assessment:Studentswillbeassessedontheirabilitytostrikeaballwiththepaddle.Day2BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)PaddleCallBall(RacquetsandPaddlestab,pp.13-14,on-lineunit) Assessment:Studentswillbeassessedonskillslearnedthusfarinthisunit.Day3StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)

IntroductiontoBadminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)Week3FocusonFitness:GroupFitness


SpotlightonSkills:RacquetsandPaddlesDay1BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)IntroductiontoBadminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)GoovertechniquesofscoringandservinginBadminton.Forfurtherreferencegotowww.teachpe.com/badminton

234

Assessment:Studentswillbeassessedonproperservingtechnique.Day2StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)

Badminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)Practiceplayingwithsinglesanddoubles.Assessment:Studentswillbeassessedonforehadand/orbackhandstrokes.

Day3Self-CheckAssessmentfrom(SPARKfolioRacquetsandPaddlestab) Assessment:Studentswillbeassessedonskillslearnedthusfarinthisunit.Week4FocusonFitness:GroupFitness

Day1BenchStepBasics(GroupFitnesstab,pp.15-16) Day2FitnessintheMiddle(GroupFitnesstab,pp.7-8)Day3PaperPlateAerobics(GroupFitnesstab,pp.9-10)

SpotlightonSkills:RacquetsandPaddlesDay1Badminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)

Assessment:Studentswillbeassessedonproperstroketechniques.Day2Badminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)Day3BadmintonGamewithdoubles

Assessment:Whileengagedinagameofbadminton,studentswillbeassessedonproperformandunderstandingofthebasicrulesofthegame.

235

Unit7–RacquetsandPaddlesEquipment

Week1

EquipmentDay1

Day2

Day3

beanbags " "*BenchStepSkillCards "benchstepsorschoolstairs "cones " " "fluffballs,yarnballs,orscarves

" " "

hoops " " musicandplayer " "paddlesorracquets " " "PaperPlateAerobicsPromptPages

"

paperplates " playgroundballs " spotmarkers " " "tennis,whiffle,orfoamballs " " "*checkselectedcard(s)forequipmentneeds

Week3

EquipmentDay1

Day2

Day3

*4CornersTaskCards " " "beanbags " *BenchStepSkillCards " benchstepsorschoolstairs " cones " " "lownetorlineontheground " " musicandplayer " "paddlesorracquets " " "PaperPlateAerobicsPromptPages

"

paperplates "playgroundballs " shuttlecocksorwhiffleballs " " "spotmarkers " " *checkselectedcard(s)forequipmentneeds

Week2

EquipmentDay1

Day2

Day3

*4CornersTaskCards " " "beanbags " chalk,jumpropes,ortape " cones " " "hockeysticks " lownetorlineontheground "musicandplayer " "paddleorracquets " " "PaperPlateAerobicsPromptPages

"

paperplates "playgroundballs " ResistanceBandSkillCards " resistancebands " shuttlecocksorwhiffleballs "spotmarkers " " "tennisorwhiffleballs " "

Week4

EquipmentDay1

Day2

Day3

*BenchStepSkillCards " benchstepsorschoolstairs " cones " " "fluffballs,yarnballs,orscarves

" " "

lownetorlineontheground " " "musicandplayer " paddlesorracquets " " "playgroundballs " "shuttlecocksorwhiffleballs " " "spotmarkers " " "*checkselectedcard(s)forequipmentneeds

237

Unit7RacquetsandPaddles–Week1,Day1Grades1-4

LessonPlanningGuideObjectives:PE.2.PF.4 Activelyengagesinphysicaleducationclassinresponsetoinstructionandpractice.PE.2.PF.6 Participatesinhealth-relatedfitnessactivities.

EquipmentChart:




FitnessintheMiddle



BatterSplatter

1per beanbag 1perstudent1per paddle/racquet 1perstudent1per spotmarker 1perstudent,usedtoorganizestudentsina



Paddle/RacquetHoopla

4 hoops 1per paddle/racquet 1perstudent1per tennis,whiffle,or

foamball1perstudents


238



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)• Paddle/RacquetHoopla(RacquetsandPaddlestab,pp.9-10,on-lineunit)

Ifyoudon’thaveanetyoumayusearopeata3’leveloraline/ropeonthefloor.

2-3 Closure:Review–Propertechniqueofholdingapaddle.Relate–Sharewhyitmakesadifferencetodothingscorrectly.Praise–Affirmstudentswhofolloweddirections.Preview–Inournextclasswewillpracticeourforehandandbackhandstrokes.

Assessment:Checkforunderstanding,self-checkpropergripofholdingapaddle. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

ProperPaddleGrip

studentname score

239


LessonPlanningGuideObjectives:PE.1.MS.13 Strikesaballwithashort-handledimplement,sendingitupward.

EquipmentChart:




PaperPlateAerobics


2perstudent



1 musicandplayer

StrokeShadow


1per paddle/racquet 1perstudent

StrokeandCatch

1per paddle/racquet 1perstudent4per2 whiffle,yarn,or

smallfoamballs4per2students

2to3per2 hoops 2to3per2students

240



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)• StrokeandCatch(RacquetsandPaddlestab,pp.11-12,on-lineunit)

2-3 Closure:Review–ProperforehandandbackhandstrokesRelate–Howyoustrokewillmakeadifferenceonyourpartner’scatch.Sharehowyourinfluenceinotherthingscanaffectafriend.Praise–Affirmstudentswhopracticedtheskillcorrectly.Preview–Inournextclasswewilllearntechniquesofusingapaddleandaball.

Assessment:CheckforabilitytoholdandfollowaswingwiththepaddleasstudentscompletetheStrokeShadowactivity.


ProperPaddleGripandSwing

studentnamescore

grip/swing / / / / / / / / / / / /

241


LessonPlanningGuideObjectives:PE.2.MS.17 Strikesanobjectupwardwithashort-handledimplement,usingconsecutivehits.

EquipmentChart:


ElbowTag4 cones forboundaries1per5 fluffball,yarnball

orscarves1per5students;todesignate“its”

BenchStepBasics



BatterSplatter




PaddleCallBall1per paddle 1perstudent1per3-5 tennisorwhiffle

balls1per3-5students

242



Content Notes




15 SpotlightonSkills:RacquetsandPaddles• BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)• PaddleCallBall(RacquetsandPaddlestab,pp.13-14,on-lineunit)

Useabeachballorballoonforbeginners.

2-3 Closure:Review–ProceduresforPaddleBallRelate–Inourgameyouhadtolistenforyournametobecalled.Tellhowknowingsomeone’snamecanmakeadifference.Praise–Affirmappropriatebehaviorandattitude.Preview–Inournextclasswewillpracticestokesandhittingtheballtoapartnerwithcontrol.

Assessment:CheckforproperformasstudentscompletethePaddleCallBallactivity. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

ProperPaddleForm

studentname score

243


LessonPlanningGuideObjectives:PE.3.MS.17 Strikesanobjectwithashort-handledimplement,sendingitforwardoveralownetortoawall.

EquipmentChart:



ResistanceBandWorkout

1per resistanceband 1perstudent ResistanceBand

SkillCardsSPARKfamily.org

1 musicandplayer upbeatwith4/4tempo

StrokeShadow

1per spotmarker 1perstudentusedtoorganizestudentsinaspecificformation,tokeepspacebetweenstudents


Paddle2-Square

1per paddle 1perstudent1per2 tennisorwhiffle

ball1per2students

4per2 spotmarkers 4per2students,tocreatecourtsmisc. chalk,jumpropes

ortapetomarkmidline

244



Content Notes


10 FocusonFitness:GroupFitness• ResistanceBandWorkout(GroupFitnesstab,pp.17-18)

15 SpotlightonSkills:RacquetsandPaddles• StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)• Paddle2-Square(RacquetsandPaddlestab,pp.15-16,on-lineunit)

2-3 Closure:Review–CorrectstroketechniquesRelate–Listsomeotherusesofpaddles.Praise–Affirmappropriatebehaviorandcooperation.Preview–InournextclasswewillplayourPaddleCallBallagain.

Assessment:Checkforabilitytostrikeanoncomingballfor20seconds. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

StrikeaBallwithaPaddle

studentname score

245


LessonPlanningGuideObjectives:PE.3.PF.4 Recognizestheimportanceofwarm-upandcool-downrelativetovigorousphysicalactivity.

EquipmentChart:


4Corners4 cones forboundaries4 CornersTask

CardsseeSPARK.org

FitnessintheMiddle

4 cones forboundaries1perpair ball(*medicine

orplayground)1per2students

BatterSplatter




PaddleCallBall

1per paddle 1perstudent1per3-5 tennisor

whiffleballs1per3-5students

1per hockeystick 1perstudent1ballper4/5 ball 1per4-5students


246



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)• PaddleCallBall(RacquetsandPaddlestab,pp.13-14,on-lineunit)

2-3 Closure:Review–PaddleCallBallrulesRelate–Whatareothergamesyoumightplayusingapaddle?Praise–Affirmappropriatebehavior.Preview–InournextclasswewillstartlearningthegameofBadminton.

Assessment:RacquetsandPaddlesSelf-Check.Usethestudentself-assessmenttool(SPARKfolioRacquetsandPaddlestab,whitecard).

247


LessonPlanningGuideObjectives:PE.3.PF.5 Engagesintheactivitiesofphysicaleducationclasswithoutteacherprompting.

EquipmentChart:


4Corners4 cones forboundaries4 CornersTaskCards SPARKfamiy.org

PaperPlateAerobics


2perstudent



1 musicandplayer

StrokeShadow

1per spotmarkers 1perstudent,usedtoorganizestudentsinaspecificformation,tokeepspacebetweenstudents


IntroductiontoBadminton

4per4 spotmarkers 4per4students,tocreatecourts1per racquetorpaddle 1perstudent1per4 shuttlecockorwhiffle

ball1per4students

1per4 lownetoralineonground

1per4students

4per4 spotmarkers 4per4students,tocreatecourts

248

Unit7RacquetsandPaddles:Week2,Day3Grades1-4


Content Notes



15 SpotlightonSkills:RacquetsandPaddles• StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)• IntroductiontoBadminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)

2-3 Closure:Review–TechniquesandrulesofplayingbadmintonRelate–CanyouplayBadmintonwithoutmoving?NeithercanwebeaChristianwithoutmoving.WehavetoconstantlybemovingclosertoJesus.Praise–Affirmappropriateskillspracticed.Preview–InournextclasswewillcontinuetopracticeandlearnnewskillsinBadminton.

249


LessonPlanningGuideObjectives:PE.1.VH.8 Discussespersonalreasons(e.g.,the“why”)forenjoyingphysicalactivities.

Equipment:



BenchStepBasics



BatterSplatter




IntroductiontoBadminton

4per4 spotmarkers 4per4students,tocreatecourts1per racquetorpaddle 1perstudent1per4 shuttlecockor

whiffleball1per4students


1per4students


250



Content Notes




15 SpotlightonSkills:RacquetsandPaddles• BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)• IntroductiontoBadminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)GoovertechniquesofscoringandservinginBadminton.Forfurtherreferencegotowww.teachpe.com/badminton

Makeseveralcourtsusingropeinsteadofnetifnecessarysoallcanplayatthesametime.

2-3 Closure:Review–ReviewservingtechniquesRelate–Shareotherthingsthatyoucouldservebesidesballs.Praise–Affirmappropriatebehavior.Preview–InournextclasswewillpracticemoreskillsinBadminton.

Assessment:Checkforproperservingtechnique. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

ProperServingTechnique

studentname score

251



EquipmentChart:



FitnessintheMiddle

4 cones forboundaries1perpair

ball(*medicineorplayground)

1per2students

StrokeShadow



Badminton


ball1per4students


1per4students

4per4 spotmarkers 4per4students,tocreatecourts*medicineballisalargeweightedball

252



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)• Badminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)Practiceplayingwithsinglesanddoubles.

2-3 Closure:Review–RulesandtechniquesofplayingBadmintonwithsinglesanddoublesRelate–Shareifyouthinkit’seasiertoplaywithsinglesordoubles.Praise–Studentswhodidtheirbest.Preview–Inournextclasswewillhaveaself-assessmentofwhatwehavebeenlearning.

Assessment:Checkforabilitytodemonstrateforehandand/orbackhandstrokes.UsethePerformanceRubrics(SPARKfolioRacquetsandPaddlestab,whitecard).

253


LessonPlanningGuideObjectives:PE.3.MS.18 Strikesanobjectwithashort-handledimplementwhiledemonstrating3ofthe5criticalelementsofamature

pattern.PE.4.MS.22 Strikesanobjectwithashort-handledimplementwhiledemonstratingamaturepatternandalternatinghits

withapartneroveralownetoragainstawall.PE.4.PA.8 Detects,analyzes,andcorrectserrorsinpersonalmotorskills.

EquipmentChart:



PaperPlateAerobics


2perstudent



1 musicandplayer

Self-CheckAssessment

1per racquetorpaddle 1perstudent1per shuttlecockorwhiffle

ball1perstudent

254



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• Self-CheckAssessmentfrom(SPARKfolioRacquetsandPaddlestab)

2-3 Closure:Review–Howtheyfeeltheydidontheirself-checkassessmentRelate–Sharesomeotherkindsoftestsyoumustpassinlife.Praise–Affirmappropriateattitudesandcooperation.Preview–ThenextclasswillfocusonmoreBadmintonpractice.

Assessment:RacquetsandPaddlesSelf-Check.Usethestudentself-assessmenttool(SPARKfolioRacquetsandPaddlestab,whitecard).DiscusswiththestudentstheimprovementsmadesincetheSelf-Checkwasadministeredlastweek.

255



and/orstudent-designedsmall-sidedpractice-taskenvironments.

EquipmentChart:




BenchStepBasics

1per benchstep(orschoolstairs)

1perstudent

1 musicandplayer anybeat4/4tempomisc. BenchStepSkillCards SPARKfamily.org/readthe“Ready”sectionto

seewhatequipmentisneeded

Badminton


ball1per4students


1per4students


256



Content Notes




15 SpotlightonSkills:RacquetsandPaddles• Badminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)Continuetopracticevariousstrokesandserves.

Makeseveralcourtsusingropeinsteadofnetifnecessarysoallcanplayatthesametime.

2-3 Closure:Review–Skillsofservingandstroking.Relate–Practicinghelpstomakethingspermanent.HowcanyoupracticesharingJesuswithothers?Praise–Affirmappropriatebehavior.Preview–InournextclasswewillcontinueplayingBadminton.

Assessment:Checkforpropertechniqueinexecutingstrokes. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

ProperStrokeTechnique

studentname score

257


LessonPlanningGuideObjectives:PE.4.PA.6 Appliestheconceptsofdirectionandforcewhenstrikinganobjectwithashort-handledimplement,sending

ittowardadesignatedtarget.

EquipmentChart:


Side-by-SideTag10 cones forboundariesandre-entry/exitzones1per5

fluffball/scarforyarnballs

1per5studentstoidentify“Its”

FitnessintheMiddle


ball(*medicineorplayground)

1per2students

Badminton

4per4

spotmarkers 4per4students,tocreatecourts

1per racquetorpaddle 1perstudent1per4

shuttlecockorwhiffleball

1per4students

1per4

lownetoralineonground

1per4students


258



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• Badminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)Practicevariousstrokesandservesaswellasdoublesandsingles.Referto:www.teachpe.com/badminton

.2-3 Closure:Review–Rulesofthegame,variousstrokesandservesRelate–Sharehowithelpstohaveafriendonyourside.Praise–Affirmappropriateskillpracticeandcooperation.Preview–NextclasswillfinishupourunitonBadminton.

259


LessonPlanningGuideObjectives:PE.4.PF.1 Analyzesopportunitiesforparticipatinginphysicalactivityoutsidephysicaleducationclass.

EquipmentChart:




FitnessintheMiddle


ball(medicineorplayground)

1per2students

BadmintonGame


ball1per4students


1per4students


260



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• BadmintonGame(RacquetsandPaddlestab,pp.19-20,on-lineunit)Practicevariousstrokesandservesaswellasdoublesandsingles.Referto:www.teachpe.com/badminton

.2-3 Closure:Review–RulesofplayingBadminton.Relate–Everygamehasrules.Sharewhatlifemightbelikewithoutrules.Praise–Affirmstudentswhoplayedthegamekindly.Preview–Inournextclasswewillbeginaunitonsoccer.

Assessment:Checkforproperformandunderstandingoftheruleswhileengagedinashortgameoractivity.

3points–gotit 2points–almost,notthereyet 1point–needsimprovement

ProperFormandUnderstandingoftheRules

studentnamescore

form/rules / / / / / / / / / / / /

261

Unit8–SoccerGrades1-4

UnitPlanningGuideSoccerActivitiesfromthisunitwillprovidethestudentswithopportunitiestopracticeandfurtherdevelopskillsinball-handling,dribbling,passingandreceiving,shootinganddefending.Thediversityofskillsincorporatedintothissportmakesitawell-likedunitforallgradelevels.SpiritualConnections–EnduranceSoccerisasportthatrequiresbothspeedandendurance,andinordertoachievesuccessonthefieldanathletemustbewillingtopushbeyondwhattheythinktheyarecapableof.Thesameappliestospirituallives–pushingbeyondwhatapersonthinkstheyarecapableof.Butremember,allispossiblethroughthepowerofChrist.Philippians4:13(NCV).“IcandoallthingsthroughChrist,becausehegivesmestrength.”PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.NoticethattestingPersonalBestDaysispartofthelessonplanforthisunit,week4,andday3.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.

263

Unit8Outline–SoccerGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills)Week1 FocusonFitness:AerobicGames

Day1BuildersandBulldozers(AerobicGamestab,pp.7-8)Day2BuildersandBulldozers(AerobicGamestab,pp.7-8)Day3BuildersandBulldozers(AerobicGamestab,pp.7-8)

SpotlightonSkills:SoccerDay1Ball-ControlDrills(Soccertab,pp.5-6)

DribblingDrills(Soccertab,pp.7-8)Day2DribblingDrills(Soccertab,pp.7-8)

SoccerHoopla(Soccertab,pp.15-16)Assessment:Studentswillbeassessedintheirabilitytocontrolasoccerballwhiledribbling.

Day3DribblingDrills(Soccertab,pp.7-8)Rainforest(Soccertab,pp.17-18)Assessment:Studentswillbeassessedintheirabilitytodemonstrateproperformintrappingasoccerball.

Week2FocusonFitness:AerobicGames

Day1AerobicBowling(AerobicGamestab,pp.9-10)Day2AerobicBowling(AerobicGamestab,pp.9-10)Day3AerobicGolf(AerobicGamestab,pp.11-12)

SpotlightonSkills:SoccerDay1PassingDrills(Soccertab,pp.9-10)Trap,Pass,andFollow(Soccertab,pp.21-22)Day2PassingDrills(Soccertab,pp.9-10)

CornertoCornerGiveandGo(Soccertab,pp.23-24)Assessment:Studentswillbeassessedintheirabilitytomakeaccuratepassesandcontrolledtraps.

