Jody Volk

1. Title of the Unit – Throwing and catching

2. Student characteristics and the implications of these characteristics for the unit2.1 Grade level / previous experience

K-5th graders Previous experience of throwing and catching skills for K-5 as well as previous

football experience for grades 4 and 5. Previous experience with the other physical education teacher with this unit

before coming to my class.

2.2 Class size / type of groupings anticipated

Class size will vary from 20-30 students Each grade has a wide variety of skill level and physical abilities so it is important to

adapt the lesson to this. Both individual skill practices will be done as well as a lot of partner work. Students will either be randomly assigned to different partners and groups when

necessary or they will be allowed to pick them, depending on the activity of the day. Students must show good sportsmanship to peers and teammates. All students will be encouraged to do their best every day. Students who understand the skills quicker will be asked to help those who need it.

2.3 Level of development - physical, social, emotional, and intellectual2.31 Physical A full range of not physically developed students to those in 5th grade whose bodies are

starting to become physically developed at this time will make everyone vary in weight, height as well as upper body and lower body strength.

Emphasis will be placed on the success of the student’s football skills at grades 3-5. Emphasis will be placed on the improvement of the students throwing and catching skills at

grades K-5. Extra help will be provided to lower skilled students from both the peers who they are

working with and the teacher. Importance of regular physical fitness will be addressed regularly throughout the unit.

2.32 Social Students are likely to partner with their best friends, and when they can pick groups this

is acceptable. However, when I pick the groups the students must work cooperatively with each other and no put downs will be tolerated.

Interact with the teacher and peers in a way that is helpful and conducive to learning. Respect the teacher and peers by following the 3 B’s (be respectful, be safe, be

responsible) during the lessons. Main focus is on personal improvement. Students must respond appropriately to internal and external feedback.

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2.33 Emotional Students can suffer from low self-esteem so it is important to not have any put downs in

the class and encourage full participation. Some behavior problems may occur during this unit from either a lack of interest in the

unit or due to boredom where the students who are already familiar with football may reach out for attention.

Higher skilled students may benefit from helping lower skilled students. All students will be asked to serve as role models for their peers by staying positive,

doing their best, and by showing good sportsmanship.

2.34 Intellectual To get all students to be successful each learning strategy will be incorporated into the

unit, auditory, verbal, visual, and kinesthetic. There may be language challenges for those in ELL, and peers may need to help with

language assistance. Modeling everything is a good way to try to minimize the language barriers.

3. Facilities and equipment3.1 Space required (indoor / outdoor)

Indoor gymnasium

3.2. Surface markings required Using the black and the blue lines on the floor. Using the red and yellow circle on the floor.

3.3. Equipment and supplies required - {listing in vertical fashion} 30 foam footballs 30 other footballs 30 foam small balls 30 foam medium balls 30 foam large balls 30 playground balls 10 different size baskets and buckets Whistle Cones 2 colored jerseys-15 of each color 5 different colored hula hoops & 10 hula hoops total 30 flags 30 yarn balls 30 tennis balls Rubber bands Stickers Opposite book Bowling pins 4 folding mats

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2 deck of cards Polyspots 2 big dice

4. Safety considerations - {listing in vertical fashion} Previously established class safety rules Following the 3 B’s Always looking before throwing Always aiming before throwing Saying the person’s name before throwing to them in a catching activity. No jumping over the buckets or cones on the floor. During drills, maintain a proper distance from the person next to you. When retrieving the balls, be aware of others who may be throwing them. Do not throw the ball as hard as possible Do not throw the ball at someone Do not throw the ball across the room-unless directed to do so.

5. Subject matter content

5.1 Psychomotor skills in order of progression

K- Bounce catch, underhand throw, overhand throw1 & 2- underhand throw, overhand throw, and catching3- underhand throw, overhand throw, catching used in game like situations4 & 5- brief review of underhand and overhand throw as well as catching. Play game like situations as well as learning how to use a football properly and play football lead up games.

5.2 Cognitive - knowledge, rules, strategy5.21 Rules

One bounce and catch rule when throwing with the wall. Ball must be in the air when playing box ball. If anyone throws a ball at someone on purpose (especially head shots) they will be

sitting out the rest of class. No jumping over the cones or bins on the floor. Must call their parents name before throwing the ball to them if they are playing catch. Must always look with their eyes. When I say freeze, they freeze. Always accept who their partners are. No negativity will be tolerated; must show good sportsmanship and respect.

5.22 Throwing and catching skills Bounce catch

Lightly bounce the ball right out in front of feet.

