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unit-plan-for-physical-education

VIEWS: 10 PAGES: 49

									       Kathy Moskal

          PER 317

Year/Unit Lesson Plan Project

    November 16th, 2006




 “Drive for Excellence”




                                1
       The school I choose to do my curriculum on is Minnetonka High School in

Minnetonka, Minnesota. It is a population of 50,405 people. The high school’s population

is 2,400 students from grades 9-12. This school is one of Minnesota’s finest, which has

been recognized as a school district of excellence by the United States Department of

Education. I grew up in a Shakopee, Minnesota. Shakopee is close to Minnetonka, but

Shakopee does not offer as much as Minnetonka. The city of Minnetonka is a beautiful,

great neighborhoods. The crime rates are extremely low which is great for the

community. Minnetonka has great facilities and has the #1 weight room in the state and

ranks high up with universities. The weight room is 5,000 square feet. It has 68 pieces of

equipment consisting of all machines, except bench presses and some free weights.

Extra-curricular Activities

Minnetonka High School has many opportunities for students to get involved outside of

school. They have a high percentage of students who participate in these activities.

Minnetonka holds tryouts for all athletics, which shows how competitive they are.

Minnetonka athletics are usually ranked in the top ten for each sport and have many state

titles. Minnetonka also has a state of the art weight room. With the athletic boosters, the

weight room has been recognized as one of the nation’s top weight rooms in the country,

not only including high schools but colleges. The weight room is…

Enrichment Organizations and clubs include:

Art Club                              Literary Publication           Student Government
Bowling                               Math Team                      Super mileage
China Club                            Mock Trial                     Technology Club
Class Advisories                      National Honor Society         Ultimate Frisbee
Destination Imagination               Newspaper- Breezes             Yearbook
Drama/Musicals                        Quiz Bowl
Earth’s Group                         Reflections
Hip-Hop Club                          Science Fair


                                                                                              2
Instrumental Music                    Science Olympiad
Jazz Ensemble                         Slow-Pitch Softball- Girls
Pep Band/Marching Band                Speech
Knitting Club                         SPPA

The athletic department consists of many sports for each season. They include:
All sports are 9-12 with sports available for each level. 9(A and B) 10- Be Squad, 11, Jr.
Varsity. 12- Varsity. However, skill level is allowed for younger grades to be on varsity.
FALL
Boys Cross Country
Girls Cross Country
Girls Soccer
Boys Soccer
Girls Swimming and Diving
Football
Girls Tennis
Volleyball
Cheerleading
Co-Ed Adapted Soccer
WINTER
Girls Basketball
Boys Basketball
Girls Nordic Skiing
Boys Nordic Skiing
Girls Gymnastics
Girls Hockey
Boys Hockey
Girls Alpine Skiing
Boys Alpine Skiing
Boys Swimming and Diving
Dance
Wrestling
Co-Ed Adapted Floor Hockey
SPRING
Girls Golf
Boys Golf
Fast Pitch Softball
Baseball
Girls Track and Field
Boys Track and field
Girls Lacrosse
Boys Lacrosse
Boys Tennis
Co-Ed Adapted Softball
Co-Ed Adapted Bowling




                                                                                             3
Primary Intermediate
    Grades 3-6
   Kathy Moskal
     PER 317
November 16th, 2006




                       4
Units: Team Sports- For this grade level I picked team sports because I feel

the students are at the age where they will start competing with one another.

They will learn how important team work is and all the rules of each game,

so they will be able to play outside of class.

State Standards: A.1 A.2 A.3 B.1 B.2 B.3 C.2 D.1 D.2 D.3 D.4. D.5

Volleyball-4 weeks

Basketball-4 weeks

Softball-4 weeks

Flag Football- 4 weeks

Soccer-4 weeks

Softball-4 weeks (hitting off a tee, at this age students’ are too young for

pitching usually)

Ultimate Frisbee-4 weeks

Ultimate Football-4 weeks

Floor Hockey-4 weeks




                                                                                5
   Grades K-2
  Kathy Moskal
    PER 317
November 16th, 2006




                      6
Unit: “Olympic Theme”

At this age, the students’ are young enough to make physical activity fun (it

should always be fun ), but with this unit: Students will be able to learn the

importance of physical activity and begin using motor skills. All the games

list below will be played in a similar way of how they Olympics work by

getting 1st, 2nd, and 3rd place.

State Standards: A.1 A.2 B.1 B.3 C.3 D.1 D.2 D.3 D.4

Chasing, Fleeing, and Dodging- 4 weeks
 - Sailors and Sharks
 - Oogedy Boogedy Tag
 - Spiders and Flies
 - Couch Potato

Dribbling- 4 weeks
  - Red light green light
  - Hula Hoop dribbling
  - Monster in the Forest
  - Dribble Frenzy

Kicking and Punting- 4 weeks
   - Dribbling 500
   - Inside of the Foot pass
   - All-Ball kickball
   - Big base

Throwing and Catching- 4 weeks
  - Ice cream scopes
  - Zoo parade days
  - Who let the Frogs out?
  - Oscar’s Garbage Can




                                                                                7
Space Awareness- 4 weeks
  - Space City
  - Beep Beep
  - Scooter Pathways
  - The rainbow game

Jumping and Landing- 4 weeks
  - Hoop Jumper
  - Jumping Patterns
  - Shark Attack
  - Alligator Alley

Traveling and Locomotor Skills- 4 weeks
  - Bean Bag Shuffle
  - Frog Pond
  - Bridge Leaping
  - Little Sliders

Fitness- 4 weeks
   - Scooterville
   - Crazy Colors
   - Fire and Ice
   - Frosty’s Meltdown

Miscellaneous-
  - Scooter tag
  - Shark Island
  - Cup Stacking
  - Ships across the Ocean




                                          8
Individual Activities
   Middle School
   Kathy Moskal
      PER 317
November 16th, 2006




                        9
Unit: Individual Activities

These activities will be used for individual sports for the middle school

level. At this age students’ are beginning to start sports for schools and the

city.

