Jessica McDonald EEH216- Micro-teach

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1 Lesson number 1 Duration of Lesson 40 Minutes Class Size 24 Students Level Grades 1-2 Topic: Kicking Focus: To develop the kicking skills of students in grade 1-2 Learning Objective/s: Cognitive: To gain an awareness of the actions required during the kick Psychomotor: at the conclusion of todays lesson, the children will be able to demonstrate the correct technique for kicking, which will be evaluated by the teacher through the lessons activities. To engage with the fundamental skill of kicking Curriculum links Level: AusVELS Level 1 (VCAA 2012) VELS strands Domain Dimensions Physical, Personal and social Learning Physical Education Movement and Physical activity Key elements of curriculum which lesson is focused (VCAA 2012) - The students aim to practice basic motor skills such as running, kicking and rolling (In Kick n Run) - Advancing from playing games individually (balloon kicks) or with a partner (Who can kick the furthest) to playing in small or large groups (Kick n Run) - Introducing simple movement sequences such as stepping into the kick rather than kicking stationary

2 Assessment criteria and method of evaluation Standards/ outcomes Assessment criteria Evidence Physical, Personal and Social learning à Physical Education - Ability to perform basic motor skills such as running, kicking and rolling - Childs ability to work in small or large groups - Ability to perform simple movement sequences such as 3-4 steps into kick - Teacher observations during the time in which they are playing Kick n Run or individually kicking in balloon kicks - Teachers reflections of how each child performed in a group situation Equipment Whistle 16 Cones 18 Bean Bags 18 Soft Balls 24 Balloons INTRODUCTION - Greet class (good morning/afternoon) - State the learning objective of class: learning to kick a ball 2 Minutes SAFETY Before we begin could everyone just check that they aren t wearing any jewelry and double check that our laces are tied up When you hear the whistle sound, ensure that you stop, look and listen and if you have any equipment, place it at your feet to ensure 100% concentration

3 TRANSITION 1- Teacher Action - To begin with we are going to play a game called Freezes and Melters - Explain the first warm up activity - Get the students to all group within one half of the Basketball court 3 minutes CHECK FOR UNDERSTANDIG - What has to happen for us to be able to run around after we have been tagged? - Where are we allowed to run? WARM-UP :Activity 1 ACTIVITY TEACHER ACTION SAFETY TIMING Freezers and Melters - At the beginning of the Need to make sure we - During this game, there are 2 taggers. game, the teacher will select the taggers are watching where we are walking and that if we - One tagger is the freezer (purple band) who goes around freezing everyone - The teacher will standing to the side watching to ensure everyone is playing fairly are the tagger, we are not tagging the others too vigorously - The other tagger is the Melter (Red Band) who does the opposite, goes around melting everyone - When someone gets tagged they must stand still until they are melted by the melter 4 Mins Figure 1.0 Set up for Warm-up

4 Jessica McDonald EEH216- Micro-teach TRANSITION 2- Teacher Action 1 Minute - After 5 mins the teacher will blow the whistle, get the students to come back into the center and begin to explain the next activity - Teacher will then choose a new tagger for the warm-up activity CHECK FOR UNDERSTANDING - Where are you allowed to run? - What do you have to be touching if you are running - What do we do once we have been tagged?

5 WARM-UP :Activity 2 ACTIVITY TEACHER ACTION SAFETY TIMING Line Tag - This game is similar to Tiggy in the way that there is someone it and people are trying to avoid the tagger. - During Line Tag, instead of freely running around, the students have to run along the lines of a space such as a basketball court. - Once someone has been tug by the tagger, the person then goes off to the side to do 5 kicks with a beanbag. - In order to kick the bean bag, the student will start with the bean bag and try and kick it up to catch it. This will help the teacher to evaluate the hand eye coordination of the children to get an idea of where they are. It will also help them to practice using a force to kick the beanbag using the top of their foot - At the beginning of the game, the teacher will select the tagger. - Throughout the game, the teacher will be standing to the side to assist the children and to assess the current standards of kicking of the students and giving them feedback at the same time - Throughout the game, the students will need to careful that they are both looking where they are going whist they are looking down at the lines. 5 Minutes TRANSITION 3- Teacher Action 2 minutes - Blow the whistle and ask the children to come and sit in the center - Define what a kick is: to make contact with the foot with a forceful action (The American Heritage 2013) - Ask the students what types of activities require kicking - Discuss the cues that are necessary to the kick whilst demonstrating: 1. Eyes on the ball the whole time (look) 2. Step forward with opposite foot (step) 3. Bend kicking leg during the backswing of the kick (bend) 4. Swinging opposite arm backwards as kick (swing) 5. Contact the ball at the top of shoe, on shoe laces (shoe Laces)

