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Age Level: 3-6th grade Dates: September 2nd-5th and 9th-12th NASPE Lesson Standards Outcomes Day 1 Standard #1 #2 Unit: Volleying/Basic Volleyball Activities Resources: SPARK, PEcentral.org
Specific Objectives
Assessment Demonstrations -how many in row? -how high? -how many in 15 seconds? visual aid 1 Psychomotor/ Cognitive Assessment Demonstrations -How many in a row? -How high? -How many in 15 seconds? visual aid 2 psychomotor/ Cognitive assessment ObservationsHow well did game go for each group? Using proper technique?
Safety Issues
Introduction to forearm TSW learn the basic form and skills passing related to passing. TSW learn stance, Bumping buddies cues, and enhance their skills Students will work as individuals to throughout the lesson. learn proper skills, and then work with a partner to enhance those skills.
Day 2
Standard #1 #2
TSW learn the basic fundamentals related to the overhead pass. TSW develop the proper skills and incorporate them into setting pairs while working with a partner.
Introduction to setting Setting pairs Students will work as individuals to learn proper skills, and then work with a partner to enhance those skills. 4 square volleyball Students will enhance passing and setting in a small game like situation. This emphasizes team work and communication while improving in passing and setting areas.
Day 3
Standard #1 #2 #5
TSW enhance their passing and setting skills learned in previous lessons. TSW use these skills in different activities, in hopes to win challenges and improve abilities.
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Day 6
Standard #1 #2 #5
Day 7
Standard #1 #5 #6
ObservationsHow did the games go for the different teams? Affective Assessment ObservationsHow did the games go for the different teams? Using appropriate skills? Affective Assessment
Day 8
Standard #1 #5 #6
Both activities will take place at same time and students will be prompt to switch half way through the lesson. Maximum involvement and participation of all students is achieved.
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Formal and Informal Assessments: checklists to determine skill level, ratings by student on enjoyment of activities, questions of understanding for students to answer based upon proper form and cues of different volleyball hits.
Adaptation of content or activities for special populations: lighter balls may be used, nets may be lowered, a ball with a noise maker may be used.
Instructor Reflection: responses to these questions need to be included for the unit plan to be complete
1. How are your students productively engaged in the development of the identified skill-related fitness components? Students will be learning new volleyball related skills throughout the entire unit plan. These skills include passing, setting, and serving. They will learn the skills, practice the skills, develop them in different activities, and then incorporate the skills in over all games. They will be continuously developing these skills each day of the 8 day unit plan. 2. How are your students productively engaged in the development of the identified health-related fitness components? The students will be constantly developing fitness related components, whether its developed through strength, cardio, etc. The students will enhance arm strength through the volleyball related skills as well as other forms of strength (core) through different warm ups. The students will enhance their respiratory system through the continuous movement in all activities each day. Day 4 of the unit plan will have volleyball stations as well as stations just used to enhance fitness levels. 3. What informal assessment activities are planned as a formative measure to check for understanding of unit content knowledge and affective or physical skill development?
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4. What formal assessment activities are planned as a summative measure to check for understanding of unit content knowledge and affective or physical skill development? Different categories of formal assessment incorporated in this unit plan include cognitive, psychomotor, and affective assessments. Cognitive assessment will be done through a variety of questions related to skill form and cues learned throughout the various lessons. Psychomotor assessment will be performed through observing the students skills in volleyball (serving, passing, setting, and teamwork) and rating them accordingly. Affective assessment will be performed by having the students rate how they enjoyed each activity and why. 5. What materials are included for special populations in this particular unit? Many materials may be included and modified for special populations throughout this unit plan. A softer, lighter ball may be used during setting and passing activities. When participating in a game the volleyball net may be lowered. Rules may be modified; letting the ball bounce before hitting or being able to catch the ball and then toss it.
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