Physical Education Lesson Plan 

Reflection #2

Subject/Gr: Phys Ed. (Gr.7/8)         Lesson Title: Introduction to Frisbee          Teacher: Lila Gaertner
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s)/Treaty Outcomes and Indicators:

PE8.6 Design and implement, collaboratively, plans to develop the performance concepts and application of tactics and strategies to enhance individual and team performance, involved in each of:

  • target games (e.g., bowling, curling, archery, golf, bocce ball)
  • striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
  • net/wall games (e.g., badminton, tennis, table tennis, volleyball, pickleball)
  • invasion/territorial games (e.g., double ball, basketball, soccer, soft lacrosse, touch football, floor hockey, ultimate frisbee, rugby, team handball)
  • low-organizational and inventive games (e.g., walleyball, capture the flag, prisoner’s base, speedball, kick the can, snowsnakes, bombardment).

a. Discuss and apply the various concepts involved in the different types of games (i.e., target games – sending away, wrist action on release of object, starting in aiming position; striking/fielding – placement of the ball on the field, covering bases, base running; net/wall – spatial awareness, positioning on court, returning to ‘base’ position, position of body, trajectory, depth, angles; invasion/territorial – keeping position, penetration, defensive positioning and movement in passing lanes, support for ball carrier, locomotion, on-the-ball movement, off-the-ball movement).

b. Communicate, with clarity and correctness, and practise offensive and defensive tactics and strategies that reflect the performance concepts to be used as a team while participating in striking/fielding, invasion/territorial, net/wall games, and low-organizational and inventive games (e.g., slo-pitch: one out, runner on first, grounder hit to short stop; volleyball: having a full team of six people receiving a serve compared to five, four, or three team members receiving a serve).

c. Explain and practise performance concepts and tactical decisions related to target games (e.g., wrist action in bowling and curling delivery release; club selection and stroke performance variation related to ball position in golf).

d. Collaboratively plan and implement the leading of physical experiences to enhance a self-selected skill, or game tactic and strategic concepts that involve individual and team performance (e.g., teach younger students how to move into open spaces in keep-away type games; teach classmates how to perform a skill in an area of personal expertise).

Modified Indicator:

a.       Practice sending a receiving a beanbag with a partner or two classmates.

b.      Discuss and apply the various concepts involved in invasion games. (Ex. Keeping position, interjection, defensive positioning, support for the person with the beanbag, locomotion, how many steps you can take with the beanbag, etc.).

c.       Communicate, with clarity and correctness, and practice offensive and defensive tactics and strategies that reflect the performance concepts to be used as a team.

d.      Practice performance concepts and tactical decisions. (ex. Being open, pivoting, faking, intercepting, etc.)

e.       Work on strategic concepts that involve individual and team performance to transfer to Ultimate Frisbee.

Key Understandings: (I Can Statements)

* Send and receive a bean bag with skill to and from a partner/classmate.

* Discuss and apply the various types of concepts involved in invasion games (Ex. I know how to have defensive positioning.).

* Communicate and practice offensive and defensive tactics and strategies as a team.

* Make tactical decisions related to invasion games (Being open, pivoting, faking, intercepting, etc.).

* Develop strategic concepts that involve individual and team performance that can transfer to Ultimate Frisbee.

Essential Questions:

1. Why are the concepts, strategies, and tactics important to learn?

2. How would you use strategies to get the greatest advantage over your opponent?

3. How could you use these concepts, tactics and strategies in everyday life?

4. How do we communicate effectively with others?

5. How/why can modifications be made to existing rules, tactics and skills for more enjoyment?

6. How do strategies change depending on what is happening in the game? How does context impact tactics and strategies?

7. How are offense and defense connected?

Stage 2: Determine Evidence for Assessing Learning
–          While teaching the lesson, observe and watch for the students’ ability or improvement in their skill of sending and receiving a bean bag. (Watch to see if they throw the bean bag with different hands or in different ways.)

–          Watch for proper form for sending and receiving a beanbag.

–          Watch to see if the students are including their teammates and making a strategic plan to gain ground while playing with a beanbag.

–          Watch for general effort and participation from all of the students. Try to encourage them to all participate and share the beanbag with their teammates.

Stage 3: Build Learning Plan
Set (Warm-up, Focusing the learning):      Time: 3-5 mins

Ask: Who knows what an invasion or territorial game is? (ex. basketball, soccer, soft lacrosse, touch football, floor hockey, Ultimate Frisbee, rugby, and team handball).

Say: Today we are going to focus on some skills that can be transferable to any of those invasion or territorial games. But we are going to focus on such skills that will eventually lead to Ultimate Frisbee.

Ask: Who has played Ultimate Frisbee before? What are some strategies or concepts that we can use when playing invasion games like Ultimate Frisbee? (Ex. Defensive or offensive positioning, communication, introjection, staying open for a teammate to pass to you, pivoting or faking, throwing with a different hand/non dominant to get around another player, levels-low, medium or high, pathways-curved or zigzag, etc.) How can we use these concepts, tactics and strategies in everyday life? (ex. Sports, teamwork, communication, staying active, etc.).

