Jessica McDonald 212161352 EEH216- Micro-teachjamcdonald.weebly.com/uploads/4/1/6/6/41662117/microt.pdf · Jessica McDonald 212161352 EEH216- Micro-teach TRANSITION 2- Teacher Action

Jessica McDonald 212161352 EEH216- Micro-teach

Lesson number

1

Duration of Lesson

40 Minutes

Class Size

24 Students

Level

Grades 1-2

Topic: Kicking

Focus: To develop the kicking skills of students in grade 1-2

Learning Objective/s:

• Cognitive: To gain an awareness of the actions required during the kick

• Psychomotor: at the conclusion of todays lesson, the children will be able to demonstrate the correct technique for kicking, which will be evaluated by the teacher

through the lessons activities.

• To engage with the fundamental skill of kicking

Curriculum links Level: AusVELS Level 1 (VCAA 2012)

VELS strands Domain Dimensions

Physical, Personal and social Learning Physical Education Movement and Physical activity

Key elements of curriculum which lesson is focused (VCAA 2012)

- The students aim to practice basic motor skills such as running, kicking and rolling (In Kick n’ Run)

- Advancing from playing games individually (balloon kicks) or with a partner (Who can kick the furthest) to playing in small or large groups (Kick n’ Run)

- Introducing simple movement sequences such as stepping into the kick rather than kicking stationary


Assessment criteria and method of evaluation Standards/ outcomes Assessment criteria Evidence Physical, Personal and Social learning à Physical Education

- Ability to perform basic motor skills such as running, kicking and rolling

- Childs ability to work in small or large groups

- Ability to perform simple movement sequences such as 3-4 steps into kick

- Teacher observations during the time in which they are playing Kick n’ Run or individually kicking in balloon kicks

- Teachers reflections of how each child performed in a group situation

Equipment

• Whistle • 16 Cones • 18 Bean Bags • 18 Soft Balls • 24 Balloons

INTRODUCTION 2 Minutes - Greet class (good morning/afternoon) - State the learning objective of class: learning to kick a ball SAFETY

• Before we begin could everyone just check that they aren’t wearing any jewelry and double check that our laces are tied up • When you hear the whistle sound, ensure that you stop, look and listen and if you have any equipment, place it at your feet to ensure 100% concentration


TRANSITION 1- Teacher Action 3 minutes - To begin with we are going to play a game called Freezes and Melters - Explain the first warm up activity - Get the students to all group within one half of the Basketball court

CHECK FOR UNDERSTANDIG - What has to happen for us to be able to run around after we have been tagged? - Where are we allowed to run?

WARM-UP :Activity 1 ACTIVITY TEACHER ACTION SAFETY TIMING Freezers and Melters - During this game, there

are 2 taggers. - One tagger is the freezer

(purple band) who goes around freezing everyone

- The other tagger is the Melter (Red Band) who does the opposite, goes around melting everyone

- When someone gets tagged they must stand still until they are melted by the melter

- At the beginning of the game, the teacher will select the taggers

- The teacher will standing to the side watching to ensure everyone is playing fairly

Need to make sure we are watching where we are walking and that if we are the tagger, we are not tagging the others too vigorously

4 Mins

Figure 1.0 Set up for Warm-up


TRANSITION 2- Teacher Action 1 Minute - After 5 mins the teacher will blow the whistle, get the students to come back into the center and begin to explain the next activity - Teacher will then choose a new tagger for the warm-up activity

CHECK FOR UNDERSTANDING - Where are you allowed to run? - What do you have to be touching if you are running - What do we do once we have been tagged?


WARM-UP :Activity 2 ACTIVITY TEACHER ACTION SAFETY TIMING Line Tag - This game is similar to Tiggy in the way that there is someone ‘it’ and people are trying to avoid the tagger. - During Line Tag, instead of freely running around, the students have to run along the lines of a space such as a basketball court. - Once someone has been tug by the tagger, the person then goes off to the side to do 5 kicks with a beanbag. - In order to kick the bean bag, the student will start with the bean bag and try and kick it up to catch it. This will help the teacher to evaluate the hand eye coordination of the children to get an idea of where they are. It will also help them to practice using a force to kick the beanbag using the top of their foot

- At the beginning of the game, the teacher will select the tagger.

- Throughout the game, the teacher will be standing to the side to assist the children and to assess the current standards of kicking of the students and giving them feedback at the same time

- Throughout the game, the students will need to careful that they are both looking where they are going whist they are looking down at the lines.

5 Minutes

TRANSITION 3- Teacher Action 2 minutes - Blow the whistle and ask the children to come and sit in the center - Define what a kick is: to make contact with the foot with a forceful action (The American Heritage 2013) - Ask the students what types of activities require kicking - Discuss the cues that are necessary to the kick whilst demonstrating:

1. Eyes on the ball the whole time (look) 2. Step forward with opposite foot (step) 3. Bend kicking leg during the backswing of the kick (bend) 4. Swinging opposite arm backwards as kick (swing) 5. Contact the ball at the top of shoe, on shoe laces (shoe Laces)


- Ask the children to get themselves all a balloon and find a free space and practice their kicking using the hints provided CHECK FOR UNDERSTANDING - what do we do once we get our balloon? - So what are the 5 special words that will help us to kick better?

