Georgia State University PE Lesson Plan

Georgia State University PE Lesson Plan

Name Patrice Lomax Date Oct. 14, 2009 Semester Fall Class KH 7240

Class/grade level 3rd

Grade Date to be taught Oct. 14, 2009

Unit/Theme Beginning Baseball Skills Lesson #: 1 of 5

Skills already developed by students:

N/A

What happened during last lesson?

N/A

Lesson objective (s):

Domain Performance Situation Criteria

1

Psychomotor

–A

Psychomotor

– B

Psychomotor

– C

Throw

Throw

Catch

5, 10, and 15 feet

away

10 and 15 feet away

10 and 15 feet away

6 out of 10 times

6 out of 10 times

6 out of 10 times

2 Cognitive

Correctly answer questions During post-

assessment

80% rate

3 Affective

Demonstrate responsibility Following all safety

rules

At all times

State standard targeted (indicate standard(s), number(s) and write out standard(s)

PE3.1: Demonstrates competency in motor skills and movement patterns needed to perform a

variety of physical activities.

Description: Students demonstrate mature form in all locomotor and non-locomotor movement

patterns while participating in small-sided games, body control (e.g., gymnastics, inline skating)

and rhythmic activities (e.g., structured dance, jump rope, creative dance). They are able to

perform variations of different locomotor skills (e.g., jumping for height and distance; skipping

at different speeds). By the end of third grade, students will be able to demonstrate all striking

and throwing patterns. Students can catch a moving object from a high trajectory in non-game

play environments and are able to catch objects at a medium level trajectory during game play.

Assessment for measuring performance criteria

Accuracy of students with respect to catching and throwing and observations of students’

mechanics while performing tasks, as well as pre- and post-assessment quizzes.

My goal for improving my teaching

I plan to refine assessment skills and procedures.

Equipment and resources needed

Balls (non-traditional (soft) baseballs), poly spots, “X’s” used as wall targets.

Alternative activities for students with special needs (those unable to participate in regular

activities with modifications)

Depending on their special needs, students can use a larger ball to practice throwing and

tossing/catching. This can be done seated or standing. In addition, students can demonstrate

knowledge of skills related to throwing and catching through written assignments.

Instructional / practice time / organization (see other side)

Time Activity/Task Development/Safety Issues

Organization Management Critical Elements/Teaching Prompts

Reflection

3 min

Pre-Assessment #1

Students will take seat in hula

hoops and begin quiz

immediately; all equipment will

be in place for students upon

dispersal to practice. Students

will be instructed on how to

return equipment to storage.

5 min

Set Induction/Rules/Terminology

15

min

Task presentation #1 – Throwing to a

Stationary Target

Step #1: WISG, group #1 will

line up on the first row of red

poly spots (5 ft away from target).

WISG again, group #2 will line

up on the first row of blue poly

spots.

Step #2: When I blow my whistle

once, everyone will start throwing

to their wall targets.

Step #3 When I blow my whistle

twice, everyone will retrieve their

balls and take a step back to the

second row of poly spots (10 feet

away from target).

Step #4: Repeat Step #2

Step #5: Repeat Step # 3 (now 15

ft away from target)

Step #6 Repeat Step #2

Step #7: Everyone retrieve your

ball and stand still where you are.

Group #1, pick up each poly spot

in your row and place them and

the ball you used for practice in

their storage containers, then have

a seat back in the circle. Next,

Group #2, pick up your poly spots

and balls and do just as I

instructed Group #1.

Step #8: Check for understanding

A. Throwing arm in ready position

B. Shoulder to target

C. Step with opposite foot

D. Follow through

CFU

throughout

practice

15

min

Task presentation #2 – Throwing and

Catching with a Partner


line up on the first row of blue

poly spots. WISG again, group #2

will line up across from group #1

on the red poly spots.


once, group #2 will begin

throwing to group #1, which will

be catching. Then, group #1 will

throw the ball to group #2 (10 ft

from partner). Continue this

format until instructed to stop.


twice, whomever is closest to the

ball will retrieve it and promptly

return to their poly spot.

Step #4: Everyone in group #1,

step back to the row #2 (15 ft

from partner). All balls should be

in the hands of the members of

group #1.



twice, whoever is closest to the


return to their poly spot. Next,

group #1 will place their poly

spot and ball (if they have one) in

the storage containers and have a

seat back in the circle. Now,

group #2 will do as group #1 was

instructed.


A.

B.

C.

D.

E. Feet shoulder width apart

F. Hands together (ready to

catch)

CFU

throughout

practice

3 min

Closure/Review CFU

3 min

Post-Assessment #1

1 min

Discuss plans for next week’s class


Name Patrice Lomax Date Oct. 21, 2009 Semester Fall Class KH 7240


Grade Date to be taught Oct. 21, 2009



Throwing and Catching


Students practiced throwing to stationary targets and to partners, as well as catching.