State Standards: A.1 A.2 B.1 B.2 C.1 C.3 D. 1 D.2 D.3 D.4 D.5

Track and Field- 4 weeks

Dance- 4 weeks

Weight Training- 4 weeks

Self Defense- 4 weeks

Running- 4 weeks “running the mile, run/walk,etc.”

Boxing- 4 weeks

Wrestling- 4 weeks

Fishing- 4 weeks

Hiking/walking- 4 weeks




                                                                                 10
Recreational Activities
    High School
    Kathy Moskal
      PER 317
 November 16th, 2006




                          11
Unit: Recreational Activities

This unit is focused on activities that students’ will be able to do outside of

class, so they will remain physically fit outside of class and enjoy activity.

State Standards: A.1 A.2 B.1 B.2 C.1 C.3 D.1 D.2 D.3 D.4 D.5

Ultimate Frisbee- 4 weeks

Badminton- 4 weeks

Golf- 4 weeks

Tennis- 4 weeks

Pickle Ball- 4 weeks

Frisbee Golf- 4 weeks

Rugby- 4 weeks

Bean Bag Toss, Cowboy Golf- 4 weeks

Water Sports- 4 weeks




                                                                                  12
State Standards

Minnetonka High School developed standards from the Minnesota Department of

Education. Minnetonka follows National Standards (NASPE) for physical education.

Minnetonka’s goal for physical education is:

A student shall use decision-making processes to select appropriate physical activities to

achieve fitness and shall demonstrate understanding of the training necessary to improve

fitness and the rules and skills associated with physical activities by:

A. Motor Skills/Movement Forms- Students will explore, develop, and demonstrate

motor patterns, spatial awareness, manipulation of objects and rhythmical movements

through a variety of physical activities.

1. Demonstrate intermediate competencies in three activities from one of the following

categories:

- Dance (e.g., modern, cultural, social);

- Competitive and Recreational Team/Dual Sports (e.g., badminton, tennis, flag football,

volleyball);

- Aerobics and Strength: (e.g., circuit training, self defense, fitness machines, step

aerobics);

- Strength and Speed Development (e.g. speed dev. Technique, manual resistance

technique, running mechanics)

2. Guided Practice appropriate for learning new techniques/skills, or sports on his/her

own.

3. Set personal goals that contribute to wellness in one of the following:

- Team and Dual Sports



                                                                                          13
- Dance

- Strength Training and Speed Development

- Aerobic and Strength Activities

B. Movement knowledge- Understands and applies movement principles and

demonstrates knowledge of history, rules, strategies, and safety in physical activities.

1. Use scientific knowledge to analyze personal motor skill characteristics and

participation in physical activities.

2. Demonstrates an understanding of movement principles and protocols in one of the

following categories:

- Dance

- Competitive and Recreational Team/Dual Sports (e.g., badminton, tennis, flag football,

volleyball);

- Aerobics and Strength (e.g., circuit training, self defense, fitness machines);

- Strength and Speed Development (e.g. speed dev. Technique, manual resistance

technique, running mechanics)

3. Identify risk and safety factors that may affect physical activity preferences throughout

a persons’ lifetime.

C. Physical Fitness- Understands the concepts, principles and benefits of physical fitness

and pursues a physically active lifestyle to achieve and maintain a health-enhancing level

of physical fitness.

1. Use the results of fitness assessments to guide changes in his/her personal program of

physical activity.




                                                                                           14
2. Understand training principles and skills needed to maintain an intermediate level of

lifelong fitness.

3. Maintain age appropriate levels of cardiovascular and respiratory efficiency, muscular

strength and endurance, flexibility, and body composition necessary for a healthful

lifestyle.

D. Personal and Social Behavior- Demonstrates responsible personal and social behaviors

in physical activity by exhibiting sportsmanship, teamwork, self-control, etiquette, and

respect for individual differences.

1. Understand changes in personal body characteristics, performance styles, and activity

preferences that occur over ones lifetime.

2. Demonstrate respect for individual differences.

3. Make a commitment to physical activity as an important part of one’s lifestyle.

4. Derive genuine enjoyment through participating activity.

5. Apply etiquette in a variety of venues:

- Fitness lab

- Black Box (dance studio)

- Weight Room

- Gymnasiums and Outdoor Fields




                                                                                           15
Minnetonka Standards/ Strength Training Elective

1. Demonstrates competency in a variety of movement forms and proficiency in
   some
    Movement forms.
    Instruction in lifting technique
    Pre and post tests
    Warm-up procedure

2. Understands and applies movement concepts and principles to the learning and
   Development of motor skills.
    Instruction in lifting technique
    Pre and post tests
    Warm-up procedure

3. Understands the benefits of physical fitness, and pursues a physically active
   lifestyle
    To achieve and maintain a health-enhancing level of physical fitness.
        Understanding of overload, frequency, progression, intensity, and rest
        Terminology
        Fundamentals of muscle physiology, nutrition, and training principles
        Evaluate the impact and effectiveness of the strength program over the
            semester.
        Analyze specific health-related benefits that would be influenced by the
            implementation of a strength program over time.

