Integral I Master File

Assessment for Tutoreo y Bienestar Integral I & II

This physical education curriculum focuses on developing the whole child. We want to hit three aspects of the child: physical, socio-emotional and cognitive. Throughout the lessons, there are different strategies to hit these three main areas in order to achieve the goal of developing the whole child.

The recommended assessment for this course is as follows: Tests/Quizzes 20% Skill Testing/Game Play Evaluation 20%, Participation 60% Total of 100%

Tests and quizzes account for the cognitive element of the whole child approach, and will be given to students in the units of: Flag Football, Soccer (Football), Basketball, Active Health (x2), Volleyball, and Ultimate Frisbee. By delivering these tests, the teacher will be able to determine whether or not the student has understood the game or activity that was taught to them. The quizzes have different elements included in them. Types of questions: true & false, multiple choice, diagrams and short answer questions.

Skills testing and game play evaluation will be used to assess student’s physical abilities. However, they will also assess the cognitive domain in regards to gameplay. Students will be evaluated on whether they are making the proper decisions relating to the sport. This will be assessed in Flag Football, Football/Soccer, Basketball, Volleyball and Ultimate Frisbee. This will also be assessed in Active Health but instead of assessing game play, teachers will be assessing the students’ abilities to fill out their weight tracking sheet, and their understanding of reps and sets as well as ways to monitor their exercise.

Participation will be assessed in all of the units and will hit the socio-emotional aspect, as well as the physical aspect. The rubric below demonstrates how students will be marked. Each day, students will self-assess themselves and give themselves a mark from 1-5. They will tell the mark to their teacher as they leave the class, and their teacher will either agree with them or not. It they agree, that will be their participation mark for the class. If the teacher does not agree with them, they will have a brief discussion about why the student thinks they deserve that mark and why the teacher disagrees. The teacher and students will then decide on an appropriate mark. The teacher has the final say in all marks.

Participation Self-Evaluation Rubric

Mark Criteria5 Demonstrates respect towards themselves and others. Participates fully in classroom activities and can be

self-directed. Is punctual and ready for class. Shows support and gives help to others.4 Demonstrates respect towards themselves and others. Participates fully in majority of classroom activities

and is sometimes self-directed. Is punctual and ready for class. Shows some support and help towards others.

3 Demonstrates some respect towards themselves and others. Participates in majority of classroom activities but is not self-directed. Is somewhat ready for class. Shows minimal support and help towards others.

2 Demonstrates minimal respect towards themselves and others. Participates in some classroom activities. Is somewhat ready for class. Does not show support and help towards others.

1 Does not demonstrate respect towards themselves or others. Does not participate in classroom activities and is not ready for class. Shows no support towards other students.

0 Is absent from class without an excuse.E Has a note excusing them from class. Mark for the day is 0/0, and does not affect their participation mark.

Team Building Lesson #1

Unit Introduction Topic Syllabus and Team Building Lesson Length 50 minutes

Date and Time

Focus: Introductory class, introduce the syllabus and team building activities.

Equipment: Syllabus, human bingo sheet

Objectives:

Students will be able to…

-understand the layout of the course for the semester.-demonstrate enthusiasm, and cooperation during team building activities such as human bingo.

Set Induction (5 minutes)-Teacher will introduce themselves and take attendance-Teacher will discuss plan for the day

Lesson Content (40 mins)Time Organization Lesson Materials Teaching Cues

Syllabus

15minutes

Students seated around the teacher

B: Teacher will go over the syllabus with all students.

E: Teacher will also go over the rules for the class and how students should behave.

Syllabus for students

Point out how students are being marked.

Discuss the whole student.

Make realistic expectations.

Human Bingo Activity

20minutes

Students will be spread out throughout the class interacting with one another.

B: Students will fill out a human bingo sheet. Students will go around the class looking for students who could answer one of the questions on the sheet.

Students will try to get a different name for every sheet.

Human Bingo Sheet

A different person for each square.

Move around

Talk to one another.

Human Knot

5minutes

Students will start in two groups of twelve, and then later join to form one large group.

B: Students will split into two groups of twelve. Everybody will reach their hands into the centre and try to untangle themselves without breaking hands.

E:After one or two times in groups of twelve. Students will join to from one group of 24.

E: Discuss the activity, was there one leader or many leaders? Did you have a strategy for it?

Keep holding hands

Walk under and over each other's arms

Work together

Closure: (5 minutes)

Use this time to ask if students have any questions. Reinforce the notion that students will be working together for the rest of the semester and we want to get to know each other. Ask for students marks /5.

Evaluation:-Self-evaluation /5Teacher Lesson Reflection:

Initial reactions to the lesson.

What worked well?

What could have been done better?

How were management skills?

Were students engaged?

Find Somebody Who…….

B I N G O

Was born outside of the country

Plays the Piano Plays Lacrosse Has been to Canada Loves to Dance

Loves to swim Plays Video games Is wearing jeans

Packed their lunch Favorite color is blue

Likes to eat ice cream

Is allergic to something

Loves to workout

Is an only child Has a younger sibling

Has an older sibling

Has a pet Dyes their hair Is wearing a t-shirt Owns an Iphone

Likes rap music Owns a laptop Has four or more siblings

Likes to watch football Likes to play hockey

Tutoreo y Bienestar Integral II

Team Building Lesson #2

Unit Team Building Topic Team Building Activities Lesson Length 50 minutes

Date and Time

Focus: Team building activities and group games.

Equipment: none needed

Objectives:


-demonstrate enthusiasm, and cooperation during team building activities such relay races.

Set Induction (5 minutes)

Students will be changed before the beginning of class-Teacher will take attendance and talk about any questions that arose from the syllabus-Teacher will discuss plan for the day

Time Organization Lesson Materials Teaching Cues

Mingle, Mingle, Mingle Stop

(10minutes)

Students will be spread out around the gym. They will be moving around until the teacher says stop and a number and then students will form groups of that number in size.

B: Teacher will call out mingle mingle mingle. Students will walk around the gym not stopping. Next teacher will say stop then a number. Whatever number they says the students need to get in a group of that size. The teacher will then say something that they have to share, ie describe where you grew up. After two minutes teacher will start saying mingle again and students will continue walking.

Keep moving

Find group quickly

Switch talkers

Move around if....

(15minutes)

Students will form a circle with one person in the middle of this circle.

B: Students will form a circle with one person in the middle of the circle. The person in the middle of the circle will say move around if.. And then something that applies to them like move around if you have green shoes on. Everybody with green shoes on will then have to move from there position to somebody else's that is next to them. If they do not find a spot they are in the middle.

Must say something that applies to you if you are the centre person.

If the centre person is uncomfortable the teacher can help and choose so,etching for them to say.

Lesson Content (40 minutes)

Relay Races

15minutes

Students will be split up into six groups of four.

B: Teacher will split up the students into six group of four. Students will work together in their groups and perform a variety of relays.

Relays can include- running to one side and running backwards back to the line, doing a crab walk and running back, do a wheel barrow race, do a somersault rub to the line and do ten turns then run back

Make teams randomly

Can switch teams up after relays


Discuss with the students what unit they will be starting next class. Clean up any equipment used for relays. Answer any questions.

Evaluation:Self-evaluation /5

Teacher Lesson Reflection:


What worked well?




Tutoreo y Bienestar Integral I

Active Health Lesson Plan #1

Unit Active Health Topic Introduction and Safety Lesson Length 50 minutes

Date & Time Focus: Intro and safety in the weight room.

Equipment: Weight Room Equipment, Weight Tracking Sheets, Safety Procedures Page

Objectives:


-understand proper safety procedures in a weight room setting through a teacher-led discussion in the weight room area.

-understand how to properly fill out the weight room sheet which they will use throughout the active health unit.


Students will be changed before the beginning of class.

-Teacher welcomes students and does attendance

-Teacher will explain that the students are going to begin Active Health today and will be given a brief overview of the unit detailing that the students will have an opportunity to workout in the weight room, learn the 5 health components of training, learn the 6 skill components of training, learn the FITT principle and be tested on the material with a written quiz at the end of the unit.

-Teacher will explain that on this day students will be given an introduction and safety lesson to the weight room and will learn how to use the weight room tracking sheets.


Lesson Part and Time

Organization Tasks

(Basic, Simplifying, Extending)

Materials Teacher Cues

Safety Procedure in the Weight Room

Students will be scattered in the weight room or gym around the instructor.

B: The teacher will explain the safety procedures of the weight room. The procedures are located at the last page of

Safety Procedures Page -make sure students are paying attention

-ask questions and make it

(10mins) the lesson interactive

Intro to tracking sheets.

(5mins)

Students will be arranged scattered throughout the weight room seated.

B: Teacher will explain to students how to properly fill out an activity tracking sheet.

Teacher will hand out activity tracking sheets to students.

Weight Tracking Sheets -reps= the amount of times you do each exercise at once

-sets= how many reps you do

-aim for between 8-12 reps

-if you can easily do 12 increase weight

-if 8 reps is too hard lower weight

Equipment Run Through

(25min)

Students will be scattered throughout the weight room around the instructor.

B: Teacher will explain the different machines which will be used and demonstrate how to use them to the students. Machines will be at the lowest weight possible to start the demonstrations. Bring a weight tracking sheet during the demonstrations to remind students of the names of each piece of equipment and where it is on their tracking sheet.

E: Teacher will ask for student volunteers to demonstrate safe technique.

Weight Tracking Sheet

Weight Room Equipment

-engage core

-watch for proper form

-start with low weight

If time allows, until the closure.

Students will be spread out in the weight room.

B: Students will try different weight room machines and use this time as an opportunity to ask teacher for clarification on the machines, tracking sheet or safety procedures.

Weight Room Machines

Weight Tracking Sheets


Use this time to review safety procedures and answer questions for students. Explain that the next class we will be learning about the Health Components of training and performing a workout using the weight tracking sheets. Instruct students to go and get changed.

Evaluation: Self-evaluation /5



What worked well?




Safety Precautions to Remind Students:

Clothing Closed toe shoes Proper Gym Strip

Warm-up need to have a full body warm up before starting weight training Start with a lighter load before increasing the weight on each machine-Body Position Neutral body position, watch spinal position Partner squatting and jumping watch knee position and discuss proper knee positioning Need a proper body position at all times before increasing weight

Spotters Importance of spotters when using free weights Need to be paying attention at all times Hands need to be right by the bar

Bar Clips When using bench press, or anything involving weight plates, put on bar clips-Knowing your surroundings look around before starting your activity clean up when you are done, common courtesy and allows others to know that you have completed the activity

-Need to know how to demonstrate proper form with each exercise-If you hurt yourself or break a piece of equipment tell a teacher IMMEDIATELY



Unit Active Health Topic Exercise Tracking Methods Lesson Length 50 minutes

Date & Time Focus: Exercise tracking methods.

Equipment:

Weight Room, Weight Tracking Sheets, Exercise Tracking Handouts

Objectives:


-Understand what rate of perceived exertion is and how to use heart rate during training by recording their RPE on their workout recording sheets.

-Participate in weight room routine by filling out their work out sheets and using a variety of weights and machines.



-Attendance

-Review safety rules from the previous class

-Explain that today students will learn how to monitor their exercise rate during activity and will participate in a workout.



Organization Tasks



Heart Rate and PRE

(10min)

Students will be seated in a scattered position around the instructor in Dance Studio of the weight room.

B: Teacher will explain the importance of being able to track your rate of exertion through exercise. Teacher will hand out the Exercise Tracking Handout and go over it with the students.

E: Students will attempt to find their resting heart rate.

E: Students will brainstorm their exercise goals.

Exercise Tracking Handouts -PRE is how hard you feel like you are working

-HR can be counted for 60sec, 30sec x2, 15sec x4

Workout

(30mins)

Students will be arranged throughout the weight room

B: Teacher will briefly remind students about how to fill in their weight tracking sheets and explain that students will be assess on how complete their workout sheet is filled in. Students will then go and do a weight room workout using the weight tracking sheet as a guide. Teacher will circulate around the weight room to ensure that students understand how to do the machines and that they are respectful of other people working out.

Teacher will hand out weight tracking sheets to students. Students will be responsible for






keeping their weight sheets for the remaining classes.


Use this time to answer any questions the students have about exercise tracking or filling in their tracking sheet. Explain that the next class we will be learning about the Health Components of training and doing another workout. Instruct students to go and get changed and remind them to bring back their tracking sheet for next class.




What worked well?




Active Health Lesson #2: Exercise Tracking Handout

Heart Rate:The amount of times your heart beats in a minute.This can be measured on your wrist or neck.

Resting Heart Rate (RHR): the amount of beats that your heart produces at rest (laying down/sitting). You want this number to be lower so that your heart does not have to work as hard and there is less strain on your heart. Working out and doing cardiovascular activities will help to decrease resting heart rate.

Maximal Heart Rate (MHR): the maximum amount of beats that your heart can produce in a minute. The approximate measure of this is 220-age. This value is important when looking at target heart rate zones.

