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Physical Education Lesson Plan (DOC download)

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					                                                      Linda Petrie, Kylie Bywaters & Julia Atkinson      1


                                   Physical Education Lesson Plan.

Topic: Running                      Year Level: Grade prep/one          Lesson Time: 2-2:45p m
Venue: Asphalt area                 No. Students: 10                    Date: 25th March 2002

Objecti ves:
      Demonstrate the following movement patterns. Running, changing direction, stopping a nd
           starting.
      Make different shapes with their body.
CSFII Outcomes: Level one- HPMP0101
      Perform simp le movement patterns
References:
Depart ment of Education. (1998). Fundamental motor skills: An activities resource for classroom
teachers. Department of Education; Melbourne.
Equi pment:
10 cones
Lesson Outline:                                                  Teaching points:
Students will sit on the line in their listening positions to    # Reinforce that it is important to stop,
reinforce that this is what happens at the start of each lesson. look and listen on the whistle.
Introduce my self, Linda and Kylie                               # Instructions and introduction are kept
Warm-up:                                                         to an absolute minimu m.
Simp le game of tag where one person is „IT‟ and they chase
the others, once another person is tagged they become „IT‟.
The area for tag will be bounded by cones which the students
are to keep within, this area is quite s mall so that any one
person is not „IT‟ for too long.
Acti vi ty 1.                                                    # Only two types of animals are given,
Stampede                                                         to save confusion.
Students stand on the line. They are g iven the name of an       # The children will repeat their animal
animal to remember. Eg : a horse or buffalo.                     back to me to ensure they have heard
When I call out „horses‟, these students run down to the other and understood.
end of the court etc. When I call „stampede‟ they all run.       # Again this game needs minimal
                                                                 instructions
Activity 2                                                       # Tell the students to try to get to the
An extension of Stampede.                                        other end without being caught.
                                                                 # Emphasise that they must stay within
The same as the previous game with one child in the midd le
of the court. When I call the animal the middle person tries     the boundaries (cones)
to catch them as they run to the other end. If caught they join
the middle person.
Acti vi ty 2.                                                     # Using the fruits for teams minimises
High 5 Relay                                                      transition time.
Using the animals to form two teams. Eg: buffalos in one          # SKILL – Students will be told to
team, horses in another.                                          keep their head up and watch their
Half of each team at either end of the court.                     team member while they are running to
Student will run to their team member at opposite end,            make sure the next person is ready to
vertical ju mp and give a h igh 5, then next person will do       high 5.
same. Th is will be demonstrated by a student. Each team will     # There will be one teacher with each
run through slowly to ensure they understand.                     team.

5 minutes for a drink and a rest
The students have been running a lot so we will take 5
minutes to sit and play a name game. In a circle sitting down
we will say our name and our favourite animal. Then we will
say our name and the names of the students before us. (The
last person will have the most to remember because they will
have to say everyone‟s name).
                                                      Linda Petrie, Kylie Bywaters & Julia Atkinson         2


Activity 3                                                        # This game reinfo rces the whistle
Statues                                                           rule.
The students will run around and when I blow the whistle          # Students will be told to find their
they will freeze as the animal that I call. Then they will move   own space and not all cro wd together.
as that animal until I call the next one, eg if I called a
Kangaroo they will hop around until I stop them and call the
next an imal.
Activity 4                                                        Students may need help coming up
Follow the Leader                                                 with a movement
                                                                  # The students will be told to move
Choose a child to go first and do one of the animal
movements that we used in statues, the class copies this          along the lines in this activity so
person. This front person goes to the back and the next           everyone stays in a line.
person comes up with the next movement
Warm down                                                         # We will briefly talk about the way
The students will shake their arms and legs and do some           people move (ie: walk and run) and
simp le leg and arm stretches.                                    how this is very different to the way
                                                                  we move. It is very difficult for us to
                                                                  hop like a Kangaroo or run like a
                                                                  Cheetah.
                                                    Linda Petrie, Kylie Bywaters & Julia Atkinson    3