Day3Throw-insandPunts(Soccertab,pp.13-14)PACEActivity#1SoccerGrabBag(Soccertab,pp.35-36) Assessment:Studentswillbeassessedintheirabilitytodemonstratetheelementsofathrow-in.


Day1AerobicGolf(AerobicGamestab,pp.11-12)Day2HeartyHoopla(AerobicGamestab,pp.13-14)Day3HeartyHoopla(AerobicGamestab,pp.13-14)

SpotlightonSkills:SoccerDay1ShootingDrills(Soccertab,pp.11-12)

5-PlayerKickandDribble(Soccertab,pp.25-26)

264

Assessment:Studentswillbeassessedintheirabilitytoshootasoccerballusingproperformandcontrol.

Day2DribblingDrills(Soccertab,pp.7-8)DribblingPartnerTag(Soccertab,pp.27-28)

KeepAway(3on1)(Soccertab,pp.29-30)Day3Throw-insandPunts(Soccertab,pp.13-14)

Assessment:Studentswillbeassessedintheirabilitytodemonstratetheelementsofapunt.


Day1AerobicBowling(AerobicGamestab,pp.9-10)Day2AerobicGolf(AerobicGamestab,pp.11-12)Day3HeartyHoopla(AerobicGamestab,pp.13-14)

SpotlightonSkills:SoccerDay1DribblingDrills(Soccertab,pp.7-8)

GetYourBall(Soccertab,pp.31-32)Day2ShootingDrills(Soccertab,pp.11-12)

Mini-Soccer(Soccertab,pp.33-34)Assessment:SoccerSkillsPerformanceRubric(SPARKfolioSoccertab,whitecard)

Day3Assessment:PersonalBestDay#4(PersonalBestDaytab,p.5)

265

Unit8–SoccerEquipment

Week1

EquipmentDay1

Day2

Day3

balls " " "cones " " "musicandplayer " " "spotmarkers " " "

Week3

EquipmentDay1

Day2

Day3

balls " " "beanbags " " "cones " " "hoops " " "largecones " pinnies " soccerballs " spotmarkers " " "woodendowelsorhockeysticks

"

Week2

EquipmentDay1

Day2

Day3

balls " " "beanbags "bowlingpinsorlightweightcones

" "

cones " " "hoops "musicandplayer " " "soccerball "*SoccerGrabBagCards "spotmarkers " " "tallcones "*checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

balls " " "beanbags " "bowlingpinsorlightweightcones

"

carpetsquares "cones " " "FitnessChallengePromptPages

"

hoops " "musicandplayer " " "MyPersonalBestProgressandGoalsCard

"

pencil "pinnies " smallcones " soccerball "*SoccerGroupChallengeTaskCard

"

spotmarkers " "stopwatch "tallcones " woodendowelsorhockeysticks

"

*checkselectedcard(s)forequipmentneeds

267

Unit8Soccer–Week1,Day1Grades1-4

LessonPlanningGuideObjectives:PE.1.MS.10 Tapsordribblesaballusingtheinsideofthefootwhilewalkingingeneralspace.PE.2.PF.4 Activelyengagesinphysicaleducationclassinresponsetoinstructionandpractice.PE.3.PF.5 Engagesintheactivitiesofphysicaleducationclasswithoutteacherprompting.

EquipmentChart:



BuildersandBulldozers

1 cone perstudent4 spotmarkers forboundaries

Ball–ControlDrills4 cones forboundaries1per soccerball 1perstudent

DribblingDrills4 cones forboundaries1per soccerball 1perstudent

268



Content Notes

2-3 IntroductoryActivity:(ASAP)FlipFlop(ASAPtab,p.17)

10 FocusonFitness:AerobicGamesBuildersandBulldozers(AerobicGamestab,pp.7-8)

15 SpotlightonSkills:SoccerBall–ControlDrills(Soccertab,pp.5-6)DribblingDrills(Soccertab,pp.7-8)

Usejuniorsizedballsforyoungerchildren.

2-3 Closure:Review–Properdribblingtechniques.Relate–Todayyoupracticedhavingcontrolwithyourdribbling.Shareothergamesortimeswhenyouneedtopracticecontrol.Praise–Affirmstudentswhodribbledcorrectly.Preview–Inournextclasswewillagainpracticedribbling.

269


LessonPlanningGuideObjectives:PE.2.MS.14 Dribbleswiththefeetingeneralspacewithcontrolofballandbody.PE.3.PF.4 Recognizestheimportanceofwarm-upandcool-downrelativetovigorousphysicalactivity.

EquipmentChart:





DribblingDrills4 cones forboundaries1per ball 1perstudent

SoccerHoopla4 cones forboundaries1per ball 1perstudent

270



Content Notes



15 SpotlightonSkills:SoccerDribblingDrills(Soccertab,pp.7-8)SoccerHoopla(Soccertab,pp.15-16)

2-3 Closure:Review–Theskillinvolvedindribblingandtrappingasoccerball.Relate–Thisgametakesteamwork.Shareatimewhenyouwereagoodteamplayer.Praise–Affirmstudentswhopracticedskillscorrectly.Preview–InournextclasswewillkeeppracticingdribblingandplayagamecalledRainforest.

Assessment:Checkthestudents’abilitytocontrolasoccerballwhiledribbling.


SoccerBallDribble

studentnamekeepsball

undercontrol

maintainsballwhenchanging

directions

maintainsballwhenchanging

speeds

271


LessonPlanningGuideObjectives:PE.3.MS.12 Dribbleswiththefeetingeneralspaceatslowtomoderatejoggingspeedwithcontrolofballandbody.PE.4.MS.15 Usesacontinuousrunningapproachandkicksastationaryballforaccuracy.

EquipmentChart:






Rainforest 1per ball 1perstudent

272



Content Notes



15 SpotlightonSkills:SoccerDribblingDrills(Soccertab,pp.7-8)Rainforest(Soccertab,pp.17-18)

2-3 Closure:Review–Soccerrulesandtechniques.Relate–Shareaboutanotherteamyouareamemberof.Praise–Affirmappropriatebehavior.Preview–Inournextclasswewillpracticepassing.

Assessment:Checkstudentsproperformintrappingasoccerball.


SoccerBallTrapping

studentnamesettlesballquickly

finisheswithbottomoffooton

ball

keepsweightongroundedfoot

273


LessonPlanningGuideObjectives:PE.1.MS.11 Approachesastationaryballandkicksitforward,displaying2ofthe5criticalelementsofamaturekick.PE.2.MS.15 Usesacontinuousrunningapproachandkicksamovingball,demonstrating3ofthe5criticalelementsofa

maturepattern.PE.3.MS.13 Passesandreceivesballwithinsidesoffeettoastationarypartner,givingonreceptionbeforereturningpass.PE.4.MS.16 Passesandreceivesballwiththeinsidesofthefeettoamovingpartnerinastaticenvironment/closedskills.

EquipmentChart:



AerobicBowling

2per4 spotmarkers 2pergroupof4students2per4 bowlingpinsor2

lightweightcones2pergroupof4students

1per4 playgroundball 1pergroupof4students

PassingDrills1per spotmarker 1perstudent1per2 ball 1per2students

Trap,Pass,andFollow

1per4-5 ball 1per4-5students2per4-5 spotmarkers 2per4-5students

274



Content Notes

2-3 IntroductoryActivity:(ASAP)Flip-Flop(ASAPtabp.17)

10 FocusonFitness:AerobicGamesAerobicBowling(AerobicGamestab,pp.9-10)

15 SpotlightonSkills:SoccerPassingDrills(Soccertab,pp.9-10)Trap,Pass,andFollow(Soccertab,pp.21-22)

2-3 Closure:Review–Propertechniquesofpassingandtrapping.Relate–Whenyoupasstoateammemberyouareworkingtogether.Whatelsecouldyoupasstoafriend?Praise–Affirmstudentswhopassandtrapwithpropertechnique.Preview–Inournextclasswewillpracticepassingagain.

Assessment:Checkstudents’abilitytomakeaccuratepassesandcontrolledtraps.


PassingandTrapping

studentnameaccuratepass

(balltravelsalongtheground)

controlledpass(nobouncing)

275


LessonPlanningGuideObjectives:PE.4.MS.17 Receivesandpassesaballwiththeoutsidesandinsidesofthefeettoastationarypartner,givingon

reception.

EquipmentChart:



AerobicBowling




PassingDrills1per spotmarker 1perstudent1per2 ball 1per2students


1per spotmarker 1perstudentforgrids1per4 ball 1per4students

276



Content Notes

2-3 IntroductoryActivity:(ASAP)Flip-Flop(ASAPtab,p.18,chooseoneactivityfromSPARKItUp!)


15 SpotlightonSkills:SoccerPassingDrills(Soccertab,pp.9-10)CornertoCornerGiveandGo(Soccertab,pp.23-24)

2-3 Closure:Review–Properskillsofpassing.Relate–Inordertopasscorrectlyyoumusthavecontrol.Whyisself-controlimportantinlife?Howcanwegetself-control?Praise–Affirmstudentswhocooperatedinclass.Preview–Inournextclasswewilllearnsomenewsoccerskills.

277


LessonPlanningGuideObjectives:PE.4.PA.10 RecognizesthetypesofkicksneededfordifferentgamesandsportssituationsPE.1.VH.1 RecognizesthatGod’sidealforqualitylivingincludesahealthylifestyle.PE.2.VH.1 RecognizesthatGod’sidealforqualitylivingincludesahealthylifestyle.PE.3.VH.1 IdentifiesthatGod’sidealforqualitylivingincludesahealthylifestyle.PE.4.VH.1 IdentifiesthatGod’sidealforqualitylivingincludesahealthylifestyle.

EquipmentChart:



AerobicGolf1per3to4 hoop 1per3to4students1per beanbagorother

funtossable1perstudent

Throw-insandPunts4 cones forboundaries1per2 ball 1per2students

SoccerGrabBag

1per soccerball 1perstudent8 tallcones tocreate4goals1per2 spotmarker 1per2students1 hooporbag tomakegrabbagmisc. SoccerGrabBag


278



Content Notes

2-3 IntroductoryActivity:(ASAP)Flip-Flop(ASAPtab,p.18,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:AerobicGamesAerobicGolf(AerobicGamestab,pp.11-12)

15 SpotlightonSkills:SoccerThrow-insandPunts(Soccertab,pp.13-14)PACEActivity#1SoccerGrabBag(Soccertab,pp.35-36)

2-3 Closure:Review–Properskillsofthrow-insandpuntsRelate–Whenyoupuntaballyoukickitawaytokeeptheoppositeteamfromhavinganadvantage.Sharesomethingswecandotokeepourenemy-Satan-fromhavinganadvantageinourlives.Praise–Affirmstudentswhopracticedthepuntkickscorrectly.Preview–Inournextclasswewillpracticeshooting.

Assessment:WhilestudentsareparticipatingintheThrow-insandPuntsactivity,checkstudents’abilitytocontrolasoccerballduringthrow-in.Placeacheckinthecolumniftheelementisobserved.

Throw-inElements

studentnameholdballoverhead

armsmoveforward

ballreleasedindirectionof

target

feetstayontheground

dragsbackfoot

279


LessonPlanningGuideObjectives:PE.3.MS.14 Usesacontinuousrunningapproachandintentionallyperformsakickalongthegroundandakickintheair,

demonstrating4ofthe5criticalelementsofamaturepatternforeach.PE.4.MS.19 Kicksalongthegroundandintheair,andpuntsusingmaturepatterns.

EquipmentChart:


AdditionTag4 cones forboundaries1per5 marker 1per5students



ShootingDrills

3per12 cones 3per12students1per ball 1perstudent3 woodendowels

orhockeysticksoptional

5-PlayerKickandDribble

4 cones forboundaries2per5 bases,cones,

spotmarkers,etc.

2pergroupof5students

2per5 soccerballs 2pergroupof5students

280



Content Notes

2-3 IntroductoryActivity:(ASAP)AdditionTag(ChasingandFleeingtab,pp.15-16)


15 SpotlightonSkills:SoccerShootingDrills(Soccertab,pp.11-12)5-PlayerKickandDribble(Soccertab,pp.25-26)

2-3 Closure:Review–PropertechniquesofshootingasoccerballRelate–Whenyoushootaballinsocceryouaretryingtogettheballintothegoal.Sharesomegoalsyouhaveinlife?Whatisthebestgoaltohave?Praise–Affirmstudentswhopracticedpropershootingskills.Preview–Inournextclasswewillplayakeepawaygamewithsoccerskills.

Assessment:Checkstudents’abilitytoshootasoccerballusingproperformandcontrol.


SoccerBallShooting

studentname

strikesballwithinstep

kickingfootpointeddown

followthrough

281


LessonPlanningGuideObjectives:PE.4.MS.18 Dribbleswithhandsorfeetincombinationwithotherskills(e.g.,passing,receiving,shooting).

EquipmentChart:


AdditionTag4 cones forboundaries1per5 pinnie 1per5students

HeartyHoopla4 hoops 1per beanbagorother

collectable1perstudent


DribblingPartnerTag

4 largecones forboundaries1per2 ball 1per2students

KeepAway(3on1)1per4 ball 1per4studentsmisc. spotmarkers forgrids

282



Content Notes


10 FocusonFitness:AerobicGames:HeartyHoopla(AerobicGamestab,pp.13-14)

15 SpotlightonSkills:SoccerDribblingDrills(Soccertab,pp.7-8)DribblingPartnerTag(Soccertab,pp.27-28)KeepAway(3on1)(Soccertab,pp.29-30)

2-3 Closure:Review–Accuratedribblingskills.Relate–SharehowthisKeepAwaygameisdifferentfromotherKeepAwaygamesyou’veplayed.Praise–Affirmstudentswhofolloweddirections.Preview–Inournextclasswewillpracticeourpuntsandthrow-insagainandtakealittleassessment.

283


LessonPlanningGuideObjectives:PE.4.PA.1 Dribbleswithhandsorfeetincombinationwithotherskills(e.g.,passing,receiving,shooting).PE.4.PA.2 Appliestheconceptofclosingspacesinsmall-sidedpracticetasks.PE.4.PA.8 Detects,analyzes,andcorrectserrorsinpersonalmotorskills.

EquipmentChart:


AdditionTag4 cones forboundaries1per5 marker 1per5students



Throw-insandPunts4 cones forboundaries1per2 ball 1per2students

284



Content Notes


10 FocusonFitness:AerobicGamesHeartyHoopla(AerobicGamestab,pp.13-14)

15 SpotlightonSkills:SoccerThrow-insandPunts(Soccertab,pp.13-14)

2-3 Closure:Review–Propertechniquesofthrow-insandpuntsRelate–Howwelldoyouthinkyoudidontheassessment?Whoseassessmentreallymattersinlife?Praise–Affirmstudentswhoappearedtodotheirbest.Preview–Inournextclasswewillcontinuetopracticesoccerskills.

Assessment:Checkstudents’abilitytodemonstrateapunt.Placeacheckinthecolumniftheelementisobserved.

PuntElements

studentnameholdballwaisthigh feettogether

dropballfromhands

stepwithnon-kicking

foot

kickbeforeithitstheground

285


LessonPlanningGuideObjectives:PE.4.PA.3 Detects,analyzes,andcorrectserrorsinpersonalmotorskills.PE.4.PF.1 Analyzesopportunitiesforparticipatinginphysicalactivityoutsidephysicaleducationclass.

EquipmentChart:



AerobicBowling





GetYourBall1per2 ball 1per2students6 cones

286



Content Notes

2-3 IntroductoryActivity:(ASAP)Offense/Defense(ASAPtab,p.13)


15 SpotlightonSkills:SoccerDribblingDrills(Soccertab,pp.7-8) GetYourBall(Soccertab,pp.31-32)

2-3 Closure:Review–Properdribblingskills.Relate–Haveyoueverheardthesaying,“Getontheball”.Sharewhatyouthinkitmeans.Praise–Affirmstudentswhopracticeddribblingwiththeskillslearned.Preview–Inournextclasswewillplayagameofmini-soccerwhilewepracticetheskillswehavelearned.

287


LessonPlanningGuideObjectives:PE.3.MS.15 Usesacontinuousrunningapproachandkicksastationaryballforaccuracy.PE.4.MS.1 Usesvariouslocomotorskillsinavarietyofsmall-sidedpracticetasksandeducationalgymnastics

experiences.PE.4.MS.24 Combinestravelingwiththemanipulativeskillsofdribbling,throwing,catching,andstrikinginteacher-

and/orstudent-designedsmall-sidedpractice-taskenvironments.PE.4.PA.4 Combinesmovementconceptswithskillsinsmall-sidedpracticetasksandgymnasticsenvironments.PE.2.RB.8 Recognizestheroleofrulesandetiquetteinteacher-designedphysicalactivities.PE.3.RB.8 Recognizestheroleofrulesandetiquetteinphysicalactivitywithpeers.PE.4.RB.8 Exhibitsetiquetteandadherencetorulesinavarietyofphysicalactivities.

EquipmentChart:





ShootingDrills

3per12 cones 3per12students1per ball 1perstudent3 woodendowelsor

hockeysticksoptional

Mini-Soccer4per8 smallcones 4pergroupof8students/forboundaries4per8 tallcones 4pergroupof8students/forgoals1per2 pinnie 1per2studentsforteams

288



Content Notes



15 SpotlightonSkills:SoccerShootingDrills(Soccertab,pp.11-12)Mini-Soccer(Soccertab,pp.33-34)Assessment:SoccerSkillsPerformanceRubric(SPARKfolioSoccertab,whitecard).Choosetoevaluateallsoccerskillsoronlypartofthecontentfromthecard.

2-3 Closure:Review–Propertechniquesofshooting;rulesofplayingsoccer.Relate–Workingtogetherwithyourteamiswhatsoccerisallabout.SharehowwecanbeapartofworkingtogetheronGod’steam.Praise–Affirmstudentswhoplayedwithapositiveattitude.Preview–Inournextclasswewillspendtimefocusingonourphysicalfitnessandourpersonalbest.


289


LessonPlanningGuidePersonalBestDay#4Objectives:PE.1.PF.5 Participatesinhealth-relatedfitnessactivities.PE.2.PF.6 Participatesinhealth-relatedfitnessactivities.PE.3.PF.2 Identifiesphysicalactivityasawaytobecomehealthier.PE.4.PF.7 Designsafitnessplantoaddresswaystousephysicalactivitytoenhancefitness.PE.1.VH.3 Understandsthevalueofadequatesleepforoptimalhealthtoassistinthebuildingofhealthybodies.PE.2.VH.3 Understandsthevalueofadequatesleepforoptimalhealthtoassistinthebuildingofhealthybodies.PE.3.VH.3 Recognizesthevalueofadequatesleepforoptimalhealthtoassistinthebuildingofhealthybodies.PE.4.VH.3 Recognizesthevalueofadequatesleepforoptimalhealthtoassistinthebuildingofhealthybodies.