Say: Today we are working on developing our skills so that we can play a game of Ultimate Frisbee next class. We are going to start with a few exercises first so we can practice sending and receiving a beanbag, and then if we have time, we will play a game.

 Development:                                              Time: 20 mins

Practice Throwing (5 mins)

Get the students to line up in the middle of the gym so that they are standing across the gym facing the wall. Show them the proper form of how to throw a beanbag underhand and overhand. Show them that you step forward with the opposite leg and you are throwing the beanbag with. Then get them to practice, without a beanbag, throwing a beanbag with their right and left hands while taking a step forward (Throwing with right hand = left foot forward). Get them to walk across half of the gym to the wall.

Get the students to walk back to the middle of the gym by trying to throw a backhanded throw. Show that you step forward with the same foot as what hand you are throwing with. (Throwing with right hand = right foot forward).

Practice Sending a Beanbag to a Partner (5 mins)

Get the students to get into partners by either numbering them or letting them choose their partners. Let them stand across from their partners facing each other in the middle of the gym. One person in each pair should have a beanbag. Get all of the beanbags to start on one side.

Explain that the students that they get to focus on aiming to pass their beanbag to their partner, throwing under and overhand, and catching the beanbag with one or two hands.

Rules: Each time a pair successfully sends & catches their beanbag twice (once each), they both get to take a step back. Then they continue to pass their beanbag to their partner and take a step back when they catch it twice in a row. If they drop the beanbag twice in a row, they must both take a step forward and then continue throwing the beanbag to each other and moving farther apart every time they successfully catch the beanbag twice. (They can switch to non-dominant hands to throw or catch).

Once you think that the students have progressed in their skill, you can move on. If they are not ready, they can keep trying this skill or even try switching partners.

Explain and Play: Beanbag Keep Away (10 mins)

Split the class into two teams. Split them by numbering them either one or two. One team will wear pinnies to distinguish that they are one team. The other team will not have pinnies and that will distinguish them as a team. (You can also have two games going on. Play using half the gym.)

Rules:

–          The goal of the game is to work together as a team by passing the beanbag to your teammates to get the beanbag caught in the end zone (past the basketball court line).

–          For example, team A will start with possession of the beanbag, and will pass to a different teammate in any direction, but most likely towards their end zone.

–          The person with the beanbag will have 5 seconds to throw the beanbag or the other team will gain possession.

–          If team A does not catch the beanbag or their pass is intercepted, Team B gains possession.

–          If the beanbag is thrown out of bounds (outside of the basketball court), then the other team gains possession.

–          If you have possession of the beanbag, you Cannot run with the beanbag (That is called Travelling).

–          This is not a physical contact game, but you can intercept a pass by catching it or bumping it down.

–          Change of Possession also occurs when: Five seconds is up before the disc was thrown. The banbag is handed from one player to another without being thrown. The thrower catches their own throw without the beanbag being touched by anyone else. The offensive team tries to catch the beanbag from a teammate, but drops it.

–          Each team must catch 5 passes in a row before they can gain a point. The last catch must be past the end zone. They can pass it more than 5 times if they need to, to get a point. Play continues.

Learning Closure:                       Time: 3 mins

Gather the beanbags and get the students to make a circle in the middle of the Gym with at least 3 minutes before class ends.

Ask: What did you like about this lesson? What did you learn about invasion/territorial games? Why are the strategies and tactics of invasion/territorial games important to learn? Would you like to play a full game of Ultimate Frisbee next class?

Materials/Equipment:

–          12 bean bags (enough for each pair or group of three to have one)

–          12 Pinnies (For half of the class to form one team).

Management Strategies:

–          Explain to the students that it is important to be actively listening to instructions and following them, so that they can be prepared to play a game during the second half of the class.

–          If the students are too loud, get their attention by clapping a pattern that they are supposed to repeat. Repeat the pattern until they are all quiet. Then continue with the lesson.

–          If it is hard for your students to hear you, get them to huddle up around you before you give them the task.

Safety Considerations:

–          Make sure the students are aware of their personal space and their movements/actions while others are close to them.

–          Make sure students do not accidently hit the other students while they are sending and receiving their beanbags.

–          Make sure students know that this is not a physical contact sport. Pushing or shoving people is not allowed.

Possible Adaptations/ Differentiation:

–          Students can switch partners if they wish during the partner activity. They may not want to keep practicing with the same partner the whole time, but as the teacher, you are the one who allows the whole class to switch partners half way through, if they want to.

–          If there is an odd number of students, there can be a group of three while they practice sending and receiving a beanbag.

–          Students can challenge themselves by switching to use their non-dominant hand to send or receive the beanbag.

–          If the students are not ready to move onto the invasion beanbag game, you can give them more time to focus on passing their beanbags to their partners.

–          You can have two Beanbag Keep Away games going on at the same time. They will have half the gym to move around and get their beanbag to the other side.

Advertisements