Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan (Elementary and Middle School)

Background Information
Teacher:

Cassidy Gustafson

Date: November 28, 2016

School: Cleveland Elementary
Grade

Level: 2nd
Lesson

Focus: Bowling
# Of students: 15
Equipment and Facilities:
6 Dome Cones (3 sets of 2 -Blue, Purple, Yellow)
30 Regular Cones
10 Gator Balls
Safety
Considerations: Wet Grass, Spacial Awareness, Misuse of Equipment
Lesson Specifics

Behavioral Contingencies:
Three Strike System:
1. Warning
2. Sit out for 5 Minutes with Ren
3. Sent to Ms. Monique for the rest of the period.

Previously Learned Skills: Integration of Math with Locomotor Skills/Fitness

Teaching Strategy: Direct Instruction
Academic Language:
Underhand
Bowling
Pins
Strike
Spare
Target

Student Objectives:
1.Students will be able to connect the previous learnt skill of underhand tossing to rolling, resulting
in bowling.
2. To understand the transition between underhand tossing and bowling.
3. Students will be able to obtain accuracy in their bowling in two attempts to knock down the pins.
4. Students will be able to transition to an application task in a matter of one rotation.
SLO:
Psychomotor (P): Students will be able to successfully knock down the pyramid of cones within two rolls.
Cognitive (C): Students will be able to recite to myself and another the skill of bowling (emphasis on
underhand tossing).
H-R Fitness (H): Students will be able to reach at least 50% MVPA in duration of the class, going towards
the recommended amount of physical activity a week.

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

Demonstrate the motor skills and movement patterns needed to perform a variety of physical
activities.

Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning
and performance of physical activities.

Assess and maintain a level of physical fitness to improve health and performance.

NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity
and fitness.
Exhibits responsible personal and social behavior that respects self and others.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement

Teacher: In front of students

Students: Along a line in front of me.
Equipment: Polyspots, as well as three colored balls (Red, Yellow, Green) for Red Light Green Light.
Diagram the pre-class arrangement:
X
^o

o^

o^

5 Minutes
Instant Activity:
Red Light Green Light
Diagram Instant Activity
X
^o

Students will be spread out along a line, where they will face me in looking for three different colors: Red,
Yellow, and Green.
Red = Stop
Yellow = Walk
Green = Run
Students will be expected to stay within the designated space, and will repeat the game of Red Light Green
Light in duration of the 4 minute activity.
2 Minutes
Transition
Students will spread out lined up facing me, sitting.
Set Induction 1-2 Minute(s)
Has anyone here ever been bowling? What are some things we know about bowling? Well, today, I have a
miniature bowling alley set up, where we will go from bowling in a straight line, to being able to knock
down actual pins! What skill is bowling similar to? Yes, underhand tossing! Can someone come up front
and tell me what they remember from underhand tossing? Good. So whats the difference? Tossing is in the
air, and bowling is on the ground, good! Lets split up into our first station, where we will practice bowling
in our own lanes.
Purpose:

Students will be able to work on their development of bowling in a designated space, as well as target
accuracy in knocking down cones (pins).
Start/Stop Signals: Hand up in the air to count down (this makes students put hands up and have
eyes on me by the time I count down to one).
Grouping Strategies: Shirt Color/Hair Color/Eye Color.
National Standards:
Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social
interaction.
Transition:
Students will line up in groups of 5 behind the designated cones.
Lesson Core - Task 1: 6 Minutes: Lane Practice
Students are divided up into three groups of five, where each group has their own designated lane. The
lanes are laid out with two cones, with each group getting their own color. The object of this activity is to
bowl the ball down the lane as straight and as accurate as possible, without hitting the bumper going
outside the lane.
Demonstration Plan:
Have a student demonstrate the underhand toss, comparing it to bowling. (Ground vs. Air)
Questions to Check Understanding
1. How is underhand tossing similar to bowling?
2. What was the goal of this station?
Diagram Task 1
o

xxxxx

xxxxx

xxxxx

National Standards:
Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social
interaction.
Teaching Cues for Task 1:
Bowling
1. Non Dominant Foot Step
2. Dominant Arm Swing
3. Tick
4. Tock
5. Release and Roll
6. Follow Through
Common Errors Task 1:
1. Students using the same foot as their bowling arm.
2. Students throwing the ball when I have instructed them not to.
TRANSITION : STUDENTS WILL BE BROUGHT BACK TO THE CENTER TO EXPLAIN LESSON
CORE TASK 2
2 MINUTES
Lesson Core - Task 2: 6 Minutes: Knock Em Out
Students will again be broken up into 3 groups of 5, where within their bowling lanes, they will now have
pins (cones). The objective is to take 2 times to knock down all the cones, like in a standard game of
bowling. The first student will be given two gator balls, where the rest of the line will be expected to sit
down and cooperate in waiting for their turn. Once the student does their turn, myself and them will reset
the cones and hand the ball off to the next student in line. The goal is to have each student bowl up to three
times.
Demonstration Plan:
o
o

++++
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+

++++
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++
+

xxxxx

xxxxx

++++
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+
xxxxx

Teaching Cues for Task 2:

Bowling
7. Non Dominant Foot Step
8. Dominant Arm Swing
9. Tick
10. Tock
11. Release and Roll
12. Follow Through

Common Errors Task 2:

1. Students using the same foot as their bowling arm.
2. Students throwing the ball when I have instructed them not to.
TRANSITION : STUDENTS WILL BE BROUGHT BACK TO THE CENTER FOR CLOSURE
CLOSURE:2 Minutes
Bring everyone in front of me to discuss what went well, as well as going over the cues of the skills with
demonstrations.
Review:
Can someone demonstrate what they learned? Good!
I am excited that everyone had a good time, and I am looking forward to Wednesday.
Lets line up!
Diagram The Closure
x
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