Target Heart Rate Zones: different zones represented by a percentage of maximal heart rate to help focus your training on what you want to achieve. Looking at the chart below, the Red-line Zone is at 90-100% of your MHR and is used when trying to achieve peak athletic performance. This cannot be kept up for a long time and is usually used by high-performance athletes. The Anaerobic Threshold Zone is 80-90% of the MHR. This zone is for developing strength and power and used for sports such as rugby. The Aerobic Zone is 70-80% of MHR and is for developing endurance and used for athletes such as long distance runners and swimmers. Weight Management Zone is 60-70% of MHR and is the zone for burning fat. The Healthy Heart Zone is 50-60% of MHR and is activities such as walking which helps the heart from developing cardiovascular disease.

Fig. 1

Perceived Rate of Exertion (PRE):

This is how hard you believe that you are working out on a scale from 1-10, taking into account breathing rate, heart rate, rate of breathing and amount of sweat.

Relating PRE to Heart Rate: Looking below at the Perceived Exertion Chart, you can see the similarities between the two. An RPE of 10 is the equivalent of the Red Line Zone for HR. An RPE of 9 is the anaerobic threshold zone, and a RPE of 7-8 is the aerobic Zone. The Weight Management Zone is a RPE of 5-6 while a RPE of 3-4 is the Healthy Heart Zone.

Fig. 2 Fig. 3

Workout Goal:

What you want to achieve in a workout is your workout goal. One of the main reasons of tracking exercise is to tell whether we are meeting our goals and if there is anything that we can improve on to meet them. If you were a long distance runner and your goal was to become 2 minutes fast in a 10km race then you would want to train in the Aerobic Zone which is an RPE of 7-8 and 70-80% of your maximum heart rate. Because everybody has a different goal, it is okay that people go at different speeds when working out or different intensities as long as you know what your goal is and how hard you need to push your body in order to achieve it. Figures 1&2: Taryn. (2014). Your Heart Rate Zone Sweet Spot. http://www.choose2befit.com/exercise/your-heart-rate-zone-sweet-spotFigure 3: Tremel, A. (2013). Using Rates of Perceived Exertion to Help You Determine Your Exercise Goals. http://blog.eliteclubs.com/tag/exercise-scale/#sthash.vvdsINJo.dpbs



Unit Active Health Topic Health Components of Fitness Lesson Length 50 minutes

Date & Time Focus: Health components of fitness.

Equipment:

Weight Room, Weight Tracking Sheets, Health Components of Fitness Handout

Objectives:


-Properly explain the 5 health related components of training and how they relate to working out after participating in a classroom discussion surrounding this.-Participate in a variety of weight room activities with self-direction, punctuality, enthusiasm and effort.



-Attendance

-Briefly review Heart Rate and Rate of Perceived Exertion from previous class and answer any questions.



Organization Tasks



5 Health Components of Fitness

(10min)


B: Teacher will explain the 5 health components of fitness to the students in a group discussion using the hand outs for the health components of fitness.

Exercise Tracking Handouts

-have students follow along with diagrams on the handout

Workout

(30mins)


B: Students will go and do a weight room workout using the weight tracking sheet as a guide. Teacher will circulate around the weight room to ensure that students understand how to do the machines and that they are respectful of other people working out.

Students will use their weight tracking sheet from the previous day.







Use this time to answer any questions the students have about the health components of training. Explain that the next class we will be learning about the skill components of training and doing another workout. Instruct students to go and get changed and remind them to bring back their tracking sheet for next class.




What worked well?




Active Health Lesson #3: Health Components of Fitness

There are 5 Health Components of Fitness: Cardiovascular, Muscular Strength, Muscular Endurance, Flexibility and Body Composition

Cardiovascular: Cardiovascular health deals with the Heart and Lungs: Blood goes to the lungs and picks up oxygen. The oxygenated blood then goes back to the heart and is pumped out throughout the body including to the muscles. At the muscles the blood drops of the oxygen and picks up waste. This blood then travels back into the heart and then to the lungs where it drops off the waste.

Fig. 1

With training, the heart/heart walls become bigger which allows it to pump more blood to muscles, carry more oxygen to the muscles and remove more waste.

Fig. 2

Muscular Strength: Muscular strength is the maximal force that can be exerted by a muscle. This is measured by a 1 Rep Max testing, which is how much weight you can lift for one repetition only. To increase your muscular strength you want to focus on doing less reps of more weight.

Muscular Endurance:How many times you can perform a movement without becoming fatigued or how long you can hold a muscular contraction for is called your muscular endurance. In order to increase muscular endurance you want to focus on doing more reps of light weight.Benefits of Muscular Strength and Endurance Training include improved strength and coordination, increased sport performance, increased bone density, improved health and reduced risk of injury.

Fig. 3

Flexibility:Flexibility is the ability for the joints of the body to go through their full range of motion. It is important to stretch after workout to maintain flexibility. However, it is important to note that overstretching can lead to a decrease in joint stability.Benefits of flexibility includes that it prevents arthritis, promotes good posture and balance, relieves aches, pains and muscle cramps and reduces post workout soreness.

Body Composition:The amount of lean body mass (fat-free) and fat mass together is called body composition. Fat-free body mass includes muscles, organs, and vessels. For health reasons you want to have a lower amount of fat body mass as it can lead to cardiovascular disease, diabetes, and obesity.

Figure 1: Anatomy. (2013). Human circulatory system function. Fitness Insane. (2013). How your body adapts to endurance training. http://fitnessinsane.com/training/how-your-body-adapts-to-endurance-training/Figure 2: Fitness Insane. (2013). How your body adapts to endurance training. http://fitnessinsane.com/training/how-your-body-adapts-to-endurance-training/Figure 3: Micha. (2012). Training and Weight Lifting Safety. Retrieved from http://www.justrec.com/training-and-weight-lifting-safety/



Unit Active Health Topic Skill Components of Fitness Lesson Length 50 minutes

Date & Time Focus: Skill components of fitness.

Equipment:

Weight Room, Weight Tracking Sheets, Health Components of Fitness Handout

Objectives:


-Properly explain the 6 skill related components of training and why they are important after participating in a classroom discussion surrounding this.-Participate in a variety of weight room activities with self-direction, punctuality, enthusiasm and effort.



-Attendance

-Briefly review Health Components of Fitness and ask if there are any questions.



Organization Tasks



6 Skill Components of Fitness

(10min)


B: Teacher will explain the 6 skill components of fitness to the students in a group discussion using the hand outs for the skill components of fitness.

Skill Components of Fitness Handouts

-have students follow along with the handout

-ask for examples of how to improve skills

-what sports are the skills important for

Review Session

(10min)


B: The teacher will lead a review question and answer session. Teacher will start by asking students if they have any questions, teacher will then ask their own questions to the students and at the end teacher will again ask students if they have any questions.

Questions and Answer Sheet -have students follow along with the handout

-ask for examples of how to improve skills

-what sports are the skills important for

Workout

(20mins)










Use this time to answer any questions the students have about the skill components of training. Explain that the next class we will having a review/ question class, and the following class they will be having a quiz on the handouts. Instruct students to go and get changed and remind them to bring back their tracking sheet for next class.




What worked well?




Active Health Lesson #4: Skill Components of Fitness

There are 6 Skill Components of Fitness:

-Agility

-Balance

-Coordination

-Speed

-Reaction Time

-Power

Agility:

Agility is the ability to utilize quickness in combination with the ability to change directions on the move.

Balance:

Balance is the ability to maintain a specific position while moving or stationary, and is affected positively with a large base of support and a low centre of gravity.

Coordination:

The ability to use to or more body parts together in a smooth motion is defined as coordination. One example of coordination is hand-eye coordination, which can be practiced when catching a ball. Two examples of leg-arm coordination are running and skipping.

Reaction Time:

The amount of time it takes someone to respond to a stimulus is called their reaction time.

Speed:

Speed is the rate at which an object or person completes a distance. Speed is also defined as distance over time (distance/time).

Power:

Power is the ability to produce strength in combination with speed. For example, plyometric exercises are a good way to increase leg power.

Active Health Lesson #4:

Review Session

Examples of Teacher-led questions:

1) What are the two ways to track exercise exertion that we went over?

2) Why are HR and PRE similar?

3) If I wanted to focus on the aerobic zone what would my approximate HR have to be? What about RPE?

4) Give an example of a sport that you would want to train in the anaerobic zone for.

5) What does MHR stand for and why is it important?

6) Who can tell me the 5 Health Components of Fitness?

7) What is the difference between muscular strength and muscular endurance?

8) Why is it beneficial to work on flexibility?

9) Why is it beneficial to strength train?

10) Do you want a low or a high body composition? Why?

11) Explain the route of blood in the cardiovascular system.

12) Who can tell me the 6 Skill Related Components of Fitness?

13) What does agility mean and list a way that you can work on it.

14) What sport do you need power for? What two important concepts make up power?

15) When is reaction time important?

16) Explain what speed means.

17) Name a type of coordination and when it is beneficial.

18) Is balance only important for when you are not moving? Why/Why not?



Unit Active Health Topic Testing Lesson Length 50 minutes

Date & Time Focus: Cognitive knowledge assessment

Equipment:

Weight Room, Weight Tracking Sheets, Question and Answer Sheet

Objectives:


-Demonstrate their knowledge of the covered topics: exercise tracking, health related components of fitness and skill related components of fitness through a written test.-Participate in a variety of weight room activities with self-direction, punctuality, enthusiasm and effort.



-Attendance

-Remind students that they are having test this block.

-Ask if students have any last minute questions



Organization Tasks



Active Health Test

(15min)


B: The students will do an active health test focusing on the concepts of exercise tracking, the health related components of fitness and the skill related components of fitness.

Active Health Test -no talking

-fill in all of the answers

-read the directions carefully!

Workout

(25mins)










Collect all of the active health sheets from the students. Explain that the next unit they will be doing is a basketball unit. Let the students go and get changed and ready for their next class.




What worked well?




Active Health Test /25

Name: __________________________________________

Student number: ______________________________________

Date: ______________________________________

Short Answer/Fill in the Blank (1 mark for each blank) /10

1) How do you calculate maximum heart rate?

___________ - ______________ = MHR (Max. Heart Rate)

2) How do you calculate your maximum heart rate?

_________ - _____________ = _____________

3) What would my RPE be if I were sleeping?

_______________

4) Cardiovascular system question:

The heart pumps blood to the lungs where it picks up _____________. The blood then travels back to

the ____________, where it is pumped to the muscle. Once at the muscle the blood drops off

___________, and picks up ______________.

Long Answer: /10

1) Choose two of the four remaining Health Related Components of Fitness. List two (1/2 mark each), and explain what they are (2 marks each).

/5

1)

2)

2) Circle two of the six Skill Related Components of Physical Fitness below. Explain/define what they are (3 marks each), write a sport that they are important to be utilizing in training for (1 mark each), and why they are important for this sport (1 mark each). /10

Agility / Hand-Eye Coordination / Speed / Power / Balance / Reaction Time

1)

2)

Name: ___________________

Tec de Monterrey Exercise Tracking Sheet

Date: Date: Date: Date: Date: Date: Date: Date:

Exercise kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps

Cardio

Exercise

Type:

___________

Time:___________

HR: _______

PRE:_______

Type:

___________

Time:___________

HR: _______

PRE:_______

Type:

___________

Time:___________

HR: _______

PRE:_______

Type:

___________

Time:___________

HR: _______

PRE:_______

Type:

___________

Time:___________

HR: _______

PRE:_______

Type:

___________

Time:___________

HR: _______

PRE:_______

Type:

___________

Time:___________

HR: _______

PRE:_______

Type:

___________

Time:___________

HR: _______

PRE:_______


Soccer Lesson Plan #1

Unit Soccer Topic Intro, rules & maintaining possession

Lesson Length 50 minutes

Date & Time Focus: Maintaining possession of the ball.

Equipment: Soccer balls, pinnies, cones, handoutsObjectives:


- Learn how to maintain possession of a soccer ball on offense by demonstrating their shielding of the ball in 1v1 and 3v3 mini games.- Demonstrate their ball control by passing through gates with a partner during the warm-up activities and in mini games


-attendance-we are going to learn about maintaining possession of a soccer ball on offense in different game situations



Organization Tasks(Basic, Simplifying, Extending)


Gates warm-up

(10mins)

Scattered in one big area of the fields with each student having one partner and a gate created with two cones (a gate is just two cones separated by about two meters)

Students grab a partner, a ball, and 4 cones per pair. Create a gate with two stacked cones per edge (only two cones needed here, but second two will be needed later on in class). Students pass with their partner through the gate.

E: With their partner, students pass to each other through every other gate.

E: Students continue passing upon return to their own cones after completing previous step, and see how quickly they can do it. See how many they can get done in 3 minutes. Complete twice so students may have a chance to beat their previous score.

Stack of cones, 12 soccer balls

Control the ball

Start off easy

Utilize the inside of your foot for ball control

Lead your partner with your passes

1v1 in a box, trying to stop the ball on

Boxes separated from each other on the field, each box is approximately 8m by

Students create square (20 feet by 10 feet) with cones to play 1v1 with their partner. The aim of the game is to stop the ball on the opponent’s line. This is how a goal is scored. Once a goal is scored, ball goes to the player who has been scored upon and the player who scored must move back past the

Same as above, each group of 2

Protect the ball as you advance

opposite edge of the box

(10mins)

5m halfway point of the box so the other player may attack. Then get students to play against other students who are roughly the same skill level as them.

E: Create a bigger box.

E: Do not enable the player who was scored upon a free pass to get up half of the box distance. In other words, allow the player who scored to play defense immediately.

S: Smaller box.

