Health Teaching and Physical Education Lesson Plan

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Table of Contents

Lesson Plan
General Information
Standards, Goals, and Objectives
Materials and Resources
Instructional Plan
Guided Reflection Protocol Form
Explain the thinking process you went through to complete this evaluation
Recommendations
Personal Meaning and Professional Growth
References

Lesson Plan

Name.

WGU Task Objective Number.

General Information

Lesson Title & Subject(s): Physical Education
Topic or Unit of Study: Introduction to dribbling activities
Grade/Level: 2^nd grade
Instructional Setting: the lesson plan will be implemented in the school gymnasium for a group of 20 students studying in the 2^nd grade.

Standards, Goals, and Objectives

Your State Core Curriculum/Student Achievement Standard(s)

Demonstrate competency and proficiency in movements and motor skills; demonstrate such manipulative skills as throwing, dribbling, moving, catching, and striking a ball while playing (Wisconsin Academic Standards, 2012).

Lesson Goal(s)

Students will be able to dribble a ball with a hand paying attention to such principles as dribbling on the side, waist-high, pushing the ball down, and eyes lookup.

Lesson Objective(s)

By the end of the lesson, students will be able to demonstrate control of a ball during dribbling, following such rules as dribbling on the side, waist-high, pushing the ball down, and eyes look up and demonstrate 2 successful dribbling sessions to the partner out of 3 tries.

Materials and Resources

Materials

CD player, basketballs, cones.

Resources

Kirchner, G., & Fishburne, G. J. (1998). Physical education for elementary school children. Boston: McGraw-Hill.

Wisconsin Academic Standards. (2012). Web.

Instructional Plan

A sequence of Instructional Procedures/Activities/Events:

Identification of Student Prerequisite Knowledge and/or Skills (7 minutes)

Students have learned how to roll balls and throw them overhand and underhand at the previous lessons. Students are encouraged to participate in the warm-up activities (jumping from hoop to hoop, running) and review rolling balls. To review throwing them overhand and underhand, the students are asked to work in pairs. Background music is used.

New Knowledge and/or Skills To Be Taught/ Modeling (7 minutes)

The teacher presents the topic of the lesson and demonstrates equipment which will be used during the lesson. There are four basic principles of dribbling effectively. They are dribbling on the side, waist-high, pushing the ball down, and eyes lookup. The teacher explains four principles, demonstrating how to dribble a ball properly. The principles are presented and explained separately and in their combination. The teacher states that students are expected to demonstrate their 2 successful dribbling sessions to the partner out of 3 tries after some practice during the lesson.

Guided Practice (12 minutes)

The teacher asks the students to work individually. Each student has a ball. The teacher reminds four basic principles. The teacher asks students to practice dribbling a ball in place for 2 minutes. The teacher asks to dribble with the non-dominant hand for 2 minutes. The teacher asks to dribble a ball while walking for 2 minutes. The teacher asks to dribble a ball while jogging around cones for 2 minutes. The teacher asks students to work in pairs. Students are asked to dribble three times and move to the partner’s ball. The teacher asks students to dribble a ball focusing on four basic principles toward the partner. It is possible to make 3 tries. The teacher monitors the practice, correct mistakes in movements. Background music is used.

Independent Student Practice (12 minutes)

The teacher engages all students in practicing dribbling paying attention to four basic principles. Students work in pairs. Each student can make 3 tries. It is necessary to dribble a ball to the partner and demonstrate the control of a ball about four principles on 2 out of 3 tries. The teacher monitors the work of students in each pair to assess the practice. When the teacher monitors and assesses skills in dribbling activities in one pair other students continue practicing. Background music is used.

Culminating or Closing Procedure/Activity/Event (2 minutes)

The teacher provides the evaluation of the students’ work, assesses their activities, and discusses the work with references to the students following the four basic principles of dribbling. Students review the principles ask questions.

Pedagogical Strategies

Direct instruction, work in pairs.

Differentiated Instruction

The hearing-impaired learners are placed into pairs with the other students who can hear the teacher’s instruction and they help the hearing impaired learners dribble a ball correctly according to the teacher’s oral instructions, with references to the demonstration.

