COACH DARREN GOLSONLESSON PLAN: HEART & LUNGS
GRADE 3 – 4November 3RD – 7TH
Lesson:1 / Station:Gymnasium / IEP:Special accommodation is made for students with special needs.
Equipment:Laptop, timer, and heart monitor
PERFORMANCE OBJECTIVE
Biological / Psychological / Social
The student will be able to (TSWBAT) move appropriately in the warm up in order to have a proper warm up that raises the heart rate, prepares the body for activity, and prevents injury.
TSWBAT display an appropriate sit-up and push ups, which was taught in the first lesson.
TSWBAT feel an increased level of physical well-being due to increased level of physical activity.
TSWBAT improve body coordination, muscle strength, muscular endurance, cardio vascular endurance, and flexibility through the animal walks, which will help promote physical activity throughout life.
TSWBAT move in general space while maintain space between themselves and other students in the group by keeping their own personal space free of other students.
TSWBAT run and move in coordination with a group of students and line up quickly to accomplish the task at hand.
TSWBAT keep jogging for 10 minutes without interruption to be successful, which is a pace where they could keep a conversation while jogging.
TSWBAT do to 20 sprints that is 20 yards without stopping to be successful where there is 7 second breaks in between each sprint.
/ TSWBAT know, understand, and apply the concept of social responsibility by grading themselves after the lesson.
TSWBAT know, understand, and apply the concept of student expectations throughout every situation in the gymnasium.
TSWBAT give examples of situations when the student expectations are applicable.
TSWBAT know, understand, and apply the concept of skipping, galloping, and other locomotor skills.
TSWBAT recollect where their personal seat is, and how it aids the student’s ability to follow the rules and to be team players.
TSWBAT explain that the locomotor skills are good for them as the movements will help them get stronger, faster, and feel better. It enhances the self-efficacy.
TSWBAT reduce stress with physical activity, since increased physical activity increases blood circulation, which helps removal of glucocorticoids (a hormone that induce stress.)
TSWBAT enhance their own self-efficacy by trying and observe their own improvements in the skills practiced.
TSWBAT explain why locomotor skills are good for them, as the movement skills will enhance their future success with fitness, academic achievement, sport achievement, and pursuit of wellness.
TSWBAT understand the fundamental principle of the cardiovascular system, which is to circulate blood that carries oxygen, energy, and water to muscles and other vital organs.
TSWBAT learn how to recognize the impact of cardioscular exercise intensity on the cardiovascular system.
TSWBAT learn and enhance their vocabulary through movement words to increase their academic achievement in other subjects.
TSWBAT enhance their nutritional education in order to promote healthy growth and development. (SeeNutrition Unit.)
TSWBAT prevent child obesity through nutritional education by learning how to make healthy nutritional decision for self. (SeeNutrition Unit.) / TSWBAT feels that they belong in the class as much as everyone else by have equal rules for everyone.
TSWBAT feel that they are in control of their behavior by giving a grade of themselves at the end of the class. (1, 2, or 3)
TSWBAT feel enjoyment by being more successful due to an increased level of personal involvement through their grading.
TSWBAT feel enjoyment and success through increased participation in all class activities.
TSWBAT feel enjoyment through increased level of success as well as increased level of personal involvement in their homework, which enhances their overall health.
TSWBAT feel an increased level of well-being due to increased level of physical activity.
TSWBAT promote teamwork and success among his or hers classmate through positive feedback and positive interaction that does not display any negative (i.e., hurtful) behavior.
TSWBAT enhance the team spirit through by positively encourage their peers with positive comments and praise, as they exercise in the class.
TSWBAT provide positive feedback to the peers while experience fatigue from cardiovascular exercise that will enhance the experience for all students.
Lesson Objective / Organization / Cues
I. Warm Up (15 min) / Personal Spots / Do your best.
II.LocomotorMovement (5 min) / Between the white lines / Do your best!
Your hard work gets you stronger and faster.
III.Movement WordsNutrition Unit(5 min) / In front of white board / Grade level appropriate
III Jogging (10 min)
1. Guided questions in regards to the respiratory system.
/ Around cones
Personal Spots / 5 minute jog around cones. Do not run too fast. Pace yourself.
What happen to the breathing?
What do you breath?
How does your breathing changed from sitting still?
What happens to the lungs?
IV. Walk (5 min)
1. Guided questions in regards to the respiratory system. / Around cones
Personal Spots / 5 minute walk around cones.
What happen to the breathing?
What is harder on your breathing? Running or walking? Why?
