SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Whitney Miller DATE: 03/02-03/-06 TIME: Period 2,4,5

SCHOOL: Alice Beal Elementary School LESSON#: 7 FACILITIES: Gymnasium CLASS SIZE: 18-23 GRADE: 3rd-5th UNIT/THEME: Rowing

GENERIC LEVEL: Pre-Control- Control

EQUIPMENT: 1.Watch (1) 2. White board (1)3. Unit Outcome

4. Words for Word Wall 5. Smart Board 6. Ergs (8)

FOCUS OF LESSON: Perform rowing using the correct skill cues

STUDENT PERFORMANCE OBJECTIVES (SPO):

By the end of the lesson, students should be able to:

(P): Students will be able to perform rowing using 2 out of the 3 skill cues learned when using the erg machines throughout the lesson. SHAPE: S1/E7/3 (MA CF: 2.3)

(C): Students will be able to identify the skill cues used as well as the starting position for rowing when asked by the teacher during the closure. SHAPE: S2/E3/3 (MA CF: 2.4)

(A): Students will be able to demonstrate respect for the equipment by using it properly and practicing safety by listening to instructions. SHAPE: S4/E2/5a (MA CF; 2.7)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. The teacher will make sure to break down each skill cue and demonstrate the proper way to row for students to have a better understanding of.

2. The teacher will make sure that the students go over the visuals on the smart board and the safety cues to follow when using the machines.

3. The teacher will make sure to be consistent with discipline and hold students accountable for misbehaving.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students in this class?

1.) There are ELL students so paring them with a buddy who can speak Spanish and explain the skill cues or what the lesson contains will create inclusion for these learners.

2.) There might be uneven groups so just make sure everyone gets the same amount of rowing time.

REFERENCES:

http://www.shapeamerica.org/standards/

http://www.rowingmachine-guide.com/example-workouts.html

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON

ORGANIZATION

REFLECTIONS

0:00-1:00

1:00-7:00

7:00-11:00

11:00-11:30

11:30-17:00

17:00-33:00

33:00-35:00

35:00-40:00

Introduction:

Students will wait at the door until I am ready for them to come in. They will then stand on the black line quietly until further instructions.

I will greet the students and have all of them come sit in the meeting square to discuss the new unit and the outcomes.

Informing (Ms. Miller):

We are starting our rowing unit! The machines we will be using are called ergs. Has anyone here ever used an erg before?

The teacher will identify the safety rules and regulations of the class:

Signals:

READY GO: when the teacher wants the students to begin an activity

CLAP: the teacher will say clap if you can hear me; clap if you can hear me twice ext. if students arent listening.

3,2,1: FREEZE: when the teacher wants students to stop an activity or skill this will be the stop signal

Boundaries:

The cafeteria tables are on the sides of the gymnasium. Make sure the students do not touch them or run into them.

Students are not allowed to sit on the stage or go on it.

Students do not touch the smart board or the other computer next to the stage.

Students must stay inside the black lines that are around the gymnasium

Safety:

Students must be aware of their own personal space.

Students must keep their hands to themselves unless told otherwise or if they are working with a partner.

Students must take off any jewelry that is on and place it on the stage.

Class Rules (Ms. Miller):

Remember to respect each other, the teacher, and all the equipment being used for the day.

There are no warnings: students will go straight to the thinking area if they misbehave or do not follow directions.

When I say FREEZE I expect everyone to stop what he or she are doing but not to freeze like a robot.

The teacher will have the students read out loud the focus for the day:

WHITE BOARD: Students will be able to use an erg properly and safely using the correct skill cues.

Students will take a pretest exam before the lesson begins involving rowing and the river in Springfield. This exam was created by the company who donates the erg machines to Alice Beal.

Transition: Once students have taken the test they will walk over to the smart board and take a seat to listen to informing on rowing.

Informing: Students will learnt the safety and proper way of using an erg before rowing.

Before you get on the indoor rower

Check that the handle is in the holder.

Adjust the damper setting to level 3.

Adjust footholds before sitting on the rower

Make sure that the foot strap goes over the balls of your feet.

If you have long hair make sure that it is tied back away from your face.

Make sure that your shirt is tucked in.

Make sure that the monitor is at eye height so that you can see it easily.

While you are rowing

Sit slightly towards the back of the seat.

Hold the handle with both hands.

Do not twist the chain. Do not touch chain.

Always keep hold of the handle.

Make sure that your clothing has not come loose and might get stuck in the monorail.

After you have finished

Replace the handle in the handle hook.

Undo foot straps- slide foot up and then straight down

At the end of class-wipe down the seat, handle and monorail.

SKILL CUES FOR ROWING:

The Rowing Stroke

You will learn a coordinated movement pattern built upon the following positions and phases:

1. The catch

2. The drive

Leg emphasis

Body swing emphasis

Arm pull through emphasis

3. The finish

4. The recovery

The Recovery (Phase 1)

Extend your arms by straightening your elbows and returning the handle toward the flywheel.

Lean your upper body forward at the hips to follow the arms.

Gradually bend your knees and slide forward on the seat to the start position.

The Catch (Position 1)

Similar to the start position, extend your arms straight toward the flywheel and keep your wrists flat.

Slide forward on the seat until your shins are vertical.

Lean forward slightly at the hips.

You are ready to take the next stroke.

The Drive (Phase 2)

Begin the drive by extending your legs and pushing off against the foot pads.

Keep your core tight, arms straight and back firm as you transfer power to the handles.

As your knees straighten, gradually bend your arms and lean your upper body back. Finish with a slight backward lean.

The Finish (Position 2)

Bend your elbows and pull the handle into your abdomen.

Extend your legs.

Lean back slightly at the hips.

Transition: Students will find a partner or group they work well with and stand behind one of the ergs.

Activity #1:

-The first person in line will make sure all the equipment on the erg is set up correctly then make the foot adjustments needed before sitting on the erg.

-Students will sit on erg, grab handle out of the handle bar, and practice saying the skill cues with the teacher before rowing on their own.

-Once the teacher feels confident that the students can row on their own they will do so for 2 minutes then rotate off.

Motivational Objective: See how many calories you can burn by looking at the Monitor.

Extension Down: Students can go at a slower speed and say the skill cues out loud.

Throughout the week: Students will use the monitors to play rowing games and racing games. The students will learn how to read the monitors calorie burner.

Transition; Three students will be chosen to clean the ergs. One person will clean all the seats, another the handles/monitors, and last the ramp.

CLOSURE

Teacher will ask students a variety of questions relating to the lesson.

What are the skill cues used for driving back and going back into the catch position?

What really helped drive you back? What gave you your momentum?

Students can then grab a quick drink at the water fountain then line up on the green line.

T

SSSSSSSSSSSSS

T

SSSSSSSSSSSS

T

SSSSSSSSSS

Objective:

T

SSSSSSSSSSSS

-Students were able to perform the correct skill cues with time.

-Saying the skill cues out loud allowed the students to have a better understanding of what to do.

-Didnt really understand what the bodys job was when rowing- Had to explain leaning forward when going back into catch position.

-3rd grade classes have never rowed before so had to say out loud with them and have them perform a few times before letting them go on their own.

-During closure students were able to identify what the pattern of each row was which showed me they comprehended it well.