S: Allow students to score a point by letting the ball roll past the line instead of holding it on the line.

should have 4 cones and 1 soccer ball

Move slowly at the end so you can hold the ball on the line

Mini games

(20 min)

Three groups of partners come together to play 3v3 in bigger box, meaning there will be fewer cones on the field, and 4 different games of 3v3

3v3 in a bigger box where the aim is to make 5 consecutive passes without the defender gaining possession.

S: A point is scored when only 3 consecutive passes are made.

E: The ball goes to the defense as soon as a defender touches the ball, meaning more protection is needed to shield the ball away from the defense.

E: 3v3, but the aim is to score on a line, just as in the partner activity.

Same as above

Lead your teammates

Protect the ball

Find the open play

Cut into open space away from the defenders


Use this time to review rules of soccer, about how to properly maintain possession of the ball in small games, etc.

Evaluation: Self-evaluation /5Teacher Lesson Reflection:


What worked well?




Soccer (Football) Handout

1. No Hands Please-First, the rule for a hand ball incudes using any part of the body from the tips of the fingers to the shoulder-Second, the proper way to look at this football rule is that a player cannot handle the ball. A ball that is kicked and hits a player`s hand or arm is not a hand ball. This means that the referee must use his or her own judgment to some extent in determining whether or not a hand ball is accidental contact or a purposeful attempt to gain an advantage.-Goalies cannot pick up a pass that came directly from own of their teammates. In this case, the goalkeeper must use his feet. Infraction of this rule will result in an indirect kick from the point of the infraction.

2. Throw-insA throw-in is taken when the ball crosses a sideline and leaves the field. The two basic soccer rules for a proper throw-in are to have both feet on the ground and to throw the ball with both hands over the head.

3. Corner Kicks and Goal KicksA corner kick or goal kick is taken when the ball leaves the field across the end line.-if the offensive team kicks it out, play is restarted with a goal kick. If the defensive team kicks it out, play is restarted with a corner kick.-the goal kick is taken from anywhere inside the goal area. It can be taken by any player, not just the goalkeeper. -The corner kick is taken from the corner nearest to where the ball left the field.

4. FoulsA player cannot kick, trip, jump at, charge, strike, push, hold, or spit at an opponent.

5. Direct and Indirect Free KicksOn a direct kick you can socre by kicking the ball directly into the goal. On an indirect kick, the ball must be touched by another player before it can go into the goal, that is the kicker and a second person. In general, a direct kick comes fro ma contact foul or hand ball. Everything else is indirect.

6. Penalty KickA penalty kick results from a contact foul or and ball by the defending kick within the penalty area- the large box on either end of the field. So it’s a type of direct kick also.-the ball is placed on the penalty spot, 12 yards in front of the center of the goal-All players must remain outside the penalty area and in the penalty arc until the ball is kicked. The goalkeeper must have both feet on the goal line until the ball is kicked.-If after the ball is kicked, it rebounds off of the goal or the keeper and stays on the field, the ball is live and anyone can play it

7. Two-touch RuleA player cannot touch the ball twice in a row when putting the ball in play.

8. OffsideA player is in an offside position if he is nearer to his opponents{ goal line than both the ball and the second last opponent.-an offensive or attacking player can`t be ahead of the ball and involved in the play unless there is a defender between him and the goalkeeper. Or you can`t hang out at the other team`s goal waiting for the ball.-You can`t be offside if you are standing on you half of the field. Also, the offside rule applies when the ball is kicked, not when the player receives the ball.

9. The field of Play

Midfield Line: Line that divides the field into equal halves.Touch Line: The line that defines the outer edge of the longer sides of the field. When the ball goes out of bounds over the touch line, a throw in occurs. Also called the sideline.Goal Line: Lines that mark out of bounds at either end of the field. When the ball goes out of bounds over the goal line, either a goal kick or corner kick occurs, depending on which team last touched the ball. Also called end lines.Penalty Area: Arguably the most important portion of the field, because a foul inside the penalty area results in a penalty kick: Also called the 18 yard box. Goal Area: Goal kicks are taken from the corners of this box (6 yard box).Goal: Points are scored when the ball passes through the 8-foot tall goal.Center circle: Opposing players must stand outside the circle until the ball is kicked to initiate the game in a kickoff.Center spot: A mark at the center of the halfway line where the ball is paced during kickoffs.Corner kick quarter-circles: Area where ball is placed on corner kicks. A flag at least five feet high stands at all four corners.

10. Positions

Players are divided into two basic classifications: goalkeepers and field players. Field players consist of forwards, midfielders and fullbacks. Coaches can mix and match the number of players at each position, as long as there are 11 players on the field. Sample formations include 4-4-2, 3-5-2, 4-2-4, etc. and are listed fullback-midfielder-forward, respectively

G: Goalkeeper: Keeps the ball out of the goal and organizes the team defense. Uses hands and arms within the penalty area. Possesses sure hands to catch, deflect, or punch shots away from the goal. Also called goalie or keeper.F: Forwards: Attack the opposition to create scoring opportunities. Take the majority of shots. Also called attackers.M: Midfielders: Enable the transition from the fullbacks to the forward. Constantly in motion, both defending and attacking. Also called halfbacks.D: Fullbacks: Provide last line of defense before the goalie. Stop the opposition before a shot is taken. Some coaches assign a single defender, called a sweeper, who plays closest to his own goal behind the fullbacks.



Unit Soccer Topic Maintain possession on a team Lesson Length 50 minutes

Date & Time Focus: Cooperating with and utilizing teammates.

Equipment: Soccer balls, pinnies, conesObjectives:


- Demonstrate cooperation amongst teammates by being able to complete three passes between one another without losing possession of the ball in a 3v3 game setting-Utilize different parts of the foot to make passes to teammates in a controlled manner in a variety of small-sided games


-attendance-we are going to learn about working together with teammates to maintain possession of the soccer ball on offense





Passing with a partner-stationary and on the move

(10 mins)

Stationary passing in lines followed by passing on the move scattered in field/gym

Passing with a partner using the outside of the foot (toe pointed inward). Start stationary with one touch to setup the next pass. Pass with inside of the foot with one touch stationary in lines. Then pass with a partner on the move in the field.S: Students choose which side of foot to contact and control with.S: Students stay in predetermined lines when they are passing on the move.E: Students must alternate feet they pass with (one pass with right, next with left). E: Students move all over the field with everybody else passing in the same area. Students must have their heads up to avoid collisions, which will improve their ball handling skills.

Stack of cones, 12 soccer balls

Control the ballStart off easyUtilize the inside and outside of your foot for ball controlLead your partner with your passes Focus on your targetPass to where your partner is going to

2v2 in a small box

(5 mins)

Boxes are marked off by cones and are approximately 6m by 6m or 7m by 7m if 3v3

Goal of this game is to make 5 consecutive passes to each other without losing possession of the ball.E: More students. For example, 3v3 or 4v4.E: Do not allow defense to touch the ball even once. If defense touches the ball, this results in offense switching onto defense.S: Fewer passes means a point is scored.

3v3 or 4v4 with small goal and no keeper

(25 mins)

Boxes separated from each other on the field, bigger than the previous

Two groups come together to play 4v4 in a box with two very narrow goals and no goal keeper. Same boxes may be utilized for this activity as the previous, but one side of the box needs to be extended. Ensure that the goals are parallel between each box (goals all face North/South for example, and in the gym, goals face the walls so balls have a lesser chance of interfering with other games). Ball must stay below head height throughout the entire game.E: Maximum three touches before having to pass to a teammate.

Lead teammatesProtect the ballFind the open playCut into open space away from the defenders


Ask questions to students to see if they are learning. Tell them any reminders for next day.



What worked well?






Unit Soccer Topic Cumulative written test Lesson Length 50 minutes

Date & Time Focus: Knowledge of Soccer is assessed.

Equipment: Soccer balls, pinnies, cones, exams

Objectives:


-demonstrate their understanding of the rules and strategies of the sport of Soccer by completing a cumulative written exam -show their ability to self-manage their behaviour and switch into a physical mindset by participating in physical activities once the exam is over


-attendance-we are going to take our test, then play 6v6 soccer games



Organization Tasks



Written exam

(25 mins)

Students will be seated with space between each other

B: Students have 25 minutes to complete the Soccer exam.

Written exam -directions, answer questions as they arise

Soccer games

(15 mins)

Students will play 6v6 Soccer on two fields.

B: Students will be divided into four teams and play 6v6 Soccer. Switch opponents every 7 minutes so that all teams get to play each other.

Cones, soccer balls, pinnies


Use this time to give any reminders, ask questions to check for understanding, etc.

Evaluation: Self-evaluation /5, Written exam



What worked well?




Soccer (Football) Test

Name: ____________________________________________ Student Number:________________________ Date: _________________________

TRUE (T) OR FALSE (F)______ 1. After a goal is scored, the game is re-started with a goal kick.______ 2. If a defender kicks the ball out past their defensive end line, play is re-started with a corner kick______ 3. A goalkeeper may use her/his hands to play the ball outside the penalty area______ 4. A throw-in is awarded to the opposing team when a player sends the ball off the sideline______ 5. A throw-in can be made using only one hand as long as it is taken directly from behind the head______ 6. When taking the kick-off from centre, the player who makes the first pass can legally pass it forwards or backwards______ 7. A corner kick is awarded if a player takes a shot at the opposition`s goal, and the ball sails over the goal posts without anyone touching it.______ 8. When taking a throw-in, both feet must be in contact with the ground until the ball is released______ 9.The fullbacks (defenders) are not allowed to cross the centre line in soccer or they are offside______ 10. Any part of the body, including the hands and arms, may be used to play the ball by all players

MATCHING- In the space at the left, place the letter of the items from the right column, which best identifies the statement.

________ 11. An offensive player who is between the goalie and the ball results in an: ________ 12. Defender causes the ball to go over the goal line results in:________ 13. Method of starting the game

________ 14. Penalty for a foul inside the penalty area

________ 15. Awarded when the ball goes out of bounds over the end line and is last touched by the offence

A. Offside

B. Kick-off

C. Throw-in

D. Penalty Kick

E. Corner Kick

F. Free Kick

G. Goal Kick

Please note that on the diagrams the O`s are going this way ->

On the diagram of the field above, identify and label the following:

17. The Forward Positions (F`s inside the circles)18. The Mid-Fielders (M`s inside the circles)19. The Fullbacks (D`s inside the circles)20. The Penalty Spot (Mark), and how far it is from the end line



Unit Soccer Topic Shooting and target players Lesson Length 50 minutes

Date & Time Focus: Shooting at the net and hitting a target player.

Equipment: Soccer balls, pinnies, cones, netsObjectives:


- Shoot at the net with accuracy in both a game and a practice setting.- Make use of a target player to use for a give and go pass in practice and in a game setting.


-attendance-before our games, we are going to have a quick introduction on shooting at the net and learn a bit about the use of a target player





Intro to shooting at the net

(10 mins)

Line ready to shoot with two players ready to retrieve balls

In groups of six, students take turns shooting at the net. With two balls per group, have a line of 3 prepared to shoot, while the other two are ready to retrieve the soccer balls once all balls have been kicked. Switch the players who are retrieving the balls each time all of the balls have been shot.

Soccer balls and net

Focus on your targetHow can you adjust the height of the ball? Distance?

Introduce a target player, include give and go pass

(5 mins)

Line ready to pass to target play by the goal

In groups of six, have one keeper (if enough students willing to do so, otherwise no keeper), one target player and 3 soccer balls in a line. Pass to the target player, immediately cut beside them to get the pass back, and shoot at the goal. Allow each target player three turns, and switch positions constantly. Players retrieve their own shots, meaning the next player must wait for them to get out of the way before attempting to score.

Same as above

Target player, pass aheadMake a good pass to your target playerWhen is a give and go pass effective? Why?

Mini games 6v6 games in a big Small 6v6 games with two very narrow goals and no goal keeper. Maximum Cones, Lead your

(25 min) box, separated from the other games

three touches before having to pass to a teammate. Ball must stay below head height throughout the entire game. E: Students must shoot the ball within two passes if they are in the front half of the field, or there is an automatic turnover.E: Students have one target player designated on each team who sits by the goal on offense ready for the pass to either shoot or create a give and go, and one player designated to stay on defense. Role players switch every two minutes.

soccer balls, pinnies

teammates

Protect the ball

Find the open play



Reminders, questioning, and reviewing the idea of a give and go pass, as well as what a target player does.

Evaluation: Self-evaluation /5, Gameplay evaluation /40Teacher Lesson Reflection:


What worked well?




Gameplay Assessment Rubric

≤ 5 points 6-7 points 8-9 points 10 points Total

Game Awareness

Student shows no idea of game tactics, strategies or how the game is played. Student is rarely, if ever,

involved in the gameplay.

Student shows an attempt to be involved in

gameplay, but may not always make the correct

tactical decisions regarding the gameplay.

Student is well aware of what is going on in the

game and is usually involved in gameplay. Student makes correct tactical decisions most

of the time.

Student displays ‘game sense’, is always involved in

gameplay, and makes correct decisions regarding

gameplay the majority of the time.

Participation Student does not actively partake in the game.

Student shows they actively want to contribute

to gameplay most of the time.

Student shows they actively want to

participate 85% or more of the time.

Student shows an active desire to contribute to

gameplay 100% of the time.