What do you think gives you the highest impact exercise?
Do you get exercise when you walk?
V. 20 Sprints (5 min)
1. Guided questions in regards to the respiratory system.
/ Between the white lines - length
Personal Spots / 7 second rest between sprints.
What exercise was hardest for your breathing?
Why do you think that?
Why do you think running or walking is important for you?
VI. Lungs - The respiratory system. (5 min) / Personal Spots / Demonstrate where the oxygen goes to the lungs and where it is picked up by the blood in order to go the cells of the body. (USE POSTER)
VII. Homework Assignment: Human Heart (5 min) / Personal Spots / Homework assignment scoring:
3 possible points - it has first and last name, grade, and classroom number on the assignment.
3 points - turns in the assignment
3 points - a human heart and not a Valentine’s Heart.
3 points - it is the size of your fist as a real heart is the size of your fist.
3 points - it is colored.
It is worth 15 points.
VIII.Self-Assessment(5 min) / Personal Spots / 1, 2, 3.
LESSON PLAN: SOCCER
GRADE 3 – 4 DATE: 1/6/15 – 1/9/15
•Warm Up
•Locomotor Movement(K-4)
•Kindergarten
•Grade 1
•Grade 2
•Grade 3
•Grade 4
•Grade 5
•Grade 6
•Grade 7
•Grade 8
•Lesson Plan Outline
UNITS 3-4
• Unit 1 -Throw & Catch
• Unit 2 -Gymnastics
• Unit 3 -Heart & Lungs
• Unit 4 -Basketball
• Unit 5 -Soccer
• Unit 6 -Fitness Fun
• Unit 7 -Volley & Strike
• Unit 8 -Burnball
LESSONS: SOCCER
•Lesson 1
•Lesson 2
•Lesson 3
•Lesson 4
•Lesson 5
Unit:Soccer / Time:60 min / Style:Mass task, discovery, and collaboration.
Lesson:1 / Station:Gymnasium / IEP:Special accommodation is made for students with special needs.
Equipment:Laptop and 1 soccer ball per couple
PERFORMANCE OBJECTIVE
Biological / Psychological / Social
The student will be able to (TSWBAT) move appropriately in the warm up in order to have a proper warm up that raises the heart rate, prepares the body for activity, and prevents injury.
TSWBAT display an appropriate sit-up and push ups, which was taught in the first lesson.
TSWBAT feel an increased level of physical well-being due to increased level of physical activity.
TSWBAT improve body coordination, muscle strength, muscular endurance, cardio vascular endurance, and flexibility through the animal walks, which will help promote physical activity throughout life.
TSWBAT move in general space while maintain space between themselves and other students in the group by keeping their own personal space free of other students.
TSWBAT run and move in coordination with a group of students and line up quickly to accomplish the task at hand.
TSWBAT pass and shot on goal while applying appropriate part of the foot during the game of soccer depending on the situation.
Pass
• Pass foot: Inside of foot
• Non-pass foot: weight on ball of foot.
• Eyes on teammate.
Shooting
• Kicking foot: Inside, shoes laces of foot, or outside of foot.
• Non-kinking foot: weight on ball of foot.
• Eyes on goal.
TSWBAT present their best effort during the game of soccer by running and try to break passes, dribbling, and shots by using their body, legs, and feet.
TSWBAT control the ball during following ball control drills:
• Tapping the ball
• Roll ball heel toe
• Alternating foot skip tap
• Still standing dribble and trap
• Dribble in general space and trap
TSWBAT pass and trap a soccer ball to a partner successfully about 90% of the time with the inside of the foot.
TSWBAT pass the ball to partner 50% of time during wall pass drill. / TSWBAT know, understand, and apply the concept of social responsibility by grading themselves after the lesson.
TSWBAT know, understand, and apply the concept of student expectations throughout every situation in the gymnasium.
TSWBAT give examples of situations when the student expectations are applicable.
TSWBAT know, understand, and apply the concept of skipping, galloping, and other locomotor skills.
TSWBAT recollect where their personal seat is, and how it aids the student’s ability to follow the rules and to be team players.
TSWBAT explain that the locomotor skills are good for them as the movements will help them get stronger, faster, and feel better. It enhances the self-efficacy.
TSWBAT reduce stress with physical activity, since increased physical activity increases blood circulation, which helps removal of glucocorticoids (a hormone that induce stress.)
TSWBAT enhance their own self-efficacy by trying and observe their own improvements in the skills practiced.