1

Psychomotor

-A

Psychomotor

– B

Pitch

Hit baseball

10 and 15 feet away

From stationary

target

6 out of 10 times

6 out of 10 times

2 Cognitive


assessment

80% rate

3 Affective


rules

At all times












Accuracy of students with respect to pitching and batting and observations of students’

mechanics while performing tasks, as well as a post-assessment quiz.




Balls (non-traditional (soft) baseballs), poly spots, “X’s” used as wall targets, bats, tethered balls



Depending on their special needs, students will be meaningfully integrated into the day’s

activities.




Reflection

3 min

Pre-Assessment #2








2 min

Review of content from last week’s class CFU

5 min

Set Induction/Rules/Terminology

CFU

28

min

Task presentation #1 and #2 – Pitching to a

Stationary Target (with Batting interspersed)


line up on the first row of red

poly spots (10 ft away from

target). WISG again, group #2

will line up on the first row of

blue poly spots.


once, everyone will start pitching

to their wall targets.


twice, everyone will retrieve their

balls and take a step back to the

second row of poly spots (15 feet

away from target).


Step #5: Now I need everyone to

stop where they are. If you need

to retrieve your ball, do so now

and promptly return to your poly

spot and wait for instructions.

Step #6: You just finished

pitching to a wall target. Next,

you will practice pitching and

catching with a partner. This

activity is similar to the

throwing/catching practice you

performed last week; however,

you need to remember that your

cues for pitching are different

A. Throwing arm in ready position

B. Shoulder to target

C. Front leg slightly bent and

raised

D. Step out

E. Follow through

CFU

throughout

practice

from throwing (check for

understanding).

Step #7: All balls should now be

in the hands of group #1’s

members. Now, I need group #2

to place their poly spots in the

storage container and line up

across from group #1 (in partner

form) in an orderly and prompt

manner.


once, group #1 will begin

pitching to group #2, which will

be catching (10 ft away). Then,

group #2 will pitch the ball to

group #1. Continue this format

until instructed to stop.


twice, whoever is closest to the


return to their poly spot.

Step #10: Everyone in group #1,

step back to row #2 (15 ft from

partner). All balls should be in the

hands of the members of group

#1.


(continue independent practice

until instructed otherwise)

*****There are 16 students total

in this class. In groups of four, I

will be taking students to the

other end of the court for batting

practice, while their classmates

practice continue practicing

pitching/catching independently. I

will continue switching out

groups of students until each

group has practiced batting. (See

below).

Group A:

Step #1: Each student will take a

F. Stiff front leg

G. Arm in ready position

spot at a batting station and listen

as I demonstrate the proper way

to bat.

Step 2: WISG, students will begin

batting practice

Step 3: WISS, place your bat

down in its starting position,.

Line up in an orderly fashion, and

return to your pitching/catching

area for independent practice.

Group B:

Repeat Steps #1-3 from Group A.

Group C:


Group D:


Step #12: When I blow my

whistle twice, whoever is closest

to the ball will retrieve it and

promptly return to their poly spot.

Next, group #1 will place their

poly spot and ball (if they have

one) in the storage containers and

have a seat back in the circle.

Now, group #2 will do as group

#1 was instructed

H. Hip to pivot

I. Tight grip on bat

J. Follow through

3 min

Closure/Review CFU

3 min

Post-Assessment #2

1 min



Name Patrice Lomax Date Nov. 4, 2009 Semester Fall Class KH 7240


Grade Date to be taught Nov. 4, 2009



Throwing and Catching; Batting and Pitching


Students practiced pitching to stationary targets and to partners, as well as batting from tethered

balls.



1

Psychomotor

-A

Psychomotor

-B

Psychomotor

-C

Run around bases

Tag runner

Field ball

After ball is pitched

to student

Once ball is retrieved

When ball reaches

field

Every time

At least once

Every time

2 Cognitive


assessment

70% rate

3 Affective


rules

At all times












Accuracy of students with respect to base-running, tagging, and fielding and observations of

students’ mechanics while performing tasks, as well as a post-assessment quiz.




Balls (non-traditional (soft) baseballs), poly spots, bats, bases




activities.




Reflection

3 min

Pre-Assessment #3








2 min


5 min

Set Induction/Rules/Terminology CFU

28

min

Task Presentation and Practice: Base-

running, Tagging, and Fielding

There are four “fields” set up

(labeled A, B, C, and D) on the

outside playing surface. Each

field has a pitcher’s mound, (poly

spot), a ball, first, second and

third base, home plate, and a bat.

I will assign each student a group

letter and a position number. If

you are a “1,” your position is

pitcher; two’s are batters; three’s

start out at first base; and four’s

start out at third base. Depending

on the letter and number you

have, take your position on your

group’s field.

Step #1: WISG, pitchers will

pitch to batters. Once the batter

has attempted to hit the pitched

ball (whether they actually make

contact with the ball or not), the

batter will attempt to advance

through all the bases (making

sure to touch each base they

successfully reach). Whichever

fielder is closest to the ball in

play will retrieve the ball and

either attempt to tag out the

runner, or throw to their team’s

other infielder so that he or she

can attempt to tag the bas- runner

out.

