Lesson plan 1 prac
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Lesson plan 1 prac






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Lesson plan 1 prac Lesson plan 1 prac Document Transcript

  • LESSON CONTEXT & PURPOSEFocus Area: A – Learning Physical SkillsPhase: 3rd prac lesson of introductory phaseGeneral Overview: Freestyle stroke correction / video recording of stroke / water gamesAcquire: Students continue to develop their freestyle swimming stroke technique in increasingly complex environmentsApply: Students put together basic skills of freestyle into correct competitive swimming technique. Evaluate: Video-recording of the students’ physical performances will allow them to evaluate their swimming stroke. STUDENT BACKGROUND & LEARNER CONSIDERATIONSPrevious theory lessons have outlined the biomechanical principles of phases of motion and the summation of forces and have included a whole class video analysis of an elite athlete performance the freestyle stroke.Previous prac lessons have provided scaffolding for this lesson through the instruction of the freestyle swimming stroke and have provided time for students to practice their physical skills with detailed stroke correction techniques.SYLLABUS OUTCOMESFocus Area A: Use a biomechanical analysis to analyse videotaped performance [only recording in this lesson].This lesson provides the opportunity for continuous assessment of physical performances with a greater focus on the more complex authentic context of competitive swimming. CROSS-CURRICULAR PRIORITIESLITERACYNUMERACYICTStudents understand and implement appropriate competitive swimming freestyle stroke techniqueStudents will record times of the physical performances of other swimmers and keep a record of them for future evaluation. The use of video-recording technology is used in this lesson to record students’ physical performances for future evaluation. LESSON OUTCOMESStudents should reproduce physical responses and prerequisite skills in a variety of performance environments.Students should demonstrate understanding and application of safety, rules and performance strategies. Students will reflect and evaluate own and others’ performance to improve performance.Students will continue to develop and enhance the learning of the freestyle strokeStudents will modify physical performance responses based on biomechanical decision making. ASSESSMENT OF OUTCOMESQuestioning of the students to check for understanding throughout the lesson.Observation of physical performances (also video-recorded for future evaluation and verification). PHYSICAL ENVIRONMENTSAFETY AND RISK ASSESSMENTLesson will take place at the school pool. All instructions will be given while students are out of the water. Students have been informed of water safety rules and the list of pool rules is posted around the pool. Students are not to be in the pool during the video-recording unless they are being recorded.BEHAVIOUR MANAGEMENTLESSON RESOURCESStrict behaviour management practice will be in place around the pool as supervision of swimmers requires complete attention of the supervising teacher. Misbehaving students will be sent away from pool area. Video camera. Video Recording Freestyle Stroke Order Sheet.Student Worksheets: Peer Stroke AnalysisFlutter boards, balls, inflatables for games. <br />GETTING FOCUSED / ANTICIPATORY SETTIMEACTIVITY5 minStudents get into pairs that they will continue to work with in later lessons analysing their videos. In pairs students are to discuss strategies that they will use in analysing each other’s physical performance and how they will give feedback. <br />
    • INTRODUCTORY PHASETIMELEARNING EXPERIENCES & TEACHING STRATEGIESCHECKING FOR UNDERSTANDING15 minPeer performance analysis:In pairs students will perform the freestyle swimming strokeStudents will analyse the physical performance of their partner according to biomechanical principles studied in class.Students must provide feedback to their partner and suggestions for improvement of the performances. Once the students have been analysed and have attempted to make corrections on their stroke from their partner’s feedback they must switch roles with their partner and repeat the steps. Students are to complete the ‘Peer Stroke Analysis’ worksheetHaving students working in pairs also allows for another set of eyes on all participating swimmers. Circulate the pool and ensure students are on task. What should you be watching for?What corrections can you give to “student A” to help improve his/her stroke?Ensure students are implementing suggestions for improvement.
    • MIDDLE/ENHANCING PHASETIMELEARNING EXPERIENCES & TEACHING STRATEGIES35-40 minRecording of 25m freestyle swimming sprints:For safety reasons only students who are being video-recorded are to be in the poolOne at a time, record the 25m freestyle swimming stroke (this is to include the entry and the finish).Record the order of the students being recorded on the ‘Video Recording Freestyle Stroke Order Sheet’ to allow for easy editing and organisation of video clips. ACTIVITY FOR EARLY FINISHERSStudents who are not in the pool are to be either recording the time of the swimmer, acting as a competitive swimming judge, keeping a record of the order of swimmers on the recording sheet or analysing the swimming student’s stroke. To keep students engaged – students can assist with the video-recording of the performances.
    • CONCLUDING PHASETIMELEARNING EXPERIENCES & TEACHING STRATEGIES5 min5-10 minWater Games:Relay races with floating objects: Have 4 students placed at different points in the pool (equal distance). (5 or 6 teams)Swimmers who are less comfortable swimming can start at the shallow endObject is to get an inflatable/floating object from one side of the pool to the other in a relay.Water Polo: (make sure to leave enough time for students to get changed)Split the class into 2 teams. Set up flutter boards to act as goals to knock down. HOMEWORKLINK TO NEXT LESSONStudents must show that they have completed their Peer Stroke Analysis worksheetsTheory: Types of MotionPrac: Competitive Swimming Fitness Development
    EVALUATION OF LESSONTEACHER (Strengths, weaknesses, teaching strategies)STUDENTS (Interest, engagement, participation)CONTENT (Interesting, engaging, cater for diversity, promote higher order thinking) <br />COMMENTARY OF LESSON PLAN 1<br />ELEMENTS OF THE LESSON PLANHOW DOES IT CATER FOR & PROMOTE THOSE ELEMENTS?STUDENTS’ PRIOR LEARNINGTo cater for and promote students’ prior learning in this lesson I have allowed time at the beginning of the lesson in the ‘Getting Focused’ phase for student discussion in the partners that they will be working with for the video assignment. The discussion is to be focused on the content that has been covered over the last few lessons. This will help students link prior learning to today’s lesson and students who may have missed previous lessons will have the opportunity to catch up. STUDENTS’ INTERESTSA large portion of this lesson is spent on video-recording the students’ physical performances. Because this can be dry, students can take ownership of this lesson through acting as timekeepers, judges and recorders in creating an authentic competitive swimming context. Students can also assist with the video-recording if they know how to use the equipment. A variety of games are used at the end of the lesson to keep students active and engaged. Both the relay races and water polo games allow students to use their freestyle swimming skills in a game-setting. This creates a more fun and engaging environment that plays on the students interests and is an exciting alternative to performing swimming drills. STUDENTS’ LEARNING STYLESIn this lesson I have incorporated a variety of teaching strategies and learning experiences in an attempt to cater to diverse student learning styles. By starting with partner discussion and review the students are able to participate in a cooperative learning activity. Analysing performance, providing feedback on performance and implementing improvements based on feedback also adds another dimension to this lesson. The activities in the concluding phase of the lesson also cater for diversity by allowing less comfortable swimmers to be situated in the shallow end. Students are able to participate according to their own comfort levels.HIGHER ORDER THINKING& STUDENT CREATIVITYI have designed this lesson to incorporate various learning experiences that will cater for and promote higher order thinking and student creativity. These include reflecting and evaluating own and others’ performance to improve performance and modifying physical performance responses based on biomechanical decision making. Students can be creative with the relay races during the concluding phase on the lesson in coming up with various strategies.<br /> <br />