Lesson Name: Estimated timeframe: 1 Rotation Grading Period/ Unit (CRM): Grade level/course: 4 th 9 Weeks /Physical Education Striking/Muscular Strength and Endurance Lesson Components Lesson Objectives: The students will identify and demonstrate the batting grip and stance. The students will demonstrate a variety of muscular strength and muscular endurance (MSME) activities using animal walks. Prior Learning: Side-to-target Dominant hand Fist to Five Check for understanding Identify the proper form of the following locomotor skills: gallop, side-slide, skip, jog Identify the proper form of the following muscular strength activities/animal walks: bear, kangaroo, crab, seal Lift and support his/her own weight in selected activities that develop muscular strength and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping, and jumping Various static stretches (abdominals, pectorals/biceps, quadriceps) Standards (Texas Essential Knowledge and Skills): 3.3D, 3.L College and Career Readiness: Analyze a situation to identify a problem to be solved Work collaboratively Engage in scholarly inquiry and dialogue Self-monitor learning needs and seek assistance when needed Strive for accuracy and precision Enduring Understandings Essential Questions Striking: Striking: Examples of striking include striking a variety of objects off a tee using a bat within the boundaries, striking a small, lightweight ball off a tee or cone. Safety is a huge priority/concern when golf clubs, rackets, hockey sticks and bats are being used for striking. Muscular Strength and Endurance: Muscular strength is the maximum amount of force a muscle or muscle group can exert against an opposing force. Muscular endurance is the ability of the same muscle or muscle group to contract for an extended period of time without undue fatigue. Lifting and supporting body weight in selected activities will develop muscular strength and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping, and jumping. Vocabulary Essential Vocabulary Supporting Vocabulary Why is side-to-target important in the batting motion? What could be the result of swinging a bat in an unsafe manner? Muscular Strength and Endurance: Why is strength an important part of being healthy? 7/8/2015 Page 1 of 6 2014 Austin Independent School District
Striking: batting grip, stance, level swing, dominant hand Cooperation/Locomotor: general space, self-space, spatial awareness, effort, cooperation, communication Muscular Strength and Endurance: muscles, muscular strength, muscular endurance, pectorals, abdominals, biceps, quadriceps, deltoids, bear walk, kangaroo jump, crab walk, seal walk Lesson Preparation Resources: CATCH Box (K-2), www.healthteacher.com Striking: batting grip, stance, level swing, dominant hand, tennis, hockey, golf Cooperation/Locomotor: strategies, sportsmanship, effort, participation, perseverance, teamwork, integrity Muscular Strength and Endurance: upper body strength Equipment needed: 6 Batting tees or 18 cones 6 Bats 6 Balls (yarn, gator, whiffle, etc.) 1 cone (12 ) per student Start/stop signal (music, whistle, drum) 3rd-5th Grade MSME PowerPoint Batting cues Anchors of Support Word wall Batting cues Differentiation Strategies Physically Challenged (PC) Instructional/Planning Strategies (this includes VI-Visually Impaired, AI-Auditory Impaired, WC-Wheel Chair, and General) Pre-Control (Pre-Con) Instructional/Planning Strategies Extension for Learning (EOL) Instructional/Planning Strategies Cognitive/Behavior (Cog/Beh) Instructional/Planning Strategies Reluctant Learner (RL) Instructional/Planning Strategies Differentiation Strategies Link 21 st Century Skills Assuming shared responsibility for collaborative work Articulating thoughts and ideas clearly and effectively through speaking and writing Making complex choices and decisions English Language Proficiency Standards: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Lesson Cycle Engage Greet students at door/in hallway. (SEL) Instant Activity (2 min): Walk and Talk Everyone will have a partner; the first two people in line will partner up, then the next two people, etc. You will walk and talk with your partner on the perimeter line. Talk about what muscular strength is and why it is an important part of being healthy. Teacher greets students and ensures that students are grouping appropriately and that everyone has a partner. Teacher responsibility: While the students are walking and talking, the teacher will listen to the walk and talk conversations while setting up the 12 cones (one cone per student) for Bulldozers and Builders, warmup. Transition (1 min): Freeze. When the music starts, you and your partner will split up. You will have two different jobs. One partner will stay on the perimeter and bear walk, and the other partner will go to the general space and kangaroo jump 7/8/2015 Page 2 of 6 2014 Austin Independent School District
around one of the cones. You will have 30 seconds to discuss who is doing which job and get to your position. (Start music) Transition (30 sec): Freeze = sit down in your position. Teacher responsibility: Spotlight correct bear walking and kangaroo jumps. Check for understanding (1-2 min): Before beginning the warm-up, have 1-2 students share out what his/her partner said (SEL/Literacy/Biliteracy) about muscular strength and its importance in being healthy. The teacher will refine or extend as needed. Direct Teach (3 min): Now we will warm up our bodies while working on our muscular strength by playing a game called Bulldozers and Builders. The partner sitting next to the cone is the Bulldozer; your job is to safely knock down the cones. The partner sitting on the perimeter line is the Builder; your job is to stand the cones back up. That sounds fun, right? Well, here s the REALLY fun part. We re going to travel using the animal walks we practiced before. If you are a Bulldozer, do crab walk. If you are a Builder, do seal walk. Bulldozers, what will you do? (Answer: safely knock