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Keep eyes on the ball at all times.Fingers spread wide.Use hands to catch and not arms or stomach.Give students a few minutes to practice this on their own.

Cue words: Bounce: light, middle

Catch: Eyes, reach, hands, close

Underhand throwFace targetThrowing arm back and upStep opposite footExtend arm and throw hardFollow through

Cue words:Face target, tic, tock grandfather clockTIC TOCK=arm backGRANDFATHER CLOCK=throw

Younger kids= throw with sticker hand, step with sticker foot

Overhand throwOpposite shoulder to targetPoint to targetT- with armsThrowing arm makes an LStep and throwFollow through (arm crosses side)

Cue words K-2:T, twist, throw

Cue words 3-5:point, T, step, throw

Catching highFingers up and wide, thumbs touching= W

Catching lowFingers down and wide, pinkies touching= M

5.23 Basic throwing and catching etiquette Honor all calls made by your opponent Honor all calls made by the referees Honor who your partner is.

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5.24 Basic throwing and catching strategy Catching: eyes on ball, hands wide, catch away from body and pull in. Underhand throwing: face target, step in opposition, use cue words, track ball. Overhand throwing: aim at target, opposite shoulder facing target, throw hard, track ball.

5.25 Skill related physical fitness concepts used in pickle-ball. Coordination Reaction time Agility

5.3 Affective - attitudes, values, appreciations5.31 Adherence to all class rules and directions5.32 Respect for the safety of others by following rules and all safety precautions5.33 Respect towards partners and teams 5.34 Respect to the teacher by staying on task 5.35 Positive attitudes for the entire lesson5.36 Fun and enjoyment of physical activity5.37 Development of lifetime activity skills5.38 Showing good sportsmanship and respect

6. Learning activities - teacher / student activities to be used in order to achieve the objectives, that is, all activities should clearly reflect the requirements or purpose of the unit and or sport. Include a minimum of five learning activities that you use in your lessons with citation maximum of three from your Cooperating Teacher], explanation diagram, relationship to objectives, possible modifications, and safety.

6.1 Throw the yard-grade 3

Citation: 3-5 pe lesson ideas. (2001, October 7). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10149

Explanation: Class will be divided into four teams and the gym will be separated into four segments. There will 2-3 different size buckets in each quadrant as well as hula hoops. Students must use overhand and underhand showing to get all of the scattered balls out of their space (yard) into a bucket in someone else’s’ yard.

Diagram:

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Related Objective:Psychomotor: Students will practice proper overhand or underhand throwing, as well as catching skills if they choose. Cognitive: Students must realize they need to throw to bins/hula hoops that are in someone else’s yard.

Modifications:1. Encourage students they are all working together as 1 team to see how fast they

can clean up the yard.2. Encourage students to catch the balls as others are throwing them to work on

catching.3. Encourage no puppy guarding their buckets.4. Let students keep score- 1 point for each successful throw they make.

6.2 Bean bag tic tac toeCitation

Explanation: Students will be in groups of two. There will be hula hoops or poly spots (depending on the skill level) set up like a tic tack toe board. Each partner will have a different colored bean bag and they will work on their underhand throwing trying to get 3 in a row. Diagram:

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Related Objective:Affective: The students will be able to use equipment with purpose and control.Psychomotor: The students will be able to perform the underhand throw.

Modifications:1. Let them only have one bean bag per space or have them be able to have multiple

bean bags per space.2. Adjust the distance the students must be from the tic tack toe board.

6.3 Football Mania- 4-5 grades

Citation: 3-5 pe lesson ideas. (2011, March 16). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=719

Explanation: A. First person in line is the quarterback. B. They pick up one football from the hula hoop and pass it to the second person in line (2nd

zone).C. They will pass to the third person (3rd zone) who will pass to the fourth person (4th zone).D. Once the fifth person in line catches the ball he/she must place it into the hula hoop (end

zone= touch down).E. Play until all of the balls are to the other side of the hula hoop and start again-this time

from the opposite side player being the quarterback.F. Encourage proper throwing and catching techniques.G. Once the football travels to the middle person, the quarterback can throw a different ball. H. Each person should only ever have ONE ball at a time.I. If the ball drops either a. restart the pass over b. restart from where the ball dropped

(depending on the level of the students)

Diagram:

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Related Objective:Affective- The students will be able to communicate with others to achieve a common goal.Psychomotor- The students will be able to maintain appropriate body alignment during the activities.

Modifications:1. If the ball drops have them restart from the beginning with that ball.2. For a hard challenge if a ball gets dropped have them restart the whole challenge.