PROGRESSION SKILL 1 TASK TEACHER ACTION SAFETY TIME BALLOON KICKS (Walkley, Armstrong and Clohesy 1998) With a balloon each, the students freely practice their kicking in a space by themselves, concentrating on the cues that were discussed earlier. This gives the teacher a chance to evaluate the childrens abilities.

During the activity the teacher will walk around the areas in which the kids are and give individual feedback to the students in how they can improve and what they are doing well

Teacher will need to check surrounding and ensure the activity is played within an open environment with very little obstacles present

3 mins

TRANSITION 4- Teacher Action 2 Minutes - Blow whistle and get kids to line up in height order. Once lined up, the student to the child’s left or the side closest to the teacher is their partner for the next

activity - Explain balloon kicks with partner CHECK FOR UNDERSTANDING - What are we going to do once I let you go ? - if someone’s balloon comes near you what could you do ?

PROGRESSION SKILL 1- PART 2 TASK TEACHER ACTION SAFETY TIME BALLOON KICKS WITH PARTNER (Walkley, Armstrong and Clohesy 1998) - Balloon kicks with partner are very

similar to part 2, however they are

During the activity the teacher will yet again walk around encouraging and helping to improve the skill of the students

During the activity the students will have to be careful that they are not standing next too close to their partner

5 mins


completing the activity with their partner

- While with their partner there are a few different activities that they can do: a) Student places the balloon onto

the floor and practices a 2-3 step approach to kicking the ball and tries to kick the ball as hard as they can to keep the balloon in the air the longest

b) Kicking the ball to keep it airborne as long as possible between each other

TRANSITION 5- Teacher Action 1 minute - Blow whistle and ask the children to sit on the floor with their partner while the next activity is explained CHECK FOR UNDERSTANDING - Where do we kick? - Where should we be standing when our partners are kicking? - What do we do if we kick further than the last turn?

PROGRESSION SKILL 2 TASK TEACHER ACTION SAFETY TIME Who can Kick the Furthest - During this activity, the

students will be with their partners from the first activity and attempt to kick the ball as far away from the cone they are standing at.

- Once they have kicked the ball, their partner has to run and get the ball,

During the activity, the teacher will be walking around, assessing the childrens kicking style

Student will need to make sure that if they are not the kicker that they are standing behind the kicker.

5 mins


mark it with a beanbag (if it is further than the previous kick) and bring it back for their turn.

- Throughout the game, the students are to count how many times they successfully kick further than the beanbag.

TRANSITION 6- Teacher Action 3 minutes

Figure 1.1 Set up for: Who can Kick the Furthest


- Blow the whistle and get the students to stand within the cones (previously set up from warm-up activity) - CLUSTERS: have the students skip/hop/jump around and choose different numbers of groups they can get into. Have the game finish with the kids in groups of 4 - While the teacher is calling out the different numbers and locomotive activities, she will set up 6 lots of 4 cones, in a square. With 3 bean bags with soft balls on

top - Explain the group activity CHECK FOR UNDERSTANDING - How many people are fielding? - What do we do once we have kicked all of the balls? - Where do we run too - What do the fielders do once they get the balls? - What are the cues that we need to remember so that we can kick really far?

GROUP ACTIVITY TASK TEACHER ACTION SAFETY TIME Kick n’ Run -During kick n’ Run, the students are practicing their kick at the same time as trying to add force to the kick. - There will be 3 balls (on top of beanbags to ensure stability) - One at a time a student will kick the ball as far as they can. - Once they have kicked the ball, the student does as many runs left and then right to the cone while the fielders (remaining students) try and get the ball back as fast as possible

During the game the teacher will be walking around the area to ensure that children are remembering all the cues. This is a good time for the teacher to give better feedback, as they are able to get around to all the groups.

- Whilst fielding, the students need to make sure that they are always looking up and paying attention in case the ball comes near them.

- The teacher will need to make sure that the groups aren’t too closely together when she is setting the cones up.

8 mins

Figure 1.2 Set up for Kick n’ Run


CONCLUSION TIME - Blow the whistle and have the students return the balls into the bins, and to stack the cones. - Congratulate the students on their hard work Check for Understanding - What are the 5 steps of the kick? - What part of the foot do I kick with, my toe or the top of my foot? Say goodbye to children and as students are leaving/breaking up approach any students who you feel necessary for some individual feedback

2 mins


REFERENCES: The American Heritage® Dictionary of Idioms by Christine Ammer. Retrieved May 08, 2013, from Dictionary.com website: http://dictionary.reference.com/browse/kick VCAA 2012, Standards and progression point examples, viewed May 1st 2013, <http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/HPEProgressionPoints.pdf>.

Walkley, J, Armstonr, D, Clohesy, P 1998, An Activities Recource, Department of Education, Victoria.