Step #2: Once this cycle is over

CFU

throughout

practice

(meaning the runner either

reaches home plate or is tagged

out), everyone changes positions

within their groups. Ones will

now become twos; two’s become

threes; threes become fours; and

fours become ones. This

switching positions format is to

be repeated until I blow my

whistle.

Step#3: When I blow my whistle

stop play and await instructions.

Step #4: All ones, retrieve the

balls and poly spots for your

group and place them in their

storage containers. Return to your

hula hoop and remain quiet.

Twos, place bats for your group

in their container and return to

hula hoops. Threes place home

plate and first base in containers

and be seated in hula hoops.

Fours, place second and third

bases for your groups in

containers and return to your hula

hoops.


3 min

Closure/Review CFU

3 min

Post-Assessment #3

1 min








Throwing and Catching; Batting and Pitching; Base-running, Tagging, and Fielding


Students practiced base-running, tagging runners, and fielding.



1

Psychomotor

Perform and refine skills

During station trials

70% rate

2 Cognitive

Correctly answer questions During station trials

and closure

70% rate

3 Affective


rules

At all times












Accuracy of students with respect to station work and observations of students’ mechanics while

performing station trials. Assessment of students’ ability to answer content -related questions

during trials and closure.




Balls (non-traditional (soft) baseballs), poly spots, “X’s” used as wall targets, bats, tees, bases




activities.




Reflection

3 min


6 min

Set Induction/Rules/Terminology Students will take seat in hula

hoops; All equipment will be in

place for students upon dispersal

to practice. Students will be

instructed on how to return

equipment to storage.

CFU

32

min

Station-by-Station Evaluations (6 minutes

per station; 2 minutes clean-up/transition

time per station)

Step #1: I will give everyone a

number.

Step #2: If you have the number

one, go line up at Station #1; All

2’a, line up at Station #2; 3’s at

Station #3; and 4’s at Station #4.

Step #3: We will rotate through

the stations in a clockwise

manner (check for

understanding).

Step #4: When the music starts,

begin practicing at each station.

Step #5: When the music stops,

return the station to the condition

it was in before you started

practicing and line up in an

orderly fashion, and wait for my

instructions.

Step #6: WISG, move on to your

next station.

Step #7: Repeat step #’s 4-6 until

each group has had a trial at each

station.

Step #8: Everyone stand still at

your station.

Step #9: Group 1, place all the

equipment from your station into

the proper storage containers and

return to the circle prompt and

orderly. Group 2, please do the

same as group 1; Group 3, do the

Cues posted at each station.

CFU

throughout

practice

same; Group 4, do the same.

Step #10: Check for

understanding

3 min

Closure/Review CFU

1 min








Throwing and Catching; Batting and Pitching; Base-running, Tagging, and Fielding; Station-by-

Station evaluations


Students practiced and refined skills in throwing, catching, batting, pitching, base-running,

fielding, and tagging during station work.



1

Psychomotor

Perform skills

During game

70% rate

2 Cognitive

Correctly answer questions During game and

closure

70% rate

3 Affective


rules

At all times












Accuracy of students with respect to game performance and of students’ mechanics while

performing skills in the game; Assessment of students’ ability to answer content-related

questions during game and closure.




Balls (non-traditional (soft) baseballs), poly spots, bats, tee, bases, jerseys (red and green)




activities.




Reflection

2 min


6 min

Set Induction/Rules and Structure Students will take seat in hula

hoops at mid-court and await

instructions; all equipment will be

in place for students upon

dispersal to positions. Students



Cues briefly reviewed for each skill CFU

32

min

Simulated Game Evaluation Step #1: I will give everyone a

number.

Step #2: If you have #1, go to the

side of the gym with the red

jerseys. If you have a #2, go to

the side of the gym with the green

jerseys.

Step #3: Now, I will flip a coin to

see which team bats first. If I flip

heads, the red teams bats first. If I

flip tails, the green team bats first.

Step #4: The team that loses the

coin flip will take their places on

the field according to my

instructions.

Step #5: Batting order will be

determined for hitting team.

CFU

throughout

game

Step #6: WISG, begin play.

Step #7: WISS, end play.

***In the event of a tie, each

team’s pitchers will compete in a

“Hit-Off.” I will pitch to each

team’s player three times.

Whoever has the most hits after

three times wins the game for

their team. If the players tie for

number of hits, I will determine

the team’s winner by pitching

once more to each team’s pitcher

and awarding the game to the

team of the pitcher who hits the

ball the farthest distance.

Step #8: Congratuatle each other

by shaking hands and return to

your starting end of the gym.

Catchers for each team will

collect their jerseys and place

them in the storage container then

return to their respective group

and wait for further instructions.

Step #9: Red team, return to the

circle and take a seat. Green team,

please do the same.

Step #10: Check for

understanding.

5 min Closure/Good-byes CFU

Documents

Georgia State University PE Lesson Plan