4. Demonstrates responsible personal and social behaviors in physical activity
   settings.
        Understanding the proper lifting technique needed to experience a safe,
           prudent, and productive program.
        Understanding the critical role of the training partner to insure a safe and
           productive environment.

5. Understands the interrelationship between history and culture and games, sports,
   Play, and dance.
       Instruction in the evolution of strength training.

6. Understands that physical activity provides opportunities for enjoyment,
   challenge,
    Self- expression, social interaction and employment.
        Development of self-esteem, confidence, and sense of accomplishment
           through the participation in a productive strength program
        Development of strength, power, speed, and flexibility through the
           participation in a productive strength program.




                                                                                    16
Units

Recreational Activities: High School
  1. Ultimate Frisbee
  2. Badminton
  3. Golf
  4. Tennis

Team Sports: Intermediate 3-6
  1. Volleyball
  2. Flag Football
  3. Softball
  4. Basketball

Individual Activities: Middle School
   1. Track and Field
   2. Dance
   3. Weight Training
   4. Self Defense




                                       17
   Kathy Moskal
    High School
      Unit One
Recreational Activities




                          18
   Unit 1
   Ultimate Frisbee- 4 weeks

   Objectives: By the end of this unit the student will:
         - Have the basic skills to throw and catch a Frisbee properly
         - Know the rules of the game
         - Will be able to modify skills and use previous skills for the game
         - Demonstrates confidence and pursue new activities for personal fitness.

Standards:

A.1 A.2 A.3 B.1 B.2. B.3 C.2


Content:
Week 1
Monday- Introduction, History, Safety
Wednesday- Backhand and sidearm throw
Friday- catching the Frisbee

Week 2
Monday- Review throws and catching, defensive skills
Wednesday- Strategies, rules
Friday- Assessment

Week 3
Monday- Throwing Contest, Accuracy Contest
Wednesday- Quiz on the rules, and practice of throwing and catching
Friday- Play Ultimate Frisbee

Week 4
Monday- Play Ultimate Frisbee
Wednesday- Ultimate Frisbee Tournament
Friday- Final Assessment-demonstrate throwing and catching/Written test

Assessment:
         - Students will be watched for participation throughout the unit.
         - Points will be awarded for participation and improvement.
         - Week 2, there will be a throw/catch assessment- should be able to throw
            and catch the Frisbee with the basic skills taught.
         - Final assessment is given at the end- written test containing rules,
            techniques, history, strategies. Also students will demonstrate to me that
            they can throw and catch the Frisbee with the basic skills learned.




                                                                                         19
Badminton- 4 weeks

Objectives: By the end of the unit the student will:
          - Have the basic skills to play a badminton game recreationally
          - Know the rules and faults of both doubles and singles play
          - Will be able to modify skills and use previous skills for the game
          - Demonstrates confidence and teamwork while playing

Standards:

A.1 A.3 B.2 D.2 D.4



Content:
Week 1
Monday- Introduction, Rules/faults, serving
Wednesday- Backhand and forehand shots, Review serving
Friday- Net play, drop shot, serving assessment

Week 2
Monday- Single Rules, Single Play
Wednesday- Double Rules, Double Play
Friday- Quiz on rules of the game

Week 3
Monday- Singles Play
Wednesday- Double Play
Friday- Singles/Doubles Tournament

Week 4
Monday- Singles/Doubles Tournament
Wednesday- Finish Singles/Doubles tournament and review session
Friday- Final Assessment-Written Test

Assessment:
         - Students will be watched for participation throughout the unit.
         - Points will be awarded for participation and improvement.
         - Week 1, Friday there will be a serving assessment-should be able to get 20
            out of 25 serves inside the service box.
         - Final assessment is given at the end-written test containing general rules,
            faults, technique, rules and faults for singles and double play.




                                                                                   20
Unit 1
Golf- 4 weeks

Objectives: By the end of this unit the student will:
          - Have the basic skills to play golf recreationally
          - Know the rules, and some history of the game
          - Will be able to modify skills and use previous skills for the game
          - Have a basic knowledge of how the game is scored

Standards:

A.1 D.1 D.2 D.4


Content:
Week 1
Monday- Introduction, Rules
Wednesday- History, Grip and Back swing
Friday- Follow through into full swing

Week 2
Monday- Using woods vs. Irons
Wednesday- chipping and pitching
Friday- putting from short and long distances

Week 3
Monday- Chipping and putting contest
Wednesday- Scoring Rules, Play a few holes
Friday- Play more

Week 4
Monday- Scramble Tournament
Wednesday- Continue Tournament
Friday- Final Assessment and Written test

Assessment:
         -      Students will be watched for participation throughout the unit.
         -      Points will be awarded for participation and improvement.
         -      Students will have to show correct follow through for each stroke.
         -      Final assessment is given at the end- written test containing general rules,
                and history.