                               Physical Education Lesson Plan

Topic: Dance - aerobics            Year Level/s: Prep/1               Lesson Time: 2.00 – 2.45
                                                                      Lesson Length: 45 mins
Venue: Grassed area                No. students: 10                   Date: 15/4/ 02
Objecti ves:
     Begin to develop body co-ordination
     Get a feel for the beat of the music
     Be able to come up with some basic steps to do to the music
     Perform simp le movements around the area, eg. running, skipping, hopping
     Improve their skills without them realising they are learning
     Have fun!
CSF Outcomes: Level One and Two
     1.1 Perform simp le movement patterns (HPMP0101)
     1.2 Identify feelings experienced during and after physical activity (HPM P0102)
     2.1 Perform loco motor skills with proficiency (HPMP0201)
     2.2 Identify the benefits of participation in physical activity (HPMP0202)
References:
Board of Studies (2000). Cu rriculu m and Standards Framework II. Board of Studies, Melbourne:
Australia.
Equi pment:
     Tape/CD p layer
     CD‟s/tapes
     Whistle
Lesson Outline:                                                           Teaching Points:
Introduction, explain what new topic is going to be. Do we # Important to use the
have any dancers in the group?                                            whistle only on stop so the
Warm-up: To music, jog, skip, hop, crawl, ju mp around the area.          students don‟t get confused.
Choose a spot on the grass to do stretches (simp le ones because the
activities won‟t be too demanding) (10 minutes).
Skills: To the music the children just follow the teachers movements      # Important to face the
      Easy walk                                                          same direction as the
      Side steps with arms up and down                                   children so they can see the
      4 step and clap                                                    movements that you are
      March on the spot and clap                                         doing. Might even help to
      Bob down/reach high                                                stand within the group.
      Children can think of some moves to do to the music (15
          minutes).
Games/acti vi ties: Ch ild ren can make up their own dances – freestyle   # Will have some that
dancing. Will already have some ideas fro m the skill session             won‟t know what to do.
beforehand (10 minutes). Incorporate the locomotor skills, eg. running,   Reinforce that they can
skipping, hopping etc.                                                    dance anyway that they
                                                                          like. May need to dance
                                                                          with them.
                                                                          # Remember to give lots of
                                                                          encouraging feedback.
Cool down: Stretch out arm and leg muscles. Walk around the area.
Pretend to be a member of “The Wiggles” (5 minutes).
Conclusion:
      Did they have fun?
      They should go home and show their dance to someone
      Fun Factor: how many fingers out of 10? (5 minutes).
                                           Linda Petrie, Kylie Bywaters & Julia Atkinson   4




                         Physical Education Lesson Plan
                                  Lesson Four

Topic: Dance                 Year Level: Grade              Lesson Time: 2-2:45pm
                             prep/one
Venue: Basketball court      No. Students: 10             Date: 22nd April 2002
Objectives:
    Demonstrate movement patterns that resemble running, hopping, skipping,
       changing direction, stopping and starting.
    Move to stimuli such as rhythm, beat, music and words.
    Make different shapes with the body while in contact with the ground.
    Perform appropriate movements in response to visual and verbal cues.
CSFII Outcomes: Level One & Two
    1.1.Perform simple movement patterns.
    2.1. Perform locomotor skills with proficiency.
References:
Department of Education. (1998). Fundamental motor skills: An activities resource
   for classroom teachers. Department of Educations; Melbourne.
Equipment:
    Whistle
    2 softballs (for game if get through intended lesson)
    Stereo & required music
Lesson Outline:                                           Teaching Points:
Warm-up: Fox and chickens                                 # Students should now be
    Students will line up on a designated line. One      gradually understanding
       student will be chosen to be the fox and will      the concept of chasing and
       stand in the middle of the playing area.           tag games. This one is
    The students standing on the line have to make it slightly more difficult but I
       across to the other side without being tagged by   will explain the rules very
       the fox. If a chicken is tagged they sit on the    specifically and
       ground until all students have made it passed.     demonstrate (using the
    There will now be two foxes, which will make it three teachers) how the
       more difficult for the chickens to cross.          game works.
       Gradually there will be less and less chickens.    # I will emphasise the
    The game will be repeated, depending on how          importance of the whistle
       well the students understand the game (5-10        and what it means (STOP).
       minutes).




Skills:                                                     # I will demonstrate will
     Students will be asked to stand on the designated     another teacher how each
        line again and will be asked to copy the            movement is performed
        movements I perform.                                but I will concentrate on
     I will slowly go through the simple movements         only one movement at a
                                          Linda Petrie, Kylie Bywaters & Julia Atkinson   5


       that the chicken dance requires:                    time until students have
           - Hands: Bringing fingers together (quack,      mastered each move
               quack)                                      efficiently.
           - Arms: flapping like bird wings.               # The music won‟t be
           - Clapp                                         implemented until each
           - Arm Swing: In partners (15 minutes).          part of the dance is
                                                           understood because
                                                           students may become
                                                           overloaded with listening
                                                           to the music and trying to
                                                           dance too.
                                                           # Students may need a
                                                           drink at this stage.


