Transcript of "Stay in Step Follow Up Lesson Plan"
Learning Area: Physical Education Year Level: Pre-‐Primary Topic: Stay in Step Follow-‐up Lesson Time: 10:00-‐10:30am Learning Objectives: On completing this lesson each student should be able to: Verbally state the key components of bouncing and catching a volleyball. Practise the Bounce and Catch skill correctly, paying attention to the key components. How will I know the children have achieved the lesson objective? What will I accept as evidence of learning? (Assessment) Observation of the correct method during practise/games, and the correct answers to questions. Improvement in the number of bounces in 20s. Student’s Prior Knowledge (what do the children already know about this topic/idea/issue): The student was introduced to this skill in the previous lesson, so should be cognitively aware of the skill sequence and requirements. Preparation (teaching aids, worksheets, manipulatives, books, paper, play dough, cards, etc): Duck whistle, stopwatch, volleyball, hoop, plastic circle (frying pan), alphabet mats. Procedure (the order in which things will be taught): Lesson plan structure should include an introduction, body and closing activity. Focus questions should also be included in the “What to teach and how I will engage children in the learning” section. Lesson Plan What to teach and how you will engage children in the learning Time Structure allocation Introduction Greet the student. 5 mins (Including how you gain Tell them we’re going warm up our bodies by singing “Dingle Dangle Scarecrow”. children’s attention at the start of the lesson) Explain the warm up game: Mirrors. Tell her she has to mirror whatever I do. Move around an area using: walk, hops (both feet), skips, jumps, crawls (i.e. run through the sequence in between balances). When the duck whistle blows, the child has to copy a balance (run through the sequence between FMS locomotor skills): tall stretch, sideways bend, triangle, tree, tree with broken branch, knotted tree, dancer, airplane. Emphasise slightly bending the knee of the supporting leg, and focusing on a fixed spot to assist the balances. If right side balance is easy, ask her to try closing her eyes, or going up on her tiptoes. In dancer, focus on placing the fingertips on the ground and using them to push the body upward, to raise awareness of the fingertips in preparation for using the fingertips catching the ball. Transition: Hop on your right leg to go and get a drink. Hop back on your left leg.
Body of the Tell the child we are going to work on bouncing and catching the ball. lesson High Ball Throw 3 mins 1. Demonstrate throwing the ball high into the air, watching it, letting it bounce and catching it. Mention key components of catching: -‐ Eyes on the ball -‐ Hands reach out to meet the ball -‐ Close hands and fingers on the ball -‐ Bend elbows to absorb impact 2. Ask the child to have a turn. 3. Observe and give positive/corrective feedback where necessary. Popcorn Bounces 1. Demonstrate throwing the popcorn into the pot (plastic circle) with your finger tips, and letting it bounce up from a sitting position (i.e. sitting on heels). Remind the child to watch the popcorn in case it pops out of the pan. 7 mins 2. Allow child to practice, giving appropriate feedback. 3. Say you are turning up the heat in the pan and the popcorn is going to jump higher. Ask the child to move to a kneeling position and repeat the exercise. Encourage them to push harder if necessary. 4. Say you are turning up the heat again, and ask the child to stand, letting the popcorn pop up to their belly button. Remind them of main parts of bounce: -‐ bend knees -‐ lean forward slightly -‐ spread fingertips to control ball 5. Say you are turning up the heat even more, and that it makes the popcorn pop even faster. Ask the child to see how fast they can pop their popcorn without letting it get out of the pan. 6. Congratulate the child on her efforts and any progress made. Transition: Repeat hop to water bottle station, returning on opposite foot. Bounce, Catch, Through the Hoop. 1. Stand about 2m apart facing each other, with the hoop in between you and the 5 mins child. Vary the distance according to the child’s throwing ability. 2. Throw the volleyball into the centre of the hoop, let it bounce and ask the child to catch it. 3. When 10 throws/catches (i.e. 5 catches each) have been completed, the person who is not holding the ball holds the hoop up to the side, and the other person gets a chance to throw the ball through the hoop. A point is scored if the ball goes through the hoop, the ball is swapped to the other person and the bounce/catch continues until another chance to shoot is earned. 4. The first person to reach 5 points wins the game.
Alphabet Bounces 1. Set the alphabet mats out in a rectangle (3x5) using the letters A, C, E, F, H, I, J, 5 mins N, M, O, P, R, S, T, U. 2. Tell the child you are going to call out a letter, and they need to find the letter and bounce the ball on each tile till they get to it. 3. Ask them to sound the letters out to see what they say. e.g.“I can.. (hop), (jump), (skip)!”, “I am a star!”, “I am fit!” other simple words like ‘fun’, their name etc. 4. Variation: The child could practise hopping from one letter to the next. Encourage them to skip letters so that their hopping distance is gradually increased. Closing Activity (How do you let children Ask the child to tell you the important things to remember when bouncing and catching 5 mins know the lesson has finished?) the ball. Ask the child to guess how many popcorns they can pop in 20s, and count the bounces out loud. If it is better than last week, tell them, saying that they improved because they did such good practise. Tell them they can keep practicing whenever they want and they will keep getting better at it. Ask the child which part of the lesson they liked the best, and thank them for participating.
Reflection on Action The warm-‐up was very effective in focusing Cate and she enjoyed the variety of movements. The main focus of the follow up lesson was the Volleyball Bounce and Catch skill. The initial activity of a high ball throw and catch (after the bounce) proved to be too difficult, and I substituted a ball rolling activity to assist Cate in visually tracking the ball, and improve her hand-‐eye co-‐ordination. This was effective and enabled her to move on to the popcorn bounces with a reasonable degree of success. During the popcorn bounces I constantly reminded her of the key criteria and provided specific feedback, and also encouraged her to monitor her own actions by asking questions. This was also effective in making her realise how important the key criteria were. She enjoyed the practise, and wanted to continue trying to see how many bounces she could do. She had several attempts, achieving scores of 9, 11, 12, 15 and 11. These were all improvements on the score of 8 in the previous lesson, and there was a marked improvement in her technique. If I had the chance to do the lesson again I would begin with a less difficult, closed skill, and gradually increase the level of difficulty.