                                                                                          21
Unit 1
Tennis- 4 weeks

Objectives: By the end of this unit the student will:
          - Have the basic skills to play a tennis match recreationally
          - Know the rules and faults of both doubles and singles play
          - Will be bale to modify skills and use previous skills for the game
          - Demonstrate confidence and teamwork while playing

Standards:

A.1 A.2 A.3 B.1 B.2 C.1 C.3 D.1 D.2


Content:
Week 1
Monday- Introduction, Rules/Faults
Wednesday- Serving, forehand stroke
Friday- review forehand stroke, backhand stroke

Week 2
Monday- Single Rules, Single Play
Wednesday- Double Rules, Double Play
Friday- Quiz on Single and Double Rules

Week 3-
Monday- Singles Play
Wednesday- Doubles Play
Friday- Singles/Doubles Tournament

Week 4
Monday- Continue Tournament
Wednesday- Finish Singles/Doubles Tournament-review
Friday- Final Assessment- Written test

Assessment:
         - Students will be watched for participation throughout the unit.
         - Points will be awarded for participations and improvement.
         - Quiz on the rules will acknowledge if the students understand how to play
            the game.
         - Final Assessment is given at the end- written test containing general info
            and faults/techniques.




                                                                                   22
 Kathy Moskal
Intermediate 3-6
    Unit two
  Team Sports




                   23
Unit 2
Volleyball- 4 weeks

Objectives: By the end of this unit the student will:
          - Have the basic skills to play volleyball
          - Know the rules and faults of the game
          - Volunteer to play the game on his or her own
          - Demonstrate confidence and teamwork while playing

Standards:

A.1 A.2 A.3 B.1 B.2 C.1 D.1 D.2 D.3 D.4



Content:
Week 1
Monday- Introduction, Rules, Safety
Wednesday- Bumping, Setting
Friday- Serving, overhand

Week 2
Monday- Net play/spiking and blocking
Wednesday- Pepper, serving drills, assessment
Friday- Game situations- bump, set, spike!

Week 3
Monday- Digs and dives
Wednesday- Full game play
Friday- Full game play

Week 4
Monday- Tournament
Wednesday- Tournament
Friday- Final Assessment-Written test

Assessment:
         - Students will be watched for participation throughout the unit.
         - Points will be awarded for participation and improvement.
         - Week 2, serving assessment- be able to get 15 out of 20 serves inside the
            court.
         - Final Assessment is given at the end- written test containing general rules,
            faults, technique, and game situations.




                                                                                     24
Unit 2
Flag Football- 4 weeks

Objectives: By the end of this unit the student will:
          - Have the basic skills to play a flag football game recreationally
          - Know the basic offensive and defensive techniques
          - Will be able to modify skills and use previous skills for the game
          - Demonstrate confidence and teamwork while displaying correct
              techniques of the game

Standards:

A.1 A.2 A.3 B.1 B.2 C.1 D.1 D.2 D.3 D.4


Content:
Week 1
Monday- Introduction, Rules, play catch
Wednesday- Throwing and catching
Friday- kicking, punting

Week 2
Monday- Field Goal Contest, review kicking
Wednesday- Offensive strategies, plays
Friday- Special teams, scoring

Week 3
Monday- Defensive strategies, plays
Wednesday- quiz on strategies, review throwing, catching, etc.
Friday- Play game

Week 4
Monday- Play game
Wednesday- Tournament, Pool Play
Friday- Final Assessment, make up plays on what you learned-Written test

Assessment:
         -    Students will be watched for participation throughout the unit.
         -    Points will be awarded for participation and improvement.
         -    Students will turn in the plays that they made.
         -    Final Assessment is given at the end-written test containing general rules,
              offense, defense, and scoring.




                                                                                       25
Unit 2
Softball- 4 weeks

Objectives: By the end of this unit the student will:
          - Have the basic skills to play a softball game recreationally
          - Know the history and rules of the game
          - Apply rules and procedures in a game situation
          - Demonstrate confidence and teamwork while playing

Standards:


A.1 A.2 A.3 B.1 B.2 C.1 D.2 D.3 D.4


Content:
Week 1
Monday- Introduction, Safety, History
Wednesday- Throwing skills, catching skills
Friday- Batting skills, soft toss

Week 2
Monday- Bunting, Fielding, pop ups
Wednesday- Learn positions of the game, rotate positions while taking infield
Friday- Quiz on position, review throwing and batting skills

Week 3
Monday—Review game situations
Wednesday- Batting drills, game situations, base running
Friday- scrimmage, focus on doing the skills correctly

Week 4
Monday- scrimmage
Wednesday- Hitting contest/homerun derby
Friday- Final Assessment-Written Test

Assessment:
         - Students will be watched for participation throughout the unit.
         - Points will be awarded for participation and improvement.
         - Students will be asked different game situations in which they will have to
            give me the right answers or show me how to do it.
         - Quiz on the positions will show if the understand what position is correct.
         - Final Assessment is given at the end-written test containing general rules,
            history, game situations.