Technology Integration

The CD player is used to provide background music to create a positive atmosphere and stimulate students for physical activities.

Student Assessment/Rubrics

Formative assessment: Students are expected to demonstrate 2 successful dribbling sessions to the partner out of 3 tries, following the four basic principles of dribbling. The session is assessed as successful if a student controls a ball while dribbling with references to four or three principles. The dribbling is unsuccessful if a student violates two or more principles and cannot control the ball.

Summative assessment: Students are assessed in dribbling a ball according to four principles of dribbling in autumn and spring according to the rubrics for the first and second semesters (Kirchner & Fishburne, 1998).

Guided Reflection Protocol Form

Observation and Description

Describe your instructional setting, including grade level, student characteristics, number of students, and any other criteria necessary to present the instructional setting

20 students who study in the 2^nd grade were present in the school gymnasium to learn how to dribble a ball properly. All the necessary equipment was used.

Analysis, Exploration, and Reasoning

Explain why you did or did not deviate from your prepared lesson plan.

I did not deviate from my prepared lesson plan because I followed the time fixed for each section properly and monitored the students’ activities to be sure that they followed my instructions properly.

Connections to Other Effective Teaching Practices

Connect a pedagogical strategy used in your lesson to experiential learning.

To teach students to dribble a ball, I used such a teaching strategy as active learning when students are the active participants of the process. Students were able to learn how to dribble a ball properly, practicing the skill basing on the direct instruction. According to the pedagogical strategy of active learning, students were taught to dribble a ball with the help of physical experience and action.

This strategy is directly connected with experiential learning which is effective for teaching physical skills because of learning through action and practice (Borich, 2010). Students were involved in practicing dribbling during the guided section. That is why there is a direct connection between active learning where students are active participants of the process and experiential learning about physical education lessons.

Evaluation

Assess the level of success students experienced in acquiring the game-related skill as a direct result of the instruction.

Explain the thinking process you went through to complete this evaluation

Students demonstrated rather high results in acquiring the game-related skill of dribbling because of getting only excellent and good marks. It is possible to conclude that activities and instructions used during the guided section helped students to practice their skills successfully before performing in pairs and individually.

To evaluate the effectiveness of the strategy and instructions used, it is necessary to refer to the lesson’s objectives and students’ results. It was important for me to assess the effectiveness of the instructions and activities on providing opportunities for completing the lesson’s goals and objectives. The activities and instructions were chosen to meet the lesson’s objectives to teach students to control a ball during dribbling and following such rules as dribbling on the side, waist-high, pushing the ball down, and eyes look up. Thus, activities and instructions were chosen and used rather effectively because students achieved the set objectives and demonstrated good and excellent results.

Recommendations

Explain an alternative approach to teaching a game-related skill to beginning students that could positively affect student performance.

Justify your choices of recommendations

It is possible to use more activities for working in pairs and with a partner to practice dribbling because basketball is based on cooperation with team players. Such activities as dribbling around the cones in lines with passing a ball to the partner and the exchange of a ball with the partner in pairs are effective. Moreover, it is possible to improve students’ results during further practice, encouraging them to dribble and attack the partner’s ball at the same time.

The recommended activities are effective not only to develop students’ dribbling skills but also to teach students the basics of basketball because it is a team game where dribbling is combined with passing.

Personal Meaning and Professional Growth

Predict how this experience might affect your ability to modify your teaching methods to improve instruction. Explain the elements you considered as you formulated ideas regarding personal and/or professional implications.

To improve instruction, it is necessary to concentrate on the specifics of the students’ cooperation while playing, on providing clear instructions and explanation, and on using a variety of activities to encourage and motivate students to work during the lesson effectively. It is possible to use more technologies and visual aids to attract the students’ attention to rules and basic principles of activities.

It is important to concentrate on such elements as the objectives and goals of the lesson to develop effective instructions and choose appropriate activities to complete the goals. Moreover, I needed to evaluate the effectiveness of the provided instructions with references to the students’ results to conclude on the professional implications.

References

Borich, G. (2010). Effective teaching methods: Research-based practice. Boston: Merrill/Prentice, Hall/Pearson Education.