GRADE

TOPIC

UNIT

Games

ACTIVITY

PROCEDURE AND TRANSITIONS WITH

MODIFICATIONS AND OR ACCOMMODATIONS

SETUP, TEACHING TIPS, DIFFERENTIATION STRATEGIES

Warm-up/Review

5 minutes

Safety
Review the safety rule and what it means to be safe in physical education.

With everyone on their spot, review the basic body parts and where they are. Have everyone point to or touch the body part as you say it. Head, Shoulders (two of them) Chest, Elbows, Hands, Stomach, Hips, Back, Seat, Hamstrings, Quadriceps, Knees/patella, Shins, Feet, Toes and Heels.

Now we’re going to use those body parts to play a game called Musical Body Parts, but this time we are using the spots! When the music plays, you will travel, that’s easy, and you know how to do that. When the music stops a body part will pop up on the screen. You have to put that body part on the spot! Watch out as you travel, be safe and look for open spaces. When the music stops, find the closest spot and put the body part on the screen, on your spot!

The song goes on for about 10 minutes. Plenty of time to practice traveling and stopping and body parts.

Have the students change the way they travel each time the music begins again.

TEACHING TIPS

• Point out the children that are traveling safely.
• Point out the cool ways you see them traveling.
• When they stop, praise the children that get to the hoops quickly and safely.
• Point out the students putting the correct body part in the hoop.

New skill or concept

15-20 minutes

Teaching the concept of “Ball Handling to the Floor”

Have the balls spread out in 6 hoops, one on each corner of the working area. This will enable you to instruct the students to all get a ball at once, keeping them spread out as they do it. “When I say go, get a ball from the hoop, find an own space and put the ball on the ground between your feet. Whenever I say stop, I want you to put your ball down like this.”

ACTION TASK: “When I say go, Throw the ball down to the ground, and when it comes back up catch it. Try to stay in your own space while you work. Keep doing this until I say stop or freeze.”

1. If you want the ball to stay near you, where on the ground do you have to throw it?(Near you, or near your feet) Alternate question: What happens when you throw it on the ground far away from you? What happens when you throw it on the ground close to you?
2. What do your eyes look at when you are trying to catch the ball? (The ball) Alternate question: This time when you try to catch the ball, try keeping your eyes closed. This time try looking only at the ceiling. This time try looking at the ball. Which one worked best?
3. When the ball is coming from above you, where do you have to place your hands in order to catch the ball? (Under the ball and a little to the sides) Alternate question: This time when you try to catch the ball, put your hands above it. This time place your hands directly on the sides of the ball. This time only place your hands under the ball. This time try putting your hands under and a little on the side of the ball. Which one seems to work best?
4. What happens when you bounce the ball hard? (Goes up higher)
5. What happens when you bounce the ball soft? (Stays Lower to the ground)
6. What happens when you bounce the ball medium? (Goes up about waist height.)

Listed below are directions for some tricks the students can try after they have mastered being able to bounce and catch the ball in their own space. Give them an opportunity to try each of the tricks a few times. Again, you can point out the students that are doing the tricks, and staying in their own space.

• Bounce the ball, but before you catch it clap your hands.
• This time see how many times you can clap before you catch it.
• How do you have to bounce the ball in order to have more time to do your trick? ( harder, so it goes higher)
• This time before you catch it, touch your head. (do this one a couple times and change the body part each time)
• This time try to jump before you catch it.

Guided Discovery Teaching Style:

Action task begins the activity.  It gets the students doing the skill or working on the concept with a general description of what to do.  This is followed by Guided discovery questions to lead them to discover the most efficient way of bouncing and catching the ball.

These questions should be asked one at a time. After each question at least 2 minutes of time should be allowed for the students to physically practice bouncing the ball while concentrating on the question.

While the students are working during this two minute period, the teacher can walk among the class, asking the students if they have discovered the answer.

Rephrasing the question may be necessary for those students who do not understand or cannot figure out the answer without a more specific guideline. Before moving on to the next question, stop the class and ask them for the answer. It is safest to choose students that you know have discovered the correct answer. Then, once they understand the concept, ask the next question and set them off to work again.)

Practice

5-15 minutes

During this portion of the lesson, you will allow the students to come up with tricks to do before they catch the ball. The tricks are fun, but catching the ball and staying in own space is still the focus. As you walk around to the students, you can stop them to let a student show off a trick, or point out students whose tricks allow them to catch the ball and still stay in their own space.

• Bounce your ball on the floor, you think of a trick to do before you catch the ball. Try to catch the ball before it bounces a second time.
• When I say go, find a partner to stand elbow to elbow with. Show your partner your favorite trick, let them try it. Then switch and have your partner show you their favorite trick and then you try it!

Stretching & closure

5 minutes

Review the points of bouncing and catching the ball.  Have the children sit with their ball handling partner to talk about it.  After making sure both partners have had a chance to talk, discuss the points with the class as a group.