5 Day Unit Plan Softball 6h251l
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West Virginia State University Annamaria King Five day Unit Plan HHP 446-01 Day__1__ Unit Title: Softball : Modified for Elementary Students Lesson Title: Throwing & Catching: The Basics Grade: 5 Number of Students: 25 Instructional Objectives/Student Outcomes Students will demonstrate proper throwing fundamentals Students will improve their catching skills Students will be cooperative and work as a team Students will work on improving all components of fitness. Students will properly warm up and cool down after activity. WV CSOS: PE.5.1.01 throw overhand with force and accuracy. PE.5.2.04 explore appropriate motor skill techniques to develop/improve performance. PE.5.3.05 participate in cooperative team building physical activities. PE.5.4.02 demonstrate knowledge of the five fitness components (cardiovascular fitness, muscular strength, muscular endurance, body composition, flexibility). PE.5.4.04 participate in warm-up and cool-down procedures before and after vigorous activities. PE.5.5.02 respond appropriately in competitive settings regardless of the outcome (e.g., sportsmanship). PE.5.5.04 work cooperatively and productively with a partner or small group. NASPE STANDARDS Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction
Rationale: Active children become active adults. Positive experiences in physical education and exposure to a variety of potential life time sports encourages children to find an enjoyable activity to help them live a healthy active lifestyle. Prerequisite Knowledge: Students have covered throwing and catching in previous grades. Students will need to have a basic understanding of throwing and catching, if not we will work on these skills prior to moving on with the lesson focus.
Anticipatory Set: Students will be asked some basic questions about throwing and catching a softball. Can someone please demonstrate the proper way to throw a softball? How do we catch a softball? Can someone please demonstrate? Management Framework: Introductory Activity: 2-3 Minutes Fitness Activity: 5-7 Minutes Lesson Focus: 15-18 Minutes Closing Activity: 2-5 Minutes Equipment Required: 26 cones/place markers, 13 whiffle balls Teaching Style: Direct Cooperative Adaptations for Special Needs: Instructor may need to seek an aid for one on one supervision with the student. A Picture Exchange Communication System, if available, will allow a student to non-verbally communicate choices for physical activity. The initial screening process conducted at the start of the year determined that the student is physically and mentally able to participate with an aid present for additional motivation and focus. A modified ball will be used when the autistic student is playing the field. The added texture will be more attractive to the student. Enjoyable activities that this student enjoys are walking, galloping, and exploring. If the student gets bored or loses focus in this high paced activity, the instructor will have aid walk around the gymnasium with student or allow to participate in activity of his choice. Integration with Other Disciplines: Math- students will strategize and count aloud the amount of times the ball is thrown and caught during the lesson focus activity. Diversity: Instructor will stress the importance of cooperation and respect for themselves and their fellow students. As a class we will embrace diversity and be accepting of all students. Content Sequence Material: Introductory Activity: Zig Zag Cone Drills 2-3 Minutes Please see attached Fitness Activity: Interval Training 5-7 Minutes Please see attached Lesson Focus: Throwing and Catching 18-20 Minutes
Throwing and Catching 3-5 minutes (refresher) Students will go toe to toe with a partner. Once a partner is obtained students will stand next to set up place markers with their partner across from them. The place markers are 20 feet apart. Students will be instructed to pick up the ball placed by one of the partners. Instructor will demonstrate the correct way to throw and the correct way to catch. Throwing: “T” – student will stand with their left side facing their partner (if right handed, right side if left handed) the ball will be in their throwing hand. Both the left and right arms will come up forming a “T” with the body. Feet should be about shoulder width apart. Elbow – Throwing arm will move from the T position to making a 90 degree angle with the hand containing the ball up. Step- student will begin the throw as they step forward. Throw- the momentum of the step and the forward motion of the throwing arm combine and student will release, or throw, the ball to their partner. Catching: Students will catch the ball in the air using both hands. In a game of baseball or softball when using real equipment students would have a baseball/softball mit to protect their catching hand, then use their throwing hand to trap the ball in the mit. To the GOAL! 10-15 minutes Instructor will divide students into 2 teams. One team will be given jerseys. The object of the game is to throw the ball at least 5 times down the court to a team mate standing beyond the field goal line. The ends of the court/gymnasium will be equipped with cones marking field goal areas. The goalie can be anyone on the team. Team mates will be in constant motion and can be in and out of the goal area as much as they desire. The defending team’s job is to intercept the ball before the offensive team scores. Defenders cannot touch the person throwing player but can intercept the ball as it is thrown. If the ball touches the ground it is immediately given to the defending team. The offensive team must count out loud as the ball is thrown so there is no question as to how many times the ball was thrown before it reaches the goal. Closing Activity: Cool Down Static Stretching Purpose- stretch muscles to minimize soreness and possible injury. Arms Right arm across body
Legs Back
Left arm across body Right arm behind head Left arm behind head Hamstring stretch Calve stretch Quad stretch Sitting with legs straight out: Cross left over right and then take right elbow to the left side of right knee and twist. Cross right over left and then take left elbow to the right side of left knee and twist
