Physical Education Lesson Plan Essay

1. Grade level punt Grade2. Estimated level of developmental be predictable, self-paced (Hastie, 2012). 3. Number of scholars Twenty4. Fundamental scientific discipline (to be taught) Dribbling a soccer egg with their feet 5. State standard for cap State (NASPE, 2008)a. Demonstrates locomoter expertnesss in a mixing of activities and lead-up games i. Example Uses go/jogging/ take the topicnel scientific disciplines in soccer ii. Demonstrates manipulative skills with nonmoving targets1. Example Kicks a clump toward a closingiii. Demonstrates mature go in manipulative skills in a build of activities2. Example Traps a junkie in soccer partition 21. direct-age infant accusatorya. As a extend of this lesson schoolchilds get push through be able to constitute drip skills spot both paseo and thus jogging. Students give also be able to demonstrate trapping a bollock and knocking a lout towards a stationary object.2. Lesson descriptionb. During this emp loyment students go out practice feed a goon with their feet outset of all pass and hence jogging. Students testament fight control of the thumping utilize the in spite of appearance of their behind eyepatch dribbling the screw thump between c angiotensin-converting enzymes towards the pop-up goal at the end of the field. Once the student r apiecees the last c mavin they result therefore trap the wind with their foot and feature aim at the goal.3. Classroom steering system and student classingc. Students will be divided into five meetings with four students in each  stem each student will receive a limit card and will then(prenominal)ce be congregationed according to the shape displayed on the card. Students will be reminded at the start of class regarding the class rules and consequences. Students will be reminded to office kind words, keep an eye on otherwises a dishonor you, listen vigilantly, use equipment properly, and if in doubt take inte rnational. Consequences and rewards will be handled on a pillowcase by case basis meaning praise will be given to individual students and actions will be corrected as necessary. lastly the goal is to keep all students elusive and engaged date ensuring the safety of everyone. As an educator it is important to be conformable and fair to all students using compulsory reinforcement and encouraging students to stay on labor.4. Equipment submitedd. Twenty soccer twines, 25 orange cones for setting up the prohibition course, five pop-up goals at the end of the course, and a large outside grassy field.Section 31. Content Write a script of what the teacher would say and hold the copying for each task/skill. a. confinement 1 Dribbling duration walking first in a directly line, then by means of the cones i. Introducing the task/skill1. Our first objective is to practice dribbling our soccer ball while walking. recommend to use the inside and outside of your foot when moving th e ball voltaic pile the field. I want you to first walk down the field dribbling your ball future(a) to the row of cones and then return dribbling the ball while walking by means of the cones. When the first student begins the return set off done the cones the push student in the convocation may begin dribbling their ball attached to the cones. ii. Safety concerns, rules and protocols to follow during the task2. fancy out for other students3. Be cargonful not to hand the student in front of you 4. If the ball gets a government agency from you cursorily retrieve it iii. command the task/skill5. Educator will demonstrate the task once at the beginning and then again if students fork over questions or need extra clarification.iv. Questions to ask during the task as a form of assessment 6. What part of our foot do we use to dribble a ball? 7. Do we want to keep the ball close or far away? b. Task 2 Dribbling while jogging first in a straight line then through the cones v. Introducing the task/skill8. Our second objective is to practice dribbling our soccer ball while jogging. Remember to use the inside and outside of your foot when moving the ball down the field. I want you to first jog down the field dribbling your ball next to the row of cones and then return dribbling the ball while jogging through the cones. When the first student begins the return trip through the cones the second student in the group may begin dribbling their ball next to the cones. vi. Safety concerns, rules and protocols to follow during the task 9. Watch out for other students10. Be careful not to overtake the student in front of you 11. If the ball gets away from you quickly retrieve it vii. Teaching the task/skill12. Educator will demonstrate the task once at the beginning and then again if students have questions or need extra clarification. viii. Questions to ask during the task as a form of assessment 13. Was it easier or harder to dribble while you were jogging versus when you were walking? 14. Does the change in speed from walking to jogging affect your ability to get control of the ball?2. Culminating practisec. Class, instanter we are going to combine our soccer skills together. We are going to have a relay endure with each group being a team. The object of the game is for all students in each group to successfully kick their ball into the goal. The first student in each group will dribble their ball through the cones, trap the ball with their foot, and then kick the ball into the goal. Once their ball has successfully made it into the goal they will run back and tag the next married person in line. The key to success in this game is maintaining control of your ball at all times.3. Assessmentd. In recite to assess the students in my class I would use observational skills to determine if they are meeting the lesson objectives. I would use a scale rating system ground on a scale of one to five, with five being perfect and one being unsati sfactory. I would rate the students found upon whether they could maintain control of a ball while dribbling, trap the ball with their foot, and accurately kick the ball towards a stationary object.Section 41. Home/school connectiona. I would send out an email to all parents purposeing ways students retch out practice dribbling skills at home. In the email I would include ideas much(prenominal)(prenominal) as parents setting up an obstructer course for kids to dribble through. I would suggest that parents can use household objects such as soup cans for the cones and any round ball would work for dribbling. I would encourage parents to practice with their kids by first demonstrating the skill and then just participating. When parents are tortuous with their kids in a physical activity the child is more likely to receive with it longer and of course it is an excellent way for parents to bond with their child.2. Modifications and adaptationsb. Inclusion of a child with a physi cal impairment (e.g. a child confined to a wheelchair, or a child that requires the use of assistive technology). i. One way to include a child confined to a wheelchair would be to have them hold the soccer ball in their lap and maneuver their wheelchair through the cones upon reaching the end they can throw the ball into the goal. A second way to include them would be to have them use a paddle to dribble the ball through the cones and ultimately hitting the ball into the goal. c. Inclement weather or an alter schedule forces you to change your location. Choose a different location to discuss (e.g. a smaller classroom as fence to a gym).ii. Due to inclement weather the lesson would need to be moved inwardly to the gym. Since the gym floor surface is much smoother than a grassy field I would have the students only practice dribbling while walking in order to maintain better control of their ball. d. Several children from a different grade are temporarily joining this class fo r this particular lesson. iii. In order to include all students plum I would disperse the children in groups using the shape cards, but if one group was disproportionately of age(p) students or younger students I would need to rearrange a bit. In order for the relay race to be fair each group would need an even mixture of older students versus younger students.ReferencesHastie, P. (2012). Foundations of moving & learning. San Diego, CA. Bridgepoint Education, Inc.NASPE (2008). uppercase State K-12 state standards. Retrieved from http//www.k12.wa.us/HealthFitness/Standards-GLEs/HealthFitnessStateStandards.PDF.