EquipmentChart:





Throw-InsandPunts4 cones forboundaries1per2 ball 1per2students

SoccerGroupChallenge

1per2 soccerball 1per2students1per4 spotmarker forhomebase4 cones forboundaries1per2 SoccerGroupChallenge

TaskCardSPARKfamily.org1/1per2students,readthe“Ready”sectiontoseewhatequipmentisneeded

PersonalBestDay#4


forwarm-up


SPARKfamily.org


SPARKfamily.org


ProgressCardandGoals1per2 carpetsquare 1per2studentsoptional

290



Content Notes


10 FocusonFitness:AerobicGamesHeartyHoopla(AerobicGamestab,pp.13-14)

15 SpotlightonSkills:SoccerPersonalBestDay#4(PersonalBestDaytab,p.5)

2-3 Closure:Review–Whatissomethingyouimprovedon?Whatissomethingthatstillneedsextrapractice?Relate–Shareaboutatimewhenyoudidyourverybestonsomethingandhowyoufelt.Praise–Affirmstudentswhoseemedtohavedonetheirbest.Preview–Inournextclasswewillbeginaunitonsoftballandtrackandfield.

Assessment:PersonalBestDay#4.

291

Unit9–SoftballandTrackandFieldGrades1-4

UnitPlanningGuideDuringthisunititissuggestedthatSoftballinstructionbeprovidedforthefirsttwoweeks,followedbytwoweeksofTrackandField.SoftballManyoftheskillslearnedinearlierunitswillbeincorporatedintothesesoftballlessons.Studentswillcontinuetopracticeanddeveloptheirabilitiesinthrowing,catching,baserunning,andbatting.TrackandFieldTwoweeksinthespringprovidesopportunitiesforstudentstofocusonbasictrackandfieldeventssuchas:runningshortandlongdistances,throwing,shotput,standingjump,runninglongjump,andbatonrelays.SchoolsmayfindtheseactivitieshelpfulinpreparingstudentsforaTrackandFieldevent.FantasticFieldDayFlingsisastep-by-stepmanualonhowtoorganizeasuccessfulfielddayevent.DownloadfromtheNADphysicaleducationwebsite.

SpiritualConnections–“KeepYourEyeontheBall”Manywouldagreethatinsoftballitisimportantto“keepyoureyeontheball.”Doingsoreducesthelikelihoodofbeinghitinthehead,missingtheopportunitytocatchtheball,strikingout,etc.TheBibleinstructsustoplaceourfocuselsewhere.Hebrews12:2(CEV).“WemustkeepoureyesonJesus,wholeadsusandmakesourfaithcomplete.”

292

Unit9Outline–SoftballandTrackandFieldGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:Walk/Jog/Run Day1TheSnake(Walk/Jog/Runtab,pp.7-8) Day2PasstheHat(Walk/Jog/Runtab,pp.9-10) Day3Figure-8Walk/Jog(Walk/Jog/Runtab,pp.11-12)SpotlightonSkills:Softball Day1PartnerThrowandCatch(Softballtab,pp.7-8)

OutatHome!(Softballtab,pp.15-16)Day2PartnerThrowandCatch(Softballtab,pp.7-8)CornertoCornerGiveandGo(Softballtab,pp.17-18)Assessment:Studentswillbeassessedontheelementsofthrowing.

Day3GroundBallMania(Softballtab,pp.9-10)TriangleFielding(Softballtab,pp.19-20)Assessment:SoftballSelf-check,throwingpotion(SPARKfolioSoftballtab,whitecard).

Week2FocusonFitness:Walk/Jog/Run Day1Inside-OutsideWalk/Jog(Walk/Jog/Runtab,pp.13-14) Day2TheSnake(Walk/Jog/Runtab,pp.7-8) Day3PACEActivity#1Walk/Jog/RunGrabBag(Walk/Jog/Runtab,pp.31-32)SpotlightonSkills:Softball Day1PitchandCatch(Softballtab,pp.11-12)

BeattheBall(Softballtab,pp.23-24)Assessment:Studentswillbeassessedontheelementsofcatching.

Day2BattingPractice(Softballtab,pp.13-14)All-RunSoftball(Softballtab,pp.29-30)

Day3PACEActivity#1SoftballGrabBag(Softballtab,pp.33-34) Assessment:Studentswillbeassessedinthrowing,batting,andfielding.Week3FocusonFitness:Walk/Jog/Run Day1PasstheHat(Walk/Jog/Runtab,pp.9-10) Day2Figure-8Walk/Jog(Walk/Jog/Runtab,pp.11-12) Day3PACEActivity#2OutdoorScavengerHunt(Walk/Jog/Runtab,pp.33-34)SpotlightonSkills:TrackandField Day1Sprints-100,220meterdashes Assessment:Studentswillbeassessedontheirabilitytodemonstratetheproperstarting positionwhenbeginningarace. Day2DistanceRunning-800,1600meters Assessment:Studentswillrun220meterdashesandtimingwillberecordedfor comparisonattheendofthisunit.

Day3ThrowingAssessment:Studentswillbeassessedontheirabilitytodemonstratetheelementsofthrowingafootball.

293

Week4FocusonFitness:Walk/Jog/Run Day1Assessment:Walk/Jog/RunThinkAbout...(SPARKfolioWalk/Jog/Runtab,whitecard). Day2Inside-OutsideWalk/Jog(Walk/Jog/Runtab,pp.13-14) Day3PasstheHat(Walk/Jog/Runtab,pp.9-10)SpotlightonSkills:TrackandField Day1SlotPut Day2StandingJumpandRunningLongJump Assessment:Studentswillbeassessedontheirabilitytoperformthecriticalelementofa standinglongjump. Day3BatonRelays Assessment:Studentswillbere-assessedontheir220meterdashspeed.

294

Unit9–SoftballandTrackandFieldEquipment

Week1

EquipmentDay1

Day2

Day3

cones " " "hoops " musicandplayer " " "spotmarkers " tossables-ragballs,beanbags,tennisballs

" " "

Week3

EquipmentDay1

Day2

Day3

1600m-RunTaskCard " 800m-RunTaskCard " clipboards " cones " " "cones-small " cones-tall " footballs "hoops "jumpropes-short "musicandplayer " " "PeerCoaching:SprintingTaskCard

"

pencils " *ScavengerHuntTaskCard "softballs "spotmarkers " stopwatch " " tossables " *checkselectedactivityforequipmentneeds

Week2

EquipmentDay1

Day2

Day3

basesorspotmarkers " " "bat " "

battingteeortallcone " cones " " cones–12” " homeplate " hoopsorbags " "hoopsorropes " "musicandplayer " " *SoftballGrabBagCards "tossables–tennisballs,ragballs,yarnballs,Kooshballs,beanbags

" " "

*Walk/Jog/RunGrabBagCards

"

whiffleballs " *checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

beanbags " " cones " " "musicandplayer " " relaybatons "ShotPutSkillCard " softballs " spotmarkers " tossables "

295

Unit9Softball–Week1,Day1Grades1-4

LessonPlanningGuideObjectives:PE.2.MS.10 Throwsoverhanddemonstrating2ofthe5criticalelementsofamaturepattern.PE.3.MS.9 Throwsoverhand,demonstrating3ofthe5criticalelementsofamaturepattern,inastaticenvironmentfor

distance/force.

EquipmentChart:



TheSnake4 cones forboundaries1 musicandplayer optional

PartnerThrowandCatch

1per2 ball(ragball) 1per2students

OutatHome!1per beanbag 1perstudent4 cones forboundaries1per2 hoop 1per2students

296



Content Notes


10 FocusonFitness:Walk/Jog/Run• TheSnake(Walk/Jog/Runtab,pp.7-8)

15 SpotlightonSkills:Softball• PartnerThrowandCatch(Softballtab,pp.7-8)• OutatHome!(Softballtab,pp.15-16)

Usetennisballsorsofterballsforyoungerstudents.

2-3 Closure:Review–PropertechniquesofthrowingandcatchingRelate–Whataresomeotherthingsyoucouldpracticethrowing?Praise–Affirmappropriatethrowingandcatchingskills.Preview–Inournextclasswewillcontinuepracticingonourcatchingandthrowing.

297


LessonPlanningGuideObjectives:PE.1.MS.8 Catchesvarioussizesofballsself-tossedortossedbyaskilledthrower.PE.4.MS.9 Throwsoverhandusingamaturepatterninstaticenvironments(closedskills).PE.4.MS.11 Throwstoamovingpartnerwithreasonableaccuracyinastaticenvironment(closedskills).

EquipmentChart:



PasstheHat4 cones forboundaries1per4/5 tossable 1per4to5students

PartnerThrowandCatch

1per2 ball(ragball) 1per2students


1per spotmarker 1perstudentforgrids1per4 ball(tennisorrag

ball)1per4students

298



Content Notes


10 FocusonFitness:Walk/Jog/Run• PasstheHat(Walk/Jog/Runtab,pp.9-10)

15 SpotlightonSkills:Softball• PartnerThrowandCatch(Softballtab,pp.7-8)• CornertoCornerGiveandGo(Softballtab,pp.17-18)

Useatennisballorasofterbaseball.

2-3 Closure:Review–PropertechniquesofthrowingandcatchingRelate–Whatdidyourpartnerdothatmadeiteasierforyoutocatchtheball?Praise–Affirmappropriatethrowingandcatchingskills.Preview–Inournextclasswewillpracticecatchinggroundballsandfielding.

Assessment:Checkstudents’abilitytoproperlycompletethecriticalelementsofthrowing.Placeacheckinthecolumniftheelementismet.Suggestedexpectations:Grade1=atleast2criticalelements;Grade2=atleast3criticalelementsGrade3=atleast4criticalelements;Grade4=atleast5criticalelements

ThrowingElements

studentnameleadwithelbowof

throwingarm

downwardarcofthrowing

arm

hip/shoulderrotate

approx.90ostepwithopposition

releaseateyelevel

diagonalfollow-throughacrossbody

299


LessonPlanningGuideObjectives:PE.3.MS.8 Throwsunderhandtoapartnerortargetwithreasonableaccuracy.PE.4.MS.12 Catchesathrownballabovethehead,atchestorwaistlevel,andbelowthewaistusingamaturepatternina

staticenvironment.

EquipmentChart:



Figure-8Walk/Jog8 cones forwalk/jogtracks1 musicandplayer optional

GroundBallMania 1per2 ball(tennisorragball) 1per2studentsTriangleFielding 1per3 ball(tennisorragball) 1per3students

300



Content Notes


10 FocusonFitness:Walk/Jog/Run• Figure-8Walk/Jog(Walk/Jog/Runtab,pp.11-12)

15 SpotlightonSkills:Softball• GroundBallMania(Softballtab,pp.9-10)• TriangleFielding(Softballtab,pp.19-20)

Usetennisballsorsofterballsforyoungerstudents.

2-3 Closure:Review–Skillsincatchingagroundballandinfielding.Relate–Sometimeswe’reafraidoftheballandthatmakesithardertocatch.Whatcanhelpusovercomeourfearsinsoftballorotherareasofourlives?Praise–Affirmstudentswhofolloweddirectionsanddemonstratedskills.Preview–Ournextclasswillfocusonunderhandpitchingandwillalsopracticecatching.

Assessment:SoftballSelf-Check,throwingportion(SPARKfolioSoftballtab,whitecard)

301


LessonPlanningGuideObjectives:PE.4.MS.10 Throwsoverhandtoapartneroratatargetwithaccuracyfromareasonabledistance.PE.1.VH.9 Throwsoverhandtoapartneroratatargetwithaccuracyfromareasonabledistance.PE.2.VH.8 Identifiesthepositivesocialinteractionsthatcomewhenengagedwithothersinphysicalactivity.PE.3.VH.9 Recognizesthatidealizedimagesofthehumanbodyandperformance,aspresentedbythemedia,maynot

beappropriatetoimitate.PE.4.VH.8 Describesandcomparesthepositivesocialinteractionswhenengagedinpartner,small-group,andlarge-

groupphysicalactivitiesorasaspectator.

EquipmentChart:


HospitalTag 4 cones forboundariesInside–Outside

Walk/Jog8 cones forwalk/jogtracks1 musicandplayer optional

PitchandCatch1per2 ball(tennisorragball) 1per2students1per2 12”cone 1per2students

BeattheBall1per5 verysoftball(ragball,

yarnball,orKooshball)1pergroupof5students

4per5 bases/spotmarkers 4pergroupof5students

302



Content Notes


10 FocusonFitness:Walk/Jog/Run• Inside-OutsideWalk/Jog(Walk/Jog/Runtab,pp.13-14)

15 SpotlightonSkills:Softball• PitchandCatch(Softballtab,pp.11-12)• BeattheBall(Softballtab,pp.23-24)

2-3 Closure:Review–PropercatchingandpitchingtechniquesRelate–Todayyouwereracingtheballaroundthebases.Whataresomeotherracesthatyourun?Praise–Affirmappropriatepitchingandcatchingskills.Preview–Inournextclasswewillpracticebatting.

Assessment:Checkstudents’abilitytoproperlycompletethecriticalelementsofcatching.Placeacheckinthecolumniftheelementismet.Suggestedexpectations:Grade1=atleast2criticalelements;Grade2=atleast3criticalelementsGrade3=atleast4criticalelements;Grade4=atleast5criticalelements

CatchingElements

studentnameelbowsflexed

reachfortheball

balliscaughtwithhands

only

elbowsbendtoabsorbthe

force

thumbsapartifballis

caughtbelowthewaist

303


LessonPlanningGuideObjectives:PE.2.MS.18 Strikesaballoffateeorconewithabatusingcorrectgripandsideorientation/properbodyorientation.PE.3.MS.19 Strikesaballwithalong-handledimplement(e.g.,hockeystick,bat,golfclub),sendingitforward,whileusing

propergripfortheimplement.(Usebattingteeorballtossedbyteacherforbatting.)

EquipmentChart:


HospitalTag 4 cones forboundaries

TheSnake4 cones forboundaries1 musicandplayer optional

BattingPractice

1per5 homeplate 1pergroupof5students2to3per5 whiffleballs 2-3pergroupof5students1per5 battingteeortall

cone1pergroupof5students

4 cones forboundariesofgrid

All-RunSoftball

1per8to10 bat 1pergroupof8to10students1to2per8to10

balls(whiffle,tennis,rag,yarnballs,etc.)

1to2ballsper8to10students

5per8to10 bases 5pergroupof8to10students5per8to10 cones 5pergroupof8to10students1per3to4 spotmarker 1pergroupof3to4students1per3to4 hoop/rope Toholdonto,1pergroupof3to4

students10ofeach hoops/jump

ropes/andbeanbags

1 hooporbag tomakegrabbag1 paperbag,hoop,etc. tomakeagrabbag

304



Content Notes


10 FocusonFitness:Walk/Jog/Run• TheSnake(Walk/Jog/Runtab,pp.7-8)

15 SpotlightonSkills:Softball• BattingPractice(Softballtab,pp.13-14)• All-RunSoftball(Softballtab,pp.29-30)

Studentsingrade1mayneedtouseaplasticbatandball.

2-3 Closure:Review–ProperbattingtechniquesRelate–Todaywhenyoupracticedbattingyouhadtokeepyoureyeontheball.HowcankeepingoureyesonJesushelpusinlife?Praise–Affirmappropriatebattingskills.Preview–Inournextclasswewilltakeanassessmenttoseehowwe’redoinginsoftball.

305


LessonPlanningGuideObjectives:PE.4.MS.23 Strikesanobjectwithalong-handleddevice(e.g.,hockeystick,tennisorbadmintonracket)while

demonstrating3ofthe5criticalelementsofamaturepatternforthedevice(grip,stance,bodyorientation,swingplane,follow-through).

PE.4.MS.24 Combinestravelingwiththemanipulativeskillsofdribbling,throwing,catching,andstrikinginteacher-and/orstudent-designedsmall-sidedpractice-taskenvironments.

PE.4.PA.4 Combinesmovementconceptswithskillsinsmall-sidedpracticetasksandgymnasticsenvironments.PE.4.PA.8 Detects,analyzes,andcorrectserrorsinpersonalmotorskills.

EquipmentChart:


HospitalTag 4 cones forboundaries

Walk/Jog/RunGrabBag

misc. Walk/Jog/RunGrabBagCards


1per3to4

spotmarker 1pergroupof3to4students

1per3to4

hoop/rope toholdonto,1pergroupof3to4students

10ofeach

hoops/jumpropes/andbeanbags

1 hooporbag tomakegrabbag

SoftBallGrabBag

1 balls(tennis,whiffle,ragball)

1perpair

1 bat 1per8studentsmisc. SoftballGrabBag


1 spotmarker 1perpair1 hooporbag tomakegrabbag

306



Content Notes


10 FocusonFitness:Walk/Jog/Run• PACEActivity#1Walk/Jog/RunGrabBag(Walk/Jog/Runtab,pp.31-32)

15 SpotlightonSkills:Softball• PACEActivity#1SoftballGrabBag(Softballtab,pp.33-34)

1stand2ndgradestudentsmayneedextracoachingandhelpinworkingwiththeircardsandpartners.

2-3 Closure:Review–Propertechniquesinbatting,throwing,catching,fieldingRelate–Todayyouwerepracticingyoursoftballskillswithafriend.Whataresomeotherthingsthatyouhavetopracticetodowellat?Praise–Affirmstudentswhocooperatedwithagoodattitude.Preview–InournextclasswewillbeginaunitonTrackandField.

Assessment:SoftballSkillsPerformanceRubric(SPARKfolioSoftballtab,whitecard)whichwillassessonthrowing,batting,andfielding.

307

Unit9TrackandField–Week3,Day1Grades1-4

LessonPlanningGuideObjectives:PE.1.PA.6 Differentiatesbetweenfastandslowspeeds.

EquipmentChart:


MeetMeintheMiddle

6 cones forboundaries1 musicandplayer optional/suggestion:Let’sGetReadyto

RumblebyMichaelBufferonJockJamsVol.1


Sprints100,220meter

4 cones forstartandfinishlines20 spotmarkers forstartandfinishlines1 stopwatch fortiming1per2 PeerCoaching:

SprintingTaskCardoptional,1per2students

308



Content Notes


H10 FocusonFitness:Walk/Jog/Run• PasstheHat(Walk/Jog/Runtab,pp.9-10)

15 SpotlightonSkills:TrackandField–Sprints100,220meterdashes• Technique:1. ReadyPosition(OnYourMark)–Headforward;Armsbentat

90*angle,swingfronttoback;Handspositionedbehindstartingline;Legs-push/kickoffwithnon-dominantfoot.Otherfootpositionedwithastartingblock.2.(GetSet)-Lifthips,shiftweightforward,lifthead.3.(Go)-Pushoffblock,keeplow,leanforward.

• Practice:Do4-5sprintsoffoftheline;8-10sprintstarts(8-10seconds);4-55-yarddashes.

2-3 Closure:Review–SkillsandtechniqueforpropersprintingRelate–Tellaboutatimewhenyouhadtorunashortdistancereallyfast.Praise–Affirmstudentswhofollowedinstructions.Preview–Nextclasswillfocusonlongersprintingandrunning.