TSWBAT explain why locomotor skills are good for them, as the movement skills will enhance their future success with fitness, academic achievement, sport achievement, and pursuit of wellness.
TSWBAT learn and enhance their vocabulary through movement words to increase their academic achievement in other subjects.
TSWBAT learn the importance of personal effort in team work situation.
TSWBAT to enhance their self-efficacy as the student can monitor them selves improving as they are working on soccer skills.
TWBAT remember to use the inside of the foot when they pass the ball and trap the ball with the bottom of the shoe.
TSWBAT learn and apply basic soccer rules during drills and games.
TSWBAT enhance their nutritional education in order to promote healthy growth and development. (SeeNutrition Unit.)
TSWBAT prevent child obesity through nutritional education by learning how to make healthy nutritional decision for self. (SeeNutrition Unit.) / TSWBAT feels that they belong in the class as much as everyone else by have equal rules for everyone.
TSWBAT feel that they are in control of their behavior by giving a grade of themselves at the end of the class. (1, 2, or 3)
TSWBAT feel enjoyment by being more successful due to an increased level of personal involvement through their grading.
TSWBAT feel enjoyment and success through increased participation in all class activities.
TSWBAT feel enjoyment through increased level of success as well as increased level of personal involvement in their homework, which enhances their overall health.
TSWBAT feel an increased level of well-being due to increased level of physical activity.
TSWBAT promote teamwork and success among his or hers classmate through positive feedback and positive interaction that does not display any negative (i.e., hurtful) behavior.
TSWBAT enhance the team spirit through by positively encourage their peers with positive comments and praise, as they exercise in the class.
TSWBAT provide positive feedback to the peers while experience fatigue from cardiovascular exercise that will enhance the experience for all students.
TSWBAT apply cooperative skills while working with a partner and two others students. In addition, the students will be able ot develop their personal skills in passing with small groups during the passing drill.
TSWBAT to learn the difference between defense and offense and apply these in two team setting.
TSWBAT enjoy the social aspect of practing soccer skills in a safe environment while treating each other with respect, care and applying the rules of the game successfully.
TSWBAT apply cooperative skills while working with a partner and group of others students. In addition, the students will be able ot develop their interpersonal skills while passing with a partner and group during the passing drill.
Lesson Objective / Organization / Cues
I. Warm Up (15 min) / Personal Spots / Do your best.
II.Locomotor Movement (5 min) / Between the white lines / Do your best!
Your hard work gets you stronger and faster.
III.Movement WordsNutrition Unit(5 min) / In front of white board / Grade level appropriate
IV. Soccer Rules, History, and Strategy (10 min) / Personal Spots
/ Soccer rules.
Students takes notes.
V. Soccer Drills (20 min)
• Athletic Stance
• Ball Controll Drill
• Pass and Trap Drill
• Wall Pass Drill
• Partner Pass & Wall Pass
• Group Pass & Wall Pass
• Group Dribble & Pass /
Independently with partner
White line facing partner
Two groups simultaneously
In circle and in general space. /
No hands
Listen to instructions.
VI.Self-Assessment(5 min) / Personal Spots / 1, 2, 3.
DARREN GOLSONPHYSICAL ED. 3RD AND 4TH
DATE: 1/12/15-1/16/15
Unit:Soccer / Time:60 min / Style:Mass task, discovery, and collaboration.Lesson:2 / Station:Gymnasium / IEP:Special accommodation is made for students with special needs.
Equipment:Laptop and 1 soccer ball per couple
PERFORMANCE OBJECTIVE
Biological / Psychological / Social
The student will be able to (TSWBAT) move appropriately in the warm up in order to have a proper warm up that raises the heart rate, prepares the body for activity, and prevents injury.
TSWBAT feel an increased level of well-being due to increased level of physical activity.
TSWBAT run and move in coordination with a group of students and line up quickly to accomplish the task at hand.
TSWBAT appropriate push ups and crunches, since they have been practicing this at home with their homework.
TSWBAT pass and shot on goal while applying appropriate part of the foot during the game of soccer depending on the situation.
Pass
• Pass foot: Inside of foot
• Non-pass foot: weight on ball of foot.
• Eyes on teammate.
Shooting
• Kicking foot: Inside, shoes laces of foot, or outside of foot.
• Non-kinking foot: weight on ball of foot.
• Eyes on goal.
TSWBAT present their best effort during the game of soccer by running and try to break passes, dribbling, and shots by using their body, legs, and feet.
TSWBAT apply the skill of how to position themselves in order to play defense in a soccer setting.