Offensive Strategies

Student does not show any attempt to create

offensive opportunities for their team.

Student usually attempts to contribute to the

offense for their team. They sometimes are

involved in the offensive plays.

Student is always attempting to

contribute to the offense for their team. They are most often involved in

the offensive plays.

Student actively utilizes the four principles of offense. Student makes their team better when in or not in possession of the game

object.

Defensive Strategies

Student does not make any defensive effort, and they are constantly not in

the correct defensive position.

Student consistently makes an effort to make defensive stops for their team, but is only in the

correct defensive position about half of the time.

Student is in the correct defensive position the

majority of the time, and consistently makes an

effort to make defensive stops for their team.

Student is in the correct defensive position in regards

to their mark 100% of the time. Student has a solid grasp of player-to-player

marking.

Total Mark /40



Unit Soccer Topic Principles of offense. Lesson Length 50 minutes

Date & Time Focus: Principles of offense: Mobility, Depth, Width and Advancement.

Equipment: Soccer balls, pinnies, cones, netsObjectives:


- Understand the principles of offense: mobility, width, depth and advancement.- Apply the principles of offense in their 4v4 games at the end of class.


-attendance-we are going to learn about the four principles of offense, which apply to any games where the offense is interacting with the defense. These are called invasive team games, and include many sports such as: Soccer, football, hockey, lacrosse, ultimate, handball, etc.-Mobility just means you should always be moving while playing offense in games.-Depth, width and advancement are all principles that relate to where players are standing in relation to the player carrying the ball. Depth occurs when there is a player behind the ball, away from the net you are scoring at. This is mainly utilized in high pressure situations. Width occurs when players are beside the ball on offense. It is a good idea to use the whole width of the field to spread out the defense. Advancement is when there is a player in front of the player with the ball, going toward the net your team is scoring. This is obviously very important to score a goal!





Offensive principles

(10 mins)

In groups of 3 going from one end of the field to the other

B: Students are introduced to the offensive principles of width, depth, advancement and mobility. They must have one player in front, behind and to the side of them before they pass the soccer ball up the field, and there is no movement while in possession of the soccer ball.

*note that this is more of a cognitive drill than a physically vigorous one. We are trying to get the offensive principles to get ingrained into their heads for many different games, and to allow games to run more smoothly.

Soccer balls

Get in front, get to the side, get behindWait for your teammates to fill the spotsWork togetherCommunicate

Mini games

(30 min)

6v6 games in separate fields

B: Students play 6v6 games, trying to remember the offensive principles taught throughout the class. Students will be continually assessed for their ability to maintain a player in front, behind, and beside the player with the ball.S: Once a ball is scored, defensive team backs up past half.E: Students MUST utilize all four principles of offense before attempting to shoot.E: Full-sided games. Note that it is much more difficult to assess individual gameplay when students are playing full-sided games.

Soccer ball, pinnies, cones, nets

Lead your teammates

Protect the ball

Find the open play



Go over the 4 principles of offense and remind them that they are not just for soccer, but for any games where the offense and defense are interacting. Remind them that their next unit is yoga & dance.

Evaluation: Self-evaluation /5, Gameplay /40



What worked well?






Game Awareness








of the time.





















object.











marking.

Total Mark /40Tutoreo y Bienestar Integral I

Yoga & Dance Lesson #1

Unit Yoga & Dance Topic Introduction to yoga Lesson Length 50 minutes

Date & Time Focus: Relaxation and Breathing Techniques

Equipment: Mats

Objectives:


1. participate in a variety of yoga poses and breathing techniques and relaxation techniques.


-teacher will take attendance and go over the Yoga unit

-teacher will discuss the plan for the day and benefits of yoga



Organization Tasks



Warm up

(10min)

Students will be spread out throughout the area on mats facing the teacher.

B: Teacher will start the class with some relaxation breathing and pose work.

Start with the warm up pose Blade. Sit in a comfortable position with you spine extended. Inhale raising your arms out to the sides at shoulder level in a “T” position. Bend your elbows so your arms are in front of your chest, palms down. Hands come towards each other with the tips of them lightly touching. Exhale and inhale slowly as you gradually pushes backward with your elbows so that your hands move away from one another. Feel your shoulder blades come together with a steady, squeezing motion. Hold the position, with your arms as far back as it is comfortable for you for a few seconds, breathing normally. Now exhale and with focus, bring your arms back to start position. Repeat the movement slowly 3-5 times. Remember do this at your pace. Now exhale and gradually release the position, letting your arms fall to your sides. Relax by shrugging your shoulder and gently shaking out your hands a few times. Now go into table position and do Cat and Dog stretches. In table position with knees under hips and arms beneath shoulders, your back is flat and your head faces downward to create an extension in the back of the neck. Exhale and slowly drop your tailbone. Arch your back and exhale further as you pull your navel up toward your spine. Imagining you are a hissing cat. Inhale and slowly raise your head and tailbone letting your abdomen move toward the floor. Your back is now curved in a subtle swayback position. Look up slightly without overextending the neck, imagining you are a friendly dog. Continue alternating, moving slowly

Yoga mats -don`t talk

-breathe deeply

between cat and dog 10 times. As your spine warms up, deepen your inhalations and exhalation.

Main Yoga Workout.

(20minutes)


B: Easy Pose: Being with sitting on the floor with your legs in front of you. Spine is elongated. Arms rest by your sides, shoulders are down away from your ears. Cross your legs so that the arches of your feet are positioned beneath the outside of your calf muscles. Your right foot should be under the right knee. Place your hands on your knees with palms down. You also place your hands palms up with the backs of your thumbs and index fingers.

S: If you wish to sit on folded blanket to bring your knees lower than your hips, to maintain the proper lower back curve, and to ensure that your spine remains straight and elongated.

B: Hero Pose: this pose opens the hips and hip joints and keeps the knees flexible. Cross your legs so that your right knee rests on top of your left knee. Place the palms of your hands on the soles of your feet. Move your feet away from your hips so that you feel a stretch in the hips. Inhale and make sure your spine is extended and that your shoulders are down and away from your ears. Exhale and fold your upper body down toward your knees; do not lift the sitting bones from the floor. Relax and breathe slowly. Return to an upright position and repeat with your left knee on your right knee.

S: If you are unable to sit comfortably while maintaining the curve in your lower back, sit on a folded blanket (2-4 inches high). Have both sitting bones leaning on the blanket.

B: Knee Rocking: opens up the groin muscle and improves flexibility in the hips. It also strengthens the arms, shoulders and abdominals. Sit on the mat with both legs out in front of you and your spine comfortably extended. Lift your right leg and bend it at the knee. Wrap your arms around the lower leg so that you right foot is in the crook of your left elbow or in your hand. Be gentle with your knee and do not force the movement. Cradle leg with both arms and if you can cradle you’re left and right hands. Use your back straight and hold the leg as high and close to you as possible without straining. Moving from the hip joint, gently rock your leg back and forth in a sideways motion as though you were rocking a baby.

S: Depending on how flexible you feel you may want to sit on a folded blanket about 2-4 inches in height.

A: After rocking your leg several times, switch leg positions and repeat with the left leg.

B: Head of Cow: Stretches the spine, arms, shoulders, and neck and relieves tension in the upper

Yoga Mats Inhale and exhale slowly for about 6-8 breaths

back and shoulders. It also improves lung capacity. Sit in any comfortably position on you mat. Make sure your back is straight with your spine comfortably extended. Shoulders are relaxes and away from your ears. With your left hand, reach behind your back from below; the palm is turned out, away from your body. Bend at the elbow, moving your hand up toward the center of your back as high as you can without straining. Raise your right arm beside your right ear. Bend at the elbow and reach over your right shoulder. Try to interlock the fingers of both hands to touch the fingertips. Keep your body erect. Your right elbow should point straight up, not forward; your upper arm should be as close to your right ear as possible. Unlock hands and let your arms fall to the sides of your body. Shake out your hands and shrug your shoulders.

S: You may also do this pose from a standing position, with your feet about hip-distance apart. If it is difficult to interlock to touch your fingertips, grasp one end of a towel with your raise hand. Let the towel hang down your back and grasp the loosen end with your other hand.

A: Repeat 4 times.

Cool Down

(10mins)


B: Spinal Twist: stretches the spinal column and connecting nerves and helps reduce stiffness in the neck. Bend your left leg; cross your right foot over your left thigh at midpoint. Inhale; bring your left arm around the outside of your right knee. Grasp your knee. Exhale; use your left arm for leverage by pressing against your leg and rotate your upper body to the right. Keep your shoulders level. Engage you abdominals 15 to 20 percent to help protect your lower back. Place your right palm on the floor near your buttocks. Turn your head to the right and gaze over your right shoulder. With each inhalation create an extension in your spine. On an exhalation, engage your abdominals and slowly turn your body a little more to the right without straining the lower back. Release and return to center.

S: If you are unable to sit comfortably maintaining the curve in your lower back, sit on a folded towel.

B: Child Pose relaxes the back and neck and stretches the spine. Kneel with your buttocks on or near your heels and with your legs slightly apart. Bend from the hips forward and down – folding your upper body onto your thighs. The forehead rests on the floor. Place your arms on the floor next to your legs, palms, up. If you wish, you can also extend your arms on the floor in front of you, palms down, with elbows relaxed. Let your shoulders round. Breathe deeply. Raise your upper body and return to a kneeling position.

S: Can use a towel.

B: Cross bow pose: it messages the abdominal organs and improves digestion, stimulates the

Yoga Mats Breathe deeply

Feel the stretch

No talking

thyroid, open the chest, strengthens the back and upper arms and tones the thighs and buttocks. Lie on your stomach with your legs slightly apart. Turn your face to the right; left cheek rests on the back of your left hand. Bend your left knee, bringing your foot towards the buttocks. Reach back and across with your right hand, grasping your ankle or the front of your left foot. Your left heel goes in the direction of your right buttocks. Lift your left knee an inch for the floor. Lower your left knee. Rest. Raise your left knee and foot as high as you can, pressing your foot into your hand. Release. Reverse the pose. Relax in child pose.

S: Be gentle to avoid impinging your knee.

Closure:

-congratulate students for completing the workout routine. Ask them what their favourite parts of the yoga was. Explain that they will continue the Yoga unit next class.

Reference: Yoga lesson plan was from Edwards, J., & Gese, B. (N.D.). Yoga Unit. p. 18-28. Retrieved from pelinks4u.org

Lesson Reflection:


What worked well?






Unit Yoga & Dance Topic Routine Lesson Length 50 minutes

Date & Time Focus: Continuation of yoga exploring new poses.

Equipment:

Mats

Objectives:


1. demonstrate basic yoga poses including but not limited to modified sun salutations, mountain pose, triangle pose, downward facing dog, dead bug and corpse pose.Set Induction (5 minutes)

-teacher will take attendance and go over the previous day. Ask students what the benefits of yoga are.




Organization Tasks



Warm up

(2min)


B: Sun salutation stand up straight, feet together, arms in a prayer pose in front of you. Breathe in and lift arms to the ski, breathe out and bend at the hips and dropping arms towards the ground. Repeat 10 times.


-breathe deeply

Main Yoga Workout.

(33minutes)


B: Mountain Pose. Stand with your feet together, your arms relaxed by your sides and your weight evenly balanced over the feet. Keep your chest open. Look straight ahead and soften your gaze. Gently lift the knee and thigh muscles, tuck your tailbone under and abdomen in. Feel your spine lengthen from the tailbone to the crown of your head. Allow the back of your head to lift slightly and tuck your chin in. Remain steady but continue to lift and stand tall.

B: Shoulder Rotations: Stand with your feet a hip width apart and your arms hanging relaxed by your sides. Inhale as you bring your shoulders up to your ears. Roll your shoulders firmly back. Squeeze them as close together as you can. Then exhale as you roll them downward and return to the starting position. Inhale as you squeeze your shoulders together behind you. Bring them up to your ears, and exhale as you roll them forward and down.

A: Continuously rotate your shoulders up to 5 times forwards and backwards.

B: Chair Pose. Stand with your feet together in the Mountain Pose, keeping your back tall and straight. Lift your arms straight above your head. Your upper arms should be directly beside your ears. Tuck your chin in slightly. Place your hands in the prayer position with the thumbs locked. Tucking your tailbone under, exhale as you squat as if to sit on a chair. Hold for up to 5 breathe. On


each outward breath sink a little deeper while maintaining the upward stretch. Inhale as your straighten your legs and return to the standing position.

B: Triangle Pose. Stand with your feet a little more than 3 ft. apart. Point your right foot straight ahead. Turn your left foot at right angles to it, to the left. Inhale and stretch both arms out to the sides at shoulder level with the palms facing downwards. Roll your shoulders back. Exhale. Inhale, keeping your hips and shoulders facing forward. Exhale as you slide your left hand down your left leg. Your right shoulder should stay open in alignment with the left shoulder. Raise the right arm with the fingers straight as arrows as the left arm goes down. Take are not to tilt or twist the body while you raise the right arm. Gently lift the thighs and the kneecaps. Look up at the raised hand if possible. Hold for up to 5 breaths. Each time you inhale, lengthen the stretch upward. Each time you exhale; slide the left arm a little further down the leg. To release out of this posture, lower the raised arm, turn your head and look down at your ankle and allow your knee to bend. Gently return to the standing position, with your head and feet aligned to the front. Repeat to the other side.