Assessment:Checkforproperstartingpositionsasstudentsarepracticingsprints.Placeacheckinthecolumnifthepositionisobserved.

ProperStartingPosition

studentnamefingersevenwithline

ongroundbuttstickingupwithheaddown

weightisforwardstandingontoeswithonefootinfrontoftheother

309


LessonPlanningGuideObjectives:PE.2.MS.2 Travelsshowingdifferentiationbetweenjoggingandsprinting.PE.3.MS.2 Travelsshowingdifferentiationbetweensprintingandrunning.PE.4.MS.2 Runsfordistanceusingamaturepattern.PE.4.PA.5 Appliesthemovementconceptsofspeed,enduranceandpacingforrunning.

EquipmentChart:


MeetMeintheMiddle



Figure-8Walk/Jog

8 cones forwalk/jogtracks1 musicandplayer optional

Distance800-MeterRun

misc. smallcones enoughtocreatea400mtrack2 tallcones forstartand200mmark1per2 stopwatch 1per2studentsforstartand200mmark1per2 800m-RunTaskCard 1per2students1per2 clipboardandpencil 1per2students

Distance1600-MeterRun

misc. smallcones enoughtocreatea400mtrack2 tallcones forstartand200mmark1per2 stopwatch 1per2studentsforstartand200mmark1per2 1600m-RunTaskCard 1per2students1per2 clipboardandpencil 1per2students

310



Content Notes


10 FocusonFitness:Walk/Jog/Run• Figure–8Walk/Jog(Walk/Jog/Runtab,pp.11-12)

15 SpotlightonSkills:TrackandField-Distance800,1600meterdashes• Technique:ReadyPosition-Relaxhands,swingforwardback;Landonballoffrontfoot,extendbacklegtodriveforward;Trytokeepevenpace,saveenergyforlastlap;Stayinrunninglanes,passonstraightstretches.

• Practiceaprogressionofrunning200,400,800and1600meterruns.

Studentsin1stgrademaynotbeabletoruntheentiretime.

2-3 Closure:Review–ProperbodypositionsforrunningRelate–Shareanexperienceinwhichyouhadtorunamileormore.Praise–Affirmstudentswhohadapositiveattitudeandusedtheskillstaught.Preview–Inournextclasswewillpracticethrowing.

Assessment:Recordindividualstudentspeedson220meterdashesandre-assessWeek4,Day3.

220MeterDash

studentname speed

311



distance/force.PE.4.MS.9 Throwsoverhandusingamaturepatterninstaticenvironments(closedskills).

EquipmentChart:


MeetMeintheMiddle



OutdoorScavengerHunt

1per3-5 ScavengerHuntTaskCard

Sparkfamily.org/1pergroupof3-5students

1per3-5 hoop 1pergroupof3-5students1per3-5 shortjumprope 1pergroupof3-5students

Throwing1per football 1per1-2students1per softball 1per1-2studentmisc. cones fortargetsandmarkers

312



Content Notes


10 FocusonFitness:Walk/Jog/Run• PACEActivity#2OutdoorScavengerHunt(Walk/Jog/Runtab,pp.33-34)

15 SpotlightonSkills:TrackandField–Throwing• Techniqueforthrowingfootball:ArminFootballthrowingposition;Gripthelaces;Armin90*position;Fullextensionofthearmasyourelease;Stepforwardtothrowinglinetogetmomentum;Weightonfrontfoot.

• Techniqueforthrowingasoftball:Gripballwithsametechniquearmbeingfullyextendedonrelease;Stepforwardtothrowingline.

• Practicemultiplethrows2-3weeksbeforetheTrack/FieldDay.Practicefordistanceandaccuracy.

Studentswillneedfootballsthataresmallenoughfortheirhands–eitherfoamorjuniorsize.

2-3 Closure:Review–SkillsinthrowingfordistanceandaccuracyRelate–Whatgamesdoyouneedtohavegoodthrowingskills?Praise–Affirmappropriatethrowingtechnique.Preview–Inournextclasswewillpracticethrowingtoatarget.

Assessment:Observestudentsastheypracticethrowingafootballandevaluateontheirabilitytodemonstratethecriticalelementsofthrowing.Placeacheckinthecolumniftheelementisobserved.

ThrowingaFootball

studentname griplacesarmin90oposition

fullextensionofarmonrelease

stepforwardfor

momentum

weightonfrontfoot

313


LessonPlanningGuideObjectives:PE.1.PF.3 Activelyengagesinphysicaleducationclass.PE.2.PF.4 Activelyengagesinphysicaleducationclass.PE.3.PF.5 Engagesintheactivitiesofphysicaleducationclasswithoutteacherprompting.PE.4.PF.5 Activelyengagesintheactivitiesofphysicaleducationclass,bothteacher-directedandindependent.

EquipmentChart:


MeetMeintheMiddle

6 cones–spreadconesfartherapart

forboundaries

1 musicandplayer optional/suggestion:Let’sGetReadytoRumblebyMichaelBufferonJockJamsVol.1

Walk/Jog/Run8 cones forwalk/jogtracks1 musicandplayer optional

ShotPut

1per spotmarker 1perstudentforcircles1per2 softball 1per2students1per2 beanbag 1per2students1 ShotPutSkillCard SPARKfamily.org

314



Content Notes


10 FocusonFitness:Walk/Jog/Run• Assessment:DiscussthequestionsfromWalk/Jog/RunThinkAbout...(SPARKfolioWalk/Jog/Runtab,whitecard).

15 SpotlightonSkills:TrackandField-ShotPut• Technique:Ballonbaseoffingersjustbelowear;Crouchlowwithnon“putting”sidetotarget;Extendarmwithballupandforwardtotarget;Extendarmwithballupandforwardtotarget;Do2-3side-slidestogainmomentum;Releasebeforereachingstartingline.

• Practicemultipletimesfortargetaccuracy.

Useaweightedball.Youngerstudentscanuseasoftball.

2-3 Closure:Review–ThepropertechniqueofthrowingtoatargetRelate–WhointheBiblepracticedthrowingorslingingtoatarget?Praise–Affirmstudentswhopracticedtheskillcorrectly.Preview–Inournextclasswewilllearnandpracticelongjumps.

315


LessonPlanningGuideObjectives:PE.1.MS.2 Jumpsandlandsinahorizontalplanedemonstrating2ofthe5criticalelements.PE.2.MS.3 Jumpsandlandsinahorizontalplaneusing1-and2-foottake-offsandlandingsdemonstrating4ofthe5

criticalelements.PE.3.MS.3 Jumpsandlandsinboththehorizontalandverticalplanesusingamaturepattern.

EquipmentChart:


MeetMeintheMiddle


forboundaries

Inside-OutsideWalk/Jog/Run

8 cones forwalk/jogtracks1 musicandplayer optional

StandingJumpandRunningLongJump

4 cones tocreateactivityarea16 cones tomarkstartlineand“jump”line1per beanbag 1perstudenttomarkdistance

316



Content Notes


10 FocusonFitness:Walk/Jog/Run• Inside–OutsideWalk/Jog(Walk/Jog/Runtab,pp.13-14)

15 SpotlightonSkills:TrackandField–StandingJumpandRunningLongJump• Technique:Readyposition-Bothkneesbentatstartingline;Swingarmsbackandforthtogetmomentum;Swingarmsforwardasyoujumpforward;Markjumpfrombackofheels,notfront;Initiateforwardmomentumtofallforward.

• Practice:Allowstudentstopracticeongymnasticmatsorsoftsurfacesuchasagrassyareaorsand.

2-3 Closure:Review–ProperjumpingtechniquesRelate–Wherecouldyoupracticelongjumpingbesidesatschool?Praise–Affirmappropriatelongjumpingtechniques.Preview–Ournextclasswillfocusonrelays.

Assessment:Observestudentsandevaluatetheirabilitytocorrectlyperformtheelementsofastandinglongjump.Placeacheckinthecolumnifthepositionisobserved.

StandingLongJump

studentnamebothkneesbentatstartingline

swingarmsbackandforthtogetmomentum

swingarmsforwardwhile

jumpingforward

landinsandpitwithheelsfirstandfallforward

317


LessonPlanningGuideObjectives:PE.1.PF.5 Participatesinhealth-relatedfitnessactivities.PE.3.PF.4 Recognizestheimportanceofwarm-upandcool-downrelativetovigorousphysicalactivity.

EquipmentChart:


MeetMeintheMiddle


forboundaries


BatonRelays3 cones tocreatetriangle1per4 relaybaton 1per4students

318



Content Notes


10 FocusonFitness:Walk/Jog/Run• PasstheHat(Walk/Jog/Runtab,pp.9-10)

15 SpotlightonSkills:TrackandField–BatonRelays• Technique:Holdbatoninrighthand;Passbatonfromrighthandtoleftwitharmsfullyextendedandpalmsup;Passeryells,“Hand”;Receiverstartstorunandextendsarmandhandout;Receiverneverlooksatpasser;Usea10-12yardpassingzone;Switchfromcarryingthebatoninlefthandtoright.

• Practiceexchangingbatonsinzonefor5-6minutes.Practicerunningwithbatonforshortlapsleadinguptofullrace.

2-3 Closure:Review–TheproperskillsinrunningarelayRelate–IntheBiblePaultalksabouthowourlifeislikearace.Tellhowthe“race”towardsheavenisdifferentthantheotherracespeoplerunhereonearth.Praise–Affirmcorrectpassingandrunningtechniques.Preview–Inournextclasswewillbeginaunitonfootball.

Assessment:Recordindividualstudentspeedson220meterdashesandcomparetospeedsfromWeek3,Day2.

220MeterDash

studentname speed

319

Unit10-FootballGrades1-4

UnitPlanningGuideThecontentlistedfortheSpotlightonskills,Unit10isFootball.AnotheroptionistoselectthealternatetopicthatwasnotusedinUnit7(HockeyorRacquetsandPaddles).FootballThisunitprovidesactivitiesforstudentstolearn,practice,anddevelopthebasicskillsneededforsuccessfulgameplay.Aswasstatedearlier,chooseactivitiesbasedontheskilllevelofmostofyourstudents.Duringthelessons,accesstheircomfort,interest,andabilitytoperformtheactivityandadjustasneeded.Ifanactivityistoodifficult,decreasethevariables,simplify,andslowdown.UtilizetheactivitiesinSPARKItUp!ifmorerigorisneeded.SpiritualConnections–PhysicallyFitItisimportantthateachpersoncommitsthemselvestobeinthebestshapepossibletoexcelonthefieldandendurechallengesthatmayoccur.Inthespiritualrealm,GoddeeplydesirestousethesesameathletesinaccomplishingHisKingdompurposesonearth.AllshouldfocusontrainingthemselvesbothphysicallyandspirituallytobepreparedtobeusedbyGod.ICorinthians9:25-26(NLT).“Allathletesaredisciplinedintheirtraining.Theydoittowinaprizethatwillfadeaway,butwedoitforaneternalprize.SoIrunwithpurposeineverystep.”PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.NoticethattestingPersonalBestDaysispartofthelessonplanforthisunit,week4,andday3.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.

321

Unit10Outline–FootballGrades1-4

(activitiesforFocusonFitnessandSpotlightonSkills) Week1FocusonFitness:FitnessChallengesIII

(SPARKfolioFitnessCircuitstab,orangecards)Day1AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkip

Strength&Endurance–Push-Ups,Curl-Ups,WalkingLunges Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

Day2AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkipStrength&Endurance–Push-Ups,Curl-Ups,WalkingLungesFlexibility–ShinStretch,CalfStretch,UpperBackStretchDay3AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkipStrength&Endurance–Push-Ups,Curl-Ups,WalkingLungesFlexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

SpotlightonSkills:FootballDay1PassingandReceivingDrills(Footballtab,pp.7-8) Assessment:Studentswillbeassessedontheirabilitytodemonstratecorrectfootballgrip.Day2PassingandReceivingDrills(Footballtab,pp.7-8)

AiritOut(Footballtab,pp.17-18)Assessment:Studentswillbeassessedontheirabilitytodemonstratetheelementsofanoverhandfootballthrow.Day3PitchingDrills(Footballtab,13-14)

AiritOut(Footballtab,pp.17-18)Week2FocusonFitness:FitnessChallengesIII

(SPARKfolioFitnessCircuitstab,orangecards)Day1AerobicFitness–Run,Burpee,HighKneeSkip,MountainClimberStrength&Endurance–CrabDips,Curl-UpswithaTwist,ReverseLungesFlexibility–HamstringStretch,QuadricepsStretch,PectoralStretchDay2AerobicFitness–Run,Burpee,HighKneeSkip,MountainClimber

Strength&Endurance–CrabDips,Curl-UpswithaTwist,ReverseLungesFlexibility–ShinStretch,CalfStretch,UpperBackStretchDay3AerobicFitness–Run,Burpee,HighKneeSkip,MountainClimberStrength&Endurance–CrabDips,Curl-UpswithaTwist,ReverseLungesFlexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

SpotlightonSkills:FootballDay1PuntingDrills(Footballtab,pp.15-16)

AirAssault(Footballtab,pp.19-20)Day2PitchingDrills(Footballtab,13-14)

FootballGolf(Footballtab,21-22)Assessment:Studentswillbeassessedontheirabilitytodemonstratetheelementsofpitchingafootball.Day3FlagPullingDrills(Footballtab,11-12)

Center-Pede(Footballtab,23-24)

322

Assessment:Studentswillbeassessedontheirabilitytodemonstratesuccessful,legalflag pulling.

Week3FocusonFitness:FitnessChallengesIII

(SPARKfolioFitnessCircuitstab,orangecards)Day1AerobicFitness–Run,HighKneeSkip,MountainClimber,GrapevineStrength&Endurance–Push-UpsorPlank,V-Sit,SquatsFlexibility–HamstringStretch,QuadricepsStretch,PectoralStretchDay2AerobicFitness–Run,HighKneeSkip,MountainClimber,Grapevine

Strength&Endurance–Push-UpsorPlank,V-Sit,SquatsFlexibility–ShinStretch,CalfStretch,UpperBackStretch

Day3AerobicFitness–Run,HighKneeSkip,MountainClimber,GrapevineStrength&Endurance–Push-UpsorPlank,V-Sit,SquatsFlexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

SpotlightonSkills:FootballDay1FlagPullingDrills(Footballtab,11-12)

2-MinuteDrill(Footballtab,25-26)Day2PassingandReceivingDrills(Footballtab,pp.7-8)

2-MinuteDrill(Footballtab,25-26)Assessment:Studentswillbeassessedontheirabilitytoscorepassingtouchdowns.Day3BallCarryingDrills,(Footballtab,9-10) Assessment:Studentswillbeassessedontheirabilitytodemonstrateproperfootballcarrying.

Week4FocusonFitness:FitnessChallengesIII

(SPARKfolioFitnessCircuitstab,orangecards)Day1AerobicFitness–Run,MountainClimber,Grapevine,JumpTucks

Strength&Endurance–MedicineBallToss,Sit-UpBallExchange,HighBenchStepsFlexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

Day2AerobicFitness–Run,MountainClimber,Grapevine,JumpTucksStrength&Endurance–MedicineBallToss,Sit-UpBallExchange,HighBenchStepsFlexibility–ShinStretch,CalfStretch,UpperBackStretch

Day3AerobicFitness–Run,MountainClimber,Grapevine,JumpTucksStrength&Endurance–MedicineBallToss,Sit-UpBallExchange,HighBenchSteps

Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:Football

Day1PitchingDrills(Footballtab,13-14)2-MinuteDrill(Footballtab,25-26)

Assessment:FootballSelf-Check(SPARKfolioFootballtab,whitecard).Day2PassingandReceivingDrills(Footballtab,pp.7-8)

Center-Pede(Footballtab,23-24)Day3Assessment:PersonalBestDay#5(PersonalBestDaytab,p.5)

323

Unit10–FootballEquipment

Week1

EquipmentDay1

Day2

Day3

cones " " "footballs " " "stopwatch " "

Week3

EquipmentDay1

Day2

Day3


"

flagbeltsorscarves " " footballs " " "MyPersonalBestProgressandGoalsCard

"

pencils "stopwatch " " "

Week2

EquipmentDay1

Day2

Day3

cones " " "flagbeltsorscarves "footballs " " "hoops " " pinnies "

Week4

EquipmentDay1

Day2

Day3


"

footballs " " MyPersonalBestProgressandGoalsCard

"

pencils "stopwatch " "

325

Unit10Football–Week1,Day1Grades1-4


distance/force.PE.4.MS.9 Throwsoverhandusingamaturepatterninstaticenvironments(closedskills).

EquipmentChart:


PartnerTag 4 cones forboundariesPassingand

ReceivingDrills4 cones forboundaries1per2 football 1per2students

326



Content Notes

2-3 IntroductoryActivity:(ASAP)PartnerTag(ChasingandFleeingtab,pp.19-20)

10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkip• Strength&Endurance–Push-Ups,Curl-Ups,WalkingLunges• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:Football• PassingandReceivingDrills(Footballtab,pp.7-8)

Usefoamfootballswith1stand2nd.Usejuniorsizefootballsfor3rdand4th.

2-3 Closure:Review–ProperpassingandreceivingtechniquesRelate–Sharesomethingthatyoumightpass.Praise–Affirmstudentswhofollowedinstructions.Preview–Inournextclasswewillpracticepassingandreceivingagain.

Assessment:ObservestudentsduringthePassingandReceivingDrillsactivityandassessonproperfootballgrip.Scoring– 3=gotit 2=almost,notthereyet 1=needsimprovement

FootballGrip

studentnamefingersspread

apart

pointerfingeroffthelacesneartipofball

middleandthirdfingersacross

laces–fingertipsontheball

littlefingeronthelaces

327


LessonPlanningGuideObjectives:PE.3.MS.10 Catchesagentlytossedhand-sizeballfromapartner,displaying4ofthe5criticalelementsofamaturecatch.

EquipmentChart:


PartnerTag 4 cones forboundariesPassingand


AiritOut1per2 football 1per2students16 cones forboundaries1 stopwatch fortimingplay

328



Content Notes


10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkip• Strength&Endurance–Push-Ups,Curl-Ups,WalkingLunges• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:FootballPassingandReceivingDrills(Footballtab,pp.7-8)• AiritOut(Footballtab,pp.17-18)


2-3 Closure:Review–SkillslearnedwithpassingandreceivingRelate–Sharesomethingyoumightreceive.Praise–Affirmstudentswhocooperatedwiththeirpartner.Preview–Inournextclasswewillpracticepitchingandthrowingtheball.