6.4 Birthday party

Citation: 3-5 pe lesson ideas. (2011, December 15). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11000

A. Explanation: Students will be split up in four teams. Each team will have one folding

mat (still folded) in the middle of their space and will have 5 bowling pins set up on top (candles). The teacher will divide presents (balls) to each party. Object is to throw presents and knock out the other team’s candles. Students may guard their candles but must not stand closer than the poly spots. Students may not leave their birthday party area.

Diagram:

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Related Objective:Psychomotor- The students will be able to demonstrate movement concepts when referring to underhand and overhand throwing.Affective- The students will be able to use equipment with purpose and control.

Modifications:1. Have teams set back up one of their candles for everyone they knock down.2. Let teams make a theme for their birthday party.

6.5 Grades 1& 2 Assessment

Citation: N/A

Explanation: Walk around during the stations activity and assess each student individually on their underhand and overhand skills. The assessment is made from a 3 point scale, resulting in a maximum of: 3=always, 2=sometimes, 1=never.6 points.

Diagram:Underhand- Scale

1. Almost never 2.Sometimes3. Almost always

Name Stand facing target

Step- OPPOSITE leg forward

Tic tock- arm goes back

Grandfather clock- arm

swings forward &

throws

Overhand-

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Scale1. Almost never 2.Sometimes 3. Almost always

Name

Opposite shoulder facing target

Arms make a T

Step with front food

Throw-twist

s body

Related Objective:Affective: Students can perform the overhand and underhand throw with the correct cue words.Cognitive: Students understand the cue words when throwing overhand and underhand.Modifications:

1. Let students self-assess themselves.2. Do a pre-test and a post-test using the same rubric to test the student’s improvement.

7. Unit calendar - block plan - For each day of your unit lists the following:UNIT CALENDAR-BLOCK PLAN

UNIT: Throwing & Catching GRADE LEVEL: K CLASS SIZE: 25-35 NUMBER OF LESSONS IN UNIT: 2DAY 1 DAY 2 Warm-up/stretch Focus: Bounce

catch & underhand throw

Activities:-partner bounce catch-underhand throw on line-color block

Objectives:P: The students will be able to demonstrate safety while participating in physical activity.

C: The students will be

Warm-up/ stretch Review: Bounce

catch & underhand throw

Focus: overhand throw

Activities:-circle bounce catch-color challenge-overhand line throwing

Objectives:P: The students will be able to demonstrate safety while participating in physical activity.

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able to define their dominate throwing arm and their opposite leg.

A: The students will be able to explore equipment during physical activity.

C: The students will be able to define their dominate throwing arm and their opposite leg.

A: The students will be able to explore equipment during physical activity.

UNIT: Throwing & Catching GRADE LEVEL: 1-2 CLASS SIZE: 25-35 NUMBER OF LESSONS IN UNIT: 3

DAY 1 DAY 2 DAY 3 Warm-up/stretch Focus: underhand

throwing & catching Activities:

-underhand line catching-clean up the yard (6.1)-partner catching

Objectives:P: The students will be able to demonstrate safety while participating in physical activity.

C: The students will be able to define what opposition is.

A: The students will be able to use equipment to develop a skill.

Warm-up/ stretch Review: underhand

throwing & catching Focus: overhand

throwing Activities:

-partner underhand throw & catch-overhand line throwing-birthday cake

Objectives:P: The students will be able to demonstrate safety while participating in physical activity.

C: The students will be able to define what opposition is.

A: The students can cooperate with others to accomplish a goal.

Warm-up/stretch Review: underhand

& overhand throwing, catching

Focus: Skills of throwing & catching in different activities

Activities:-stations (one station from 6.2)-assessment (6.5)

Objectives:P: The students will be able to travel in different ways in a large group without bumping into others or falling.

C: The students will be able to define what opposition is.

A: The students can cooperate with others to accomplish a goal.

UNIT: Throwing & Catching GRADE LEVEL: 3 CLASS SIZE: 25-35 NUMBER OF LESSONS IN UNIT: 3DAY 1 DAY 2 DAY 3 Warm-up/stretch Focus: underhand

Warm-up/ stretch Review: underhand

Warm-up/stretch Review: underhand

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throwing & catching Activities:

-underhand throwing to wall-freezmania-clean up the yard (6.1)

Objectives:P: The students will be able to demonstrate movement concepts when referring to underhand throwing and catching.C: The students will be able to state what using equipment with purpose and control means.A: The students will be able to communicate with others to achieve a common goal.

throwing & catching Focus: overhand

throwing Activities:

-underhand wall throwing & catching-birthday party (6.4)-card sharks

Objectives:P: The students will be able to demonstrate movement concepts when referring to underhand and overhand throwing and catching.C: The students will be able to state what using equipment with purpose and control means.A: The students will be able to use equipment with purpose and control.