                                                                                    26
Unit 2
Basketball-4 weeks

Objectives: By the end of this unit the student will:
          - Have the basic skills to play a basketball game recreationally
          - Know the rules and regulations of the game
          - Student will show activity voluntarily
          - Demonstrate confidence and teamwork while playing

Standards:

A.1 A.2 A.3 B.1 B.2 C.1 D.2 D.3 D.4



Content:
Week 1
Monday- Introduction, history, safety aspects
Wednesday- Dribbling skills, lay up shots
Friday- Relays for dribbling, full court lay-ups

Week 2
Monday- Review, Passing, Jump Shots
Wednesday- Defensive Stance, Rebounding, Free Throws
Friday- Offensive Strategies- half court plays, out of bound plays

Week 3
Monday- Defensive Strategies-zone defense, person on person defense.
Wednesday- Review, 3 on 3 games
Friday- 3 on 3 tournaments

Week 4
Monday- 5 on 5 games
Wednesday- 5 on 5 tournaments
Friday- Final Assessment-Written Test

Assessment:
         -     Students will be watched for participation throughout the unit.
         -     Points will be awarded for participation and improvement.
         -     Students will be looked at for teamwork and cooperation.
         -     Final Assessment is given at the end-written test containing general rules,
               offense and defense strategies.




                                                                                        27
       Kathy Moskal
        Unit three
      Middle School
Individual Sports/Activities




                               28
Unit 3
Track and Field- 4 weeks

Objectives: By the end of this unit the student will:
          - Have the basic skills to compete in at least three events
          - Know the rules of each event
          - Achieve the goals he or she set in the beginning of the first week
          - Demonstrate confidence and teamwork while competing

Standards:

A.1 A.2 A.3 B.2 C.1 C.3 D.1 D.4 D.5



Content:
Week 1
Monday- Introduction, set personal goals, safety
Wednesday- Shot Put, Discus
Friday- Throwing contest

Week 2
Monday- Relays, handoffs, starts
Wednesday- Hurdles 100/200m
Friday- Relay with hurdles using handoffs and starts

Week 3
Monday- Long jump, triple jump
Wednesday- High jump, practice
Friday- Pick events and practice

Week 4
Monday- Work on events
Wednesday- Track meet “modified”
Friday- Demonstrate skills learned while performing your desired events against other
classmates. Look at goals to see if achieved.

Assessment:
         -    Students will be watched for participation throughout the unit.
         -    Points will be awarded for participation and improvement.
         -    Go over goals to see if the students achieved their individual goals.
         -    Final Assessment is to perform the two events properly with correct
              technique.




                                                                                        29
Unit 3
Dance- 4 weeks

Objectives: By the end of the unit the student will:
          - Have the basic skills to perform each dance
          - Know the background and history of each dance
          - Will be able to modify skills and use previous skills for the dances
          - Demonstrate confidence knowing which dance goes with each beat.

Standards:

A.3 B.2 D.1 D.2. D.4 D.5


Content:
Week 1
Monday- Introduction, Ballet
Wednesday- History of Ballet
Friday- Line Dancing

Week 2
Monday- History of line dancing
Wednesday- Tango
Friday- History of Tango

Week 3
Monday- Assign group project- make up a dance
Wednesday- Waltz
Friday- History of Waltz

Week 4
Monday- Work on group Dance
Wednesday- Group Dance Due
Friday- Present Dance

Assessment:
         - Students will be watched for participation throughout the unit.
         - Points will be awarded for participation and improvement.
         - At the end of the unit there will be a group project to create a dance using
            the correct beats.
         - Final Assessment is the presentation of the dance showing the correct
            moves.




                                                                                     30
Unit 3
Weight Training- 4 weeks

Objectives: By the end of this unit the student will:
          - Have the basic skills to lift weights independently
          - Know the different types of lifts and machines
          - Become more educated on the muscles and how they work
          - Increase strength and develop a personal health fitness program.

Standards:

A.3 B.2 D.1 D.2 D.4 D.5 (ALSO STANDARDS FOR STRENGTH TRAINING
ELECTIVE)



Content:
Week 1
Monday- Introduction, muscles and how they work
Wednesday- Importance of weight training and fitness, design a weight lifting log sheet
Friday- Learn how to use the machines

Week 2
Monday- Upper Body Strength
Wednesday- Endurance training
Friday- Manual Resistance

Week 3
Monday- Importance of machines, and why not to use free weights as much.
Wednesday- Lifting with a partner- motivate and the importance
Friday- Lift

Week 4
Monday- Lit
Wednesday- Lift
Friday- Written test on Muscles, and the proper techniques to lift.

Assessment:
         -     Students will be watched for participation throughout the unit.
         -     Points will be awarded for participation and improvement.
         -     Design a personal lifting log sheet
         -     Record the weight you lift at the beginning and continue to log.
         -     Final Assessment is given at the end, written test on the muscles, and
               proper techniques to lift weights




                                                                                        31
Unit 3
Self Defense- 4 weeks

Objectives: By the end of this unit the student will:
          - Have the basic skills to defend themselves
          - Become more educated on laws and protect them from being harmed.
          - Demonstrate the confidence needed to protect themselves

Standards:

A.3 B.2 D.1 D.2. D.4 D.5


Content:
Week 1
Monday- Introduction, History
Wednesday- Safety
Friday- Dangers and Risks, Correct Stance

Week 2
Monday- Blocking, ground level stance
Wednesday- Forward and backward movement, review blocking
Friday- Side movement, first attack

Week 3
Monday- Movement Assessment
Wednesday- Elbow Attack, forearm attack
Friday- Hand Chop, Jab, Punch

Week 4
Monday- Review of each different stance
Wednesday- Work on the stances with a partner and different movements
Friday- Final Assessment- Written Test

Assessment:
         - Students will be watched for participation throughout the unit.
         - Points will be awarded for participation and improvement.
         - Week 3, Monday there will be a movement assessment to show what the
            movement do.
         - Final assessment is given at the end. This assessment will be on history,
            dangers and risks. The students will be given different situations in which
            he or she will have to tell me what to do in the situation.