Assessment:Theelementsofthrowinghavebeenaddressedinvariousunitswithdifferenttypesofballs.DuringthePassingandReceivingDrillsactivity,observestudentsastheydemonstratethepositionandfollowthroughwhenthrowingafootball.Scoring– 3=gotit 2=almost,notthereyet 1=needsimprovement

OverhandFootballThrow

studentnamesidetotarget

ballbackbehindear

leadwiththrowingelbow

steptowardtarget

snapwrist,rollofffingertips,andfollowthrough

329


LessonPlanningGuideObjectives:PE.1.PF.3 Activelyengagesinphysicaleducationclass.PE.2.PF.4 Activelyengagesinphysicaleducationclassinresponsetoinstructionandpractice.PE.3.PF.5 Engagesintheactivitiesofphysicaleducationclasswithoutteacherprompting.PE.4.PF.5 Activelyengagesintheactivitiesofphysicaleducationclass,bothteacher-directedandindependent.

EquipmentChart:


PartnerTag 4 cones forboundaries

PitchingDrills1per2 football 1per2students4 cones forboundaries

AiritOut1per2 football 1per2students16 cones forboundaries1 stopwatch fortimingplay

330



Content Notes


10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkip• Strength&Endurance–Push-Ups,Curl-Ups,WalkingLunge• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:Football• PitchingDrills(Footballtab,13-14)• AiritOut(Footballtab,pp.17-18)


2-3 Closure:Review–PropertechniquesofpitchingafootballRelate–Sharehowpitchingafootballisdifferentthanpitchingabaseball.Praise–Affirmstudentswhopracticeskillswithagoodattitude.Preview–Inournextclasswewillfocusonpuntingthefootball.

331


LessonPlanningGuideObjectives:PE.4.MS.19 Kicksalongthegroundandintheair,andpuntsusingmaturepatterns.PE.4.PA.10 Recognizesthetypesofkicksneededfordifferentgamesandsportssituations.

EquipmentChart:


Add-OnScramble 4 cones forboundaries

PuntingDrills1per2 football 1per2students4 cones forboundaries

FootballGolf1per football 1perstudent9 hoops 9 cones

332



Content Notes

2-3 IntroductoryActivity:(ASAP)• Add-OnScramble(ASAPtabp.21)

10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,Burpee,HighKneeSkip,MountainClimber• Strength&Endurance–CrabDips,Curl-UpswithaTwist,ReverseLunges


15

SpotlightonSkills:Football• PuntingDrills(Footballtab,pp.15-16)• AirAssault(Footballtab,pp.19-20)

2-3 Closure:Review–PropertechniquesofpuntingRelate–Sharehowpuntingafootballisdifferentthanasoccerball.Praise–Affirmappropriatebehavior.Preview–Inournextclasswewillpracticepitchingagainandplayagameoffootballgolf.

333



and/orstudent-designedsmall-sidedpractice-taskenvironments.PE.1.PF.3 Activelyengagesinphysicaleducationclass.PE.2.PF.4 Activelyengagesinphysicaleducationclassinresponsetoinstructionandpractice.PE.3.PF.5 Engagesintheactivitiesofphysicaleducationclasswithoutteacherprompting.PE.4.PF.5 Activelyengagesintheactivitiesofphysicaleducationclass,bothteacher-directedandindependent.

EquipmentChart:



PuntingDrills1per2 football 1per2students4 cones forboundaries

AirAssault1per hoop 1perstudent1per pinnie 1perstudentpreferably2differentcolors1per3 football 1per3students

334



Content Notes




15 SpotlightonSkills:Football• PitchingDrills(Footballtab,13-14)• FootballGolf(Footballtab,21-22)

2-3 Closure:Review–ReviewpitchingtechniquesRelate–Tellwhatotherthingsyoucouldpitch.Praise–Affirmstudentswhoplayedwithagoodattitude.Preview–Inournextclasswewillpracticepullingflags.

Assessment:ObservestudentsduringthePitchingDrillsactivityandassessoncorrectpitchingofafootball.Scoring– 3=gotit 2=almost,notthereyet 1=needsimprovement

FootballPitchingElements

studentnamestandsidewaystotargetholdingballwithbothhands

pulltheballacrossbodyoppositethedirectionofthe

pitch

swingtheballinthedirectionof

thepitch

releasewhenpointingtowardspartner

335


LessonPlanningGuideObjectives:PE.3.PA.7 Appliessimplestrategiesandtacticsinchasingactivities.PE.3.PA.8 Appliessimplestrategiesinfleeingactivities.PE.4.PA.9 Appliessimpleoffensiveanddefensivestrategiesandtacticsinchasingandfleeingactivities.

EquipmentChart:



FlagPullingDrills1per2 football 1per2students1per2 flagbeltorscarf 1per2students4 cones forboundaries

Center-Pede1per4 football 1per4studentmisc. cones Forboundaries

336



Content Notes



• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:Football• FlagPullingDrills(Footballtab,11-12)• Center-Pede(Footballtab,23-24)

2-3 Closure:Review–SkillsofflagpullingRelate–Yourflagcolorshowswhatteamyouareon.HowcanyoushowthatyouareonGod’steam?Praise–Affirmstudentswhofolloweddirectionscorrectly.Preview–Inournextclasswewillpracticeflagpullingagain.

Assessment:Asstudentshaveexperiencewithproperflagpulling,evaluatetheirperformancebasedonthecriteriaonthechartbelow.Placeacheckinthecolumnifthecriteriaisobserved.

FlagPulling

studentnamelegallyabletopullaflagfromaplayer

adequatechangeofspeed

exhibitssimplestrategiesforfleeing

337


LessonPlanningGuideObjectives:PE.4.MS.12 Catchesathrownballabovethehead,atchestorwaistlevel,andbelowthewaistusingamaturepatternina

staticenvironment.PE.3.PA.7 Appliessimplestrategiesandtacticsinchasingactivities.PE.3.PA.8 Appliessimplestrategiesinfleeingactivities.PE.4.PA.9 Appliessimpleoffensiveanddefensivestrategiesandtacticsinchasingandfleeingactivities.

EquipmentChart:




2-MinuteDrill1per3 football 1per3students4per3 cones forboundaries1 stopwatch fortimingplay

338



Content Notes

2-3 IntroductoryActivity:(ASAP)• Add-OnScramble(ASAPtabp.22,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,HighKneeSkip,MountainClimber,Grapevine

• Strength&Endurance–Push-UpsorPlank,V-Sit,Squats• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:Football• FlagPullingDrills(Footballtab,11-12)• 2-MinuteDrill(Footballtab,25-26)

2-3 Closure:Review–RulesandskillslearnedsofarinfootballRelate–Sharewhyagameshouldhaverules.Praise–Thankstudentswhoplayedkindly.Preview–Inournextclasswewillpracticepassingandreceiving.

339


LessonPlanningGuideObjectives:PE.4.MS.10 Throwsoverhandtoapartneroratatargetwithaccuracyfromareasonabledistance.PE.4.MS.11 Throwstoamovingpartnerwithreasonableaccuracyinastaticenvironment(closedskills).PE.4.MS.12 Catchesathrownballabovethehead,atchestorwaistlevel,andbelowthewaistusingamaturepatternina

staticenvironment.

EquipmentChart:





340



Content Notes


10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,HighKneeSkip,MountainClimber,Grapevine• Strength&Endurance–Push-UpsorPlank,V-Sit,Squats• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:Football• FlagPullingDrills(Footballtab,11-12)• 2-MinuteDrill(Footballtab,25-26)

2-3 Closure:Review–TechniquesforpassingandreceivingRelate–Sharesomethingyoucouldpasstosomeonethatwouldgivejoy.Praise–Thankstudentsforcooperatingwiththeirpartners.Preview–Inournextclasswewillpracticecarryingtheball.

Assessment:Afterthestudentshavepracticedthe2-MinuteDrillactivity,runthedrillsagainwithstudentscountingthenumberoftouchdownscompleted.Discussfactorsleadingtosuccessfultouchdowns.Optional:recordthenumberoftouchdowns.

341


LessonPlanningGuideObjectives:PE.4.MS.1 Usesvariouslocomotorskillsinavarietyofsmall-sidedpracticetasksandeducationalgymnastics

experiences.PE.4.MS.12 Catchesathrownballabovethehead,atchestorwaistlevel,andbelowthewaistusingamaturepatternina

staticenvironment.

EquipmentChart:



BallCarryingDrills1per3 football 1per3students4 cones tocreatelines

PersonalBestDay


forwarm-up


SPARKfamily.org


SPARKfamily.org



342



Content Notes


10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,HighKneeSkip,MountainClimber,Grapevine

• Strength&Endurance–Push-UpsorPlank,V-Sit,Squats• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:Football• BallCarryingDrills,(Footballtab,9-10)• Assessment–FootballSelf-Check(SPARKfoliofootballtab,whitecard)

2-3 Closure:Review–ProperballcarryingtechniquesRelate–Whataresomeotherthingsyoumightpracticecarrying?Praise–Affirmstudentswhoseemedtodotheirbestintheself-assessment.Preview–Inournextclasswewillfocusonpitchingdrills.

Assessment:CheckforproperballcarryingskillswhilestudentsarepracticingtheBallCarryingDrills.

FootballCarrying

studentnamekeepforearmunderball

covertipofballwithhand

putothertipofballinbendofforearm

andelbow

keeparmclosetobody

343


LessonPlanningGuideObjectives:PE.1.VH.9 Identifiesthepositivesocialinteractionsthatcomewhenengagedwithothersinphysicalactivity.PE.2.VH.8 Identifiesthepositivesocialinteractionsthatcomewhenengagedwithothersinphysicalactivity.PE.3.VH.8 Describesthepositivesocialinteractionsthatcomewhenengagedwithothersinphysicalactivityorasa

spectator.PE.4.VH.8 Describesandcomparesthepositivesocialinteractionswhenengagedinpartner,small-group,andlarge-

groupphysicalactivitiesorasaspectator.

EquipmentChart:



PitchingDrills1per2 football 1per2students4 cones forboundaries


344



Content Notes


10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,MountainClimber,Grapevine,JumpTucks• Strength&Endurance–MedicineBallToss,Sit-UpBallExchange,HighBenchSteps


15 SpotlightonSkills:Football• PitchingDrills(Footballtab,13-14)• 2-MinuteDrill(Footballtab,25-26)

2-3 Closure:Review–PropertechniquesofpitchingafootballRelate–Sharesomethingdifficultaboutthe2minutedrill.Somethingeasy.Praise–Affirmstudentswhopracticedpitchingskillsproperly.Preview–InournextclasswewillplaythegameCenter-Pede.

Assessment:FootballSelf-Check(SPARKfolioFootballtab,whitecard).

345


LessonPlanningGuideObjectives:PE.3.MS.10 Catchesagentlytossedhand-sizeballfromapartner,displaying4ofthe5criticalelementsofamature

catch.PE.1.RB.5 Worksindependentlywithothersinavarietyofclassenvironments(e.g.,smallandlargegroups)PE.2.RB.5 Worksindependentlywithothersinpartnerenvironments.PE.4.RB.1 Exhibitsresponsiblebehaviorinindependentgroupsituations.

EquipmentChart:


ToeTag 4 cones forboundariesPassingand


Center-Pede1per4 football 1per4studentmisc. cones forboundaries

346



Content Notes




15 SpotlightonSkills:Football• PassingandReceivingDrills(Footballtab,pp.7-8)• Center-Pede(Footballtab,23-24)

2-3 Closure:Review–ProperpassingandreceivingskillsRelate–Sharesomethingthatyoucouldpracticereceivingbesidesafootball.Praise–Thankstudentswhoseemedtodotheirbest.Preview–InournextclasswewillhaveanotherPersonalBestDay.

347


LessonPlanningGuidePersonalBestDay#5Objectives:PE.1.PF.1 Discussesthebenefitsofbeingactiveandexercisingand/orplaying.PE.2.PF.1 Describeslarge-motorand/ormanipulativephysicalactivitiesforparticipationoutsidephysicaleducation

class(e.g.,beforeandafterschool,athome,atthepark).(S3.E1.2)PE.3.PF.3 Describestheconceptoffitnessandprovidesexamplesofphysicalactivitytoenhancefitness.PE.4.PF.4 Demonstrateswarm-upandcool-downrelativetothecardiorespiratoryfitnessassessment.PE.1.VH.2 Identifiesphysicalactivityasacomponentofgoodhealth.PE.2.VH.2 Recognizesthevalueofgoodhealth.PE.3.VH.2 Discussestherelationshipbetweenphysicalactivityandgoodhealth.PE.4.VH.2 Examinesthehealthbenefitsofparticipatinginphysicalactivity.

EquipmentChart:



PersonalBestDay#5


forwarm-up


SPARKfamily.org


SPARKfamily.org



348



Content Notes




15 SpotlightonSkills:Football• PersonalBestDay#5(PersonalBestDaytab,p.5)

2-3 Closure:Review–Somethingstudentsdidwellintheirexercises.Somethingtheyshouldworkon.Relate–Sharereasonstodoourbestinsomething.Praise–Affirmstudentswhocooperatedandfolloweddirections.

Assessment:PersonalBestDay#5.

349

APPENDIX

351

YearlyPlan_______

4-weekPeriod FocusonFitness SpotlightonSkillsPersonalBest

Day

ProceduresLessons,3days:Lesson#1,Lesson#2,Lesson#3

Dates:__________


FitnessCircuitsUnit1


FitnessChallengesIUnit2

X


FitnessChallengesIIUnit3

Weeks13-16Dates:__________

MapChallengesUnit4

X

Weeks17-20Dates:__________

DailyDozen(StuntsUnit)Unit5

Weeks21-24Dates:__________

MovementBandsUnit6

X

Weeks25-28Dates:__________

GroupFitnessUnit7

Weeks29-32Dates:__________

AerobicGamesUnit8

X

Weeks33-36Dates:__________

Walk/Jog/RunUnit9

Weeks37-40Dates:__________

FitnessChallengesIIIUnit10

X

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TemplateforLessonPlan

LessonPlanningGuideObjectives:

EquipmentChart:


TemplateforLessonPlanTimeminutes

Content Modifications

2-3 IntroductoryActivity:•

10 FocusonFitness:•

15 SpotlightonSkills:•

2-3 Closure:Review–Relate–Praise–Preview–

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RunningandWalkingwithVaryingSpeedandDirectionsREADY

• 4cones(forboundaries)• Musicandplayer(optional)

SET• Createlarge(30X30paces)activityarea

GO!• IntroductiontoRunningandWalkingwithVaryingSpeedsandDirections

• Todaywearegoingtopracticerunningandwalkingwithcorrectform(criticalelements)andlearnthedifferentspeedsanddirectionswecanmove.

• Thecriticalelementsofwalkingare:1. Transferofweightfromonefoottotheother2. Footcontactisfromheeltotoe3. Onefootisalwaysincontactwiththefloor

• Thecriticalelementsofrunningare:1. Flightbetweensteps2. Nonsupportlegflexedapproximately90degrees3. Armsandlegsinopposition4. Footlandsheeltotoe

• Thethreedifferentspeedsinwhichwecanmoveare:1. Slow2. Medium3. Fast

• Thefourdifferentdirectionsinwhichwecanmoveare:1. Forward2. Backward3. Sideways4. Diagonal

• WalkingwithVaryingSpeeds• Startingonthesideline,walktoothersidelineusingthecorrectform.Repeatusing

differentspeeds.• Walkinthegeneralareausingthecorrectformwithoutrunningintoanyoneelse.Repeat

usingdifferentspeeds.• RunningwithVaryingSpeeds

• Startingonthesideline,runtoothersidelineusingthecorrectform.Repeatusingdifferentspeeds.

• Runinthegeneralareausingthecorrectformwithoutrunningintoanyoneelse.Repeatusingdifferentspeeds.

• WalkingwithDirections• Startingonthesideline,walkintheforwarddirectionusingthecorrectform.• Startingonthesideline,walkinthebackwarddirectionusingthecorrectform.

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• Startingonthesideline,walkinthesidewaysdirectionusingthecorrectform.• Startinginthegeneralarea,walkinthediagonaldirectionusingthecorrectform.• Challenge:Whilewalkinginthegeneralarea,walkinthedirectionIcallout.Notecallout

differentdirectionsinarandomorder.• RunningwithDirections

• Startingonthesideline,runtoothersidelineusingthecorrectform.• Startingonthesideline,runinthebackwarddirectionusingthecorrectform.• Startingonthesideline,runinthesidewaysdirectionusingthecorrectform.• Startinginthegeneralarea,runinthediagonaldirectionusingthecorrectform.• Challenge:Whilerunninginthegeneralarea,runinthedirectionIcallout.Notecallout

differentdirectionsinarandomorder.• RunningandWalkingwithVaryingSpeedsandDirections

• Startinginthegeneralarea,runorwalkinthevaryingspeedIcalloutusingthecorrectform.

• Startinginthegeneralarea,runorwalkinthedirectionIcalloutusingthecorrectform.• Challenge:Startinginthegeneralarea,dothelocomotormovementusingthecorrectform.

Notecalloutrunningandwalkinginarandomorder.• Challenge:Startinginthegeneralarea,dothelocomotormovementIcalloutusingthe

correctform,withthespeedIsay.Notecalloutrunningandwalkingwithvaryingspeedsinrandomorder.(Examples,runataslowspeed,walkatamediumspeed)

• Challenge:Startinginthegeneralarea,dothelocomotormovementIcalloutusingthecorrectform,withthedirectionIsay.Notecalloutrunningandwalkingwithdifferentdirectionsinrandomorder.(Examples,runinthesidewaysdirection,walkinthebackwarddirection)

• Challenge:Startinginthegeneralarea,dothelocomotormovementIcalloutusingthecorrectform,withthespeedanddirectionIsay.Notecalloutrunningandwalkingwithdifferentspeedsanddirectionsinrandomorder.(Examples,runataslowspeedinthesidewaysdirection,walkatamediumspeedinthebackwarddirection)

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JumpingandHoppingwithLevelsREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Musicandplayer(optional)

SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea

GO!• IntroductiontoJumpingandHoppingwithLevels• Todaywearegoingtopracticejumpingandhoppingwithcorrectform(criticalelements)andlearn

thethreedifferentlevelsinwhichwecanmove.• Thecriticalelementsofjumpingare:

1. Crouchyourbodyaskneesbend2. Useanupwardarmlift3. Explodeupwardorforward4. Landsoftly(bendhips,knees,andanklestoabsorbshock)

• Thecriticalelementsofhoppingare:1. Armsswingforwardontake-off2. Landontoes/ballsoffootofthesupportfoot3. Non-supportlegswingslikeapendulum4. Abletohoponeachfoot

• Thethreedifferentlevelsinwhichwecanmoveare:1. High2. Medium3. Low

Levels• Standingonyourspotmarker,dothelevelIsay:low,high,medium.Continuecallingoutdifferent

levelsforupto30seconds.• Movingaroundtheactivityarea,actlikeananimalinthelevelIsay:medium,low,high.Continue

callingoutdifferentlevelsforupto30seconds.• Movingaroundtheactivityarea,walk(run)inthelevelIsay:high,low,medium.Continuecalling

outdifferentlevelsforupto30seconds.• Hopping• Standingonyourspotmarker,hopusingcorrectform.Switchtotheotherfoot.• Movingaroundtheactivityarea,hopusingcorrectform.Switchtotheotherfoot.• Standingonyourspotmarker,hopashighasyoucanusingcorrectform.Switchtotheotherfoot.• Movingaroundtheactivityarea,hopasfarasyoucanusingcorrectform.Switchtotheotherfoot.