& overhand throwing & catching

Focus: using underhand, overhand & throwing skills in game like situations

Activities:-stations (one from 6.2)-assessment

Objectives:P: The students will be able to stay in appropriate alignment during activities.C: The students will be able to state what using equipment with purpose and control means.A: The students will be able to communicate with others to achieve a common goal.

UNIT: Throwing & Catching GRADE LEVEL: 4 & 5 CLASS SIZE: 25-35 NUMBER OF LESSONS IN UNIT: 2

DAY 1 DAY 2 Warm-up/stretch Focus: overhand &

underhand throwing & catching

Activities:-underhand & overhand throwing & catching warm up with partner-box ball

Objectives:P: The students will be able to demonstrate movement concepts when referring to underhand and overhand throwing.C: The students will be able to define what respect and sportsmanship is.

Warm-up/ stretch Review: overhand &

underhand throwing & catching

Focus: football skills Activities:

-football mania (6.3)-capture the flag-football

Objectives:P: The students will be able to maintain appropriate body alignment during the activities.C: The students will be able to define what respect and sportsmanship is.A: The students will be able to communicate with

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A: The students will be able to use equipment with purpose and control.

others to achieve a common goal.

8. Lesson PlansAll lesson plans with measurable objectives, diagram, description of transitions between activities that can be clearly identified, a clear focus on progressions between activities linked to the lesson’s objectives, and both three pre and postreflective comments. [Fall Semester – only postreflective]

9. Assessment and Evaluation - tools or procedures which will indicate when the behavior specified in the unit objective has been achieved (give examples)9.1 Psychomotor - skill tests, task completion, check lists

9.11 Skills tests – Bounce catch, overhand throw, underhand throw, high catch, low catch (as seen more in the final assessments listed below)

9.12 Checklist - Proper cue words seen.Bounce catch: Keep the ball close, eyes on the ball, open handsOverhand throw: T, twist, throw (K-2), point, t, step, throw (3-5)Underhand throw: tic, tock, grandfather clockCatch high: fingers wide, thumbs touching, WCatch low: fingers wide, pinkies touching, M

9.13 Task completion – Overhand and underhand throw and catches with a partner at an increased distance after 5 successful throws & catches (1-5th grade)

9.2 Cognitive - written tests, strategy implementation, verbal response9.21 Final assessment

1st & 2nd graders:Underhand throw: 1. Almost never 2.Sometimes 3. Almost always

Small targets (8x12”) ____

Large targets (12X18”) _____

Stand

facing

target

Step- OPPOSITE leg forward

Tic tock-

arm goe

s back

Grandfather

clock- arm

swings forward &

throws

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12 points possible

Overhand throw: 1. Almost never 2.Sometimes 3. Almost always

Name

Opposite shoulder facing target

Arms make a T

Step with front foot

Throw-twists

body

12 points possible

3rd graders:Underhand throw: 1. Almost never 2.Sometimes 3. Almost always

Target= 18”

Stand

facing

target

Step- OPPOSITE leg forward

Tic tock-

arm goe

s back

Grandfather

clock- arm

swings forward &

throws

12 points possible

Over hand throw: 1. Almost never 2.Sometimes 3. Almost always

Opposite shoulder facin

Point at target

Arms make a

Step with fr

Throw-twists

bod

14

g targe

t

T ont

food

y

15 points possible

9.22 Verbal cue recall of bounce catch, overhand throw, underhand throw, catching high, and catching low at the end of the lesson.Bounce catch: Keep the ball close, eyes on the ball, open handsOverhand throw: T, twist, throw (K-2), point, t, step, throw (3-5)Underhand throw: tic, tock, grandfather clockCatch high: fingers wide, thumbs touching, WCatch low: fingers wide, pinkies touching, M

9.3 Affective - cooperation, respect, etc.Social Checklist:

2 points each day for the students work cooperatively and using equipment with control.1 point if they have to be talked to only 1 time about team work, respect, good sportsmanship or proper handling of equipment.0 points if they have to be talked to more than 1 time about team work, respect, good sportsmanship or proper handling of equipment.N/A if the student was absent that dayMaximum of 4-6 points (depending on how many days I saw the class during the unit)

Name Day 1 Day 2 Day 3

9.4 Overall grading scheme/weighting for the specific unit and how the unit fits into the overall quarter, trimester, or grading period evaluation plan

9.41 Participation points - two points per day for following the 3 B’s and participating. No points if the student was absent.