S: If you are having trouble: Slide the left hand down only as far as the knee. The right arm is placed on the hip. If possible, the head should still turn and look up to the right, even if only managed for short periods. Repeat to the other side.

B: Warrior Pose. Standing with your feet a little more than three feet apart, point your right foot to the front and your left foot at right angles to it, to the left. As you breathe in raise your arms to shoulder level with the palms facing down and the fingers pointed like arrows. Keeping your torso facing forwards, turn your head to look along your left arm. As you breathe out, lunge gently to the left until your knee is bent in a right angle above your left foot. Hold for up to five breathes. Each time you inhale, lengthen the spine upwards and each time you exhale, lunge a little deeper, making sure to keep the back foot firmly planted with the instep open outwards. To release out of the posture, inhale as you straighten the leg, turn the foot to the front and lower your arms.

S: Practice this pose more gently by placing your hands on your hips, lunging when exhaling and returning to the standing position when inhaling, up to five times each side.

B: Dancer`s Pose. Stand with your feet together and your arms by your sides in Mountain Pose. Bend the right knee, lifting the foot up behind you. Exhale and take hold of your ankle with your right hand. Squeeze the foot into the buttock. As your inhale raise your left arm in a straight line as high as you can. At the same time straighten your right arm and leg out behind you, carefully maintaining your balance. Keep your chest open and your shoulders back. Hold the position for up to 5 breaths. Return to the standing position by gently lowering your arm and leg while exhaling. Repeat to the

other side.

S: Stand an arm`s length away from the wall. As you extend your arm, use the wall to help maintain your balance. Lift your leg only as far as is comfortable.

B: Downward Facing Dog. Kneel on all fours with your hands beneath your shoulders and your knees directly beneath your hips. Your feet should be a hip width apart. Spread your fingers wide apart. Tuck you toes under and inhale as you lift your body up, keeping your shoulders back and pushing backward into your hips. Keep your heels down as much as possible. Exhale. Relax your neck muscles and lower your head to look back at your feet. Hold this pose for up to 5 breaths. Rest on your hands and knees for a few breaths.

B: Standing Forward Bend. From downward facing dog, walk your feet towards your hands. Spread your fingers on the floor and tuck your toes under. Walk your hands back towards your knees. Standing on your feet now, allow your head to continue to hand forward. Place your hands around you elbows. Each time you exhale contract your abdomen and allow gravity to draw your torso down. Remember to keep your neck muscles soft. Hold this position for up to 5 breaths. Exhale as you let your hands fall. Inhale as you gently uncurl upwards, one vertebra at a time, until you reach the standing position. Allow your knees to bend if you feel any strain.

B: Cat Stretch. Begin this practice on your hands and knees, with your shoulders directly above your hands, and your hips directly above your knees. Inhale as you roll your shoulders back and tilt your pelvis back and up. Tilt the chin and look up as the back concaves. Exhale as you reverse the posture. Draw the abdomen in, squeezing all of the breath out of it, as you arch your back. Tuck your chin into your chest and look down at your feet. Continue concaving the back (inhaling) and arching the back (exhaling) gently and evenly.

B: The Cobra. Lie on your front with your arms outstretched and your forehead touching the mat. Bring your arms back towards your body until your hands are directly beneath your shoulders. Keep your elbows rucked in beside the body. As you inhale, lift your chin, your neck, and then your chest, curving your spine up and back. Press down on the mat with your hands, gently increasing the arch in your back. Try to keep your feet together. Hold for 5 breaths. Exhale as you release down in reverse order- lowering your chest first, then your chin and then curve your head down till your forehead is once again on the mat.

S: Lying in the outstretched position on your front, bring your arms back towards your body so that

your elbows are directly under your shoulders. Your chest will lift a little to achieve this position. Inhale as you lift your head and chest up and roll your shoulders back. Straighten your arms and curve your spine up and back. Hold for up to 5 breathes. Exhale as you lower your torso in the reverse order (chest first, then your chin, then your head).

B: Bound Angle. Sit with the feet drawn towards you and the soles of your feet together. Let your knees relax out and down as far as they will go. Hold the toes by wrapping both hands around both feet. Lengthen your spine and straighten your arms. Allow the shoulders to relax down and back, and the best rise. Relax your hips and allow the soles of the feet to open. Hold for up to 5 breaths, soften and relax the hips each time you exhale. Return to the starting position as you gently exhale.

S: Sitting against the wall with a cushion t support your lower back, bring the soles of the feet together. Rest your hands on your knees. As you exhale, gently push down on your knees with our hands. Alternatively, lying on your back, draw the soles of your feet as far up to your groin as you can. Rest your hands on your thighs. On each exhalation allow your knees to drop down a little further towards the floors.

Cool Down

(5mins)


B: Dead Bug. Lie on your back. Bring your knees to your chest. Have your knees out to the side, grab toes, and gently pull towards body and hold.

B: Corpse Pose

B: Child`s Pose

Yoga Mats Breathe deeply

Feel the stretch

No talking

Closure:

-congratulate students for completing the workout routine. Ask them what their favourite parts of the yoga was. Explain that they will continue the Yoga unit next class.

Reference: This yoga lesson was taken from Edwards, J., & Gese, B. (N.D.). Yoga Unit. p. 35-46. Retrieved from pelinks4u.org

Lesson Reflection:


What worked well?






Unit Yoga & Dance Topic Routine Lesson Length 50 minutes

Date & Time Focus: Continuation of yoga exploring new poses.

Equipment:

Mats

Objectives:


1. demonstrate a yoga sequence called the Sun Salutation.2. demonstrate how to perform basic yoga poses including but not limited to Torso Twist, Chopping Wood, Tree, Hero, and Reclining spinal Twist.


-teacher will take attendance and go over the previous day




Organization Tasks



Warm up

(5min)


B: Start with feet at top of the mat and stand with feet shoulder width apart. Hold your arms straight out in front of you with your palms together at chest height. Shoulders down and away from ears. Now open your mouth and inhale through the mouth as you fling your arms open and back, bending the wrists so your fingers point away from you. Lift the chin slightly and your eyes look upwards. Now exhale completely through the mouth as you begin to come forward, tucking your chin and bending at the waist and knees. Hands may be clasped together in front of the chest or they may rest on your thighs. You want to let your head hang so that there is no pressure on your neck. Repeat this 7 times.

B: Torso Twist. Standing with your feet shoulder-width apart. Your spine is comfortably extended and your arms are hanging loosely by your side. Turn your upper body, shoulders first, from one side to the other. As you alternate, allow your arms to swing slowly as though they were empty coat sleeves. As we pick up the pace, allow your heel of your right foot to come off the floor when your body turns to the left. Your left heel will rise when your body turns to the right. Repeat eight times.

B: Chopping Wood. Stand with your feet shoulder width apart. Keep knees slightly bent to avoid strain in the lower back. Inhale through your mouth, slightly tuck your chin, and bend from the waist while allowing your arms to fall forwards and down in a chopping motion. Bend as far as you can comfortably. Inhale and raise your upper body and continue this six times trying to bend further each time.


-breathe deeply

Main Yoga Workout.

(35minutes)


B: Sun Salutation. Alternates between forward-bending and backward-bending postures. Start in a mountain pose with feet parallel. Keep your hands in front of your chest with palms together in a Namaste pose. Inhale and exhale deeply. Inhale and lift your arms over your head, with palms facing but not touching. Bend the upper torso backwards slightly. Exhale and bend forwards at the waist into forward bend, tucking your chin towards your chest and bending the knees. Palms are resting on either side of your feet on the floor (bend knees slightly if you cannot reach the floor). Inhale and


extend one of your legs straight behind you into kneeling lunge; your knee, shin and toes resting on the floor. Your right foot is forward between your hands with the knee over the ankle. Exhale bring your right leg back. Support the weight of your body on your hands and toes. Inhale in a push up position. Back should be straight and abdomen engaged. Exhale and raise your upper chest and forehead to the floor. Hips are raised. Hold the breath out for 2-3 seconds. Inhale, lower your hips, and raising your upper torso into cobra pose. You want to keep your shoulders down, and pressing the pelvis down into the floor. Exhale and raise your hips into downward dog. Inhale and step your left foot forward between your hands. Extend you right leg straight back behind you. Your knee, shin and toes should be resting on your mat. Exhale and bring the right foot forward and bend down at the waist with palms resting on either side of your feet on the mat. Bend knees slightly if you cannot reach the floor. Inhale and raise your upper body to an upright position by engaging the abdominals, lifting the chin, and keeping the knees soft. Raising your arms over your head with palms facing but not touching. You want to slightly bend the upper body backwards. Exhale and now return to the starting position with hands in Namaste. Inhale and exhale.

S: Stand in Mountain Pose with feet parallel. Keep your hands in front of your chest. Inhale and lift your arms over your head, palms facing but not touching. Exhale and hinge forward at the waist into forwards bend; tuck the chin and bend the knees. Inhale and straighten your legs. Engage your abdominal muscles and slowly raise your upper body to upright position. Exhale. Inhale and lift hands over your head, with palms facing but not touching. Bend the upper torso back slightly. Exhale and lower your upper body, bending at the waist. Repeat. Inhale, engage your abdominal muscles, lift your chin, keeping your knees soft, and return your body to an upright position. Raise your arms with palms facing but not touching. Exhale and return to starting position with hands in front of your chest.

B: Tree. Students start in Mountain Pose. Bear the weight of the right leg by tightening the thigh muscles. Inhale and raise the left leg and place the sole of the foot onto the calf muscle or inner thigh of the standing leg. If the foot slips, hold onto the ankle with one hand. Stretch the inner groin of the bent leg by taking the knee out to the side, aligning the knee with the hip. Breathe deeply. When balanced, raise the arms above the head or clasp them together in the Namaste pose. Return the raised leg to the floor, lower the arms and repeat with the other side.

S: If it is difficult to maintain balance, perform the pose while lying on the back. If holding onto one leg, raise the other hand to the middle of the chest.

B: Hero. This pose opens the hips and hip joints and keeps the knees flexible. Cross legs so that the right knee rests on top of the left knee. Place the palms of the hands on the soles of the feet. Move the feet away from the hips so that there is a stretch in the hips. Inhale and make sure the spine is extended and shoulders are pressed down away from the ears. Exhale and fold the upper body down towards the knees but do not lift the sitting bones from the floor. Relax, breathe slowly and return to an upright position. Repeat with opposite leg.

B: Reclining Spinal Twist. Bend both knees with feet flat on the floor. Move hips and buttocks 2inches to the right and bring knees onto chest. Extend arms out to the sides on the floor in a V position with palms up. Roll legs and hips to the left, touching the floor. Right foot is on the left foot and right knee on left knee. If back arches, move knees closer to ribs. Turn palms to a 45° angle and slowly turn the head to the right away from the knees. Allow the back to relax and slowly roll legs and head back to center. Hold for 30-60 seconds and repeat on other side.

S: Place a pillow between the knees if it is difficult to keep them together.

B: Knee Hug. Lie on the back with head resting on the floor. Chin should not be higher than forehead. Bend both knees and bring them to the chest. Wrap arms around both sins, grasping the forearms or wrists. Lightly squeeze legs. Gently roll from side to side, messaging the lower back. Head rests comfortably on the floor and moves in the same direction as the body. Allow movements to be slow and gentle with head staying on the floor at all times.

S: If there is a strain in the neck, place a folded towel under it. For a variation, unfold arms and place hands on knees. Part knees slightly and make slow circles with them, massaging hips and sacrum into the floor.

B: Corpse Pose. Lie flat on back. Arms by sides with palms up. Keep legs a foot apart, close eyes, breathe deeply and relax. Remain here for 3-5 minutes.

S: If there is discomfort in the back, relieve it with a towel.

Closure:

-congratulate students for completing the workout routine. Ask them what their favourite parts of the yoga was. Explain that they will be starting one of two dance classes. The dance will be a quick pace jumping dance so make sure they bring proper clothing!

Reference: This yoga lesson was taken from Edwards, J., & Gese, B. (N.D.). Yoga Unit. p. 50-61. Retrieved from pelinks4u.org

Lesson Reflection:


What worked well?

What could have been done

better?



Tutoreo y Bienstar Integral I

Yoga & Dance Lesson Plan #4

Unit Yoga & Dance Topic Intro do dance: Tinikling Lesson Length 50 minutes

Date & Time

Focus: Intro do dance: Tinikling

Equipment:

Two wooden poles or two skipping ropes for each group of four students, Music - Authentic music for the dance can be found by searching for “music for tinikling” For teacher reference: https://www.youtube.com/watch?v=j5x_p0BeQ30 video of tinikling to better understand what the students are to do.