To line up for their classroom teacher students will become frozen sports figures. Students stand on the line by the door and I tell them to freeze in their favorite sport pose. For example they may be throwing a football, hitting a softball, or other. They cannot talk and can only be unfrozen when their teacher arrives. Extended Activities: If the students are not successful during formative assessment of refresher on throwing and catching, then we will work more on throwing and catching. I will break students into groups and we will work on form and fundamentals until the skill is mastered in order to participate in the activity. If Lesson Finishes Early: Students will be asked to complete a compare and contrast on baseball and softball. Since we will be using whiffle balls for these activities and a tee instead of a pitcher at the end of the week, I feel it will be beneficial for the students to understand the similarities and differences of baseball and softball. Assessment of Lesson: Students will exit the room and tell the instructor one thing they need to improve on. This will be similar to an “exit slip” without an actual piece of paper. Safety: Students will abide by the rules set for the classroom. Students will keep hands to their selves and no physical harm will intentionally be done to another student or faculty member. Since we share our space, students need to be aware of potentially hazardous obstacles; lunch tables, stage stair case, pull up bars, trash cans, salad bar, milk cooler, and cooks table. Students will avoid these areas as well as be proactive in avoiding disasters by advising classmates when they get too close to one of these objects. Reflection:
West Virginia State University Annamaria King Five Day Unit Plan HHP 446-01 Day__2__ Unit Title: Softball:Modified for Elementary students Lesson Title: Softball: Base Running, Throwing, Catching Grade: 2-5 Number of Students: 20 INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES: Student will increase speed around bases. Student will improve their accuracy in throwing. Student will improve their catching skills. The student will be cooperative and work as a team. WV CSOs PE.5.1.01 throw overhand with force and accuracy. PE.5.2.04 explore appropriate motor skill techniques to develop/improve performance. PE.5.3.05 participate in cooperative team building physical activities. PE.5.4.02 demonstrate knowledge of the five fitness components (cardiovascular fitness, muscular strength, muscular endurance, body composition, flexibility). PE.5.4.04 participate in warm-up and cool-down procedures before and after vigorous activities. PE.5.5.02 respond appropriately in competitive settings regardless of the outcome (e.g., sportsmanship). PE.5.5.04 work cooperatively and productively with a partner or small group. NASPE STANDARDS Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction RATIONALE: Mastery of these skills allows students to participate in a variety of physical activity. Active children become active adults. Students will be exposed to a variation of softball that can potentially lead not only to participation in school sanctioned sports, but a lifetime sport as well. PREREQUISITE KNOWLEDGE: Students will need to have a moderate understanding of basic rules to baseball/softball. This lesson is focused on developing base running skills and speed. At this point students will know the rotation of bases (counterclockwise) and the order (Start at Home, 1st, 2nd, 3rd, end at Home). Students will be in the execution phase of the developmental stages of throwing. At this point students are able to catch the ball when it is thrown to them.
ANTICIPATORY SET: Instructor will begin with some basic questions regarding softball/baseball rules. How many infielders play at a time in softball? What are the positions? MANAGEMENT FRAMEWORK Introductory Activity: Zig Zag Drills 2-3 Minutes Fitness Activity: Interval Training 5-7 Minutes Lesson Focus: Softball: Base Running, Catching, and Throwing 15-18 Minutes Closing Activity: 2-5 Minutes EQUIPMENT REQUIRED: 16 bases, 4 soft-softballs TEACHING STYLE: Direct- Instructor will teach the skill-set using explanation and brief demonstration of the material ADAPTATIONS FOR SPECIAL NEEDS: Autistic student Instructor may need to seek an aid for one on one supervision with the student. A Picture Exchange Communication System, if available, will allow a student to non-verbally communicate choices for physical activity. The initial screening process conducted at the start of the year determined that the student is physically and mentally able to participate with an aid present for additional motivation and focus. A modified ball will be used when the autistic student is playing the field. The added texture will be more attractive to the student. Enjoyable activities that this student enjoys are walking, galloping, and exploring. If the student gets bored or loses focus in this high paced activity, the instructor will have aid walk around the gymnasium with student or allow to participate in activity of his choice. INTEGRATION WITH OTHER DICIPLINES Math: Students will be asked a distance question in of base running. The bases on a little league field are 60' apart. If you started at home plate, ran all the bases and finished at home, you will have run 240'. How many days would it take you to run a mile if you did this 4X a day? (Hint: There are 5,280 feet in a mile.)
DIVERSITY- Instructor will stress the importance of cooperation and respect for themselves and their fellow students. As a class we will embrace diversity and be accepting of all students. CONTENT SEQUENCE OF MATERIAL INTRODUCTORY ACTIVITY: 2-3 Minutes Please see attached FITNESS ACTIVITY: 5-7 Minutes Please see attached LESSON FOCUS: Beat The Ball Set Up • 1 very soft ball (ragball or Koosh® ball) per group of 5 • 4 bases/spot markers per group of 5 • Create small, diamond-shaped fields for each group of 5. Place bases 15 paces apart. • Form groups of 5; a Runner and a Catcher at home plate, and 1 Baseperson at each of the 3 bases. • Ball starts in the Catcher’s hand. Technique Make the curve out to round 1st base toward 2nd. Touch only the inside edge of each base. Activity 1. The object is for the Runner to run the bases quickly enough to beat the ball home, while Fielders throw it around the bases once. 2. Runner says, “Go,” and begins running the bases in order. 3. On “Go,” the Catcher throws to 1st, who throws to 2nd, who throws to 3rd, who throws back to the Catcher. The ball needs to travel around the bases, before the Runner runs the bases. 4. Rotate counterclockwise after each round: Catcher to Runner to 1st Base to 2nd Base to 3rd Base to Catcher.