Games/activities:                                          Teaching Points:
   The movements will now be put together to              # Students will be placed
     perform the dance.                                    into pairs and will stand
   Students will now conduct the dance with the           opposite each other as the
     music.                                                diagram indicates.
   At the beginning I will probably have to keep          # The music will be
     stopping and starting to remind the students          recorded so that the tempo
     about various points but gradually we should be       stays the same throughout
     able to go through the whole song (15-20              the dance.
     minutes).                                             # Throughout the song I
                                                           will be standing at the
                                                           front doing the dance with
                                                           a partner (other teacher), to
                                                           prompt the students what
                                                           order to do the movements
                                                           in.

Cool Down (conclusion): (5 minutes)                        Teaching Points:
    To make the cool down a little interesting we         # Students will be placed
      will play „Simon Says‟. I will indicate various      again on the line but I will
      movements to perform, e.g. jump up and down          make sure they are spread
      on the spot, shake hands etc.                        out.
                                                     Linda Petrie, Kylie Bywaters & Julia Atkinson       6




                                  Physical Education Lesson Plan.

Topic: Dance – Ho key Pokey        Year Level: Grade prep/one          Lesson Time: 2 – 2:45
Venue: Asphalt area                No. Students: 10                    Date: 29/4/ 2002

Objecti ves:
      Perform appropriate movements in response to visual and verbal cues
CSFII Outcomes: Level one- HPMP0101
      Perform simp le movement patterns
Lesson Outline:
Students will sit on the line in their listening positions to
reinforce that this is what happens at the start of each lesson.
Warm-up:
In an aerobics like format with the student lined up and the
teacher out the front the students will do some simp le dance    # As the leader out the front the
moves to warm up. The dance moves will be related to the         teacher will have to remember to do
Hokey Po key with emphasis on getting to know left and           the moves opposite to the way the
right. For examp le step to the right, lift your right leg etc.  children do it so they can copy them.
The warm up will also include some movements with
clapping and moving fo rward 4 steps and backwards 4 steps.
This warm up is aimed at familiarising the students with the
components of the Hokey Po key.
Drink b reak

Hokey Pokey                                                     # We will start with big body parts
In a circle we will revise our left and right.                  like arms and legs and slowly
The students will form a circle with the teacher involved. We   introduce the elbow, shoulder head,
will slowly go through the Hokey Pokey. Th is will probably     knee, hand etc.
be done without music for a start. We will do the dance
accumulat ive so the students can build on the steps and
remember them. Music will then be introduced.
Warm down
Simp le stretches
     Arms, legs, ankles, neck, wrists
                                             Linda Petrie, Kylie Bywaters & Julia Atkinson   7




                           Physical Education Lesson Plan
                                      Lesson

Topic: Dance                  Year Level: Peer Teach       Lesson Time: 2-2:45pm
Venue: Gymnasium              No. Students: 12             Date: 6th May 2002
Objectives:
 Move to stimuli such as rhythm, beat, music and words.
 Cooperate and listen to all instructions.
 Demonstrate the correct dance sequence, steps and movements.
 Perform appropriate movements in response to visual and verbal cues.
 To participate in a fun and enjoyable dance routine.
CSFII Outcomes:
 1.1. Perform simple movement patterns.
 2.1. Perform locomotor skills with proficiency.
References:
Department of Education. (1998). Fundamental motor skills: An activities resource for
  classroom teachers. Department of Education; Melbourne.
Equipment:
 Whistle
 Stereo & required music

Warm-up: Scramble                                                  Teaching Points:
 Students will be told to either hop, skip, jump or run           # There will be boundaries
  around to the music. When the music stops a number               set in which a student will
  will be called out, e.g. five in which students must form        be used to demonstrate to
  a group of that many students. The task will                     the rest of the class where
  progressively get more difficult. Students will be told to       the boundaries actually
  form groups of two stomachs or six feet (5-10 minutes).          are.
                                                                   #The numbers that will be
                                                                   called out will be
                                                                   sufficient for the students
                                                                   to be able to form groups
                                                                   without any remainders.
Skills: (15 minutes)                                               # The last number in the
 Everyone will be placed into a circle facing his or her          warm- up will be two,
    partner on the inside. As shown in the diagram below:          which will allow the
                                                                   students to have a partner
                                                                   for the dance.