Objectives:


-move to a beat of three counts in a variety of different ways-explore the traditional dance from the Philippines called Tinikling, and be able to keep active in this new form of activity

https://www.youtube.com/watch?v=j5x_p0BeQ30


-Attendance -talk about the rhythm of Tinikling: Rhythm of the poles: 3 counts – in-out-out with the poles always maintaining contact with the groundthis means that students will have to be seated or kneeling on the ground to create the beats with the skipping ropes-can go over the history of Tinikling:The Legend of Tinikling: In the 1500s, the natives lost control of their land and became caretakers of the land for the King of Spain. The people who worked too slowly would be punished. Their punishment was to stand between two bamboo poles cut from the grove. Sometimes, the sticks would have thorns jutting out from their segments. The poles were then clapped together to beat the native's feet. By jumping when the bamboo sticks were apart, the natives tried to escape this cruel form of punishment.Origin of Tinikling: Tinikling originated in the Visayan Islands, on the Island of Leyte. Dancers imitated the tinikling birds’ legendary grace and speed as they walked between grass stems, ran over tree branches, or dodged bamboo traps set by rice farmers. The Dance Today: The legend of punishment later became the dance of today. Tinikling soon became a challenge, an art, and a dance. It is performed on certain Sundays in the Philippines, and the movement of the sticks is now smooth and the clapping is gentle. The Visayan Islands are an island group in the central Philippines: one of the four main groups of islands of the Philippines.Most of this lesson has been taken from PE Central: http://www.pecentral.org/lessonideas/dance/dances2009/dec09danceofmonth.pdf


Lesson Part and

Time

Organization Tasks



Brief intro to Tinikling and the 3 count pattern

(10 min)

Groups of four, students scattered around the room with 2 skipping ropes or two poles

B: Students create the counts of three in different ways as a group—Clapping or stomping in three counts. To help them with the rhythm for the day—they can do 1 count of one sound (clap) and 2 counts of another sound (stomps). This is because there is always going to be 1 count when the poles are together, and 2 counts when they are apart.E: Students try banging on the ground in the in-out-out pattern with the skipping ropes. They can then explore going in an out of the ropes in different ways-jumping, stepping, hopping, etc.

Make sure that the students switch roles so everybody gets a chance to create the beat, or jump to the beat.

Skipping ropes

-walk around and give feedback or help when necessary -be creative-try hopping, skipping, side-stepping, jumping-try using your hands as well as your feet

Tinikling dance

Students will be in two

EXAMPLE DANCE PATTERNS: Skipping ropes,

-keep in time with the beat

patterns

(30 mins)

smaller fields marked off by cones with two equally sized end zones for scoring per field.

*Use maybe one or two of these, but let the students explore and be creative. You can also line up many different groups, so they can move in a line from one space to another, keeping in time with the in-out-out beat. Example of this occurs at 3 minutes and 30 seconds: https://www.youtube.com/watch?v=j5x_p0BeQ30 Also, it will be fun for them to try the tic-tac-toe pattern listed at the end, and to try and problem solve how to do it without getting caught up in the skipping ropes.

Basic Step – ¾ Meter –Cue with the words: Out-in-in, out-in-in. Begin with R shoulder to the poles:– Step on L foot (count 1)– Leap with R foot then L foot to center of poles (counts 2-3)– Leap to opposite side of poles with R foot (count 1)– Leap to inside of poles with L,R (counts 2-3)– Leap outside with L foot (count 1 – continue repeating step as described above)This step can be reversed by beginning with the L shoulder to the poles.

Rocking Step – Facing poles– Step on L foot (count 1)– Leap R to center, Hop on R foot (counts 2-3)– Leap L foot to opposite side outside of poles (count 1) Back is now to the poles– Reverse movement placing R foot back between the poles and hop (counts 2-3)– Leap on L foot back to original starting position (count 1 – continue repeating step as described above)

Jumps – Begin facing either end of the poles– Jump and straddle poles (count 1)– Jump 2x in center of pole (counts 2 & 3)– Jump and straddle the poles (count 1 – continue repeating steps as describe above)

After students have practiced all the steps, ask them to perform the steps in a combination: 4 basic steps, 4 rocking steps, 4 jump steps. Repeat the entire sequence.

E: If students have gotten very good at the steps listed above ask them to take 2 sets of poles and boards and arrange them in a “tic-tac-toe” formation.Each dancer will begin in a corner and attempt to move around the formation. Ask the students to figure out how to use the basic step so that all four dancers can move simultaneously around the poles. After the dancers have determined how to move around the poles, they will find it a challenge to get everyone moving together and

music -maintain the in-out-out pattern if you are controlling the skipping ropes

-keep switching roles

-be creative in your movements

https://www.youtube.com/watch?v=j5x_p0BeQ30

dancing around the poles to get back to their home positions!S: Tell them that dancers will do the basic step, making a ¼ turn on each step and moving around the poles!

Resource: PE Central http://www.pecentral.org/lessonideas/dance/dances2009/dec09danceofmonth.pdf


Use this time to answer any questions the students may have, check for understanding, etc.



What worked well?






Unit Yoga & Dance Topic Line Dancing Lesson Length 50 minutes

Date & Time Focus: Learning line dances that are country and hip hop style.

Equipment:

Music, (if possible projector for students to view the dance, but not vital for lesson)

Objectives:


1. understand and perform the Cha Cha Slide Dance to music2. understand and perform the Cotton Eye Joe Line Dance to music


-teacher will take attendance and go over the previous day

-teacher will discuss the plan for the day and the dances that students



Organization Tasks



Cotton Eye Joe Line Dance

(20min)

Students will be spread out facing the teacher.

B: Students will learn the Cotton Eye Joe line dance. Teachers will teach in 8-counts and continuously go back and review steps. Gradually the steps will be put together. Practice first without music and then add in the music in and help the students count the 8-count in the music.

Steps:

1) Start with feet together. Keep toes together, both heels go outwards to make an upside down V and then come back together. The out is one count and the together is one count. Do this twice for 4 counts in total.

2) Stand on the left leg, lift right leg and tap it out sideways on the ground, then bring it back to the left foot. This is 2 counts in total. Do it twice for 4 counts.

3) Repeat step 2 standing on the right foot with the left foot moving outwards and it.

Cotton Eye Joe http://www.youtube.com/watch?v=VcDy8HEg1QY

Count to eight

4) Stand on left foot, right foot goes forward and heel touches the ground twice (2 counts in total), Move the right foot towards the back and toe touch twice (2 counts). This step is 4 counts.

5) From the back, bring right foot forward and tap down once in front, once to the side and once to the back and then once again to the side (4 counts)

6) Lift up right foot, bend knee and slap leather (slap your left hand on the insole of the right shoe, then twist leg and slap right hand to the outsole of the right shoe. (2 counts).

7) Twist counter clockwise 45° and step right foot down. Step left foot behind right foot, step sideways with right foot, and heel tap with left foot (grapevine step). You can clap when you heel tap with left foot. (4 counts)

8) Grapevine the opposite direction. Left foot step to side, right foot step behind, left foot step to the side, then right foot steps together touching left foot. (4 counts)

9) Two marching steps one with left foot and one with right foot (2 counts)

Cha Cha Slide

(20minutes)

Students will be spread out facing the instructor.

B: Students will learn and perform a dance to the song Cha Cha Slide. The teacher will first pay the video for students so that they can understand what they will be performing. Teacher will go over in detail stomping, “to the left”, criss cross (jumping with feet shoulder width, switch feet in front of the other one, and then jump back to shoulder width), reverse (jumping from the from to the back to the front again), hopping and the cha cha.

The teacher will play the song and stop it at certain points, teaching students the moves from the song. Teacher will play a version with lyrics after to allow students to see the words as well (if possible)

Cha Cha Slide music video http://www.youtube.com/watch?v=wZv62ShoStY

Cha Cha lyric video http://www.youtube.com/watch?v=cb6pJ4AEOoI

Listen to words of the song

Encourage students

Closure:

-congratulate students for doing awesome on the dances! Ask students what their favourite part of the lesson was. Discuss with students what unit they will be starting the following class.

Lesson Reflection:


What worked well?





Ultimate Lesson Plan #1

Unit Ultimate Topic Intro & rules Lesson Length 50 minutes

Date & Time Focus: Intro to rules , spirit, and strategy of Ultimate.

Equipment:

Two balls, cones, pinnies/jerseys, handout on rules

Objectives:


-demonstrate their knowledge of the rules of Ultimate by playing mini games at the end of the day’s lesson-effectively switch sides of the field after a point is scored, and sub as needed during this transition time


-Attendance -Briefly talk about the rules before playing a game of ultimate without a disc to better understand how to play



Organization Tasks



Brief intro to game and rules(10 min)

Students will be seated or standing in a semi-circle while the instructor goes over the rules

B: Rules and basic introduction to the tactics in Ultimate are stated.

Ultimate rules handout -students follow along with the handout

Mini Games(30 mins)

Students will be in two smaller fields marked off by cones with two equally sized end zones for scoring per field.

B: In four teams, students play 6v6 Ultimate, but instead of a disc, they use a ball. This is to allow the rules to sink in without the difficulty of throwing the disc being incorporated. By taking out the skill, the students can concentrate more on the rules & tactics of the game of Ultimate.

Two balls, pinnies, cones to mark out the field

-quickly get back on defense -make eye contact-show a target-maintain space between you and your teammates-be between your mark and the disc, but ensure they can not score in the end zone


Use this time to answer any questions the students have about the rules of Ultimate. Remind them of the most important rules (no running with the disc, no fouling/hitting of others, etc.), remind them about the spirit of Ultimate




What worked well?




The following pages are the two page student handout for the Ultimate unit.

BASIC RULES OF ULTIMATE

INTRODUCTION

Ultimate is a non-contact sport with no referees, which means players on the field must come to an agreement for calls to be made. The game consists of two teams of seven players competing on a playing field with two end zones, with a point being scored when one player catches the disc in their opposite end zone.

THE FIELD

A regulation field is 64m by 37m, with end zones on each end that are 23m deep. The ‘brick’ cone is placed about 18m from each goal line, on each of the two sidelines.

. Fig. 1

THE PULL

Each point begins with a throw from the goal line, which is called a pull. Players from each team must stand in their respective end zones until the pull is released from the thrower’s hands. If the pull lands outside of the playing field, the offensive thrower can start from the sideline where the disc went out, or from the middle where the disc went out of bounds. If the disc lands out of bounds past the goal line, the offensive team may walk all the way to the ‘brick’ cone to begin play. If the starting offensive team decides to catch the pull but drops the disc (or touches the disc in any way before it hits the ground), this results in a turnover, and the team who pulled the disc gets to start on offense from where the disc landed.

SCORING A POINT

If your team catches the disc in the end zone that you are attacking, your team has successfully scored a point. If you have an interception on defense in your scoring end zone, it is called a Callaghan, and is considered a point. The first point of contact must be inside of the end zone for a point to count. If the first point of contact is on the goal line, it is not considered a point. When a goal is scored, the play stops. The team that scored stays in that end zone, while the opposing team walks back across the field to the opposite goal line. This walk is entitled, “The Walk of Shame”.

TRAVELING

There is no running with the disc. A few steps due to momentum are allowed, but the player with the disc must walk back to where they caught the disc and establish a pivot foot before resuming play. If a player removes their pivot foot from the ground before releasing the disc, it is considered a travel. If a travel occurs, players stop play and explain the situation. If the travel occurred on a throw, then it goes back to the thrower, unless the throw is

not caught and resulted in a turnover. In this situation, the defensive team would now be on offense.

TEN-SECOND RULE

The thrower has 10 seconds to throw the disc. A defender can stand in front of you and count aloud to ten in one second intervals. The first number has to be said as “Stall one,” and the following numbers have to be one second after “two, three, four…” If the disc is still in the thrower’s hand at the “t” of “ten”, it is a turnover and results in the other team getting possession of the disc. If the marker is counting too quickly, the thrower may say “Fast count”. This will result in the count going back, and going back to zero if done more than once.

THE AIM OF THE GAME

If a player catches the disc in their opposite end zone, their team will receive a point. The first team to 15 points wins, but they must win by two points. The only exception to this rule is when time is running out. In most games of Ultimate, there is a time cap of 90 minutes. At this time, if there is a team ahead by only one point, they will be the winning team.

THE BASIC RULES

-The defensive team gets possession of the disc anytime the offensive team drops the disc. -Once a goal is scored, gameplay stops. During this stop in gameplay is the only time substitutions are allowed to come into the game, unless there is an injury. -The ‘brick’ cone is where the disc will come to if a pull lands out of bounds past the goal line. The brick cones on the sides of the fields should be a different colour than the rest of the sideline cones, so players can easily determine where to bring the disc up to from a pull.-The marker may not come closer than one disc diameter to the thrower (no touching).-If two players catch the disc at the same time, the offensive team gets possession of the disc.

FOULS

Ultimate is a non-contact sport. Physical contact should always be avoided. Contact that is dangerous or affects the outcome of the play is called a Foul. The person affected by the foul must say, “Foul!” This should be loud enough for both teams to know that they must stop playing. If the foul occurs on a catch and the person who commits the foul agrees that they committed the foul, the catcher gets the disc where they would have caught it. If the player disagrees with the call, the disc goes back to whoever threw the disc. If the disc is in the air, play continues until possession is established (a catch or a turnover). If the offensive team gets possession, then play continues, otherwise, play stops immediately. As in the previous example, the disc would go back to the thrower.

PICKS

Players on offense may not block defending players in any way. If this happens, the defender affected must yell “Pick!” This should be loud enough for both teams to know they must stop playing. The defender gets to catch up to the player they are marking, and when they are ready, play resumes.

SPIRIT OF THE GAME

Ultimate relies upon a Spirit of the Game that places the responsibility for fair play on every player. There are no referees and the players are solely responsible for following and enforcing the rules. This is true even at the World Championships of Ultimate. Respect between players, adherence to the rules, sportsmanship and fun are all expectations in the sport of Ultimate.