                                                                                     32
33
Lesson Plan 1
Unit 1 Tennis

Lesson: Doubles Rules and Play
Grade: High School
Facility: Tennis Courts
Equipment: Tennis balls, tennis rackets
Time: 45 minutes

Objectives
  1. Students will know the basic skills to participate in a doubles match
  2. Students will be able to accurately explain the rules of doubles play

Warm-up (7 minutes)
Quick Review of forehand/backhand.
   - Split the class into two groups-each group will be on a court
   - One court volleys through the people working on forehand and the other working
       on backhand.
   - This should be continuous play and after you hit it once you run to the other side
Stretching
   - Arm circles, arm stretches
   - Hamstring stretch

Rules (8 minutes)- discuss these rules and make sure students understand.

   -   Outside court lines are the boundary for doubles
   -   Server always starts on the right
   -   Server may stand anywhere between an extension of the center mark and the
       double sideline
   -   One player must receive all serves in the right service court, and the partner must
       receive all serves in the left court
   -   If one partner serves the first game, the teammate will serve the third game. If one
       partner serves the second game, the teammate will serve the court.
   -   If a served ball strikes the server’s partner, it is a service fault
   -   If both partners strike the ball for any return, it is a point for the opponents
   -   If an opponent only has one player show up and the situation is two against one,
       the doubles game cannot be played
   -   The server’s partner can stand in or out of court on their side while the serve is
       being made
   -   In mixed doubles play, the guy must serve to the guy and the girl must serve to
       the girl
   -   In doubles the women’s game is best 2 out of 3. The winner of the men’s game is
       best 3 out of 5. When mixed there is a choice between the two.




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Activity (20 minutes)
- Divide the class into groups of two and put them on a court.
- The two teams will play against each other working on previously learned skills.
- The teams will play each other for 3 minutes and then rotate clockwise.
- This way student will receive some variety with different opponents.
- Make sure students are working on correct technique.

Cool Down (5 minutes)
- Gather all the racques and balls
- Place them in the correct bins and take a seat

Closure Assessment:
1. Where can a server’s partner stand when the ball is being served?
2. Which side does the server always start on?
3. Which lines are boundaries for doubles play?

Safety Precautions:
- Do not hit any balls if there is someone chasing a stray tennis ball
- Only one ball should be hit at a time per court
- Always look before you serve to make sure everything is clear
- Before running after a stray ball, watch to make sure it is clear

Adaptations for special needs:
If there are any children that can’t hold a racquet, he or she could keep score for
someone’s game. If there is a problem with that student can’t retrieve balls. Bright
and larger balls may be an option also for stuents who are slow to react. If the student
is able to participate but is a little slower, that game could be played without tennis
racquets and just catch and throw.




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Lesson Plan 2
   Unit 1 Golf

   Lesson: Pitching and Chipping
   Grade: High School
   Facility: Golf course or Grassy Area around the school
   Equipment: Golf Clubs (irons)
   Time: 45 minutes

   Objectives
   1. Students will be confident in executing basic chipping and pitching skills
   2. Students will know the difference between chipping and pitching and when to use
      one or the other
   3. Students will have shown improvement since the last time they were chipping or
      pitching

   Warm-up (7 minutes)
   Practice Swings
   - Take a few practice swings
   - In your head think about grip, posture and previous learned skills.
   Stretching
   - Arm circles, arm stretches
   - Hamstring stretch

   Review proper technique- chipping (5 minutes)
   - Lean your weight into your left side with a slightly open stance
   - Play the ball back in your stance a little more than half way between your feet.
   - Set hands ahead of club head
   - Make a small rotation of the shoulders keeping the traingle of the arms, hand and
      shoulds as one unit.
   - Make a slight downward stroke of the club into the back of the ball keeping the
      hands ahead of the club head.
   Where to use chip shots- On any fringe or close to the green.

   Activitity(10 minutes)
   - Students pair up into groups of two, each pair gets a club
   - Place students around green (or target)
   - They will each get 10 balls to chip up onto the green
   - Make sure they are working on proper technique of the skills leraned.
   - See who gets closes to the pin

   Review proper technique- pitching (5 minutes)
   - For low pitch shot the ball must be back in stance, hands centered in the middle of
      body. Hands and shaft learned forward of the ball. Swing the club back with your
      hands and arms keeping right palm down. The backswing should be waist high or
      even shorter with the club in front of the body. During impact of the ball the right



                                                                                       36
    palm should still be facing the ground. The result is a pitch that has a low launch
    but a lot of roll.
-   For a higher pitch shot, move ball to the middle of the stance, hands still centered
    in the middle of the body. Swing the club back with hands and arms, the right
    palm should be parallel with target line. Backswining should be a little above
    waste line. The downswing is a combination of arm swing and body rotation. This
    ball should be high launch with more air time and less roll.

Pitching Activity (15 minutes)
- Partner up the students in groups of two
- Each receive 10 golf balls a piece
- Each group will get a club (preferably pitching wedge, lob wedge. 7-9 irons)
- Spread the students out and have all of them aiming at the same target.
- Have them practice low and high pitch shots

Cool Down (5 minutes)
- Gather all the golf balls and clubs
- Stretching arms and legs

Closure Assessment:
1. Where do you want your hands to be on a chip shot?
2. How far back is your swing on a low pitch shot?
3. What is the difference between a chip and a pitch?