Makesureyoudon’thopintoanyoneelse!• Challenge:Standingonyourspotmarker,seeifyoucanhopandtwist180degreesbeforelanding.

Repeatontheotherfoot.• Jumping

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• Standingonyourspotmarker,jumpusingcorrectform.• Movingaroundtheactivityarea,jumpusingcorrectform.• Standingonyourspotmarker,jumpashighasyoucanusingcorrectform.• Movingaroundtheactivityarea,jumpasfarasyoucanusingcorrectform.Makesureyoudon’t

jumpintoanyoneelse!• Challenge:Standingonyourspotmarker,seeifyoucanjumpandtwist180degreesbefore

landing.Canyoujumpandtwist360degreesbeforelanding?• HoppingandJumpingwithLevels

• Standingonyourspotmarker,hopusingcorrectformatthelowlevel.Switchtotheotherfootandrepeat.Followthesameinstructionwiththemediumandhighlevels.

• Movingaroundtheactivityarea,hopusingcorrectformatthelowlevel.Switchtotheotherfoot.Followthesameinstructionwiththemediumandhighlevels.

• Standingonyourspotmarker,jumpusingcorrectformatthelowlevel.Followthesameinstructionwiththemediumandhighlevels.

• Movingaroundtheactivityarea,jumpusingcorrectformatthelowlevel.Followthesameinstructionwiththemediumandhighlevels.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(hoporjump)actionIstateatthelevel(low,medium,orhigh)Isay.Mixthecombinationsandchangeevery10-15seconds.Examples:hopatthelowlevel,jumpatthemediumlevel,jumpatthehighlevel,hopatthehighlevel.

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SkippingandLeapingwithTransferofBodyWeightREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Musicandplayer(optional)

SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea

GO!• IntroductiontoSkippingandLeapingwithTransferofBodyWeight

• Todaywearegoingtopracticeskippingandleapingwithcorrectform(criticalelements)andlearnhowtotransferbodyweightfromonebodyparttoanother.

• Thecriticalelementsofskippingare:1. Continuousstep-hoponalternatefeetwithakneelift2. Non-supportfootcarriednearthesurface3. Arm-legopposition

• Thecriticalelementsofleapingare:1. Take-offononefootandlandontheoppositefoot2. Aperiodofflightbetweenstepslongerthanrunning3. Reachforwardinoppositionwitharmsfromfeet4. Abletoleapwitheachfoot

• Transferofbodyweightfrombodyparttoanother:1.Feet2.Hands3.Knees

• TransferofBodyWeight• Standingonyourspotmarker,transferyourbodyweightfrom:• Twofeettoonefootandtwohands• Onefootandtwohandstoonefootandonehand• Onefootandonehandtoonefoot• Onefoottoonefootandoneknee• Onefootandonekneetotwoknees• Twokneestoonekneeandtwohands• Onekneeandtwohandstoonekneeandonehand• Onekneeandonehandtotwofeet

• Skipping• Movingaroundtheactivityarea,skipusingcorrectform.• Movingaroundtheactivityarea,skipashighasyoucanusingcorrectform.• Movingaroundtheactivityarea,skipasfarasyoucanbetweeneachstrideusingcorrectform.• Challenge:Movingaroundtheactivityarea,skipashighandasfarasyoucanbetweeneach

strideusingcorrectform.

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• Leaping

• Standingonyourspotmarker,leapusingcorrectform.Switchtoleapleadingwiththeotherfoot.Becarefulnottoleapintoanyoneelse.

• Movingaroundtheactivityarea,leapusingcorrectform.Switchtoleapleadingwiththeotherfoot.Becarefulnottoleapintoanyoneelse.

• Standingonyourspotmarker,leapashighasyoucanusingcorrectform.Switchtoleapleadingwiththeotherfoot.Becarefulnottoleapintoanyoneelse.

• Movingaroundtheactivityarea,leapasfarasyoucanusingcorrectform.Switchtoleapleadingwiththeotherfoot.Becarefulnottoleapintoanyoneelse.

• SkippingandLeapingwithTransferofBodyWeight• Standingonyourspotmarker,leapusingcorrectform–makesureyoutake-offononefootand

landontheoppositefoot.Switchtotake-offontheotherfootandrepeat.• Movingaroundtheactivityarea,skipusingcorrectform–makesureyouhave a continuous

step-hop on alternate feet with a knee lift.• Challenge:Standingonyourspotmarker,practicetransferofbodyweightactions.Canyoube

ononlytwobodyparts?Onthreebodyparts?Onfourbodyparts?Whataboutononebodypart?Canyoubeononlyonebodypartthatisnotafoot?

• Challenge:Movingaroundtheactivityarea,dothelocomotor(skippingorleaping)actionIsay.Randomlychangelocomotoractionevery10-15seconds.

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PushingandPullingwithForceREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Playgroundballs• Beachballs• Jumpropes• Scootersorlargetowelstoslideonthegymfloor• Gymnasticmats(optional)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placeplaygroundballs,beachballs,jumpropes,andscootersalongtheperimeterandoutsideofthe

activityarea

GO!• IntroductiontoPushingandPullingwithForce

• Todaywearegoingtopracticepushingandpullingwithcorrectform(criticalelements)andlearnthetwotypesofforcewecanuseinphysicalactivities.

• Thecriticalelementsofpushingare:1. Movementisawayfromthebody2. Pressagainstanobjecttomakeitmove3. Startwithabendandmovetoastretchasyouarepushing

• Thecriticalelementsofpullingare:1. Movementistowardthebody2. Draggingtheobjecttomakeitmove3. Startwithastretchandmovetoabendasyouarepulling

• Thethreetypesofforcewecanuseinphysicalactivities:1. Strong/Hard2. Medium3. Light/Soft

• Force• Standingonyourspotmarker,stomptheforceIsay:light,medium,strong.Continuecallingoutdifferenttypesofforceforupto30seconds.

• Standingonyourspotmarker,jumptheforceIsay:light,medium,strong.Continuecallingoutdifferenttypesofforceforupto30seconds.

• Standingonyourspotmarker,hoptheforceIsay:light,medium,strong.Continuecallingoutdifferenttypesofforceforupto30seconds.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(hoporjump)actionIstatewiththetypeofforce(strong,medium,orlight)Isay.Mixthecombinationsandchangeevery10-15seconds.Examples:hopwithstrongforce,jumpwithmediumforce,jumpwithlightforce,orhopwithlightforce.

• Pushing• Standingonyourspotmarker,putthepalmsofyourhandstogetherandpush.Pushwithlight,mediumandstrongforce.

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• Startingonthesideline,pushtheplaygroundball/beachball(selectballbasedonstudentsizeorability–thebeachballiseasiertouse)totheoppositesidelineandback.

• Startingonthesideline,pushthescooter(empty–nooneonthescooter)totheoppositesidelineandback.

• Startingfromthesideline,pushyourselfonthescootertotheoppositesidelineandback.• Partner:Startingfromthesideline,pushyourpartneronthescootertotheoppositesidelineandback.Switchandrepeat.

• Pulling• Standingonyourspotmarker,grabyourforearmwithonehandandpull.Pullwithlight,mediumandstrongforce.Switchtotheotherhandandforearmandrepeat.

• Startingonthesideline,useajumpropetopulltheplaygroundball/beachball(selectballbasedonstudentsizeorability–thebeachballiseasiertouse)totheoppositesidelineandback.

• Startingonthesideline,useajumpropetopullthescooter(empty–nooneonthescooter)totheoppositesidelineandback.

• Startingonthesideline,pullyourselfonthescootertotheoppositesidelineandback.Whichiseasierforyou–topushyourselforpullyourselfonthescooter?

• Partner:Startingonthesideline,pullyourpartneronthescootertotheoppositesidelineandback.Switchandrepeat.

• PushingandPullingwithForce• Challenge:Createamazewiththeplaygroundballs,beachballs,andjumpropes.Studentspushandpullthemselves(individually)throughthemazeonthescooters.Repeatwithpartner,switchandrepeat.

• Challenge:Ingroupsofthree.Havestudentspushagymnasticmatapredetermineddistance.Challengethemtothenattemptthesametaskwithpullingthematbacktoitsoriginallocation.Whichonewaseasierforthegroup?Why?

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SlidingandGallopingwithFlightREADY• 4cones(forboundaries)• Musicandplayer(optional)

SET• Createlarge(30X30paces)activityareaGO!• IntroductiontoSlidingandGallopingwithFlight

• Todaywearegoingtopracticeslidingandgallopingwithcorrectform(criticalelements)andlearnhowflighttimeimpactsthewaysinwhichwecanmove.

• Thecriticalelementsofslidingare:1. Onefootalwaysleads(Sidestepfollowedbyanon-crossoverstep)2. Alwaysmoveinasmoothsidewaysmotion3. Flight between steps4. Able to slide right and left

• Thecriticalelementsofgallopingare:1. Leadfoot–step,withbackfootcominguptoheelofleadfoot2. Flightbetweensteps3. Armsbentatwaistlevel4. Abletoleadwitheachfoot

• Thetwoflightpatternsinwhichwecanmoveare:1. Rapid/FastorShort2. SloworLong

• Sliding• Startingfromthesideline,slideusingcorrectformtotheoppositesidelineandback.Repeatleadingwiththeotherfoot.

• Movingaroundtheactivityarea,slideusingthecorrectform.Every15-30secondshavestudentsswitchtoleadingwiththeotherfoot.Continuefor1-2minutes.

• Intheactivityarea,slideinacircularpatternusingthecorrectform.Every15-30secondshavestudentsswitchtoleadingwiththeotherfoot.Giveothergeometricshapeoptions–triangle,square,diamond,etc.Continuefor2-3minutes.

• Galloping• Startingfromthesideline,gallopusingcorrectformtotheoppositesidelineandback.Repeatleadingwiththeotherfoot.

• Movingaroundtheactivityarea,slideusingthecorrectform.Every15-30secondshavestudentsswitchtoleadingwiththeotherfoot.Continuefor1-2minutes.

• Intheactivityarea,gallopinacircularpatternusingthecorrectform.Every15-30secondshavestudentsswitchtoleadingwiththeotherfoot.Giveothergeometricshapeoptions–triangle,square,diamond,etc.Continuefor2-3minutes.

• SlidingandGallopingwithFlight• Startingfromthesideline,slideusingcorrectformtotheoppositesidelineandbackwitharapidflightpattern.Repeatleadingwiththeotherfoot.

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• Startingfromthesideline,slideusingcorrectformtotheoppositesidelineandbackwithaslowandlongflightpattern.Repeatleadingwiththeotherfoot.

• Startingfromthesideline,gallopusingcorrectformtotheoppositesidelineandbackwitharapidflightpattern.Repeatleadingwiththeotherfoot.

• Startingfromthesideline,gallopusingcorrectformtotheoppositesidelineandbackwithaslowandlongflightpattern.Repeatleadingwiththeotherfoot.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(slideorgallop)actionIstatewiththeflightpattern(rapid/shortorslow/long)Isay.Mixthecombinationsandchangeevery10-15seconds.Examples:slidewithashortflightpattern–switchleadfoot,gallopwithashortflightpattern,orgallopwithalongflightpattern–switchleadfoot.

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TwistingandTurning;BendingandStretchingwithBodyShapes• READY• 4cones(forboundaries)• SpotMarkers(oneperperson)SET• Createlarge(30X30paces)activityarea• PlacethespotmarkersaroundtheactivityareaGO!• IntroductiontoTwistingandTurning

• Todaywearegoingtopracticetwistingandturningwithcorrectform(criticalelements)fordoingactivitiesinphysicaleducation.

• Thecriticalelementsoftwistingare:1. Rotateapartofthebodyatthejoint2. Thereisalimittohowfaryoucantwist

• Thecriticalelementsofturningare:1. Movementchangesthedirectionofthebodyorbodypart2. Youendupfacinganewdirection3. Involvesshiftingbodyweight4. Bothendsofthebodyorbodypartarefreetomove

• Twisting• Standingonyourspotmarker,twistyourbodytotheright,thentwistyourbodytotheleft.• Standingonyourspotmarker,twistyourfoottotheright,thentwistyourfoottotheleft.• Standingonyourspotmarker,twistyourarm/handtotheright,thentwistyourarm/handtotheleft.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(hop,jump,skip,run,etc.)actionIstate,thenwhenIcalloutabodytwist,stopandtwistyourbody.Mixthecombinationsandchangeevery15-20seconds.Examples:hop,stop,legtwistleft;jump,stop,armtwistright;skip,stopbodytwistleft,etc.

• Turning• Standingonyourspotmarker,turnyourbodytotheright,thenturnyourbodytotheleft.• Standingonyourspotmarker,turnyourfeettotheright,thenturnyourfeettotheleft.• Challenge:Movingaroundtheactivityarea,dothelocomotor(hop,jump,skip,run,etc.)actionIstate,thenwhenIcalloutaturn,stopandturninthenewdirectionwiththenewlocomotormove.Mixthecombinationsandchangeevery15-20seconds.Examples:hop,stop,turnleftandjump;jump,stop,turnrightandskip;skip,stopturnallthewayaroundandrun,etc.

• IntroductiontoBendingandStretchingwithBodyShapes• TodaywearegoingtopracticeBendingandstretchingwithcorrectform(criticalelements)anddifferentshapesthebodycanmake.

• Thecriticalelementsofbendingare:1. Bodypartbecomesshorterorsmaller2. Twobodypartscomeclosertogether3. Occursatthejointsofthebody

• Thecriticalelementsofstretchingare:1. Movebodypart(s)awayfromthecenterofthebody2. Bodypartbecomeslongerorstraighter

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3. Bodypartextendsasjointsstraightenout4. Reachandholdorrotatejointslowly

• Shapesthebodycanmakeinclude:1. Animal(DevelopmentLevelI:K-2)2. Lettersandnumbers(DevelopmentLevelI&II:K-2and3-4)Geometric(DevelopmentLevelII&III:3-4and5-8)

• Shapes• Standingonyourspotmarker,makeananimalshapeIsay.Continuecallingoutdifferentanimalshapes30seconds.Selectdifferentshapesthebodycanmakebasedonthedevelopmentallevel.

• Movingaroundtheactivityarea,makeananimalshapeIsay(maketheanimalsoundtoo!).Continuecallingoutdifferentanimalshapes1-2minutes.Selectdifferentshapesthebodycanmakebasedonthedevelopmentallevel.

• Challenge:Ingroupsofthreeorfour(teacherdetermines).SpellthewordsIsaybymakinglettershapeswithyourbody.Havealistofwordsthatarethreeorfourletterslong.(Examples:see,fun,time,take,etc.)

• Bending• Standingonyourspotmarker,bendyourbodytotheright,thenbendyourbodytotheleft.• Standingonyourspotmarker,bendonelegtighttoyourbody,thentheotherleg.Bendbothlegstighttothebody.

• Standingonyourspotmarker,bendonearmtighttoyourbody,thentheotherarm.Bendbotharmstighttothebody.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(hop,jump,skip,run,etc.)actionIstate,thenwhenIcalloutabentposition,stopandbendyourbodyinthatposition.Mixthecombinationsandchangeevery15-20seconds.Examples:hop,stop,bendbodytotheleft;jump,stop,bendrightarm;skip,stopbendleftleg,etc.

• Stretching• Standingonyourspotmarker,stretchyourbodytotheright,thenstretchyourbodytotheleft,thenstretchuphigh.

• Sittingonyourspotmarker,stretchyourhandstowardyourfeet.Whenyoustretchlikethis,doyoubendpartofyourbody?

• Sittingonyourspotmarker,stretchyourrighthandtowardyourleftfoot,thenstretchyourlefthandtoyourrightfoot.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(hop,jump,skip,run,etc.)actionIstate,thenwhenIcalloutabentposition,stopandbendyourbodyinthatposition.Mixthecombinationsandchangeevery15-20seconds.Examples:hop,stop,bendbodytotheleft;jump,stop,bendrightarm;skip,stopbendleftleg,etc.

• BendingandStretchingwithBodyShapes• Challenge:Whatshapedoyoumakewithyourbodyifyoubendyourarmsandlegstighttoyourbody?(Circle/Ball)Whatshapedoyoumakewithyourbodyifyoustretchyourarmsandlegsfarapartfromeachother?(an“X”shape)Whatshapedoyoumakewithyourbodyifyoustretchyourhandstogetherhighoveryourheadandyourtogetherfarthestfromyourhead?(Line)Continuemakingsimilarquestions.

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Catching–BasicREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Scarves(oneperperson)• Beanbags(oneperperson)• Yarnballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placescarves,beanbagsandyarnballsalongonesideofactivityarea,outsideplayingareaGO!• IntroductiontoCatching–Basic

• Todaywearegoingtopracticecatchingwithcorrectform(criticalelements).• Thecriticalelementsofcatchingare:

1. Extendarmsoutwardtoreachforball2. Elbowsbendtoabsorbtheforce;catchwithhandsonly,nocradlingagainstthebody3. Pulltheballintothebodyasthecatchismade4. Curlthebodyslightlyaroundtheball5. Thumbstogetherifballiscaughtabovethewaist;Thumbsapartifballiscaughtbelowthe

waist• CatchingScarves

• Standingonyourspotmarker,tossthescarfupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthescarfwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthescarfupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthescarfwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthescarfupintheair,clapyourhandsasmanytimesasyoucanandcatchthescarfwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthescarfwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Movingaroundtheactivityarea,tossthescarfupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthescarfwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundtheactivityarea,tossthescarfupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthescarfwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundtheactivityarea,tossthescarfupintheair,clapyourhandsasmanytimesasyoucanandcatchthescarfwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthescarfwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tossthescarfupintheair,turnaroundasmanytimesasyoucanandcatchthescarfwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthescarfwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

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• CatchingBeanBags

• Standingonyourspotmarker,tossthebeanbagupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthebeanbagwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthebeanbagupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthebeanbagwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthebeanbagupintheair,clapyourhandsasmanytimesasyoucanandcatchthebeanbagwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthebeanbagwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Movingaroundtheactivityarea,tossthebeanbagupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthebeanbagwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundtheactivityarea,tossthebeanbagupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthebeanbagwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundtheactivityarea,tossthebeanbagupintheair,clapyourhandsasmanytimesasyoucanandcatchthebeanbagwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthebeanbagwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tossthebeanbagupintheair,turnaroundasmanytimesasyoucanandcatchthebeanbagwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthebeanbagwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• CatchingYarnBalls• Standingonyourspotmarker,tosstheyarnballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingtheyarnballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tosstheyarnballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingtheyarnballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tosstheyarnballupintheair,clapyourhandsasmanytimesasyoucanandcatchtheyarnballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingtheyarnballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Movingaroundtheactivityarea,tosstheyarnballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingtheyarnballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundtheactivityarea,tosstheyarnballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingtheyarnballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundtheactivityarea,tosstheyarnballupintheair,clapyourhandsasmanytimesasyoucanandcatchtheyarnballwithbothhandsusingcorrectformbeforeittouchestheground.