This handout provides an outline of the rules only, and if you would like a more in-depth version of the rules, you can go to www.wfdf.org.

Fig. 1 http://www.ultimatefieldlocator.info/wp-content/uploads/2011/01/Ultimate_field-7v7.jpg

http://www.ultimatefieldlocator.info/wp-content/uploads/2011/01/Ultimate_field-7v7.jpg

http://www.wfdf.org/



Unit Ultimate Topic Review rules, throws Lesson Length 50 minutes

Date & Time Focus: Review of rules & spirit of Ultimate, and forehand & backhand throws.

Equipment:

Discs, pinnies, cones

Objectives:


-Understand how to properly throw a forehand and backhand throw in an Ultimate game.-Demonstrate their knowledge of the rules and spirit of Ultimate by self-managing their games.



-Attendance -Briefly talk about the mechanics of throwing a disc and why there is both a forehand and a backhand throw-remind students of main game rules for Ultimate



Organization Tasks



Review of rules and prep for next day’s written test (10 mins)

Scattered B: Teacher goes over handout and makes sure there is no confusion about any of the rules in Ultimate.

Ultimate handout -have students follow along on the handout or take notes as needed

Throwing in partners

(10 mins)

Students will be standing across their partners in two horizontal lines.

B: Student will demonstrate proper backhand throw, and then students will practice throwing back and forth with their partner for 5 mins while teacher comes around to correct form.

Student will demonstrate proper forehand or ‘flick’ throw, and then students will practice for 5 mins.

12 discs -flick your wrist-follow through-focus on your target-maintain a pivot foot-use your whole body for the longer throws

Games

(20 mins)

Students will play 6v6 on two fields

B: 6v6 gameplay for students to really understand the rules and strategies of the game.

2 discs, cones, pinnies -come to a stop if you have the disc-establish a pivot foot-remember the principles of offense from football -make sure to play defense against one person


Use this time to answer any questions the students have about Ultimate. Remind students of their written exam next day-they will need a pencil and their gym strip because they will be playing after the exam.




What worked well?






Unit Ultimate Topic Cumulative written test Lesson Length 50 minutes

Date & Time Focus: Knowledge assessment.

Equipment:

Exams, discs (Frisbees), pinnies/jerseys, cones

Objectives:


-demonstrate their understanding of the rules of Ultimate by completing a cumulative written exam -show their ability to self-manage their behaviour and switch into the physical mindset by participating in physical activities once the exam is over


-Attendance -Exam expectations, and what students are to do once they are done the exam-Elect the first 4-5 students who finish their exam to create the fields for games of ultimate if space allows for it



Organization Tasks



Written exam

(20 mins)

Students will be seated far enough away from each other

B: Students have 20 minutes to complete the Ultimate exam.

Written exam -directions, answer questions as they arise

Ultimate mini games

(20 mins)

Students will play 6v6 Ultimate in two fields.

B: Students will be divided into four teams and play 6v6 Ultimate. Switch opponents every 7 minutes so that all teams get to play each other.

Discs, pinnies, cones -quickly get back on defense -make eye contact-show a target-maintain space between you and your teammates-be between your mark and the disc, but ensure they can not score in the end zone


Use this time to ask tactical questions to the students, and remind them of upcoming news/events.




What worked well?




The following pages are the written exam for the Ultimate unit.

Name: _________________________________

Student Number: ___________________________________

Date: _____________________________

Ultimate Frisbee Quiz /10

1) In a regulation match how many players are on the field per team?a. 5 b. 7c. 9d. 11

2) What is the person defending the offensive player with the disc called?a. Refereeb. Defenderc. Guarderd. Mark

3) What happens if a defender knocks down a disc in the air?a. The defense gets the disc from where it lands and becomes the offenseb. The offense stays the offense and gets the disc from where it landedc. The defense gets the disc from where it was thrown d. The offense gets a re-throw from where it was originally thrown

4) How do you score a point in ultimate Frisbee?a. Pass the disc to a player on your team in the end zoneb. Intercept a pass in your scoring end zone and catch the discc. Both a & bd. None of the above

5) The player in possession of the disc may ____ with the disc. a. Runb. Walkc. Pivotd. Skip

6) When you are being marked, how long do you have to throw the disc?a. 5 secb. 7 secc. 10secd. 12 sec

Name: _________________________________

Student Number: ___________________________________

Date: _____________________________

7) You may set up picks and screens in ultimate Frisbee.a. Trueb. False

8) When do teams switch ends?a. When an injury occurs b. After each point is scored c. After an interceptiond. Teams do not switch ends

9) What are the players in a regulation game responsible for?a. Fouls and line callsb. Interceptionsc. Keep track of pointsd. All of the above

10) In ultimate Frisbee fair play and _______________ are stressed.a. Sportsmanship b. Winningc. Teamworkd. Knowledge

TOTAL MARK OUT OF TEN: ______________________________



Unit Ultimate Topic Hammers & marking the disc Lesson Length 50 minutes

Date & Time Focus: Hammer throws and marking the disc.

Equipment:

Discs, pinnies, cones

Objectives:


-put on a force when marking the player with the disc in a practice and in a game situation-understand the mechanics of a hammer throw and know when it is appropriate to use a hammer in a game


-Attendance -talk about what the mark does on defense, remind students of the stall counts-briefly introduce the hammer throw



Organization Tasks



Groups of 3 pass and follow to mark the disc

(10 mins)

In groups of three-two students face each other about 4m apart, one is defender

B: Students throw the disc to the person standing 4 m away. They then follow their pass and run up to that player to mark and start a stall count. The player with the disc must wait for “stall 1”, and must throw before “stall 5”. The player who marked the disc then takes the thrower’s position.

8 discs -force forehand or ‘flick’ side-switch and force backhand-get to the marking position quickly-fake your throw before you make the throw

Games Students will play 6v6 on two fields

B: 6v6 Ultimate with gameplay assessment. 2 discs, pinnies, cones for field

-mark: count the stalls-put a force so they must throw a flick

(30 mins) -be an active marker-work the disc up the field


Highlight any teachable moments, ask students questions about tactics & reminders for next day.

Evaluation: Self-evaluation /5, gameplay /40



What worked well?






Game Awareness








of the time.





















object.











marking.

Total Mark /40



Unit Ultimate Topic Depth & gameplay assessment Lesson Length 50 minutes

Date & Time Focus: Offensive depth and gameplay assessment.

Equipment:

Discs, cones, pinnies

Objectives:


-perform a ‘dump’ pass in a game of Ultimate during a high pressure situation-show their ability to fully participate in a game of Ultimate


-Attendance -talk about a ‘dump’ pass or offensive depth in a game of Ultimate – when and why it is needed



Organization Tasks



Pressure and offensive depth

(10min)

Groups of 5 in their own separate area with 1 disc

B: There is a thrower with a disc, a marker, a cutter, and one person defending the cutter. Students simulate a high-pressure situation, where the thrower is unable to complete a pass forward. When the marker says ‘4’, referring to four seconds, the player with the disc pivots and throws behind them to the fifth player. This is called the ‘dump pass’.

E: The player who is coming behind the

Discs, cones -pivot

-‘4’ is your cue to turn around

-find that dump pass and immediately cut to get open

-make sure you KEEP looking at the dump pass

thrower starts from the side, and then cuts behind the thrower at ‘4’. This will work on their timing.

E: Student coming in behind for the dump pass is defended by another student. This could happen by adding in a 6th player, but it would be quicker to just use one the player who is defending the cutter. In this case, the thrower has to pretend that the cutter is unable to get open, and at ‘4’, they must give the dump pass to the player being defended behind them. The dump pass is a lot more game-like with a defender. Students will have to work on their cutting, and throwers will have to maintain eye contact with the dump pass until the pass is made.

-fake first

-change speed and direction on your cut

-markers count out loud and force the thrower one way

Games

(30 mins)

Students will play 6v6 on two fields

B: 6v6 Ultimate with gameplay assessment. 2 discs, pinnies, cones for field

-mark: count the stalls--put a force on-be an active marker-work the disc up the field


Use this time to answer any questions the students have Ultimate. Ask students questions regarding the ‘dump’ pass in Ultimate, why it may be utilized, and how adding in that aspect changed the games. Remind them that next unit is self-defense and first aid.

Evaluation: Self-evaluation /5, gameplay /40



What worked well?






Game Awareness








of the time.





















object.











marking.

Total Mark /40


First Aid & Self-Defense Lesson Plan #1

Unit First Aid & Self-Defense Topic Intro to first aid and technology in the classroom Lesson Length 50 minutes

Date & Time Focus: Integration of technology in the classroom, intro to 1 st aid.

Equipment: Cell phones or tablets, chalkboard or whiteboard & writing implements Objectives:


-understand what to do in the event of an emergency in the following areas: allergies, asthma attack, bleeding & broken bone


-Attendance - talk about the plan for first aid, about why you told them to bring in their phones and tablets to class today



Organization Tasks



Download time for students (5 min)

Scattered B: Students download ‘First Aid App by the American Red Cross’. Note**Students can share, because we can’t expect every student to own a smartphone.

Cell phones or tablets

-help if students have difficulties

First Aid

(35 mins)

Scattered in the classroom

B: In the “Learn” section of the app, go through the following:

Allergies, Asthma Attack, Bleeding & Broken Bone.

Step 1: Teacher goes through each section by talking as students follow along on the app. Make sure they understand the questions below the steps.

Step 2: Teacher gives a scenario about each subject.

Step 3: Students discuss with their partner about what to do and come up with a solution.

Step 4: Class goes through the correct solution together.

Phones, tablets, writing implements (chalk or dry erase pen), whiteboard

-questioning will be very important in this unit

-why do you call 9-1-1?

-what is anaphylactic shock, and is it considered an emergency? Why?

What is considered severe bleeding?

Example: Start with Allergies.

Step 1: Go through the 3 steps listed, the questions, the answers, and the definitions of the major terms.

Step 2: Scenario – Your classmate has just had what they thought was an apple turnover, but as it turns out, it was blueberry. They are clasping their throat, are having a difficult time breathing and tapping your shoulder to help them. What do you do?

Step 3: Students discuss solutions in pairs or small groups.

Step 4: The class talks about the correct answer together. Answer: Call 9-1-1. If you have access to an Epi-pen or auto-injector, use it on the victim. Consult the victim, and give them reassurance that help is on the way. Even after the Epi-pen, it is important that the victim goes to the hospital and sees a doctor. The Epi-pen gives them adrenaline, but that adrenaline will wear off in the next couple of hours.

After this has occurred with allergies, do the same steps with Asthma Attack, Bleeding & Broken Bone.

You may also take them through the ‘Emergency’ section, and show them how the app may be utilized in an emergency situation. **Note that it is very important that the students do not press the ‘Call 9-1-1’ button!!!

The more questions you ask, the better!


Use this time to answer any questions about first aid, check for understanding by asking specific questions about what was learned from the day, give students reminders for next day – bring phones/tablets!



What worked well?






Unit First Aid & Self-Defense Topic Choking, shock & head injuries Lesson Length 50 minutes

Date & Time Focus: Choking, shock & head injuries.

Equipment:

Cell phones or tablets, chalkboard or whiteboard & writing implements

Objectives:


-understand what to do in the event of an emergency in the following areas: choking, shock and head injuries


-Attendance - talk about the plan for the day, that we will go over choking, shock and head injuries



Organization Tasks



First Aid

(40 mins)



Choking , choking unconscious and breathing, choking unconscious and not breathing, Choking-infants (1 year or younger).




Step 4: Students go through the proper solution by actually performing the steps (without full strength) to their partner, and switch.

Step 5: Class goes through the correct solution together, again practicing on a





How many back thrusts do you give? What do you do after?

partner, and then partners switch.

After choking, go through ‘Shock’, and explain how it can happen after any sort of injury. To check for shock, the back of the hand should be placed on the victim’s head. If the person is in shock, their skin will feel cool and clammy. If the skin is warm and sweaty, that is completely normal.

Go through ‘Head Injury’ if there is time.


What does shock feel like? How do you check for it? Is it an emergency? Why?


Use this time to answer any questions about first aid, check for understanding by asking specific questions about what was learned from the day, give students reminders for next day – bring phones/tablets!




What worked well?






Unit First Aid & Self-Defense Topic Heart attack, stroke, unconscious breathing or not breathing, earthquake preparedness

Lesson Length 50 minutes

Date & Time Focus: Heart attack, stroke, unconscious breathing or not breathing, earthquake preparedness.

Equipment:

Cell phones or tablets, chalkboard or whiteboard & writing implements

Objectives:


-understand what to do in the event of an emergency in the following areas: Heart attack, stroke, unconscious breathing or not breathing, earthquake preparedness


-Attendance - talk about the plan for the day, that we will go over Heart attack, stroke, unconscious breathing or not breathing, earthquake preparedness



Organization Tasks



First Aid

(40 mins)



1. Unconscious not breathing Also go through ‘Full CPR’, because it is good for them to know what they should do, even though the app suggests for those certified only. 30 compressions, 2 breaths.2. Unconscious and breathing 3. Heart attack4. Stroke








What is the difference between a stroke and a heart attack?

Step 4: Students go through the proper solution by actually performing the steps (without full strength) to their partner, and switch.

Step 5: Class goes through the correct solution together, again practicing on a partner, and then partners switch.