Students will be allowed a few minutes to practice throwing the ball around the diamond. Once the students get a feel for the object of the game, we will begin to keep score. Runners score one point if they beat the ball, Fielders score 1 point if they beat the runner. EXTENDED ACTIVITIES How quickly can you run around the bases? Can you reach home before the ball gets to 3rd base? How many times can your group go through the rotation before the signal? Cool Down Static Stretching Purpose- stretch muscles to minimize soreness and possible injury. Arms Right arm across body Left arm across body Right arm behind head Left arm behind head Legs Hamstring stretch Calve stretch Quad stretch Back Sitting with legs straight out: Cross left over right and then take right elbow to the left side of right knee and twist. Cross right over left and then take left elbow to the right side of left knee and twist IF LESSON FINISHES EARLY: Our limited time will not allow the lesson to finish early. In the event that we do complete the lesson focus early, then we will attempt to play a game of softball. This will allow instructor do determine which students need to work on certain skills. ASSESSMENT OF LESSON: Safety: Students will abide by the rules set for the classroom. Students will keep hands to their selves and no physical harm will intentionally be done to another student or faculty member. Since we share our space, students need to be aware of potentially hazardous obstacles; lunch tables, stage stair case, pull up bars, trash cans, salad bar, milk cooler, and cooks table. Students
will avoid these areas as well as be proactive in avoiding disasters by advising classmates when they get too close to one of these objects. West Virginia State University Annamaria King 18 November 2013 Five Day Unit Plan HHP 446-01 Day__3__ Unit Title: Softball:Modified for Elementary students Lesson Title: Softball: Basic Hitting, Catching, Throwing Grade: 2-5 Number of Students: 25 INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES: Student will improve their hitting skills. Student will improve their throwing skills. Student will improve their catching skills. The student will be cooperative and work as a team. WV CSOs PE.5.1.03 strike with an implement using force and accuracy (i.e., bat and softball, racquetball). PE.5.2.01 identify critical elements or components for dribbling with feet, striking with racquets and striking with long-handled implements (e.g., bats, sticks, clubs). PE.5.2.04 explore appropriate motor skill techniques to independently develop/improve performance. PE.5.3.05 participate in cooperative team building physical activities. NASPE STANDARDS 5.1.2 Demonstrate the mature forms of manipulative skills 5.5.1 Follow activity-specific safe practices, rules, procedures and etiquette during physical activity. 5.5.2 Work individually and cooperatively to develop an awareness of and appreciation for individual differences.
RATIONALE: Children are naturally curious, have the basic urge to move, and be accepted by their peers. This lesson is beneficial to students because the activity in the lesson focus provides students the opportunity to be creative in forming strategy. The students’ natural urge to move is satisfied with the constant motion involved in the activities planned. Students will also be working on cooperation in collaboration with their peers developing social skills and becoming more accepting of one another.
PREREQUISITE KNOWLEDGE: Students will need to have a moderate understanding of basic rules to baseball/softball. This lesson is focused on developing hitting skills. At this point students will know how to hold a bat, where to stand, and what part of the bat needs to strike the bat. Students will be in the execution phase of the developmental stages of throwing. At this point students should be able to successfully stop (field) a ball, as well as catch in the air. ANTICIPATORY SET: Instructor will begin with some basic questions regarding softball/baseball rules. How many outs determine the change of offensive and defensive teams? How many strikes determine an out? MANAGEMENT FRAMEWORK Introductory Activity: Touch ‘em all! 2-3 Minutes Fitness Activity: Interval Training 5-7 Minutes Lesson Focus: Softball: Basic Hitting, Catching, and Throwing 15-18 Minutes Closing Activity: 2-5 Minutes EQUIPMENT REQUIRED: Tees 1-2, bats 1, balls 2, bases 4, cones 2, and hula hoops 6 TEACHING STYLE: Direct- Instructor will teach the skill-set using explanation and brief demonstration of the material ADAPTATIONS FOR SPECIAL NEEDS: Autistic student Instructor may need to seek an aid for one on one supervision with the student. A Picture Exchange Communication System, if available, will allow a student to non-verbally communicate choices for physical activity. The initial screening process conducted at the start of the year determined that the student is physically and mentally able to participate with an aid present for additional motivation and focus. A modified ball will be used when the autistic student is playing the field. The added texture will be more attractive to the student. Enjoyable activities that this student enjoys are walking, galloping, and exploring. If the student gets bored or loses focus in this high paced activity, the instructor has additional activities for this student. INTEGRATION WITH OTHER DICIPLINES Health- Communication skills, Good sportsmanship, and cooperation. Math- Students can count as they throw the ball to one another. Students are also counting the amount of points they are accumulating to determine a winner.
DIVERSITY- Instructor will stress the importance of cooperation and respect for themselves and their fellow students. As a class we will embrace diversity and be accepting of all students. CONTENT SEQUENCE OF MATERIAL INTRODUCTORY ACTIVITY: 2-3 Minutes Activity: Touch ‘em all! Purpose: This dynamic warm-up is simple, yet effective. The quality of the students’ warm-up will dictate the quality of their performance. It helps students prepare not only physically but mentally as well. Procedure:
Bases will be set up: Home Plate, 1st base, 2nd base, and 3rd base. Students will line up single file Students will begin with a light jog around the bases o They MUST touch every base as they Instructor will whistle indicating a change in movement as the students proceed around the bases o Light jog o High knees o Defensive Slides o Back Pedal o Frankensteins FITNESS ACTIVITY: 5-7 Minutes
LESSON FOCUS: Softball: Basic Hitting, Catching, and Throwing Activity: Don’t Miss Purpose: This game is best suited for young students learning how to hit. It's also a great way to prevent them from throwing the bat. It's important to start with a player's softball hitting technique at a young age. Procedure: Devise two teams. The batter hits off of the tee placed on home plate- If they miss the ball, or if they knock the tee over, it's a strike. Three strikes and you're out. (3 outs team changes) They are also out if they fling the bat after . Students must place the bat in the hula hoop just behind the plate. After a fair ball… Hitter will run back and forth between 2 cones
A complete rotation around cones equals 1 point Runner can continue running until the ball is retrieved by defending team and placed back on the T. (if the ball is caught in the air it is an out, and the runner must stop-No points accumulated)
EXTENDED ACTIVITIES- If students master the above game, the instructor can incorporate Fielding/Catching and Throwing. Fielding and Throwing • After a fair ball, he/she runs around the bases (1st, 2nd, & 3rd). Place the tires or hoops (one for each fielder). Once the ball is in play (hit) a fielder (from defensive team) will retrieve the ball. Once a fielder has committed to retrieving the ball, the rest of the infield must get into their Hoops. After the fielder retrieves the ball he/she will throw the ball to the closest position them. (for example: short-stop fields the ball, he/she will throw the ball to the 2nd baseman) The ball must be thrown and caught in succession. (for example: short stop-2nd baseman-1st baseman- catcher) While this is going on, the offensive team is running the bases (as described above) This scoring system stops once each fielder has caught the ball. The instructor will blow the whistle to stop the action/running Rules expanded Out fielders are strictly there to field. They are not required to be in a hoop at any point in time. They must throw the ball to the closest cut off (short-stop of 2nd baseman) In order for the infield to stop the offensive team from scoring all of the infield MUST be in their hoops and the ball must have been thrown and caught in the correct order and MUST reach the catcher prior to the offensive player making it home. The offensive player may continue to run until the process is complete. If the ball is dropped at any point in time during the sequence, the original fielder must obtain the ball again and start the process over. This game also allows students to get creative and strategize. Hitting to the right side of the field means the ball only has to be thrown and caught between minimal players. Hitting the left side of the field requires more throwing and catching. Cool Down Static Stretching Purpose- stretch muscles to minimize soreness and possible injury. IF LESSON FINISHES EARLY: If lesson finishes early we will have an extended cool down period where we discuss some strategy to apply the next time this game is played.
