Sarah Byce Learning to Serve a Volleyball Grade 4

Transcription

1 PED Final Written Lesson Plan Sarah Byce Learning to Serve a Volleyball Grade 4 1 P a g e

2 Introductory Activity Zombie Tag Lesson objectives Cognitive TSW show their understanding of the game by demonstrating the rules for Zombie Tag. Affective TSW demonstrate fair play by becoming a zombie when they are tagged without being reminded. Psychomotor TSW be physically active by running and dodging the tagging zombies or by walking around tagging the uninfected. Equipment No special equipment Safety Issues Poking others in the face with their zombie arms Evidence of Learning Knowledge of how well students understand the game will come from observing their zombie actions after being tagged by another zombie. Instructions/Directions First the teacher will begin by having the class close their eyes and she will then tap two students (or more depending on the number of students; looking for a ratio of about 1:4) to be the zombies. The teacher will then ask the students to open their eyes and spread out around the play space. When she says go, the zombies will come alive and start walking around and making noises like zombies. The other uninfected students will then attempt to run from the zombies. If the zombies happen to tap them, while they are walking around, they too become a zombie and join the pack, trying to infect all the others. The last two uninfected players then have the option to become the zombies for the next round. 2 P a g e

3 Fitness Activity Side-Straddle Hop (aka: Jumping Jack) Lesson Objective Cognitive TSW show their understanding of the side straddle hop by demonstrating correct actions while stating the cue words. Affective TSW demonstrate kind actions by making sure they are far enough apart from classmates to they don t hit each other. Psychomotor TSW by physically active by doing the side straddle hop. Equipment No special equipment needed Safety Issues Accidental hitting of classmates while doing their arm motion, if they are standing too close to each other Evidence of Learning Knowledge of how well the students understand the fitness activity will come from observing their actions while stating the cue words they previously learned. Instructions/Directions First the teacher will begin by having the class spread out into three rows with adequate arm space in between. She will then demonstrate the correct way to do the variation of a Side Straddle Hop and assign cue words to the movements. 1) Together begin motionless with feet together and arms downward, touching thighs 2) Star feet shoulder width apart and arms directly to the left and right of body (jump to position) 3) Pencil legs back together (touching) and arms directly above head (jump to position) 4) Star feet shoulder width apart and arms directly to the left and right of body (jump to position) 5) Together finish with feet together and arms downward, touching thighs Following the teachers lead, students will practice. This variation to a jumping jack helps with the cardiovascular system, when done repeatedly for more than a minute. 3 P a g e

4 Direct Instruction Serving a Volleyball Anticipatory Set Olympic Summer Games Misty May & Keri Walsh (USA Beach Volleyball Team) Today: serve over hand Learning (like students): serve under hand Michigan Content Standards 1) Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2) Deomonstrates understanding of movement concepts, principles, strateges, and tactics as they apply to learning and performance of physicl activities. 3) Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Lesson Objectives Psychomotor- TSW demonstrate proper technique for serving a volleyball by: - placing their non-dominate foot slightly infront of the other - bending their knees slightly, almost like a squat - placing their non-dominate hand, palm up, at a 90 angle across their body (slightly in front of body) o this hand will be holding the volleyball - make a fist with their dominate (writing) hand with their thumb to the side (sign language A ) - place dominate hand (palm up, still making a fist) just behind the volleyball - extend dominate hand, while still making a fist, backwards until their elbow is hidden - swinging arm straight forward to make contact with the volleyball - follow through by steppng forward with their dominate foot Cognitive- TSW show their understanding by using their cue words, which include: 1) foot in front 2) cross body 3) letter A 4) check position 5) extend 6) swing 7) follow through Affective- TSW be able to work effectively with others during partner practice. Equipment - soft play volleyballs 4 P a g e

5 Space Safety Issues - hit by an uncontrolled ball (face, head, stomach) - not being aware of where the student is in the gym and running into a wall or another student Evidence of Learning Knowledge of how well the student understands the motions of bumping a volleyball will come from seeing the student do the actions without having to repeat the steps aloud. Input and/or Demonstration /Modeling: - foot in front - cross body - letter A - check position - extend - swing - follow through Whole group practice: Before letting the students break off into partners/groups, practice as a whole group with the teacher guiding them. Begin by demonstrating with them a couple times, then just say they words and see if they can match the actions with the cue words. Check for understanding 1) What is the first step in serving a volleyball underhand? (Non-dominant foot in front of the other) 2) How should your hand be just before you make contact with the ball? ( letter A ; extended arm) 3) What is one way to keep the ball under control? (calm arm swing; correct hand gesture) Individual or partner practice Students will then break apart into partners of two and practice their serving skills. The class will make two lines, parallel to each other so people don t get injured by balls flying everywhere. Each student will serve the ball at least threee times to their partner across the gym. 5 P a g e

6 Closing activity Depending on how well I think the students have done practicing with their partners, we might have a longer practice time and get in larger groups; if time allows we could play a quick game of volleyball; or we could play a quick game of Serving Relay. In this game students will be split into two lines. The first student in each line has a volleyball and they underhand serve, over the net, to the other side. That student then chases down their ball and hands it off to the next person in their line and sits down at the end of the line, showing they have completed the task. If the students misses the serve, meaning it hits the net or goes out of bounds, they must chase down the ball and return to the front of the line to try again. Equipment clean up Before the kids head out I would ask them to help clean up by putting their volleyballs back in the bin. Lesson closure Once the students clean up and sit down, I will ask them a couple more questions to review and retain understanding of the lesson we just learned. For example: 1) What volleyball skill did we learn today? (Serving) 2) When do we use this skill during the game? (Get the ball in motion) 3) What are two important motions for serving a volleyball right? (letter A ; completely extended arm) Rubric Serving a Volleyball Performance Criteria Foot in Front Cross Body Letter A Check Position Extend Swing Follow Through Achieved Almost Needs Work 3 out of 4 times 2 out of 4 times 1 out of 4 times Comments 6 P a g e

7 References: Conline, D. M. (2007, March 16). Beginner Volleyball Lessons. In Ridgecrest Blog. Retrieved November 19, 2013, from Morris, R. (2013, May). Interview by S Byce []. Zombie tag. Schultz, D. (2013, November). Interview by S Byce []. Side straddle hop. 7 P a g e