over the cones) Builders, what is your job? (Answer: stand the cones back up) Safety: What will it look like if we are knocking over the cones safely? Teacher will call on one student and have him/her demonstrate knocking the cone over safely, using the cues: use only your hand (no kicking), knock the cone over gently/lightly.) Transition (1 min): When the music starts everyone, Bulldozers AND Builders, will bear walk. Remember to practice safety by looking before you move and staying inside the boundaries; and remember how demonstrated knocking the cone over safely. Freeze when the music stops. (Start music) Warm-up (6 min): Bulldozers and Builders Students will use animal walks to travel. Bulldozers will safely knock over cones while the Builders will stand the cones back up. Stop the activity (stop music) every minute to change the animal walk: bear walk, kangaroo jump, crab walk, seal walk After two rounds, stop the activity (stop music) and have groups switch jobs. Guiding Question: What muscles did you feel working when you were playing this game? (Teacher should listen for shoulders/deltoids for bear walk; legs/quadriceps for kangaroo jumps; stomach/abdominals for crab and seal walk. If a student points to/names a body part, teacher should reinforce muscle name). Transition (1 min): When I say, Go, give your partner a high five and say, Thanks for playing! Then head to your spot and show me what you know about batting a ball off of a tee. You have 10 seconds. Go! 10-9-8-7-6-5-4-3-2-1-0. Teacher responsibility: Notice students using good batting form (specifically, hands together and side-totarget) and be prepared to spotlight. Lesson stages 7/8/2015 Page 3 of 6 2014 Austin Independent School District
Transition (30 sec): Sit on your spot. 1 of 5 Rotations Introduction (3 min): I saw some really great batting techniques. Let us look at Laura and watch for what makes her a good batter. Do jumping jacks if you would like to share what you see. Teacher calls on one or two students to share. Yes, you are right, Andy, Laura has her side to the target. Yes, Pat, I also see that Laura has her hands together when she holds the bat. Let us focus on this part of batting how to hold the bat. We call this the grip. (Teacher will refer to word wall.) Direct Teach (4 min): Does anyone know which hand should be on top? Yes, Aimee, it should be your dominant hand, (Teacher will refer to word wall) the hand you write with. Let us look more closely at the hands. You should line up your knuckles when you hold the bat. Everyone find your knocking knuckles the knuckles you use when you knock on a door. Line up these knuckles. Turn and check your neighbor to make sure they are lining up the correct knuckles. When you and your neighbor have checked each other, practice your batting swing with your knocking knuckles lined up. What will you look for when you check your neighbor? (Answer: knocking knuckles lined up; dominant hand on top) As the students are practicing and checking each other, the teacher will walk around and provide specific grip feedback. Transition (30 sec): Freeze. Activity 1 (6 min): Partner Hand Shake We are going to play a game where we all get to practice the batting grip as we swing an imaginary bat. This game is called Partner Hand Shake. When the music starts, you will travel in the general space, being careful not to trip over the cones. We are going to use the cones again later, so we will not be picking up the cones right now. When the music stops, quickly find a partner standing near you and give him/her a batting swing handshake. Let me show you what this looks like. (Teacher will demonstrate the batting swing handshake with a student.) You will move in slow motion when swinging your imaginary bat and meet your partner s grip in the middle. Notice how when I freeze in the middle, one fist faces up and one fist faces down. In this game, you will practice your batting swing handshake with your partner until the music starts again. You will have a new partner for each round. (Start music) Differentiation PC: VI- move student hand-over-over hand through movement pattern before independent practice, peer partner guides student by holding on to scarf or short rope. AI- flick lights on/off or use a red light/green light visual for start and stop signal, peer partner or shadow, use multiple modalities (video). WC-imitate movement before activity begins, peer shadow. General- imitate movement before activity begins, peer shadow. Pre-Con: imitate movement before activity begins, peer shadow. EOL: offer opportunity for peer coaching, encourage practice as a left-handed and right-handed batter. Cog/Beh: imitate movement before activity begins, peer shadow. RL: imitate movement before activity begins, peer shadow. Guiding Question: How can you help your partner in this game? (Answer: move in slow motion, check that your partner s hands are stacked, and that the correct knuckles are lined up.) Give me a Fist to Five if you understand this activity. (SEL) Fist = 0 understanding of this activity 7/8/2015 Page 4 of 6 2014 Austin Independent School District