West Virginia State University Annamaria King 5 day Unit Plan HHP 446-01 Day: 4 Unit Title: Softball: Modified for Elementary Students Lesson Title: Hitting: Coneball Grade: 5 Number of Students: 25 INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES: Students will continue to improve throwing skills. Students will continue to improve catching skills. Students will improve and be able to demonstrate the proper way to hit a ball from a tee. Students will work cooperatively and respect others. Students will consider all safety implications and abide by the Physical Education rules. WV CSOS PE.5.1.03 strike with an implement using force and accuracy (i.e., bat and softball, racquetball). PE.5.2.01 identify critical elements or components for dribbling with feet, striking with racquets and striking with long-handled implements (e.g., bats, sticks, clubs). PE.5.2.04 explore appropriate motor skill techniques to independently develop/improve performance. PE.5.3.05 participate in cooperative team building physical activities. NASPE STANDARDS 5.1.2 Demonstrate the mature forms of manipulative skills 5.5.1 Follow activity-specific safe practices, rules, procedures and etiquette during physical activity. 5.5.2 Work individually and cooperatively to develop an awareness of and appreciation for individual differences. RATIONALE: Providing students with a positive physical education experience encourages them to participate and be active. Active children become active adults. It is important to expose children to a variety of activities allowing them to find enjoyable activities so that they find ways to remain active into adulthood. PREREQUISITE KNOWLEDGE: Students will be able to correctly throw and catch a ball. Students will have basic knowledge of how to hold a bat, where to stand, and what part of the bat needs to strike the ball.
ANTICIPATORY SET: http://www.youtube.com/watch?v=xj5PvJJUjT8 Students will gather around the Smart Board and watch an instructional video on how to hit a baseball (little league). MANAGEMENT FRAMEWORK: Introductory Activity: Touch ‘em all! 2-3 Minutes Fitness Activity: Interval Training 5-7 Minutes Lesson Focus: Softball: Basic Hitting, Catching, and Throwing 15-18 Minutes Closing Activity: 2-5 Minutes EQUIPMENT REQUIRED: TEACHING STYLE: Direct ADAPTATIONS FOR SPECIAL NEEDS: Instructor may need to seek an aid for one on one supervision with the student. A Picture Exchange Communication System, if available, will allow a student to non-verbally communicate choices for physical activity. The initial screening process conducted at the start of the year determined that the student is physically and mentally able to participate with an aid present for additional motivation and focus. A modified ball will be used when the autistic student is playing the field. The added texture will be more attractive to the student. Enjoyable activities that this student enjoys are walking, galloping, and exploring. If the student gets bored or loses focus in this high paced activity, the instructor has additional activities for this student. INTEGRATION WITH OTHER DICIPLINES: Health- Communication skills, Good sportsmanship, and cooperation. DIVERSITY: Instructor will stress the importance of cooperation and respect for themselves and their fellow students. As a class we will embrace diversity and be accepting of all students. CONTENT SEQUENCE OF MATERIAL Introductory Activity- 2-3 minutes Activity: Touch ‘em all! Purpose: This dynamic warm-up is simple, yet effective. The quality of the students’ warm-up will dictate the quality of their performance. It helps students prepare not only physically but mentally as well. Procedure:
Bases will be set up: Home Plate, 1st base, 2nd base, and 3rd base. Students will line up single file Students will begin with a light jog around the bases o They MUST touch every base as they Instructor will whistle indicating a change in movement as the students proceed around the bases o Light jog o High knees o Defensive Slides o Back Pedal o Frankensteins Fitness Activity- 5-7 minutes Interval Training Please see attached Lesson Focus- Instructor will reference the YouTube instructional video from the anticipatory set to refocus the students on proper hitting technique. Students have a basic understanding of hitting, but this will reiterate their previous understanding and reinforce further instruction. Activity: CONEBALL Divide the areas into three sections with a batting team placed at each section (three batters from the same team hit simultaneously). Place a hula hoop (different color and the same color wiffle ball for each section.(blue hoop/blue wiffleball). The teams are numbered 1, 2, 3 with (one's) at bat and (two/three) in the field at each section. Place traffic cones at designated distances. The batter must run around any number of cones that he/she thinks they can make safely. The furthest cone is 3 points, then two and then one. If the ball is retrieved by the fielder and thrown to the catcher by the hoop, it is an out if that runner is caught in between the arranged cones. The catcher must catch the ball, bounce it in the hoop once and catch it off the rebound. When the whole team bats, then call a new number to bat Closing Activity:
Cool Down Static Stretching Purpose- stretch muscles to minimize soreness and possible injury. Arms Right arm across body Left arm across body Right arm behind head
Legs Back
Left arm behind head Hamstring stretch Calve stretch Quad stretch Sitting with legs straight out: Cross left over right and then take right elbow to the left side of right knee and twist. Cross right over left and then take left elbow to the right side of left knee and twist
IF LESSON FINISHES EARLY: Students will be given a worksheet on various rules in preparation of tomorrows big game during the lesson focus. The idea is to these rules out as the students exit the classroom, but if the lesson finishes early we will have time to go over the rules before they exit the classroom.