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Repeatcatchingtheyarnballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tosstheyarnballupintheair,turnaroundasmanytimesasyoucanandcatchtheyarnballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingtheyarnballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

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Catching–IntermediateLevel

READY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Beachballs(oneperperson)• Playgroundballs(oneperperson)• Basketballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethebeachballs,playgroundballsandbasketballsalongonesideoftheactivityarea,outside

theplayingareaGO!• IntroductiontoCatching–IntermediateLevel


1. Extendarmsoutwardtoreachforball2. Elbowsbendtoabsorbtheforce;catchwithhandsonly,nocradlingagainstthebody3. Pulltheballintothebodyasthecatchismade4. Curlthebodyslightlyaroundtheball5. Thumbstogetherifballiscaughtabovethewaist;Thumbsapartifballiscaughtbelowthewaist

• CatchingBeachBalls• Standingonyourspotmarker,tossthebeachballupintheairandcatchitwithbothhandsusingcorrectform.Continueforaboutaminute.

• Standingonyourspotmarker,tossthebeachballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Continueforaboutaminute.

• Standingonyourspotmarker,tossthebeachballupintheair,clapyourhandsasmanytimesasyoucanandcatchthebeachballwithbothhandsusingcorrectformbeforeittouchestheground.Continueforaboutaminute.

• Standingonyourspotmarker,bouncethebeachballthreetimesinarowandcatchthebeachballwithbothhandsusingcorrectformafterthethirdbounce.Repeat.Continueforaboutaminute.

• Movingaroundthearea,tossthebeachballupintheairandcatchitwithbothhandsusingcorrectform.Continuefor1-2minutes.

• Movingaroundthearea,tossthebeachballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Continuefor1-2minutes.

• Movingaroundthearea,tossthebeachballupintheair,clapyourhandsasmanytimesasyoucanandcatchthebeachballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tossthebeachballupintheair,turnaroundasmanytimesasyoucanandcatchthebeachballwithbothhandsusingcorrectformbeforeittouchestheground.Turntheotherway.Continuefor1-2minutes.

370

• Challenge:Standingonyourspotmarker,bouncethebeachballthreetimesinarow,turnaroundonceandcatchthebeachballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Partnerswithonebeachball.Standingabout8-10feetapart,bouncethebeachballbackandforthtoyourpartnerandcatchthebeachballwithbothhandsusingcorrectform.Continuefor2-3minutes.

• CatchingPlaygroundBalls• Standingonyourspotmarker,tosstheplaygroundballupintheairandcatchitwithbothhandsusingcorrectform.Continueforaboutaminute.

• Standingonyourspotmarker,tosstheplaygroundballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Continueforaboutaminute.

• Standingonyourspotmarker,tosstheplaygroundballupintheair,clapyourhandsasmanytimesasyoucanandcatchtheplaygroundballwithbothhandsusingcorrectformbeforeittouchestheground.Continueforaboutaminute.

• Standingonyourspotmarker,bouncetheplaygroundballthreetimesinarowandcatchtheplaygroundballwithbothhandsusingcorrectformafterthethirdbounce.Repeat.Continueforaboutaminute.

• Movingaroundthearea,tosstheplaygroundballupintheairandcatchitwithbothhandsusingcorrectform.Continuefor1-2minutes.

• Movingaroundthearea,tosstheplaygroundballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Continuefor1-2minutes.

• Movingaroundthearea,tosstheplaygroundballupintheair,clapyourhandsasmanytimesasyoucanandcatchtheplaygroundballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tosstheplaygroundballupintheair,turnaroundasmanytimesasyoucanandcatchtheplaygroundballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,bouncetheplaygroundballthreetimesinarow,turnaroundonceandcatchtheplaygroundballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout8-10feetapart,bouncetheplaygroundballbackandforthtoyourpartnerandcatchtheplaygroundballwithbothhandsusingcorrectform.Continuefor2-3minutes.

• CatchingBasketballs• Standingonyourspotmarker,tossthebasketballupintheairandcatchitwithbothhandsusingcorrectform.Continueforaboutaminute.

• Standingonyourspotmarker,tossthebasketballupintheair,clapyourhandsasmanytimesasyoucanandcatchthebasketballwithbothhandsusingcorrectformbeforeittouchestheground.Continueforaboutaminute.

• Standingonyourspotmarker,bouncethebasketballthreetimesinarowandcatchthebasketballwithbothhandsusingcorrectformafterthethirdbounce.Repeat.Continueforaboutaminute.

• Movingaroundthearea,tossthebasketballupintheairandcatchitwithbothhandsusingcorrectform.Continuefor1-2minutes.

• Movingaroundthearea,tossthebasketballupintheair,clapyourhandsasmanytimesasyoucanandcatchthebasketballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

371

• Challenge:Standingonyourspotmarker,bouncethebasketballthreetimesinarow,turnaroundonceandcatchthebasketballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Partnerswithonebasketball.Standingabout8-10feetapart,bouncethebasketballbackandforthtoyourpartnerandcatchthebasketballwithbothhandsusingcorrectform.Continuefor2-3minutes.

373

Catching–AdvancedLevelREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Softballs(oneperperson)• Tennisballs(oneperperson)• Footballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethesoftballs,tennisballsandfootballsalongonesideoftheactivityarea,outsidetheplaying

areaGO!• IntroductiontoCatching–AdvancedLevel


1. Extendarmsoutwardtoreachforball2. Elbowsbendtoabsorbtheforce;catchwithhandsonly,nocradlingagainstthebody3. Pulltheballintothebodyasthecatchismade4. Curlthebodyslightlyaroundtheball5. Thumbstogetherifballiscaughtabovethewaist;Thumbsapartifballiscaughtbelowthewaist

• CatchingSoftballs• Standingonyourspotmarker,tossthesoftballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthesoftballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthesoftballupintheair,clapyourhandsasmanytimesasyoucanandcatchthesoftballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Movingaroundthearea,tossthesoftballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthesoftballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthesoftballupintheair,clapyourhandsasmanytimesasyoucanandcatchthesoftballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tossthesoftballupintheair,turnaroundasmanytimesasyoucanandcatchthesoftballwithbothhandsusingcorrectformbeforeittouchestheground.

374

Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Turntheotherway.Continuefor1-2minutes.

• Challenge:Partnerswithonesoftball.Standingabout8-10feetapart,tossthesoftballbackandforthtoyourpartnerandcatchthesoftballwithbothhandsusingcorrectform.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continuefor2-3minutes.

• CatchingTennisBalls• Standingonyourspotmarker,tossthetennisballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthetennisballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthetennisballupintheair,clapyourhandsasmanytimesasyoucanandcatchthetennisballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,bouncethetennisballthreetimesinarowandcatchthetennisballwithbothhandsusingcorrectformafterthethirdbounce.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthetennisballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthetennisballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthetennisballupintheair,clapyourhandsasmanytimesasyoucanandcatchthetennisballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tossthetennisballupintheair,turnaroundasmanytimesasyoucanandcatchthetennisballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Turntheotherway.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,bouncethetennisballthreetimesinarow,turnaroundonceandcatchthetennisballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingabout8-10feetfromawall,bouncethetennisballtothewallandcatchthetennisballwithbothhandsusingcorrectform.Repeat.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Partnerswithonetennisball.Standingabout8-10feetapart,tossthetennisballbackandforthtoyourpartnerandcatchthetennisballwithbothhandsusingcorrectform.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor2-3minutes.

• CatchingFootballs• Standingonyourspotmarker,tossthefootballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

375

• Standingonyourspotmarker,tossthefootballupintheair,clapyourhandsasmanytimesasyoucanandcatchthefootballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Movingaroundthearea,tossthefootballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthefootballupintheair,clapyourhandsasmanytimesasyoucanandcatchthefootballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tossthefootballupintheair,turnaroundasmanytimesasyoucanandcatchthefootballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Turntheotherwayandrepeat.Continuefor1-2minutes.

• Challenge:Partnerswithonefootball.Standingabout8-10feetapart,tossthefootballbackandforthtoyourpartnerandcatchthefootballwithbothhandsusingcorrectform.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Continuefor2-3minutes.

377

Throwing–BasicREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Scarves(oneperperson)• Beanbags(oneperperson)• Yarnballs(oneperperson)SET• Createlarge(60X60paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethescarves,beanbagsandyarnballsalongonesideoftheactivityarea,outsidetheplaying

areaGO!• IntroductiontoThrowing–Basic

• Todaywearegoingtopracticethrowingoverhandwithcorrectform(criticalelements).• Thecriticalelementsofthrowingoverhandare:

1. Slidetotargetinpreparationforthrowingaction2. Stepwithoppositefootasthrowingarmmovesforward3. Leadwithelbowofthrowingarmatshoulderheight4. Hipandspinerotateasthrowingactionisexecuted5. Releaseateyelevelwithdiagonalfollow-throughacrossbody

• ThrowingScarves• Standingonyourspotmarker,overhandthrowthescarfusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,overhandthrowthescarfhighintheairusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,overhandthrowthescarflowtothegroundusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,overhandthrowthescarfstraightinfrontofyouusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,overhandthrowthescarfashard(strongforce)asyoucanusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,overhandthrowthescarfassoft(lightforce)asyoucanusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• ThrowingBeanBags• Standing8-10feetfromthewall,overhandthrowthebeanbagagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthebeanbaghighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthebeanbaglowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthebeanbagstraightagainstthewallateyelevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

378

• Standing8-10feetfromthewall,overhandthrowthebeanbagashard(strongforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthebeanbagassoft(lightforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• ThrowingYarnBalls• Standing8-10feetfromthewall,overhandthrowtheyarnballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowtheyarnballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowtheyarnballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowtheyarnballstraightagainstthewallateyelevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowtheyarnballashard(strongforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowtheyarnballassoft(lightforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

379

Throwing–IntermediateREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Softballs(oneperperson)• Tennisballs(oneperperson)SET• Createlarge(60X60paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethesoftballsandtennisballsalongonesideoftheactivityarea,outsidetheplayingareaGO!• IntroductiontoThrowing–Intermediate

• Todaywearegoingtopracticethrowingoverhandandunderhandwithcorrectform(criticalelements).

• Thecriticalelementsofthrowingoverhandare:1. Slidetotargetinpreparationforthrowingaction2. Stepwithoppositefootasthrowingarmmovesforward3. Leadwithelbowofthrowingarmatshoulderheight4. Hipandspinerotateasthrowingactionisexecuted5. Releaseateyelevelwithdiagonalfollow-throughacrossbody

• Thecriticalelementsofthrowingunderhandare:1. Stepwithoppositefoot;facetargetinpreparationforthrowingaction2. Swingthrowingarmbackward;armbackinpreparationforaction3. Pointtoatargetonreleaseusingproperforceandfollowthrough.4. Releaseballbetweenkneeandwaistlevel5. Followthroughtotarget

• ThrowingSoftballs–Overhand• Standing8-10feetfromthewall,overhandthrowthesoftballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthesoftballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthesoftballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthesoftballstraightagainstthewallateyelevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthesoftballashard(strongforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthesoftballassoft(lightforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Challenge:Partnerswithonesoftball.Standingabout8-10feetapart,overhandthrowthesoftballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• ThrowingSoftballs–Underhand

380

• Standing8-10feetfromthewall,underhandthrowthesoftballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthesoftballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthesoftballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthesoftballstraightagainstthewallatwaistlevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthesoftballashard(strongforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthesoftballassoft(lightforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Challenge:Partnerswithonesoftball.Standingabout8-10feetapart,underhandthrowthesoftballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• ThrowingTennisBalls–Overhand• Standing8-10feetfromthewall,overhandthrowthetennisballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthetennisballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthetennisballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthetennisballstraightagainstthewallateyelevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthetennisballashard(strongforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthetennisballassoft(lightforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Challenge:Partnerswithonetennisball.Standingabout8-10feetapart,overhandthrowthetennisballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• ThrowingTennisBalls–Underhand• Standing8-10feetfromthewall,underhandthrowthetennisballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthetennisballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthetennisballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthetennisballstraightagainstthewallatwaistlevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthetennisballashard(strongforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthetennisballassoft(lightforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

381

• Challenge:Partnerswithonetennisball.Standingabout8-10feetapart,underhandthrowthetennisballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

383

Throwing–AdvancedREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Footballs(oneperperson)• Basketballs(oneperperson)• Playgroundballs(optional–oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethebasketballsandfootballsalongonesideoftheactivityarea,outsidetheplayingareaGO!• IntroductiontoThrowing–Advanced

• Todaywearegoingtopracticefootballthrowingandbasketballpassingwithcorrectform(criticalelements).

• Thecriticalelementsofthrowingoverhandare:1. Slidetotargetinpreparationforthrowingaction2. Stepwithoppositefootasthrowingarmmovesforward3. Leadwithelbowofthrowingarmatshoulderheight4. Hipandspinerotateasthrowingactionisexecuted5. Releaseateyelevelwithdiagonalfollow-throughacrossbody

• Thecriticalelementsofbasketballpassingare:1. Balancedstance2. Handsonthesidesoftheballwiththethumbsdirectlybehindtheball3. Stepindirectionofpass4. Extendknees,back,andarms5. Forcewristandfingers“through”theball6. Followthroughwithpalmsdown7. Indexfingerspointtotarget

• ThrowingFootballs–OverhandNote:Gripthefootballonthesideoftheballwiththefingersonthethreadoftheballandthethumbunderneath.Theindexfingerisnotonthethreadsoftheballbutismoretowardoneendoftheball.Thesizeoftheballisimportant,theballmustbesmallenoughforthestudents’handstogriptheballproperly.• Standing8-10feetfromthewall,overhandthrowthefootballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthefootballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthefootballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthefootballstraightagainstthewallateyelevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

384

• Challenge:Partnerswithonefootball.Standingabout8-10feetapart,overhandthrowthefootballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• Challenge:Partnerswithonefootball.Standingabout8-10feetapart,overhandthrowthefootballtoyourpartnerusingcorrectformastheyrunbackandforthina5-10range.Repeatwiththeotherhand.Switchrolesandrepeat.Continuefor3-5minutes.

• BasketballPassing–ChestPassNote:Youcanuseplaygroundballsfirstandthenusebasketballstomakeiteasiertopassandcatchsinceplaygroundballsarelighter.AdditionalCriticalElement:Ballshouldbepassedsothatitisreceivedatchestlevel.• Standing3-5feetfromthewall,passthebasketballagainstthewallusingcorrectform.Continuefor2-3minutes.

• Standing5-8feetfromthewall,passthebasketballagainstthewallusingcorrectform.Continueforaboutaminute.

• Standing8-10feetfromthewall,passthebasketballagainstthewallusingcorrectform.Continueforaboutaminute.

• Challenge:Partnerswithonebasketball.Standingabout3-5feetapart,passthebasketballbackandforthtoyourpartnerusingcorrectform.Continuefor2-3minutes.

• Challenge:Partnerswithonebasketball.Standingabout3-5feetapart,passthebasketballbackandforthtoyourpartnerusingcorrectform.Eachtimebothpartnerscatchtheballusingcorrectformonepartnercantakeastepbackandpassagain.Repeatuntiltheballisnotsuccessfullycaught,atwhichtimetheystartatthebeginningpointagain.Switchpartnersandrepeat.Continuefor2-3minutes.

• BasketballPassing–BouncePassNote:Youcanuseplaygroundballsfirstandthenusebasketballstomakeiteasiertopassandcatchsinceplaygroundballsarelighter.AdditionalCriticalElement:Ballshouldbebouncedonthegroundabouttwo-thirdsofthewaytothereceiverandpassedsothatitisreceivedatwaistlevel.• Standing3-5feetfromthewall,bouncepassthebasketballagainstthewallusingcorrectform.Continuefor2-3minutes.

• Standing5-8feetfromthewall,bouncepassthebasketballagainstthewallusingcorrectform.Continueforaboutaminute.

• Standing8-10feetfromthewall,bouncepassthebasketballagainstthewallusingcorrectform.Continueforaboutaminute.

• Challenge:Partnerswithonebasketball.Standingabout3-5feetapart,bouncepassthebasketballbackandforthtoyourpartnerusingcorrectform.Continuefor2-3minutes.

• Challenge:Partnerswithonebasketball.Standingabout3-5feetapart,bouncepassthebasketballbackandforthtoyourpartnerusingcorrectform.Eachtimebothpartnerscatchtheballusingcorrectformonepartnercantakeastepbackandpassagain.Repeatuntiltheballisnotsuccessfullycaught,atwhichtimetheystartatthebeginningpointagain.Switchpartnersandrepeat.Continuefor2-3minutes.

385

Kicking,Trapping,andPunting–BasicREADY• 4cones(forboundaries)• Beachballs(oneperperson)• Playgroundballs(oneperperson)• Conesforchallengeactivity(2perperson)

SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethebeachballsandplaygroundballsalongonesideoftheactivityarea,outsidetheplaying

areaGO!• IntroductiontoKicking,Trapping,andPunting–Basic

• Todaywearegoingtopracticekicking,trapping,andpuntingwithcorrectform(criticalelements).• Thecriticalelementsofkickingare:

1. Armsextendforwardinpreparationforkickingaction2. Bodytrunkleansbackslightlyinpreparationforandduringkickingaction3. Contactballwithtopoffoot(shoelaces)forkickingaction4. Contactwithballismadedirectlybelowcenterofball(travelintheair);contactwithballismadedirectlybehindcenterofball(travelontheground)

5. Follow-throughtowardtarget;kickinglegextendingforwardandupward Leadwithelbowofthrowingarmatshoulderheight

• Thecriticalelementsoftrappingare:1. Contactballwithfeet,legsorbodytosloworstoptheballsmomentum2. Placefootontopofballtoholdtheballinplace

• Thecriticalelementsofpuntingare:1. Largestepwithplantingfoot2. Hyperextendhipandflexkneeofkickingfoot3. Ballreleasedabovefoot4. Follow-throughwithkickingfoot

• KickingBeachBalls• Standing8-10feetfromthewall,kickthebeachballagainstthewallusingcorrectform.Repeatwiththeotherfoot.Continueforaboutaminute.

• Standing8-10feetfromthewall,kickthebeachballhighagainstthewallusingcorrectform.Repeatwiththeotherfoot.Continueforaboutaminute.

• Standing8-10feetfromthewall,kickthebeachballlowagainstthewallusingcorrectform.Repeatwiththeotherfoot.Continueforaboutaminute.

• Standing8-10feetfromthewall,kickthebeachballstraightagainstthewallatkneetowaistlevelusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Challenge:Setup“goal”cones.Standing5-8feetfromgoalcones,kickthebeachballstraightthroughthegoalusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout5-8feetapart,kickthebeachballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

386

• Challenge:Partnerswithoneplaygroundball.Standingabout5-8feetapart,kickthebeachballtoyourpartnerusingcorrectformastheyrunbackandforthina5-10range.Repeatwiththeotherfoot.Switchrolesandrepeat.Continuefor3-5minutes.