3 days X 3 points = 9 points possible (1st, 2nd & 3rd graders) 2 days X 3 points = 6 points possible (K & 4TH & 5th graders)

9.42 Skills testsListed Above.

24 Points for 1&2nd graders27 Points for 3rd graders

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9.43 CognitiveVerbal cues listed above

K: 9 points possible (3 for each-bounce catch, underhand throw, overhand throw)1st-5th 9 points possible (3 for each-underhand throw, overhand throw, catching)

9.44 Make-up points-will only is given to those with excused absences, no unexcused make ups allowed. Written summary of the learned skill the day you are absent (only one day makeup)

9.5 Summary of Point/Grading Scale out of a percentage.90-100 percent = A 80-89 percent = B70-79 percent = C60-69 percent = D

Total points possible in this unit:K: 19 points1st &2nd: 45 points3: 48 points4th &5th: 19 pointsDue to Time conflict with Fall Conference Break

9.46 This is one of four units during the quarter. There will be 16 units total. Each unit carries a weight of 1/16 and will all be added together at the end of the year for final grades.

10. Motivation techniques10.1 Intrinsic

Starting with doing individual practices of throwing and catching will result in students becoming more comfortable with the unit. There will be a variety of different throwing balls (some weighing more, some being bigger, ext.) that will make for the individualized instruction for each individual to foster their success as well as challenges. For the older students I will be using them as examples which will boost their intrinsic motivation if they already have previous experience with throwing and catching. Letting the students play in a scattered formation will result in no pressure being put on the students; as well as letting them play by their friends. Starting with each activity at a close distance and gradually moving future away will also foster the student’s intrinsic motivation.

10.2 Extrinsic.

Several different activities will be set up to provide competition at an individual level as well as on a team level (for the older kids 3rd-5th graders). Providing students with new activities each day will lead to extrinsic motivation to want to come and succeed in the class and try new activities they may have not yet experienced yet. Positive pinpointing

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students who are doing the skill correctly and having them show the class will foster extrinsic motivation for other students to want to showcase their talents as well.

11. Relationship to Standards at the appropriate level – either District or NASPE11.1 NAPSE Standards

Citation: National association for sport and physical education. (2012). Retrieved from http://www.aahperd.org/naspe/

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performance physical activities.

Standard 3: Participates regularly in physical activity

Standard 4: Achieves and maintains a health-enhancing level of physical fitness

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

11.2 Explain the relationship of the unit plan or performance package to the standard(s)

For grades K-2:Standard 1: Drops a ball and catches it at the peak of a bounce and throws a ball underhand using mature form.

Standard 2: Corrects movement errors in response to corrective feedback.

Standard 3: Participates in a variety of activities that involves manipulation of objects in and outside of physical education class.

Standard 4: Participates in a variety of games that increase breathing and heart rate.

Standard 5: Invites a peer to take their turn at a piece of equipment before repeating their own turn.

Standard 6: Expresses personal feelings on progress made while learning a new skill.

For grades 3-5:

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Standard 1: Throws a ball overhand to a partner 15 yards away using mature form.

Standard 2: Accurately recognizes the critical elements of a catch made by a peer and provides feedback to the student.

Standard 3: Chooses to participate in structured and purposeful activity.

Standard 4: Recognizes the physiological responses to exercise are associated with their levels of fitness.

Standard 5: Regularly encourages others and refrains from put-down statements.

Standard 6: Selects and practices a skill on which improvement is needed.

12. References - minimum of four resources used in developing the unit with complete citation

K-2 pe lesson ideas. (2011, December 31). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10984

3-5 pe lesson ideas. (2001, October 7). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=732

3-5 pe lesson ideas. (2001, October 7). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10149

3-5 pe lesson ideas. (2008, November 12). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10149

3-5 pe lesson ideas. (2010, December 3). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10149

3-5 pe lesson ideas. (2011, March 16). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=719

3-5 pe lesson ideas. (2011, December 15). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11000

4th and 5th grade curriculum. (2012). Retrieved from http://stewart.gardencity.k12.ny.us/cms/One.aspx?portalId=880825&pageId=2847483

Carly’s pe games. (2010, November). Retrieved from http://carly3.blogspot.com/2010/11/overhand-and-underhand-throwing-lesson.html

Classroom teacher integrated. (2010, December 26). Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10271

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National association for sport and physical education. (2012). Retrieved from http://www.aahperd.org/naspe/

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