Rationale: Active children become active adults. Positive experiences in physical education and exposure to a variety of potential life time sports encourages children to find an enjoyable activity to help them live a healthy active lifestyle. Prerequisite Knowledge: Students have covered throwing and catching in previous grades. Students will need to have a basic understanding of throwing and catching, if not we will work on these skills prior to moving on with the lesson focus.
Anticipatory Set: Students will be asked some basic questions about throwing and catching a softball. Can someone please demonstrate the proper way to throw a softball? How do we catch a softball? Can someone please demonstrate? Management Framework: Introductory Activity: 2-3 Minutes Fitness Activity: 5-7 Minutes Lesson Focus: 15-18 Minutes Closing Activity: 2-5 Minutes Equipment Required: 26 cones/place markers, 13 whiffle balls Teaching Style: Direct Cooperative Adaptations for Special Needs: Instructor may need to seek an aid for one on one supervision with the student. A Picture Exchange Communication System, if available, will allow a student to non-verbally communicate choices for physical activity. The initial screening process conducted at the start of the year determined that the student is physically and mentally able to participate with an aid present for additional motivation and focus. A modified ball will be used when the autistic student is playing the field. The added texture will be more attractive to the student. Enjoyable activities that this student enjoys are walking, galloping, and exploring. If the student gets bored or loses focus in this high paced activity, the instructor will have aid walk around the gymnasium with student or allow to participate in activity of his choice. Integration with Other Disciplines: Math- students will strategize and count aloud the amount of times the ball is thrown and caught during the lesson focus activity. Diversity: Instructor will stress the importance of cooperation and respect for themselves and their fellow students. As a class we will embrace diversity and be accepting of all students. Content Sequence Material: Introductory Activity: Zig Zag Cone Drills 2-3 Minutes Please see attached Fitness Activity: Interval Training 5-7 Minutes Please see attached Lesson Focus: Throwing and Catching 18-20 Minutes
Throwing and Catching 3-5 minutes (refresher) Students will go toe to toe with a partner. Once a partner is obtained students will stand next to set up place markers with their partner across from them. The place markers are 20 feet apart. Students will be instructed to pick up the ball placed by one of the partners. Instructor will demonstrate the correct way to throw and the correct way to catch. Throwing: “T” – student will stand with their left side facing their partner (if right handed, right side if left handed) the ball will be in their throwing hand. Both the left and right arms will come up forming a “T” with the body. Feet should be about shoulder width apart. Elbow – Throwing arm will move from the T position to making a 90 degree angle with the hand containing the ball up. Step- student will begin the throw as they step forward. Throw- the momentum of the step and the forward motion of the throwing arm combine and student will release, or throw, the ball to their partner. Catching: Students will catch the ball in the air using both hands. In a game of baseball or softball when using real equipment students would have a baseball/softball mit to protect their catching hand, then use their throwing hand to trap the ball in the mit. To the GOAL! 10-15 minutes Instructor will divide students into 2 teams. One team will be given jerseys. The object of the game is to throw the ball at least 5 times down the court to a team mate standing beyond the field goal line. The ends of the court/gymnasium will be equipped with cones marking field goal areas. The goalie can be anyone on the team. Team mates will be in constant motion and can be in and out of the goal area as much as they desire. The defending team’s job is to intercept the ball before the offensive team scores. Defenders cannot touch the person throwing player but can intercept the ball as it is thrown. If the ball touches the ground it is immediately given to the defending team. The offensive team must count out loud as the ball is thrown so there is no question as to how many times the ball was thrown before it reaches the goal. Closing Activity: Cool Down Static Stretching Purpose- stretch muscles to minimize soreness and possible injury. Arms Right arm across body
Legs Back
Left arm across body Right arm behind head Left arm behind head Hamstring stretch Calve stretch Quad stretch Sitting with legs straight out: Cross left over right and then take right elbow to the left side of right knee and twist. Cross right over left and then take left elbow to the right side of left knee and twist
To line up for their classroom teacher students will become frozen sports figures. Students stand on the line by the door and I tell them to freeze in their favorite sport pose. For example they may be throwing a football, hitting a softball, or other. They cannot talk and can only be unfrozen when their teacher arrives. Extended Activities: If the students are not successful during formative assessment of refresher on throwing and catching, then we will work more on throwing and catching. I will break students into groups and we will work on form and fundamentals until the skill is mastered in order to participate in the activity. If Lesson Finishes Early: Students will be asked to complete a compare and contrast on baseball and softball. Since we will be using whiffle balls for these activities and a tee instead of a pitcher at the end of the week, I feel it will be beneficial for the students to understand the similarities and differences of baseball and softball. Assessment of Lesson: Students will exit the room and tell the instructor one thing they need to improve on. This will be similar to an “exit slip” without an actual piece of paper. Safety: Students will abide by the rules set for the classroom. Students will keep hands to their selves and no physical harm will intentionally be done to another student or faculty member. Since we share our space, students need to be aware of potentially hazardous obstacles; lunch tables, stage stair case, pull up bars, trash cans, salad bar, milk cooler, and cooks table. Students will avoid these areas as well as be proactive in avoiding disasters by advising classmates when they get too close to one of these objects. Reflection:
West Virginia State University Annamaria King Five Day Unit Plan HHP 446-01 Day__2__ Unit Title: Softball:Modified for Elementary students Lesson Title: Softball: Base Running, Throwing, Catching Grade: 2-5 Number of Students: 20 INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES: Student will increase speed around bases. Student will improve their accuracy in throwing. Student will improve their catching skills. The student will be cooperative and work as a team. WV CSOs PE.5.1.01 throw overhand with force and accuracy. PE.5.2.04 explore appropriate motor skill techniques to develop/improve performance. PE.5.3.05 participate in cooperative team building physical activities. PE.5.4.02 demonstrate knowledge of the five fitness components (cardiovascular fitness, muscular strength, muscular endurance, body composition, flexibility). PE.5.4.04 participate in warm-up and cool-down procedures before and after vigorous activities. PE.5.5.02 respond appropriately in competitive settings regardless of the outcome (e.g., sportsmanship). PE.5.5.04 work cooperatively and productively with a partner or small group. NASPE STANDARDS Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction RATIONALE: Mastery of these skills allows students to participate in a variety of physical activity. Active children become active adults. Students will be exposed to a variation of softball that can potentially lead not only to participation in school sanctioned sports, but a lifetime sport as well. PREREQUISITE KNOWLEDGE: Students will need to have a moderate understanding of basic rules to baseball/softball. This lesson is focused on developing base running skills and speed. At this point students will know the rotation of bases (counterclockwise) and the order (Start at Home, 1st, 2nd, 3rd, end at Home). Students will be in the execution phase of the developmental stages of throwing. At this point students are able to catch the ball when it is thrown to them.
