3.+Jr.+High+Lesson+Plan

 Lesson Plan - Jr. High Physical Education


 * Grade:** __8__ **Lesson/Unit:** __Fundamental Skill Review__ **Date:** __January 29th 2010__ **Time:** __1 hour__

1. Students will discuss positive active living role models. 2. Students will select, perform and refine activity specific skills in a variety of individual pursuits. 3. Students will communicate thoughts and feelings in an appropriate, respectful manner as they relate to participation in physical activity cation ||= Fair Play ||= Leadership ||= Teamwork ||= Effort ||= Safety ||= Goal Setting/ Personal Challenge ||= Active Living in the community ||
 * Lesson Objectives:**
 * = Activity ||||||= Benefits Health ||||||||= Cooperation ||||||||= Do it Daily…For Life! ||
 * = Basic Skills ||= Application of Basic Skills ||= Functional Fitness ||= Body Image ||= Well-Being ||= Communi-
 * = Basic Skills ||= Application of Basic Skills ||= Functional Fitness ||= Body Image ||= Well-Being ||= Communi-


 * **Introduction**

Blob Tag -This is similar to regular tag but instead of one person being it, there is a group of three that are it. They must hold hands with each other and tag others to join their blob. They can break off into several blobs as long as there is a minimum of three people in a blob. || Assessment/Evaluation || Learning Activities/Teaching Strategies **
 * **

1. There will be 4 four stations set up in each corner of the gym. The station headings will be Soccer, Volleyball, Basketball and Hockey. 2. Initially the class will meet in the center of the gym where the “Four Corners” activity will commence. It will begin with the statement “Choose the corner with the sport containing your favorite skill”. Next, when each group is in their corner, they must answer and discuss these three questions about the sport in that corner. 1) What is your favorite skill in this sport? Why? 2) Share one thing you know about performing that skill? 3) Explain or demonstrate one reason that skill is important or one strategy on how it can be used in a game situation. 3. As a group they must answer each of these questions within the 5 minutes they are at the station. When their time is up a whistle will be blown and the students will come back to the center where they will be given a new question. They will then run to a new corner and answer the previous questions again. (Depending on time several different questions about sports and skills can be asked) || Questioning and discussion

Observation

Log Journals that they will write in at the end of class ||
 * **Closure/Cool-down**

Bring the class back to the center of the gym and have them write in their journals. They will write three skills that were discussed and what they learned about that skill. The students will also include their favorite skill and answer the three questions asked in each corner. ||  ||


 * **Equipment**

-Information sheets with the Sport heading and the three questions the students are required to discuss. -Whistle || **Safety considerations**

-Make sure there is no equipment laying around that a student could trip on while running to a corner. -Have their journals and pencils safely off to the side of the gym where no one will step on them. ||


 * **Accommodations for Students with Special Needs**

-If there is a child with a wheel chair, the child will be paired with another student and they shall work as a team. When in the corners they can both express their thoughts on the skills.

-If there is a child with a visual disability, they can pair up with another student to help guide them and read out the question to them. || **Sponge Activities**

-There will be a fourth question for the students to answer if they finish early.

-During the time when students are discussing the questions in their groups and a group finishes early, the teacher will discuss their answers with them more in depth to see if they understand their tasks while the other groups finish.

-If there is time left after the students have completed their journal entries, we will begin a game of cricket. ~Split the class into two teams. The objective is to get the cricket to the other team’s home base. The cricket is an imaginary item that 1 people from each team will rock paper scissors against each other for possession of the cricket. The winner’s team starts with the cricket at their home base. Whoever has the cricket must yell out “I have the cricket!” You may pass the cricket to teammates by tagging them or the other team can steal the cricket by tagging the person with the cricket; again whoever takes possession of the cricket must yell out that they have it. Home base can be the mats at the end of the gym under the basketball nets. A team member with the cricket must tag the mat in order to win the round. ||
 * Rationale: **
 * Rationale: **

For this lesson, the style of cooperative learning chosen was Four Corners. We chose Four Corners because it keeps the students active while presenting them with questions for a higher level thinking. This activity also gives the students a chance to teach each other their knowledge of the specific sports and the skills within these sports. If they are or were unsure of any skills taught in class and did not feel comfortable asking the teacher, they have the opportunity to learn and gain a better understanding of the skills from their peers. In this manner students experience positive interdependence through the various group sizes accumulated according to the questions asked. The group sizing will differ between large and small groups performing different tasks. A general question will be asked to the large group and from the answers given, separate smaller groups will form from the inside towards the 4 corners. Group thinking occurs and at the same individuals will be asked to reflect on the questions in their journals.

Having the students reflect in their journals after the interaction and discussion with their peers is a great way to see if they understand the purpose behind understanding and performing skills properly in sports. It also helps those who are visual and interpersonal learners because they may not learn kinaesthetically or verbally as well. This activity also teaches those who are kinaesthetic and intrapersonal learners. This means they are able to can learn from acting out the skill to other classmates, and it also teaches to verbal learners by participating in the class discussions. This lesson also addresses the main elements of group work such as individual accountability (i.e. journal responses), face-to-face interaction (i.e. group discussions), and collaborative skills (i.e. social interactions and communication with peers). These are great skills for our students to develop to aid them in their journey into their futures.

This lesson plan also fulfills all the qualifications of the 5 basic elements for effective group work as detailed in the linked document.

Introduction to Cooperative Learning/ Elementary Lesson Plan / Sr. High Lesson Plan Media and Resources / References/ Home