6 - Ask the children to get themselves all a balloon and find a free space and practice their kicking using the hints provided CHECK FOR UNDERSTANDING - what do we do once we get our balloon? - So what are the 5 special words that will help us to kick better? PROGRESSION SKILL 1 TASK TEACHER ACTION SAFETY TIME BALLOON KICKS (Walkley, Armstrong and Clohesy 1998) 3 mins With a balloon each, the students freely practice their kicking in a space by themselves, concentrating on the cues that were discussed earlier. This gives the teacher a chance to evaluate the childrens abilities. During the activity the teacher will walk around the areas in which the kids are and give individual feedback to the students in how they can improve and what they are doing well Teacher will need to check surrounding and ensure the activity is played within an open environment with very little obstacles present TRANSITION 4- Teacher Action 2 Minutes - Blow whistle and get kids to line up in height order. Once lined up, the student to the child s left or the side closest to the teacher is their partner for the next activity - Explain balloon kicks with partner CHECK FOR UNDERSTANDING - What are we going to do once I let you go? - if someone s balloon comes near you what could you do? PROGRESSION SKILL 1- PART 2 TASK TEACHER ACTION SAFETY TIME BALLOON KICKS WITH PARTNER (Walkley, Armstrong and Clohesy 1998) 5 mins - Balloon kicks with partner are very similar to part 2, however they are During the activity the teacher will yet again walk around encouraging and helping to improve the skill of the students During the activity the students will have to be careful that they are not standing next too close to their partner

7 completing the activity with their partner - While with their partner there are a few different activities that they can do: a) Student places the balloon onto the floor and practices a 2-3 step approach to kicking the ball and tries to kick the ball as hard as they can to keep the balloon in the air the longest b) Kicking the ball to keep it airborne as long as possible between each other TRANSITION 5- Teacher Action 1 minute - Blow whistle and ask the children to sit on the floor with their partner while the next activity is explained CHECK FOR UNDERSTANDING - Where do we kick? - Where should we be standing when our partners are kicking? - What do we do if we kick further than the last turn? PROGRESSION SKILL 2 TASK TEACHER ACTION SAFETY TIME Who can Kick the Furthest During the activity, the Student will need to make sure 5 mins - During this activity, the students will be with their partners from the first activity and attempt to kick the ball as far away from the cone they are standing at. teacher will be walking around, assessing the childrens kicking style that if they are not the kicker that they are standing behind the kicker. - Once they have kicked the ball, their partner has to run and get the ball,

8 Jessica McDonald EEH216- Micro-teach mark it with a beanbag (if it is further than the previous kick) and bring it back for their turn. Throughout the game, the students are to count how many times they successfully kick further than the beanbag. Figure 1.1 Set up for: Who can Kick the Furthest TRANSITION 6- Teacher Action 3 minutes

9 - Blow the whistle and get the students to stand within the cones (previously set up from warm-up activity) - CLUSTERS: have the students skip/hop/jump around and choose different numbers of groups they can get into. Have the game finish with the kids in groups of 4 - While the teacher is calling out the different numbers and locomotive activities, she will set up 6 lots of 4 cones, in a square. With 3 bean bags with soft balls on top - Explain the group activity CHECK FOR UNDERSTANDING - How many people are fielding? - What do we do once we have kicked all of the balls? - Where do we run too - What do the fielders do once they get the balls? - What are the cues that we need to remember so that we can kick really far? GROUP ACTIVITY TASK TEACHER ACTION SAFETY TIME Kick n Run -During kick n Run, the students are practicing their kick at the same time as trying to add force to the kick. - There will be 3 balls (on top of beanbags to ensure stability) - One at a time a student will kick the ball as far as they can. - Once they have kicked the ball, the student does as many runs left and then right to the cone while the fielders During the game the teacher will be walking around the area to ensure that children are remembering all the cues. This is a good time for the teacher to give better feedback, as they are able to get around to all the groups. - Whilst fielding, the students need to make sure that they are always looking up and paying attention in case the ball comes near them. 8 mins (remaining students) try and get the ball back as fast as possible - The teacher will need to make sure that the groups aren t too closely together when she is setting the cones up. Figure 1.2 Set up for Kick n Run

10 Jessica McDonald EEH216- Micro-teach CONCLUSION - Blow the whistle and have the students return the balls into the bins, and to stack the cones. - Congratulate the students on their hard work Check for Understanding - What are the 5 steps of the kick? - What part of the foot do I kick with, my toe or the top of my foot? Say goodbye to children and as students are leaving/breaking up approach any students who you feel necessary for some individual feedback TIME 2 mins

11 REFERENCES: The American Heritage Dictionary of Idioms by Christine Ammer. Retrieved May 08, 2013, from Dictionary.com website: VCAA 2012, Standards and progression point examples, viewed May 1 st 2013, < Walkley, J, Armstonr, D, Clohesy, P 1998, An Activities Recource, Department of Education, Victoria.

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