ANTICIPATORY SET: Instructor will begin with some basic questions regarding softball/baseball rules. How many infielders play at a time in softball? What are the positions? MANAGEMENT FRAMEWORK Introductory Activity: Zig Zag Drills 2-3 Minutes Fitness Activity: Interval Training 5-7 Minutes Lesson Focus: Softball: Base Running, Catching, and Throwing 15-18 Minutes Closing Activity: 2-5 Minutes EQUIPMENT REQUIRED: 16 bases, 4 soft-softballs TEACHING STYLE: Direct- Instructor will teach the skill-set using explanation and brief demonstration of the material ADAPTATIONS FOR SPECIAL NEEDS: Autistic student Instructor may need to seek an aid for one on one supervision with the student. A Picture Exchange Communication System, if available, will allow a student to non-verbally communicate choices for physical activity. The initial screening process conducted at the start of the year determined that the student is physically and mentally able to participate with an aid present for additional motivation and focus. A modified ball will be used when the autistic student is playing the field. The added texture will be more attractive to the student. Enjoyable activities that this student enjoys are walking, galloping, and exploring. If the student gets bored or loses focus in this high paced activity, the instructor will have aid walk around the gymnasium with student or allow to participate in activity of his choice. INTEGRATION WITH OTHER DICIPLINES Math: Students will be asked a distance question in of base running. The bases on a little league field are 60' apart. If you started at home plate, ran all the bases and finished at home, you will have run 240'. How many days would it take you to run a mile if you did this 4X a day? (Hint: There are 5,280 feet in a mile.)
DIVERSITY- Instructor will stress the importance of cooperation and respect for themselves and their fellow students. As a class we will embrace diversity and be accepting of all students. CONTENT SEQUENCE OF MATERIAL INTRODUCTORY ACTIVITY: 2-3 Minutes Please see attached FITNESS ACTIVITY: 5-7 Minutes Please see attached LESSON FOCUS: Beat The Ball Set Up • 1 very soft ball (ragball or Koosh® ball) per group of 5 • 4 bases/spot markers per group of 5 • Create small, diamond-shaped fields for each group of 5. Place bases 15 paces apart. • Form groups of 5; a Runner and a Catcher at home plate, and 1 Baseperson at each of the 3 bases. • Ball starts in the Catcher’s hand. Technique Make the curve out to round 1st base toward 2nd. Touch only the inside edge of each base. Activity 1. The object is for the Runner to run the bases quickly enough to beat the ball home, while Fielders throw it around the bases once. 2. Runner says, “Go,” and begins running the bases in order. 3. On “Go,” the Catcher throws to 1st, who throws to 2nd, who throws to 3rd, who throws back to the Catcher. The ball needs to travel around the bases, before the Runner runs the bases. 4. Rotate counterclockwise after each round: Catcher to Runner to 1st Base to 2nd Base to 3rd Base to Catcher.
Students will be allowed a few minutes to practice throwing the ball around the diamond. Once the students get a feel for the object of the game, we will begin to keep score. Runners score one point if they beat the ball, Fielders score 1 point if they beat the runner. EXTENDED ACTIVITIES How quickly can you run around the bases? Can you reach home before the ball gets to 3rd base? How many times can your group go through the rotation before the signal? Cool Down Static Stretching Purpose- stretch muscles to minimize soreness and possible injury. Arms Right arm across body Left arm across body Right arm behind head Left arm behind head Legs Hamstring stretch Calve stretch Quad stretch Back Sitting with legs straight out: Cross left over right and then take right elbow to the left side of right knee and twist. Cross right over left and then take left elbow to the right side of left knee and twist IF LESSON FINISHES EARLY: Our limited time will not allow the lesson to finish early. In the event that we do complete the lesson focus early, then we will attempt to play a game of softball. This will allow instructor do determine which students need to work on certain skills. ASSESSMENT OF LESSON: Safety: Students will abide by the rules set for the classroom. Students will keep hands to their selves and no physical harm will intentionally be done to another student or faculty member. Since we share our space, students need to be aware of potentially hazardous obstacles; lunch tables, stage stair case, pull up bars, trash cans, salad bar, milk cooler, and cooks table. Students
will avoid these areas as well as be proactive in avoiding disasters by advising classmates when they get too close to one of these objects. West Virginia State University Annamaria King 18 November 2013 Five Day Unit Plan HHP 446-01 Day__3__ Unit Title: Softball:Modified for Elementary students Lesson Title: Softball: Basic Hitting, Catching, Throwing Grade: 2-5 Number of Students: 25 INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES: Student will improve their hitting skills. Student will improve their throwing skills. Student will improve their catching skills. The student will be cooperative and work as a team. WV CSOs PE.5.1.03 strike with an implement using force and accuracy (i.e., bat and softball, racquetball). PE.5.2.01 identify critical elements or components for dribbling with feet, striking with racquets and striking with long-handled implements (e.g., bats, sticks, clubs). PE.5.2.04 explore appropriate motor skill techniques to independently develop/improve performance. PE.5.3.05 participate in cooperative team building physical activities. NASPE STANDARDS 5.1.2 Demonstrate the mature forms of manipulative skills 5.5.1 Follow activity-specific safe practices, rules, procedures and etiquette during physical activity. 5.5.2 Work individually and cooperatively to develop an awareness of and appreciation for individual differences.