                                                                   # Students will be taught
                                                                   these movements in this
   Barnyard Skip- Partners turn to face in a clockwise            sequence. A teacher will
    direction, while holding other hand. They then (starting       demonstrate with students
    on their right foot) skip forward for three counts and on      how each routine is
    the forth slap their knee. This is repeated. Students then     performed and the next
    turn and repeat this movement but going the opposite           sequence will not be
    directions. (Turn to face partner).                            taught until students have
                                            Linda Petrie, Kylie Bywaters & Julia Atkinson   8



   The arm swing- Linking arms students proceed to skip          a satisfactory
    around each other for four counts and then turn to skip       understanding.
    around the other way.                                         # The music won‟t be
   Clap and slap- Facing their partner students slap their       played until after the
    right knee with right hand, left knee with left hand, clap    students know the correct
    hands together and then partner‟s hands together.             movements.
   Feed the pigs- when partners clap their hands together in
    the clap and slap holding their hands together they push
    them up to form an arch. Peeling off from specified
    couple they precede under the arch and act as if they are
    feeding the pigs. The diagram below demonstrates this
    position:




Games/ Activities: (10 minutes)                                   Teaching Points:
 The movements will now be put together to perform the           # Two teachers will be a
  dance with the music.                                           pair in the dance circle in
 The dance sequence will be continually repeated until           which students can
  the song has finished.                                          observe so they don‟t get
                                                                  too confused and know the
                                                                  correct sequence of
                                                                  movements.
Cool Down (conclusion): (5 minutes)                               Teaching Points:
 Basic stretches:                                                # Makes sure students
- Head                                                            aren‟t over stretching.
- Hands
- Arms
- Ankles
                                                     Linda Petrie, Kylie Bywaters & Julia Atkinson     9


                               Physical Education Lesson Plan

Topic: Dance – heel/toe            Year Level/s: Prep/1                Lesson Time: 2.00 – 2.45
                                                                       Lesson Length: 45 mins
Venue: Grassed area                No. students: 10                    Date: 12/5/ 02
Objecti ves:
     Begin to develop body co-ordination
     Get a feel for the beat of the music
     Perform simp le movements around the area, eg. running, skipping, hopping
     Improve their skills without them realising they are learning
     Make them aware of dances fro m other cultures
     Have fun!
CSF Outcomes: Level One and Two
     1.1 Perform simp le movement patterns (HPMP0101)
     1.2 Identify feelings experienced during and after physical activity (HPM P0102)
     2.1 Perform loco motor skills with proficiency (HPMP0201)
     2.2 Identify the benefits of participation in physical activity (HPMP0202)
References:
Board of Studies (2000). Cu rriculu m and Standards Framework II. Board of Studies, Melbourne:
Australia.
Equi pment:
     Tape/CD p layer
     CD‟s/tapes
     Whistle
Lesson Outline:                                                           Teaching Points:
Introduction. Explain that what we will be doing today is                 # Important to use the
doing dances that different people do in different countries.             whistle only on stop so the
                                                                          students don‟t get confused.
Who can tell me the names of some countries? Do you
know of any dances that people from other countries do?
Warm-up: To music, jog, skip, hop, crawl, ju mp around the area.
Choose a spot on the grass to do stretches (simp le ones because the
activities won‟t be too demanding) (10 minutes).
Skills: Skipping on the spot, arm lin ks and spin, partner dancing,        # Important to face the
heel/toe movements.                                                        same direction as the
                                                                           children so they can see the
                                                                           movements that you are
                                                                           doing. Stand with in the
                                                                           group.
Games/acti vi ties: Get children to pick a partner.                        # Will have some that
Heel/toe dance:                                                            won‟t know what to do.
     In partners, hold both hands                                         Reinforce that they can just
     Heel/toe, heel/toe with right foot                                   copy the teacher. May need
     Skip right for 4 counts                                              to dance with them.
     Repeat heel/toe to left                                              # Remember to give lots of
     Skip left for 4 counts                                               encouraging feedback.
     Jump back and clap x4 (8 counts)                                     # Emphasise that they don‟t
                                                                           need to do the dance
     Move inwards for 5 counts then next 3 counts are made up a
                                                                           exactly correct. # It‟s just a
         thigh clap, hand clap and partner hand clap (20 minutes)
                                                                           fun lesson so make them
                                                                           aware of dances from other
                                                                           cultures.
Cool down: Basic stretches:
     Neck
     Arms
     Legs
     Torso (5 minutes)
Conclusion:
     Did they have fun?
                                                Linda Petrie, Kylie Bywaters & Julia Atkinson 10


   They should go home and show their dance to someone
   Would you like to live in a d ifferent country and learn how to dance like this?
   Fun Factor: how many fingers out of 10? (5 minutes).

				
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