• Athletic stance.
• Nimble feet.
• Eyes on the ball
• Keep their hips squared between ball and their goal.
• Maintain a two arm length distance from individual with ball. / TSWBAT know, understand, and apply the concept of social responsibility by grading themselves after the lesson.
TSWBAT know, understand, and apply the concept of student expectations throughout every situation in the gymnasium.
TSWBAT give examples of situations when the student expectations are applicable.
TSWBAT know, understand, and apply the concept of skipping, galloping, and other locomotor skills.
TSWBAT recollect where their personal seat is, and how it aids the student’s ability to follow the rules and to be team players.
TSWBAT explain that the locomotor skills are good for them as the movements will help them get stronger, faster, and feel better. It enhances the self-efficacy.
TSWBAT reduce stress with physical activity, since increased physical activity increases blood circulation, which helps removal of glucocorticoids (a hormone that induce stress.)
TSWBAT enhance their own self-efficacy by trying and observe their own improvements in the skills practiced.
TSWBAT explain why locomotor skills are good for them, as the movement skills will enhance their future success with fitness, academic achievement, sport achievement, and pursuit of wellness.
TSWBAT learn and enhance their vocabulary through movement words to increase their academic achievement in other subjects.
TSWBAT learn the importance of personal effort in team work situation.
TSWBAT to enhance their self-efficacy as the student can monitor them selves improving as they are working on soccer skills.
TWBAT remember to use the inside of the foot when they pass the ball and trap the ball with the bottom of the shoe.
TSWBAT learn and apply basic soccer rules during drills and games.
TSWBAT undertand and apply basic defensive and offinsive skills and strategies during the Two Zone Soccer game.
TSWBAT enhance their nutritional education in order to promote healthy growth and development. (SeeNutrition Unit.)
TSWBAT prevent child obesity through nutritional education by learning how to make healthy nutritional decision for self. (SeeNutrition Unit.) / TSWBAT feels that they belong in the class as much as everyone else by have equal rules for everyone.
TSWBAT feel that they are in control of their behavior by giving a grade of themselves at the end of the class. (1, 2, or 3)
TSWBAT feel enjoyment by being more successful due to an increased level of personal involvement through their grading.
TSWBAT feel enjoyment and success through increased participation in all class activities.
TSWBAT feel enjoyment through increased level of success as well as increased level of personal involvement in their homework, which enhances their overall health.
TSWBAT feel an increased level of well-being due to increased level of physical activity.
TSWBAT promote teamwork and success among his or hers classmate through positive feedback and positive interaction that does not display any negative (i.e., hurtful) behavior.
TSWBAT enhance the team spirit through by positively encourage their peers with positive comments and praise, as they exercise in the class.
TSWBAT provide positive feedback to the peers while experience fatigue from cardiovascular exercise that will enhance the experience for all students.
TSWBAT apply cooperative skills while working with a partner and two others students. In addition, the students will be able ot develop their personal skills in passing with small groups during the passing drill.
TSWBAT develop a sense of how a team should move as a unit with high effort during the team drill.
TSWBAT apply basketball rules as a team during the team drill.
TSWBAT to learn and apply the difference between defense and offense and apply these in two team setting.
TSWBAT enjoy the social aspect of practing soccer skills and play lead up games in a safe environment while treating each other with respect, care and applying the rules of the game successfully.
TSWBAT apply cooperative skills while working with a partner and group of others students and in the Two Zone Soccer game. In addition, the students will be able ot develop their interpersonal skills while passing with a partner and group during the passing drill.
Lesson Objective / Organization / Cues
I. Warm Up (15 min) / Personal Spots / Do your best.
II.Locomotor Movement (5 min) / Circuit Training / Do your best.
III.Movement WordsNutrition Unit(5 min) / Between the white lines / Do your best!
Your hard work gets you stronger and faster.
III. Soccer Drills (30 min)
• Athletic Stance
• Ball Controll Drill
• Pass and Trap Drill
• Wall Pass Drill
• Partner Pass & Wall Pass
• Group Pass & Wall Pass
• Group Dribble & Pass
• Defensive Positioning
• Breaking Up Pass & Dribbling
• Two Zone Soccer (Lead Up Game) /
Personal space
Independently with partner
White line facing partner
Two groups simultaneously
In circle and in general space.
With partner in general space.
In four lines.
Soccer field or similar. /
• Eyes on the ball
• No is the goalie
IV.Self-Assessment(5 min) / Personal Spots / 1, 2, 3.
DARREN GOLSON