Safety Precautions:
- Do not hit any golf balls if there is someone too close
- Always look before you swing! In front or behind you.
- Make sure the students are well spread out enough so they don’t get in the way of
     each other
Adaptations for special needs:
If there are any children that can’t swing a golf club, he or she could just hold it and
concentrate on the grips used in golf. If the student is in a wheel chair, provide a
shorter club so that he or she can still hit the ball. Brighter and larger golf balls may
be an option also for students who can’t see as well.




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Lesson Plan 3
Unit 1 Badmitten

Lesson: Singles rules and play
Grade: High School
Facility: 5-6 courts, gym
Equipment: 25-30 badminton racquets, 20 birdies, Tape to create boundaries if they
are not already on the floor.
Time: 45 minuts

Objectives:
1. Students will be able to keep score and play a singles badminton match
2. Students will also be able to state 50% of the strategies

Warm-up (7 minutes)
Quick Volley
- Students pair up into two and get on a court
- Students will volley back and forth to each other for 30 secons and then rotate
- Make sure students hustle in between each court
Stretching
- Arm circles, arm stretches
- Hamstring stretch

Scoring (explain the scoring procedures) (5 minutes)
- Only the person serving is able to score
- If the server does not score and the non-server gets the advantage, then they get
   the serve back
- Ladies go to 11, Men go to 15

Activity (20 minutes)
- Pair up into groups of two
- Groups of four will be placed on each court to play against each other
- Groups should keep track of the score
- The losing group on each court will go back one court.
- The winner from each court will move ahead one court.

Cool Down (5 minutes)
- Gather all the racquets and birdies
- Place them in the correct bins and take a seat

Closure Assessment:
1. How can you score a point?
2. 2. What do women/men go to for score

Safety Precautions:
- Nobody rotates unless told by teacher



                                                                                      38
-   Watch out for the standards and nets when rotating
-   Be spread out enough so that no one will be hit with racquet

Adaptations for special needs:
If there are any children that can’t hold a racquet, he or she could keep score of
someone’s game. A larger racquet could be used for this person if the badminton
racquet is too small. If in a wheel chair, student can still participate, children playing
with this person has to be cautious.




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Lesson Plan 4
   Unit 2 Softball

   Lesson: Throwing and Catching
   Grade: Intermediate 3-6
   Facility: softball field or gym
   Equipment: 25-30 softball gloves, 20 softballs
   Time: 45 Minutes

   Objectives
   1. Students will be able to throw a ball with the proper technique
   2. Students will be able to catch a ball without being afraid.

   Warm-up (7 minutes)
   - Relay game
   - Two teams. Each team starts at home plate
   - First student runs to first base or third base depending on team
   - When you reach the base, do ten jumping jacks and run back.

   Stretching
   - Arm circles, arm stretches
   - Hamstring stretch

   Throwing (5 minutes)
   - Bring your arm back behind your ear
   - Follow through keeping your elbow up
   - Snap wrist

   Activity (10 minutes)
   - Students will each get a ball
   - Line up against a fence/wall
   - Students will work on fundamentals of throwing against the wall

   Catching (5 minutes)
   - Place glove on non dominant hand
   - Keep eye on the ball
   - Watch the ball onto the glove
   - Place dominant hand over the ball to ensure that it stays in the glove.

   Activity (10 minutes)
   - Students pair up into groups of two
   - Stand about 10-15 feet away from each other
   - Work on throwing and catching the ball
   - Make sure students are using the right technique for each skill

   Cool Down (5 minutes)



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-   Gather all the gloves and softballs
-   Place them in the correct bins and take a seat

Closure Assessment: Written test at end of unit

Safety Precautions:
- Do not throw a ball if the other person is not looking
- Do not chase after your ball without the instructor pausing the class

Adaptations for special needs:
If there are any special needs children that cannot participate in the activity then
maybe they can concentrate more on rolling the ball rather than throwing. Also if we
used a lighter bigger ball that might make it easier also.




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Lesson Plan 5
   Unit 2 Basketball

   Lesson: 3 on 3 games
   Level: Intermediate 3-6
   Facility: Gym
   Equipment: 7-8 basketballs, hoops
   Time: 45 minutes

   Objectives:
   - At the end of this lesson the children will be able to: Upon conclusion of this
     lesson students will be able to participate in a game of 3 on 3 basketballs. This
     includes keeping score, the rules of the game, teamwork, open space, passing,
     shooting, and dribbling.

   Warm up (5 min)
   - Miken Drill

   Lesson/Activity (20 minutes)
   - Group the teams into 12 teams with 3 players on each team.
   - Assign them a designated court.
   - Allow them to play for 5 minutes and determine a winner.
   - After 5 minutes have the teams rotate in opposite directions so that a team will not
      play a team twice, making sure that each team plays each other at least once.
   - Score doesn’t matter in this lesson because we are emphasizing team work more
      than the overall score and team sport aspect of the game.

   Explain that team work is key in this lesson!

   Closure Assessment:
   - What is the main focus on today’s lesson
   - Why is teamwork so important especially in basketball?

   Safety Precautions:
   - Make sure that the courts are spread out enough

   Adaptations for special needs:
   If someone is in a wheelchair, allow them to play, but use the 3 pass rule of passing it
   to the child in the wheelchair so he/she is included.