• KickingandTrappingPlaygroundBalls• Standing8-10feetfromthewall,kicktheplaygroundballagainstthewallusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Continueforaboutaminute.

• Standing8-10feetfromthewall,kicktheplaygroundballhighagainstthewallusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Continueforaboutaminute.

• Standing8-10feetfromthewall,kicktheplaygroundballlowagainstthewallusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Continueforaboutaminute.

• Standing8-10feetfromthewall,kicktheplaygroundballstraightagainstthewallatkneetowaistlevelusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Continuefor2-3minutes.

• Challenge:Setup“goal”cones.Standing5-8feetfromgoalcones,kicktheplaygroundballstraightthroughthegoalusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout5-8feetapart,kicktheplaygroundballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyoufromyourpartner.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout5-8feetapart,kicktheplaygroundballtoyourpartnerusingcorrectformastheyrunbackandforthina5-10range.Repeatwiththeotherfoot.Switchrolesandrepeat.Traptheplaygroundballusingcorrectformasitcomestoyoufromyourpartner.Continuefor3-5minutes.

• Punting• Standing10-12feetfromthewall,puntthebeachballagainstthewall(oroutside)usingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Standing10-12feetfromthewall,punttheplaygroundballhighagainstthewall(oroutside)usingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

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Kicking,Trapping,andPunting–IntermediateREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Playgroundballs(oneperperson)• Soccerballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placetheplaygroundballsandsoccerballsalongonesideoftheactivityarea,outsidetheplaying

areaGO!• IntroductiontoKicking,Trapping,andPunting–Intermediate



5. Follow-throughtowardtarget;kickinglegextendingforwardandupward Leadwithelbowofthrowingarmatshoulderheight


• Thecriticalelementsofpuntingare:1. Largestepwithplantingfoot2. Hyperextendhipandflexkneeofkickingfoot3. Ballreleasedabovefoot4. Follow-throughwithkickingfoot

• KickingandTrappingPlaygroundBalls• Standing5-8feetfromthewall,kicktheplaygroundballagainstthewallusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Note:Thestudentshouldbeabletomaintainballcontrolatthecloselocationbeforemovingfartherbackfromthewall.Continuefor2-3minutes.

• Standing5-8feetfromthewall,kicktheplaygroundballhighagainstthewallusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

• Standing5-8feetfromthewall,kicktheplaygroundballlowagainstthewallusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

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• Standing5-8feetfromthewall,kicktheplaygroundballstraightagainstthewallatkneetowaistlevelusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

• Challenge:Setup“goal”cones.Standing8-10feetfromgoalcones,kicktheplaygroundballstraightthroughthegoalusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout8-10feetapart,kicktheplaygroundballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyoufromyourpartner.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout8-10feetapart,kicktheplaygroundballtoyourpartnerusingcorrectformastheyrunbackandforthina5-10range.Repeatwiththeotherfoot.Switchrolesandrepeat.Traptheplaygroundballusingcorrectformasitcomestoyoufromyourpartner.Continuefor3-5minutes.

• KickingandTrappingSoccerBalls• Standing5-8feetfromthewall,kickthesoccerballagainstthewallusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Note:Thestudentshouldbeabletomaintainballcontrolatthecloselocationbeforemovingfartherbackfromthewall.Continuefor2-3minutes.

• Standing5-8feetfromthewall,kickthesoccerballhighagainstthewallusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

• Standing5-8feetfromthewall,kickthesoccerballlowagainstthewallusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

• Standing5-8feetfromthewall,kickthesoccerballstraightagainstthewallatkneetowaistlevelusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

• Challenge:Setup“goal”cones.Standing8-10feetfromgoalcones,kickthesoccerballstraightthroughthegoalusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout8-10feetapart,kickthesoccerballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyoufromyourpartner.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout8-10feetapart,kickthesoccerballtoyourpartnerusingcorrectformastheyrunbackandforthina5-10range.Repeatwiththeotherfoot.Switchrolesandrepeat.Trapthesoccerballusingcorrectformasitcomestoyoufromyourpartner.Continuefor3-5minutes.

• Punting• Standing10-12feetfromthewall,punttheplaygroundballhighagainstthewall(oroutside)usingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Standing10-12feetfromthewall,puntthesoccerballhighagainstthewall(oroutside)usingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

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Kicking,Trapping,andPunting–AdvancedREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Soccerballs(oneperperson)• Footballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethesoccerballsandfootballsalongonesideoftheactivityarea,outsidetheplayingareaGO!• IntroductiontoKicking,Trapping,andPunting–Advanced



5. Follow-throughtowardtarget;kickinglegextendingforwardandupwardleadwithelbowofthrowingarmatshoulderheight


• Thecriticalelementsofpuntingare:1. Largestepwithplantingfoot2. Hyperextendhipandflexkneeofkickingfoot3. Ballreleasedabovefoot4. Follow-throughwithkick

• KickingandTrappingwithSoccerBalls• Standing5-8feetfromthewall,kickthesoccerballagainstthewallusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Note:Thestudentshouldbeabletomaintainballcontrolatthecloselocationbeforemovingfartherbackfromthewall.Continuefor2-3minutes.

• Challenge:Partnerswithonesoccerball.Standingabout8-10feetapart,kickthesoccerballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyoufromyourpartner.Continuefor2-3minutes.

• Challenge:Setup“goal”cones.Standing5-8feetfromgoalcones,kickthesoccerballstraightthroughthegoalusingcorrectform.Repeatwiththeotherfoot.Repeatincreasingthedistance8-10feetand10-12feetfromthegoal.Continuefor2-3minutes.

• Challenge:Partnerswithonesoccerball.Standingabout5-8feetapart,kickthesoccerballtoyourpartnerusingcorrectform.Trapthesoccerballusingcorrectformasitcomesbacktoyoufromyourpartner.Eachtimebothpartnerskickandtrapthesoccerballusingcorrectformonepartner

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cantakeastepbackandkickagain.Repeatuntilballisnotsuccessfullykicked/trappedcorrectly,atwhichtimetheystartatthebeginningpointagain.Continuefor3-5minutes.

• Challenge:Partnerswithonesoccerball.Standingabout8-10feetapart,kickthesoccerballtoyourpartnerusingcorrectformastheyrunbackandforthina5-10range.Repeatwiththeotherfoot.Switchrolesandrepeat.Trapthesoccerballusingcorrectformasitcomestoyoufromyourpartner.Continuefor3-5minutes.

• Punting• Standing10-12feetfromthewall,puntthesoccerballhighagainstthewall(oroutside)usingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Standing10-12feetfromthewall,puntthefootballhighagainstthewall(oroutside)usingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Standingononeendoftheoutsideplayingfield,puntthesoccerballashighandasfarasyoucanhighusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Standingononeendoftheoutsideplayingfield,puntthefootballashighandasfarasyoucanhighusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

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DribblingREADY• 4cones(forboundaries)• Cones(5perpartnergroup)• SpotMarkers(oneperperson)• Basketballs(oneperperson)• Soccerballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethebasketballsandsoccerballsalongonesideoftheactivityarea,outsidetheplayingarea• Whenconesareneededfordribblingpractice,haveeachpartnergroupgetfiveconesandsetthem

upfivestepsapartfromeachotherGO!• IntroductiontoDribbling

• Todaywearegoingtopracticedribblingwithcorrectform(criticalelements).• Thecriticalelementsofdribblingforbasketballare:

1. Kneesslightlybentwithoppositefootforwardwhendribblinginselfspace2. Usethefingerpadsnotthepalmofthehand3. Firmcontactwithtopofballusingwristflexion4. Extendarmtopushtheball(notstriketheballwithhand)tothefloor5. Eyeslooking“over”,notdownattheball

• Thecriticalelementsofdribblingforsoccerare:1. Toeofthecontactfootispointingout2. Contactfootisslightlyoffthegroundwithsoleparalleltotheground3. Makecontactwiththeinsideofeachfootrepeatedlyinacontrolledmanner4. Eyeslookingaroundthefield,notdownattheball

• DribblingBasketballs• Standingonyourspotmarker,dribblethebasketballusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,dribblethebasketballatthelowlevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,dribblethebasketballatthehighlevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,dribblethebasketballatthemediumlevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Startingonthesideline,dribblethebasketballtotheoppositesidelinewalkingusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• Startingonthesideline,dribblethebasketballtotheoppositesidelinejoggingusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• Challenge:Standingwithfeetalittlemorethanshoulderwidthapartonyourspotmarker,dribblethebasketballatthelowlevelinafigureeightpatternaroundyourlegsusingcorrectform.Continueforaboutaminute.

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• Challenge:Partnerswithonebasketballandfiveconessetupfivestepsapart.Startingfromthesidelineonepartnerdribblesaroundtheconesandbackwalkingusingcorrectform.Switchtonextpartnerandrepeat.Partnerwhoiswatchingshouldmakesuretheirpartnerisdoingthecriticalelementscorrectly.Increasedribblingspeedaslongaspartnerisdribblingcorrectlywithballcontrol.Continuefor3-5minutes.

• DribblingSoccerBalls• Standingonyourspotmarker,tapthesoccerballbackandforthbetweenyourfeetusingcorrectform.Continueforaboutaminute.

• Startingonthesideline,dribblethesoccerballtotheoppositesidelinewalkingusingcorrectform.Continuefor2-3minutes.

• Startingonthesideline,dribblethesoccerballtotheoppositesidelinejoggingusingcorrectform.Continuefor2-3minutes.

• Challenge:Movingaroundtheplayingarea,dribblethesoccerballinazig-zagpathwayusingcorrectformwithoutrunningintoanyoneorlosingcontrolofthesoccerball.Continuefor3-5minutes.

• Challenge:Partnerswithonesoccerballandfiveconessetupfivestepsapart.Startingfromthesidelineonepartnerdribblesaroundtheconesandbackwalkingusingcorrectform.Switchtonextpartnerandrepeat.Partnerwhoiswatchingshouldmakesuretheirpartnerisdoingthecriticalelementscorrectly.Increasedribblingspeedaslongaspartnerisdribblingcorrectlywithballcontrol.Continuefor3-5minutes.

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StrikingREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Bats(oneperpartnergroup)• Basesortowels(oneperpartnergroup)• Softballs(lots)• Racquetsorpaddles(oneperperson)• Tennisballsorwhiffleballs(oneperperson)• Basesorspotmarkers(oneperpartnergroup)SET• Createlarge(60X60paces)activityarea• Placethespotmarkersaroundoneendoftheactivityareagivingindividualspacebetweenmarkers• Placethebats,softballs,racquets/paddles,tennisballs/whiffleballsalongonesideoftheactivity

area,outsidetheplayingarea• Whenbases/spotmarkersareneededforbattingpractice,haveeachpartnergroupgetone

base/spotmarkerandplaceit20pacesapartfromeachotheralongthesideline(allhittingthesamedirection)oftheactivityarea

GO!• IntroductiontoStriking

• Todaywearegoingtopracticestrikingwithcorrectform(criticalelements).Strikingistohitanobject(ball)withanimplement(bat,racquet,orpaddle).

• Thecriticalelementsofstriking(shortimplement)are:1. Bodyalignedandpositionundertheball2. Holdracquetorpaddlebackinpreparationforstriking3. Steponoppositefootascontactismade4. Swingracquetorpaddlewithlowtohighstroke5. Stepwithfrontfoottocontactwithhip/trunkrotationonswing6. Swinglowtohighfollowingthroughforcompletionofthestrikingaction

• Thecriticalelementsofstriking(longimplement)are:1. Batupandbackinpreparationforthestrikingaction2. Non-dominatesidefacestosser3. Stepwithfrontfoottocontactwithhip/trunkrotationonswing4. Swingthebatonahorizontalplane5. Wristuncocksonfollow-throughforcompletionofthestrikingaction

• Striking–ShortImplement• Note:Useracquetsand/orpaddleswithtennisballsand/orwhiffleballsfortheseactivities.• Warm-up&Control:Standingonyourspotmarker,practicelightly(softly)tappingtheballupintheairwiththeracquet/paddle.Practicecontrollingtheball.Continueforaboutaminute.

• Warm-up&Control:Standingonyourspotmarker,practicelightly(softly)bouncingtheballtothegroundwiththeracquet/paddle.Practicekeepingcontroloftheball.Continueforaboutaminute.

• Standingabout3-5feetfromthewall,bouncethetennisball/whiffleballonthefloorandstrikewiththeracquet/paddletothewallusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

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• Standingabout3-5feetfromthewall,bouncethetennisball/whiffleballonthefloorandstrikewiththeracquet/paddletothewallusingcorrectformandcontinuetherallyallowingtheballtohitthegroundbeforestrikingeachtime.Repeatwiththeotherhand.Continuefor2-3minutes.

• Challenge:Partnerswithoneracquet/paddleandonetennisball/whiffleball.Standingabout5-8feetapart,onepartnertosstheballtotheirpartnersothatitbouncesbeforereachingtheirpartner.Partnerstrikesthetennisball/whiffleballwiththeracquet/paddleusingcorrectformbacktotheirpartner.Repeatmultipletimeswithbothhandsandthenswitchroles.Continuefor3-5minutes.

• Challenge:Partnerswithtworacquets/paddlesandonetennisball/whiffleball.Standingabout5-8feetapart,rallythetennisball/whiffleballbackandforthbetweenpartnersrepeatedlyusingcorrectformandmakingsurethattheballbouncesbetweenhits.Repeatwiththeotherhand.Continuefor3-5minutes.

• Striking–LongImplement• Note:Usebatswithsoftballsand/orwhiffleballsfortheseactivities.• Note:Beginnersshouldhavethesoftball/whiffleballplacedonabattingteesothatitisstationaryforthemtohit.Battingteeshouldbesetatwaistheight.

• Note:Duetotheneedforindividualdirectioninstructionwithbatting,studentscancontinueworkingonotherskills–striking,throwing,andcatchingwhilewaitingtheirturntopracticebatting.

• Standingbesidethebattingteestriketheballwiththebatusingcorrectform.Repeatonoppositesideofthetee(oppositehand).Continuefor2-3minutes.Rotatestudents.

• Standingbesidehomeplate/spotmarkerstrikethepitchedballwiththebatusingcorrectform.Repeatonoppositesideofhomeplate/spotmarker(oppositehand).Continuefor2-3minutes.Pitchershouldbeabout10feetawayforbeginnersandmovefartherbackthemoreexperiencedthehitter.Rotatestudents.

• Challenge:Partnerswithonebat,onebase/spotmarkerandtwo-threesoftballsorwhiffleballs.Standing10feetormoreapart,onepartnertossestheballtothehitterwhostrikestheballusingcorrectform.Repeatmultipletimeswithbothhandsandthenswitchroles.Continuefor3-5minutes.

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VolleyingREADY• 4cones(forboundaries)• Volleyballs(oneperperson)• Racquetsorpaddles(oneperperson)• Tennisballsorwhiffleballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethevolleyballs,racquets/paddles,andtennisballs/whiffleballsalongonesideoftheactivity

area,outsidetheplayingareaGO!• IntroductiontoVolley

• Todaywearegoingtopracticevolleyingwithcorrectform(criticalelements).Volleyingistostriketheballbeforeithitstheground.Volleyingisdoneinvolleyballandinracquetsports.

• Thecriticalelementsofvolleyingforpassinginvolleyballare:1. Bodyalignedandpositionundertheball2. Knees,arms,andanklesbentinpreparationofthevolley3. Handsrounded;thumbsandindexfingersmaketriangle(withouttouching)inreadiness4. Ballcontactsonlythefingerpads,notthepalm;wristsstaysteady5. Armsextendedupwardoncontact;follow-throughslightlytowardtarget

• Thecriticalelementsofvolleyingforsettinginvolleyballare:1. Readyposition,eyesontheball2. Getundertheballwithhandsup3. Handsup(triangle)atforehead,bentknees4. Usefingerpadstocontacttheball5. Extendarmstowardtargetonfollowthrough(likesuperman)

• Thecriticalelementsofvolleyinginracquetsportsare:1. Holdracquetorpaddlebackinpreparationforstriking2. Steponoppositefootascontactismade3. Swingracquetorpaddlewithlowtohighstroke4. Stepwithfrontfoottocontactwithhip/trunkrotationonswing5. Swinglowtohighfollowingthroughforcompletionofthestrikingaction

• VolleyingforPassingVolleyballs• Standingabout3-5feetfromthewall,passthevolleyballtothewallusingcorrectform.Repeat.Continueforaboutaminute.

• Standingabout3-5feetfromthewall,passthevolleyballtothewallandbackrepeatedlyusingcorrectform.Continuefor2-3minutes.

• Challenge:Partnerswithonevolleyball.Standingabout5-8feetapart,onepartnertosstheballtotheirpartnerwhovolleypassesthevolleyballback.Repeatmultipletimesandthenswitchroles.Continuefor2-3minutes.

• Challenge:Partnerswithonevolleyball.Standingabout5-8feetapart,volleypassthevolleyballbackandforthbetweenpartnersrepeatedly.Continuefor3-5minutes.

• VolleyingforSettingVolleyballs

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• Standingabout3-5feetfromthewall,setthevolleyballtothewallusingcorrectform.Repeat.Continueforaboutaminute.

• Standingabout3-5feetfromthewall,setthevolleyballtothewallandbackrepeatedlyusingcorrectform.Continuefor2-3minutes.

• Challenge:Partnerswithonevolleyball.Standingabout5-8feetapart,onepartnertosstheballtotheirpartnerwhovolleysetsthevolleyballback.Repeatmultipletimesandthenswitchroles.Continuefor2-3minutes.

• Challenge:Partnerswithonevolleyball.Standingabout5-8feetapart,volleysetthevolleyballbackandforthbetweenpartnersrepeatedly.Continuefor3-5minutes.

• Volleying–Racquets/Paddles• Note:Volleyingistostriketheballbeforeithitstheground.Usethecriticalelementsprovidedwiththeadditionofkeepingtheballintheairasitishitagainstthewallorbetweenpartners.

• Standingabout3-5feetfromthewall,volleythetennisball/whiffleballtothewallusingcorrectform.Switchhandsandrepeat.Continueforaboutaminute.

• Standingabout3-5feetfromthewall,continuevolleyingthetennisball/whiffleballtothewallandbackrepeatedlyusingcorrectform.Switchhandsandrepeat.Continuefor2-3minutes.

• Challenge:Partnerswithoneracquet/paddleandonetennisball/whiffleball.Standingabout5-8feetapart,onepartnertosstheballtotheirpartnerwhovolleysthetennisball/whiffleballback.Repeatmultipletimesandthenswitchroles.Continuefor2-3minutes.

• Challenge:Partnerswithtworacquets/paddlesandonetennisball/whiffleball.Standingabout5-8feetapart,volleythetennisball/whiffleballbackandforthbetweenpartnersrepeatedly.Continuefor3-5minutes.

2016 NAD Multi-grade Physical...

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