The steps will be MOST important when going through unconscious and not breathing – students should know what to do in an emergency when there is a casualty who is unconscious and not breathing. Spend most of the day practicing this, with less time spent on heart attack & stroke.

5. Go through ‘Earthquake’ under the Prepare section if there is time (but likely not). You can tell the students to look at this as homework for next day, and suggest that they go through all of the sections of the app, so they have some knowledge as to what to do for most emergencies.


How many chest compressions do you give? Breaths? How is the head held when you are giving breaths? Why must you seal the mouth and nose when giving the breath?


**Note that this app replaces the need to give students handouts. Most students are glued to their phones, and thus it will be more effective to give the students the opportunity to download a free app that prepares them very well for most emergencies. You can talk about here how going through the information as a class allows students to better learn about the procedures in different types of emergencies.




What worked well?






Unit First Aid & Self-Defense Topic Intro to self-defense Lesson Length 50 minutes

Date & Time Focus: Intro to self-defense.

Equipment:

Projector, mats if readily available, but not necessary if students perform movements with control

Objectives:


1. Demonstrate a respect for martial arts by fully participating in the lesson’s planned activities.2. Defend themselves in many different ways when an emergency situation with an attacker arises.


-Attendance -Briefly talk about being respectful of classmates in the day’s activities, and remind them that this is a hypothetical situation, therefore force should not be used in the simulations



Organization Tasks



Video and practice

(15 min)

Students are scattered around the classroom in partners—make sure all tables, chairs and any other objects are out of the way so students do not have a chance to hurt themselves during their practice time.

B: Play Youtube video of self defense techniques: “Self-defense training: How to defend yourself from an attacker” Link: https://www.youtube . com/watch?v=SvRRb3kbKjQ After video, or during with pauses: practice defending against a fake attacker in partners from a variety of different attacks.If YouTube video is unavailable, find a similar video online to use demonstrations. If you have experience in martial arts or self-defense, utilize your own knowledge here and use your own demonstrations.

Projector, Internet connection unless video has been downloaded ahead of time

-Follow the movements with control

-do not use much force: you do not need to during practice

Next video and practice

Students are scattered around the classroom in

-“How to Defend Yourself Against an Attacker Carrying a Knife” Same as above

-follow the steps that the video

https://www.youtube/

time

(25 mins)

partners https://www.youtube . com/watch?v=91DYsu8y-bI

After video, or during with pauses: practice defending against a fake attacker in partners from a variety of different attacks.

provides-be respectful of your partner


Use this time to answer any questions the students have about self-defense, ask them questions for understanding to make sure that what they learned today actually will be remembered, give students any other announcements at this time.




What worked well?




https://www.youtube/



Unit First Aid & Self-Defense Topic Self-defense & martial arts Lesson Length 50 minutes

Date & Time Focus: Continuation with self-defense and intro to martial arts.

Equipment:

Projector, mats if readily available, but not necessary if students perform movements with control, if possible, 2 light weights per student

Objectives:


1. Demonstrate a respect for martial arts by fully participating in the lesson’s planned activities.2. Defend themselves in many different ways when an emergency situation with an attacker arises.


-Attendance -Briefly talk about being respectful of classmates in the day’s activities, participation and respect are very important for the day -Introduction to the world of martial arts. Martial arts focus on respect, knowledge of one’s own limitations, avoidance of conflict and respect for each human life.

We have a suggestion to bring in an expert if possible for some of the classes. Students love to see experts come in and teach them respectfully. We understand that this will be very difficult to accommodate for all classes, but maybe it could be possible for a few classes. Because of this, there are two lesson plans in this section.



Organization Tasks



MMMA expert led activities

(50 mins)

In a classroom with no tables or chairs

B: Bring in a MMMA instructor for the class: Mexican Mixed Martial Arts Link: http://www.martial .com.mx/

Phone number: 52914678 Cel: 0445518505736Email: [email protected]

Mats & music Expert will do this

http://www.martial/



Organization Tasks



Video and practice

(5 min)

Students are scattered around the classroom in partners—make sure all tables, chairs and any other objects are out of the way so students do not have a chance to hurt themselves during their practice time.

B: If unable to find an instructor, youtube link to show on projector:

Kung Fu Techniques and introduction https:// www .youtube.com/watch ?v=vkW-7oyAzsg

Students can go along and do the activities with the video.

Projector, Internet connection unless video has been downloaded ahead of time

-Follow the movements with control

-remember to respect the arts

Next video and practice time

(35 mins)

Students are scattered around the classroom in partners

B: Video for Intense 20 minutes of training for MMMA. Link: https://www.youtube.co m /watch?v=1q9ho8RsDYk

Note**Start at one minute in!!2 light dumbbells suggested, but can be done with mini medicine balls or another small heavy object. This activity can also be done without equipment—some parts will be breaks for them. To keep them active, you can have them just marching on the spot.E: Have students do jumping jacks during the activities with the mini dumbbells.

After this video, give students a water break. Then show a Kung Fu lesson on stances: https://www.youtub e.com/watch?v=fasg 31AKSrU

Students can follow along with this video and learn a few stances that are utilized in Kung-Fu.

Same as above

-follow the steps that the video provides

-be respectful of martial arts

https://www.youtub/


Use this time to answer any questions the students have about self-defense, ask them questions for understanding to make sure that what they learned today actually will be remembered, give students any other announcements at this time.




What worked well?





Minor Games Lesson #1

Unit Minor Games Topic Trophies Lesson Length 50 minutes

Date and Time

Focus: Intro to new game to allow students to have a variety of opportunities to succeed in the physical education classroom.

Equipment: 20 trophies (can be bean bags, different colour cones etc.) cones for marking boundaries and lines, pinnies for teams

Objectives:


-demonstrate enthusiasm, and cooperation during the minor game- trophies.-demonstrate sportsmanship and FairPlay during the minor game- trophies.

Set Induction (5 minutes)-Teacher will introduce themselves and take attendance-Teacher will discuss plan for the day

Lesson Content (40minutes)Time Organization Lesson Materials Teaching Cues

Trophies

40mins

Students will be spread out around the gym. Students split into two teams.

2 sets of trophies lined up at the back of both sides of the gym.

Line of cones 2/3 of way towards the trophies on each side.

B: The object of the game is to get all of the trophies, or as many as they can before the time runs out. Players will start in their area and have to run to the back of their opponents area in attempt to retrieve a trophy. If they successfully grab a trophy they get to walk back to their side of the gym. If the student gets tagged when attempting to retrieve a trophy by a member of another team, they become a human trophy. Players must get retrieve their human trophies before the inanimate ones. In order to retrieve a human trophy, students must run and tag the person. Once they have tagged the person, both players will walk back to their side with their arms up. There will also be a line that once players pass, they are committed to attempting to grab a trophy.

S: Make the line of commitment further back on the court, allow puppy guarding, change the way somebody can be tagged, make the game speed walking rather than running

E: After the first round bring in students to discuss strategy surrounding the game and what worked and did not work for each team.

20 trophies, 10 each side ( can be bean bags coloured cones.)

Cones to mark boundaries

Pinnies to recognize different teams.

Human trophies first

Pass the line you cannot run back without a trophy


Clean up equipment. Talk about what they will be doing the following day/ any last minute housekeeping.

Evaluation:-Self-evaluation /5



What worked well?






Unit Minor Games Topic Evolution Tag Lesson Length 50 minutes

Date and Time

Focus: Cross-subject integration of symbiosis through tag games.

Equipment: Blue mats, pinnies

Objectives:


-demonstrate enthusiasm, and cooperation during team building activities such relay races.

Set Induction (5 minutes)-attendance-Teacher will discuss plan for the day Lesson Content (40 minutes)

Time Organization Lesson Materials Teaching Cues

Warm up and Tag Games

10min

Students will be spread out around the gym.

B: Teacher will lead students through a short dynamic warm up. Warm up will include two laps, high knees, bottom kicks.E: Students will then play a game of “Fastest Tag”- in this game everybody is “it” and everyone attempts to tag each other without being tagged.E: Students will play a game of blob tag. In this game if you are tagged you join the blob, once four people are in a blob you break up into two groups. The game continues until everybody has been tagged.

Follow me

Tag quickly

Evolution Tag

30min

Use full facility. Five levels will be used. Levels will be dictated by pinnies.Levels: Yellow(top)- 2 peopleRed- 4 peopleGreen- 6 peopleBlue- 8 peopleShirts- 4 peopleGym setup:Four blue mats one in each corner

B: Students will participate in a game of tag. There will be different levels of tag. The bottom layer will be shirts and moving forward will be different colours of pinnies. There will be four safety mats. Students may stay on the matts for as long as they want until somebody comes and counts to 10. Once they leave the safety mat they cannot come back to that mat until they go to a different one first. Students will hold the pinnies instead of wearing them.

Blue mats

Pinnies (4 different colours)

Stop game periodically and discuss symbiotic relationships with the levels.


Clean up equipment. Take one more opportunity to discuss the symbiotic relationships that occurred in the levels.

Evaluation:-Self-evaluation /5Teacher Lesson Reflection:


What worked well?






Unit Minor Games Topic Speed ball Lesson Length 50 minutes

Date and Time

Focus: Intro to new games to allow students to have a variety of opportunities to succeed in the P.E. Classroom

Equipment: Pinnies, soccer net, ball

Objectives:


-demonstrate enthusiasm, and cooperation during the minor game of speed ball.-understand the main rules for speedball and will play the game demonstrating sportsmanship and fair play.

Lesson content 40 minutesTime and topic Organization Lesson Materials Teacher cues

Speedball

(40minutes)

Students will be spread out throughout the gym or field in four teams depicted by pinnies.

Gym setup: two goal nets on each side of the gym/field

B: The object of the game is to score a point by either sinking a shot in the basketball hoop or into the soccer net. Students will receive 2 points for kicking the ball into the net, and one point for throwing the ball in the net. Students will be split up into four teams with two playing at a time. When one team scores they stay on and the other team goes off. The team that comes on gets to start with the ball in the middle. The ball cannot be picked up from below the waist. When the ball has been kicked up, students are not allowed to run with the ball they can only throw and pass.

Pinnies, soccer net, ball

Look for an open player guard your net


Students will be changed before the beginning of class-Teacher will take attendance and talk about any questions from evolution tag-Teacher will discuss plan for the day- speedball a new minor game activity


Clean up any equipment. Discuss with students that they will be playing handball the next day.

Evaluation:

-Self-evaluation /5



What worked well?






Unit Minor Games Topic Handball Lesson Length 50 minutes

Date and Time

Focus: Rule coverage, utilizing teammates to advance ball to the scoring net.

Equipment: -handballs, pinnies, two goal nets

Objectives:


-demonstrate enthusiasm, and cooperation during the minor game of handball.-demonstrating sportsmanship and fair play while playing handball by following the rules and being polite to other teammates and teams.

Set Induction (5 minutes)-Teacher will take attendance and talk about any questions from speed ball-Teacher will discuss plan for the day- minor game handball

Lesson content 40 minutes

Time and topic Organization Lesson Materials Teacher cues

Handball

(40 minutes)

Students will be spread out throughout the gym in four teams depicted by pinnies.

Gym setup: two goal nets on each side of the gym

B: The object of the game is to score a point by throwing the handball into the net. There may be one goal keeper for team that must change after each score. Students are not allowed to walk with ball and must stop and pass to their teammates. Students will be split up into four teams with two playing at a time. When one team scores they stay on and the other team goes off. The team that comes on gets to start with the ball in the middle.

S: Allow students to take 3 steps with the ball, must be arms length away when guarding

A: must pass to everybody on your team before scoring, only allowed 5 seconds with the ball before it is a turnover

Handballs, pinnies, two goal nets


If you score your team stays on and the other team goes off.


Clean up any equipment. Discuss with students that they will be playing kick base next class. Remind students to give marks before they leave.

Evaluation:

-Self-evaluation /5Teacher Lesson Reflection:


What worked well?






Unit Minor Games Topic Kick base Lesson Length 50 minutes

Date and Time

Focus: Rule coverage, hitting a ball in a spot away from the defenders on offence.

Equipment: -Handball or volleyball to use as balls, mats for bases

Objectives:


-demonstrate enthusiasm, and cooperation during the minor game of kick base.-demonstrating their understanding of the concept of open space by attempting to kick the ball into an area where there are no defenders to give them more time to get to base.


Students will be changed before the beginning of class-Teacher will take attendance and talk about any questions from hand ball.-Teacher will discuss plan for the day- kick base

Lesson content 40 minutesTime and topic Organization Lesson Materials Teacher cues

Kick Base

(40minutes)

Students will be split into two teams of 12.

Gym-set up: three mats used as bases, one mat or cones used for home plate

B: Students will be split into 2 teams one in the outfield and one kicking. The students who are kicking are aiming to kick the ball as far away as possible. Kickball is played similarly to baseball and can be played indoors or outdoors. Can also add a forth base. In the first round everybody gets a turn to kick. Afterwards play six out.

A: Big bases- the same game but students have the option not to run when they are on the base

Handball or volleyball to use as balls, mats for bases


If you score your team stays on and the other team goes off.


Clean up any equipment. Discuss with students the next unit that they will be doing. Remind students to give marks before they leave.

Evaluation:-Self-evaluation /5



What worked well?




Documents

Integral I Master File