Five = Full understanding Note: If more than three students show a 0, quickly reteach the activity. If three or fewer show a 0, start the game and talk privately with these students. Safety: Remind students: Keep self-space and be careful not to trip over the cones. Remind students: You are not hitting your partner s grip, just meeting grip to grip. As the students are participating, the teacher will monitor for safety, as well as provide specific grip feedback. Also, spotlight students that are working safely and cooperatively. Stop the activity (stop music) every minute to change the locomotor skill: fast walk, gallop, side slide/shuffle, skip. Transition (30 sec): Freeze. Side-slide and sit in front of a cone. You have 10 seconds. 10-9-8-7-6-5-4-3-2-1-0. Direct Teach (3 min): Now that we ve learned how to grip the bat, let us learn how we should stand. We call this the batting stance. (Teacher will refer to Batting cues chart.) Earlier we saw Laura have her side to the target, which means she has her side to the pitcher or the baseball field. These are her targets. I am going to pretend that this cone is a batting tee. (Teacher will refer to word wall.) In a game called Tee Ball, the ball sits on the batting tee and the batter hits the ball off of the tee. If the back wall of the gym is my target (the pitcher/the field), I will put the bat in the back and line up my front foot with the tee. (Teacher demonstrates.) Now, the East wall is my target (Teacher points to the East wall). I am going to walk around the cone. Tell me when to stop so that my side is to the target. (Teacher moves slowly and checks that the students call out when he/she has her opposite side to the target.) Everyone stand up and practice side-to-target. Your pitcher is standing at the North wall, East Wall, South wall. We are going to add one more thing to our batting stance. Let us study the feet. Remember that your bat is in the back, with your front shoulder/side to the target. The front foot should line up with the tee. (Teacher demonstrates.) Activity 2 (6 min): Batting Stance Statues You will have a chance to practice side-to-target AND front foot lines up with the tee in this game. We will use the cones from earlier and pretend they are batting tees. When the music starts, you will move around the general space as you did in Partner Hand Shake, no bumps, no falls, no tripping over the cones. This time when the music stops you will not find a partner, you will move quickly to a batting tee and show me side-to-target and lining up your front foot with the cone. I will always be the pitcher in this game, so you will stand with your side to me. (Teacher will ask if there is a student that would like to demonstrate this activity. During the demonstration, the teacher will move, back-to-the-wall, so that the student demonstrating has to change his/her side-to-target.) Differentiation PC: VI- move student hand-over-over hand through movement pattern before independent practice, peer partner guides student by holding on to scarf or short rope, teacher verbally signals where he/she is standing so that VI student can correctly orient his/her body correctly. AI- flick lights on/off or use a red light/green light visual for start and stop signal, peer partner or shadow, use multiple modalities (video). WC-imitate movement before activity begins, peer shadow. General- imitate movement before activity begins, peer shadow. Pre-Con: imitate movement before activity begins, peer shadow. EOL: offer opportunity for peer coaching, encourage practice as a left-handed and right-handed batter. Cog/Beh: imitate movement before activity begins, peer shadow. RL: imitate movement before activity begins, peer shadow. What did do that showed that he/she understood side-to-target? Did anyone notice if lined up his/her front foot with the tee? Is s left foot or right 7/8/2015 Page 5 of 6 2014 Austin Independent School District
foot their front foot? As the students are participating, the teacher will monitor for safety, as well as provide specific batting stance feedback. Also, spotlight students that are consistently getting side-to-target correct. Stop the activity (stop music) every minute to check side-to-target. At this time, change the locomotor/travel skill: backwards walk, jog, walking toe-touches, seat kickers. Extension: If time, add 4-6 real tees, balls and bats. Before starting a round of play, call out a specific team to spread out at tees and practice hitting a ball off of a real tee to the wall. (Teacher will check for correct batting stance.) Each student will get three swings. After hitting the ball, drop your bat, quickly retrieve the ball and return it to the tee. After you have hit three balls, rejoin the game. Transition (1 min): Freeze. When I call the color of your shirt, you will pick up one cone and stack them neatly on the front wall. Then we will meet at the team circle and do the abdominal stretch. Blue, Red, Purple, etc. Closure Activity Closure (5 min): Sitting in a circle, Teacher will lead students through static stretches during closure: What playground equipment is good for upper body strength? (Deltoids stretch) How did the side-to-target affect your batting swing today? (Pectorals/Biceps stretch) Go home tonight and show your family the batting grip. Remember to line up your knuckles. (Quadricep stretch) Next class we will learn more about batting off a tee and practice hitting off of a real tee! Transition: When I call your birth month, walk and line up quietly. January, February, etc. Exit ticket: Using an imaginary bat, show me the batting grip. (Teacher checks for knuckles lined up.) Check for Understanding (evaluation) Formative (checks throughout the lesson): Before beginning the warm-up, have 1-2 students share out what his/her partner said (SEL/Literacy/Bi-literacy) about muscular strength and its importance in being healthy. The teacher will refine or extend as needed. If you are a Bulldozer, do crab walk. If you are a Builder, do seal walk. Bulldozers, what will you do? (Answer: safely knock over the cones) Builders, what is your job? (Answer: stand the cones back up) Give me a Fist to Five if you understand this activity. What did do that showed that he/she understood side-to-target? Visual observations (side-to-target, dominant hand on top, batting off tee) Peer coaching/checks What muscles did you feel working during this activity? How can you help your partner in this game? Summative (checks at the end of the lesson): What playground equipment is good for upper body strength? How did the side-to-target affect your batting swing today? Next class we will learn more about batting off a tee and practice hitting off of a real tee! Using an imaginary bat, show me the batting grip. (Teacher checks for knuckles lined up.) 7/8/2015 Page 6 of 6 2014 Austin Independent School District