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   Lesson Plan 6
   Unit 2 Flag Football

   Lesson: Throwing and Passing, Game Play
   Grade: Intermediate 3-6
   Facility: Outdoor fields, gym
   Equipment: 10 footballs, cones, flags
   Time: 45 minutes

   Objectives:
   1. Students will be able to throw and catch a football.
   2. Students will also be able to understand the strategies and offensive plays.
   3. Students will know the rules of the game

   Warm-up (7 minutes)
   - Students pair up into two and get on the field
   - Students will throw back and forth- practicing catching and throwing
   Stretching: Arm circles, arm stretches, hamstring stretch

   Scoring (explain the scoring procedures) (5 minutes)
   - Only the team with the ball is allowed to score
   - Touchdown is worth 7 points, no extra point for kicking

   Activity (20 minutes)
   - Line up on the line, and I will count off numbers for teams
   - No more than 7 on a team
   - The team that doesn’t score, will run to the other side of the field to get ready for
      the kickoff.
   - Must rip off the flags in order for a player to be down
   - Run the field, throw the ball, have fun!

   Cool Down (5 minutes)
   - Gather all the footballs and flags
   - Place them in the correct bags

   Closure Assessment:
   How can you score a point?
   Name a pattern for a wide receiver

   Safety Precautions:
   - Do not TACKLE!
   - Watch out for anything on the field
   - Spread out enough from each other

Adaptations for special needs:




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If a girl is not being involved, develop a rule that every 3rd down a girl must be thrown to,
and a girl must be quarterback everyday 2 plays.




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Lesson Plan 7
Unit 3 Track and Field

Lesson: Relays, hurdles, field events
Grade: Middle School
Facility: Outdoor Track
Equipment: High jump, hurdles, batons
Time: 45 minutes

Objectives:
  1. Students will know all of the events for field events
  2. Students will know how a relay team works and the benefits of working together
      as a team
  3. Students will learn how to jump hurdles and sprints

Warm-up (7 minutes)
  - Students will warm up by running with high knees, butt kickers, lounges, etc.
  Stretching
  - Arm circles, arm stretches
  - Hamstring Stretch
  - Calf Stretch

Scoring (explain the scoring procedures) 5 minutes
   - 1st, 2nd, 3rd Place will all be assigned points for each place.
   - As a class we will decide what place should get how many points.

Activity (20 minutes)
   - Put into groups of no more than 4 for teams. Pick who wants to which event
   - Field Events including high jump, long jump
   - Relay events
   - Hurdles

Cool Down (5 minutes)
   - Gather all equipment
   - Tally up points

Closure Assessment:
   - Find out who won, run the class like a track meet, make it exciting
   - Quiz on different events

Safety Precautions:
   - Listen for the whistle when to start the event
   - Stay in your lane when running

Adaptations for special needs:



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-   If there is anyone who has asthma or cant run well, have them keep score and
    blow the whistle for the start of the events.




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Lesson Plan 8
Unit 3 Weight Training

Lesson: Rules and Proper technique of lifting
Grade: Middle School
Facility: Weight room
Equipment: Machine weights, dumbbells, bench presses
Time: 45 minutes

Objectives:
  1. Students will learn the proper weight lifting way to lift weights
  2. Students will learn about their muscles and how to record their weight on a weight
      lifting log sheet

Warm -up (7 minutes)
  - Manuel Resistance of the neck, arm, and hip flexors
  - Stretch arms and legs

Lifting logging Sheets ( 5 minutes)
    - explain how to record how much weight they lift

Activity (20 minutes)
   - Pair up into groups of two, so you lift with a partner
   - Pick a starting spot to lift and continue lifting down that row.
   - Push your partner to lift more than they can

Cool Down ( 5 minutes)
   - Gather all weightlifting sheets
   - Stretch

Closure Assessment:
Quiz on muscles being used and the rules in the weight room

Safety Precautions:
   - Don’t lift more than you can
   - Always take weights off the bar bells
   - Stretch before and after so you don’t pull a muscle
   - Be careful and look around your area when lifting heavy weights

Adaptations for special needs:
If there is someone who can’t lift because they are injured have them lift the muscles they
can use, ex. If they can’t move their right ankle because it is broken, have them used their
upper body.




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Lesson Plan 9
Unit 3 Self Defense

Lesson: Rules and Stances of Self defense
Grade: Middle School
Facility: Gym or wrestling room
Equipment: Mats and floor space
Time: 45 minutes

Objectives:
  1. Students will learn safety rules of self defense
  2. Students will learn how to protect themselves

Warm-up (7 minutes)
Stretch arms and legs
Learn how to move their feet in the correct stances

Moving Procedures ( keep moving around) 5 minutes
  - Try to move around when getting ready to protect yourself
  - Know the importance of moving

Activity (20 minutes)
   - Pair up into groups of two
   - Work with your partner on different moves for self defense
   - Try out different moves on them

Cool Down (5 minutes)
   - Stretch
   - Gather any equipment and put away mats

Closure Assessment:
   1. Quiz on stances/moves
   2. Show me how to stand

Safety Precautions:
   - Be careful around your area, look out for other students
   - Don’t try to hurt anyone, this is just PRACTICE!

Adaptations for special needs:
  - If there is anyone who can’t stand up or move around, have them watch a video
      on the side on the correct types of self defense or have them go around looking at
      the other students to watch them.




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