RATIONALE: Children are naturally curious, have the basic urge to move, and be accepted by their peers. This lesson is beneficial to students because the activity in the lesson focus provides students the opportunity to be creative in forming strategy. The students’ natural urge to move is satisfied with the constant motion involved in the activities planned. Students will also be working on cooperation in collaboration with their peers developing social skills and becoming more accepting of one another.
PREREQUISITE KNOWLEDGE: Students will need to have a moderate understanding of basic rules to baseball/softball. This lesson is focused on developing hitting skills. At this point students will know how to hold a bat, where to stand, and what part of the bat needs to strike the bat. Students will be in the execution phase of the developmental stages of throwing. At this point students should be able to successfully stop (field) a ball, as well as catch in the air. ANTICIPATORY SET: Instructor will begin with some basic questions regarding softball/baseball rules. How many outs determine the change of offensive and defensive teams? How many strikes determine an out? MANAGEMENT FRAMEWORK Introductory Activity: Touch ‘em all! 2-3 Minutes Fitness Activity: Interval Training 5-7 Minutes Lesson Focus: Softball: Basic Hitting, Catching, and Throwing 15-18 Minutes Closing Activity: 2-5 Minutes EQUIPMENT REQUIRED: Tees 1-2, bats 1, balls 2, bases 4, cones 2, and hula hoops 6 TEACHING STYLE: Direct- Instructor will teach the skill-set using explanation and brief demonstration of the material ADAPTATIONS FOR SPECIAL NEEDS: Autistic student Instructor may need to seek an aid for one on one supervision with the student. A Picture Exchange Communication System, if available, will allow a student to non-verbally communicate choices for physical activity. The initial screening process conducted at the start of the year determined that the student is physically and mentally able to participate with an aid present for additional motivation and focus. A modified ball will be used when the autistic student is playing the field. The added texture will be more attractive to the student. Enjoyable activities that this student enjoys are walking, galloping, and exploring. If the student gets bored or loses focus in this high paced activity, the instructor has additional activities for this student. INTEGRATION WITH OTHER DICIPLINES Health- Communication skills, Good sportsmanship, and cooperation. Math- Students can count as they throw the ball to one another. Students are also counting the amount of points they are accumulating to determine a winner.
DIVERSITY- Instructor will stress the importance of cooperation and respect for themselves and their fellow students. As a class we will embrace diversity and be accepting of all students. CONTENT SEQUENCE OF MATERIAL INTRODUCTORY ACTIVITY: 2-3 Minutes Activity: Touch ‘em all! Purpose: This dynamic warm-up is simple, yet effective. The quality of the students’ warm-up will dictate the quality of their performance. It helps students prepare not only physically but mentally as well. Procedure:
Bases will be set up: Home Plate, 1st base, 2nd base, and 3rd base. Students will line up single file Students will begin with a light jog around the bases o They MUST touch every base as they Instructor will whistle indicating a change in movement as the students proceed around the bases o Light jog o High knees o Defensive Slides o Back Pedal o Frankensteins FITNESS ACTIVITY: 5-7 Minutes
LESSON FOCUS: Softball: Basic Hitting, Catching, and Throwing Activity: Don’t Miss Purpose: This game is best suited for young students learning how to hit. It's also a great way to prevent them from throwing the bat. It's important to start with a player's softball hitting technique at a young age. Procedure: Devise two teams. The batter hits off of the tee placed on home plate- If they miss the ball, or if they knock the tee over, it's a strike. Three strikes and you're out. (3 outs team changes) They are also out if they fling the bat after . Students must place the bat in the hula hoop just behind the plate. After a fair ball… Hitter will run back and forth between 2 cones
A complete rotation around cones equals 1 point Runner can continue running until the ball is retrieved by defending team and placed back on the T. (if the ball is caught in the air it is an out, and the runner must stop-No points accumulated)
EXTENDED ACTIVITIES- If students master the above game, the instructor can incorporate Fielding/Catching and Throwing. Fielding and Throwing • After a fair ball, he/she runs around the bases (1st, 2nd, & 3rd). Place the tires or hoops (one for each fielder). Once the ball is in play (hit) a fielder (from defensive team) will retrieve the ball. Once a fielder has committed to retrieving the ball, the rest of the infield must get into their Hoops. After the fielder retrieves the ball he/she will throw the ball to the closest position them. (for example: short-stop fields the ball, he/she will throw the ball to the 2nd baseman) The ball must be thrown and caught in succession. (for example: short stop-2nd baseman-1st baseman- catcher) While this is going on, the offensive team is running the bases (as described above) This scoring system stops once each fielder has caught the ball. The instructor will blow the whistle to stop the action/running Rules expanded Out fielders are strictly there to field. They are not required to be in a hoop at any point in time. They must throw the ball to the closest cut off (short-stop of 2nd baseman) In order for the infield to stop the offensive team from scoring all of the infield MUST be in their hoops and the ball must have been thrown and caught in the correct order and MUST reach the catcher prior to the offensive player making it home. The offensive player may continue to run until the process is complete. If the ball is dropped at any point in time during the sequence, the original fielder must obtain the ball again and start the process over. This game also allows students to get creative and strategize. Hitting to the right side of the field means the ball only has to be thrown and caught between minimal players. Hitting the left side of the field requires more throwing and catching. Cool Down Static Stretching Purpose- stretch muscles to minimize soreness and possible injury. IF LESSON FINISHES EARLY: If lesson finishes early we will have an extended cool down period where we discuss some strategy to apply the next time this game is played.
