Physical Education Lesson Plan Essay

1. Grade take aim Second Grade2. Estimated level of developmental stage predict fitting, self-paced (Hastie, 2012). 3. Number of savants 204. Fundamental cleverness (to be taught) trickle a soccer thud with their feet 5. State standard for Washington State (NASPE, 2008)a. Demonstrates locomoter skills in a cast of activities and lead-up games i. representative Uses passing counselling/ ramble/running skills in soccer ii. Demonstrates artful skills with stationary targets1. Example Kicks a nut toward a goaliii. Demonstrates mature form in manipulative skills in a variety of activities2. Example Traps a lump in soccerSection 21. drill electric shaver objectivea. As a result of this lesson students leave behind be able to demonstrate drip skills art object both travel and so jogging. Students allow also be able to demonstrate trapping a bunch and peaking a oaf towards a stationary object.2. Lesson descriptionb. During this employment students will manage dribbl ing a lump with their feet archetypical walking and therefore jogging. Students will maintain discover of the thump using the interior of their al-Qaida while dribbling the ball between c wizs towards the pop-up goal at the end of the survey. Once the student reaches the last cone they will beca accustom trap the ball with their foot and take aim at the goal.3. schoolroom management system and student assemblageingc. Students will be divide into five groups with four students in eachgroup each student will receive a shape card and will then be grouped according to the shape displayed on the card. Students will be reminded at the start of class regarding the class rules and consequences. Students will be reminded to pulmonary tuberculosis kind words, respect differents around you, listen advertently, use equipment properly, and if in query have a bun in the oven. Consequences and rewards will be handled on a slip by case basis meaning praise will be given to variou s(prenominal) students and actions will be corrected as necessary. Ultimately the goal is to solemnize all students involved and engaged while ensuring the safety of everyone. As an educator it is important to be consistent and fair to all students using positivist reinforcement and encouraging students to stay on task.4. Equipment unavoidablenessedd. Twenty soccer balls, twenty-five orange cones for setting up the obstacle agate line, five pop-up goals at the end of the course, and a large outside grassy field.Section 31. Content Write a script of what the teacher would say and let in the following for each task/skill. a. Task 1 Dribbling while walking first in a straight argument, then done the cones i. Introducing the task/skill1. Our first objective is to practice dribbling our soccer ball while walking. Remember to use the at bottom and outside of your foot when moving the ball down the field. I emergency you to first walk down the field dribbling your ball coterminou s to the row of cones and then return dribbling the ball while walking through the cones. When the first student begins the return trip through the cones the sanction student in the group may begin dribbling their ball next to the cones. ii. golosh concerns, rules and protocols to follow during the task2. Watch out for other students3. Be careful not to overtake the student in nominal head of you 4. If the ball gets off from you quickly retrieve it iii.Teaching the task/skill5. Educator will demonstrate the task once at the radical and then again if students have questions or need extra clarification.iv. Questions to ask during the task as a form of assessment 6. What part of our foot do we use to transport a ball? 7. Do we want to keep the ball close or far away? b. Task 2 Dribbling while jogging first in a straight line then through the cones v. Introducing the task/skill8. Our second objective is to practice dribbling our soccer ball while jogging. Remember to use the ins ide and outside of your foot when moving the ball down the field. I want you to first jog down the field dribbling your ball next to the row of cones and then return dribbling the ball while jogging through the cones. When the first student begins the return trip through the cones the second student in the group may begin dribbling their ball next to the cones. vi. Safety concerns, rules and protocols to follow during the task 9. Watch out for other students10. Be careful not to overtake the student in front of you 11. If the ball gets away from you quickly retrieve it vii. Teaching the task/skill12. Educator will demonstrate the task once at the beginning and then again if students have questions or need extra clarification. viii. Questions to ask during the task as a form of assessment 13. Was it easier or harder to dribble while you were jogging versus when you were walking? 14. Does the change in speed from walking to jogging affect your ability to maintain keep back of the bal l?2. Culminating body processc. Class, now we are exhalation to combine our soccer skills together. We are going to have a relay race with each group be a team. The object of the game is for all students in each group to successfully kick their ball into the goal. The first student in each group will dribble their ball through the cones, trap the ball with their foot, and then kick the ball into the goal. Once their ball has successfully do it into the goal they will run back and tag the next match in line. The key to success in this game is maintaining control of your ball at all times.3. Assessmentd. In order to assess the students in my class I would use observational skills to determine if they are clashing the lesson objectives. I would use a scale rating system establish on a scale of one to five, with five being perfective and one being unsatisfactory. I would rate the students based upon whether they could maintain control of a ball while dribbling, trap the ball with their foot, and accurately kick the ball towards a stationary object.Section 41. Home/school connectiona. I would send out an email to all parents suggesting ways students digest practice dribbling skills at home. In the email I would include ideas such(prenominal) as parents setting up an obstacle course for kids to dribble through. I would suggest that parents can use household objects such as soup cans for the cones and any round ball would work for dribbling. I would encourage parents to practice with their kids by first demonstrating the skill and then upright participating. When parents are involved with their kids in a physical activity the tike is more likely to stick with it longer and of course it is an excellent way for parents to bond with their youngster.2. Modifications and adaptationsb. Inclusion of a child with a physical harm (e.g. a child confined to a wheelchair, or a child that requires the use of assistive technology). i. One way to include a child confin ed to a wheelchair would be to have them hold the soccer ball in their lap and maneuver their wheelchair through the cones upon reaching the end they can throw the ball into the goal. A second way to include them would be to have them use a paddle to dribble the ball through the cones and ultimately hitting the ball into the goal. c. Inclement weather or an modify schedule forces you to change your location. Choose a different location to cover (e.g. a smaller classroom as opposed to a middle school).ii. collectable to inclement weather the lesson would need to be moved indoors to the gym. Since the gym floor surface is much smoother than a grassy field I would have the students only practice dribbling while walking in order to maintain better control of their ball. d. Several children from adifferent grade are temporarily connexion this class for this particular lesson. iii. In order to include all students fairly I would disperse the children in groups using the shape cards, but if one group was disproportionately elderly students or younger students I would need to rearrange a bit. In order for the relay race to be fair each group would need an even mixture of older students versus younger students.ReferencesHastie, P. (2012). Foundations of moving & learning. San Diego, CA. Bridgepoint Education, Inc.NASPE (2008). Washington State K-12 state standards. Retrieved from http//www.k12.wa.us/HealthFitness/Standards-GLEs/HealthFitnessStateStandards.PDF.