West Virginia State University Annamaria King 5 day Unit Plan HHP 446-01 Day: 4 Unit Title: Softball: Modified for Elementary Students Lesson Title: Hitting: Coneball Grade: 5 Number of Students: 25 INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES: Students will continue to improve throwing skills. Students will continue to improve catching skills. Students will improve and be able to demonstrate the proper way to hit a ball from a tee. Students will work cooperatively and respect others. Students will consider all safety implications and abide by the Physical Education rules. WV CSOS PE.5.1.03 strike with an implement using force and accuracy (i.e., bat and softball, racquetball). PE.5.2.01 identify critical elements or components for dribbling with feet, striking with racquets and striking with long-handled implements (e.g., bats, sticks, clubs). PE.5.2.04 explore appropriate motor skill techniques to independently develop/improve performance. PE.5.3.05 participate in cooperative team building physical activities. NASPE STANDARDS 5.1.2 Demonstrate the mature forms of manipulative skills 5.5.1 Follow activity-specific safe practices, rules, procedures and etiquette during physical activity. 5.5.2 Work individually and cooperatively to develop an awareness of and appreciation for individual differences. RATIONALE: Providing students with a positive physical education experience encourages them to participate and be active. Active children become active adults. It is important to expose children to a variety of activities allowing them to find enjoyable activities so that they find ways to remain active into adulthood. PREREQUISITE KNOWLEDGE: Students will be able to correctly throw and catch a ball. Students will have basic knowledge of how to hold a bat, where to stand, and what part of the bat needs to strike the ball.
ANTICIPATORY SET: http://www.youtube.com/watch?v=xj5PvJJUjT8 Students will gather around the Smart Board and watch an instructional video on how to hit a baseball (little league). MANAGEMENT FRAMEWORK: Introductory Activity: Touch ‘em all! 2-3 Minutes Fitness Activity: Interval Training 5-7 Minutes Lesson Focus: Softball: Basic Hitting, Catching, and Throwing 15-18 Minutes Closing Activity: 2-5 Minutes EQUIPMENT REQUIRED: TEACHING STYLE: Direct ADAPTATIONS FOR SPECIAL NEEDS: Instructor may need to seek an aid for one on one supervision with the student. A Picture Exchange Communication System, if available, will allow a student to non-verbally communicate choices for physical activity. The initial screening process conducted at the start of the year determined that the student is physically and mentally able to participate with an aid present for additional motivation and focus. A modified ball will be used when the autistic student is playing the field. The added texture will be more attractive to the student. Enjoyable activities that this student enjoys are walking, galloping, and exploring. If the student gets bored or loses focus in this high paced activity, the instructor has additional activities for this student. INTEGRATION WITH OTHER DICIPLINES: Health- Communication skills, Good sportsmanship, and cooperation. DIVERSITY: Instructor will stress the importance of cooperation and respect for themselves and their fellow students. As a class we will embrace diversity and be accepting of all students. CONTENT SEQUENCE OF MATERIAL Introductory Activity- 2-3 minutes Activity: Touch ‘em all! Purpose: This dynamic warm-up is simple, yet effective. The quality of the students’ warm-up will dictate the quality of their performance. It helps students prepare not only physically but mentally as well. Procedure:
Bases will be set up: Home Plate, 1st base, 2nd base, and 3rd base. Students will line up single file Students will begin with a light jog around the bases o They MUST touch every base as they Instructor will whistle indicating a change in movement as the students proceed around the bases o Light jog o High knees o Defensive Slides o Back Pedal o Frankensteins Fitness Activity- 5-7 minutes Interval Training Please see attached Lesson Focus- Instructor will reference the YouTube instructional video from the anticipatory set to refocus the students on proper hitting technique. Students have a basic understanding of hitting, but this will reiterate their previous understanding and reinforce further instruction. Activity: CONEBALL Divide the areas into three sections with a batting team placed at each section (three batters from the same team hit simultaneously). Place a hula hoop (different color and the same color wiffle ball for each section.(blue hoop/blue wiffleball). The teams are numbered 1, 2, 3 with (one's) at bat and (two/three) in the field at each section. Place traffic cones at designated distances. The batter must run around any number of cones that he/she thinks they can make safely. The furthest cone is 3 points, then two and then one. If the ball is retrieved by the fielder and thrown to the catcher by the hoop, it is an out if that runner is caught in between the arranged cones. The catcher must catch the ball, bounce it in the hoop once and catch it off the rebound. When the whole team bats, then call a new number to bat Closing Activity:
Cool Down Static Stretching Purpose- stretch muscles to minimize soreness and possible injury. Arms Right arm across body Left arm across body Right arm behind head
Legs Back
Left arm behind head Hamstring stretch Calve stretch Quad stretch Sitting with legs straight out: Cross left over right and then take right elbow to the left side of right knee and twist. Cross right over left and then take left elbow to the right side of left knee and twist
IF LESSON FINISHES EARLY: Students will be given a worksheet on various rules in preparation of tomorrows big game during the lesson focus. The idea is to these rules out as the students exit the classroom, but if the lesson finishes early we will have time to go over the rules before they exit the classroom.
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