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Grade: Elementary
Subject: Phys Ed

#3109. Kicking for Accuracy

Phys Ed, level: Elementary
Posted Tue Apr 27 19:37:37 PDT 2004 by Danielle Beach (beachd@canisius.edu).
Canisius College , Buffalo, USA
Materials Required: gym, 25 balloons, 21 pins (3 sets of 7), 10 balls
Activity Time: 40 minutes
Concepts Taught: How to kick for accuracy using your instep


Objectives: After the Teacher D&D, the Students Will:
1. successfully knock down 2 of the 3 bowling pins in at least 1 of 3 attempts by kicking the ball with their instep for accuracy. Ss success will be recorded on a chart on the wall. (Psychomotor)

2. demonstrate their understanding of how to properly kick the ball and what happens if you do not follow all the cues when kicking. T will determine this through questioning
(Cognitive)

3. act in a socially acceptable manner, be aware of others around them, and stay on task. T will determine this through observation.
(Social)
Objective Evaluation(s) (Assessment Statement): Through observation and a chart where Ss will record their success, the T will determine the Ss success rate with kicking for accuracy. The chart on the wall will require the Ss to record how many pins they knocked down in each of their 3 attempts. The Ss success rate will determine whether the T needs to spend another day on kicking for accuracy.

Types of Authentic Assessment Used:

1. ( )Portfolio
2. ( ) Project
3. ( )Homework
4. (X) Checklist/Rubric

5. (X) Peer Observation
6. (X) Poster Creation/Game creation
7. ( ) Game observation/Rubric focus
8. ( ) Journal Writing
9. ( ) Written exam
10. ( ) Self Evaluation
11. Video Presentation/Evaluation
12. ( ) Other ________________


EPISODE 1: Introduction
3 min.
Have each Ss get a balloon and get into personal space. Review protocol with equipment (freeze and melt, or whistle). Have Ss practice step-stomp-kick around gym.

3 min.
Have Ss focus on the stomp part. Make sure stomping next to the balloon or ball. Walk around gym practicing stomping next to the balloon.


Cues:
-Freeze
-Melt
-Step-stomp-kick
-Stomp
-Next to

EPISODE II: Lesson Focus
3 min.
Introduce kicking for accuracy using the instep. Explain what accuracy is, and where the instep is. Have Ss tap their hands on their instep.

6 min.
With the balloon Ss will walk around the gym practicing step-stomp-kick but will use their instep to kick, not their shoelaces. Balloons should stay low to the ground since Ss are not kicking for power. Set up a cone in the center of the gym for the students to aim at if they should choose.

15 min.
T will put Ss into groups of 3. Each group will go to a station. Each station is the same. Each will have 3 bowling pins set up in a triangle shape, a ball, and a cone next to the ball designating where to kick from. There will also be a chart on the wall behind the cones for Ss to record how many pins they were able to knock down. One student kicks, one sets the pins up, and one records. They each get 3 attempts at kicking, and then they rotate. The kicker sets the pins up, the pin setter records, and the recorder kicks. If there are groups of 4 then the extra person retrieves the ball. After class T uses a rubric to determine student success.

Cues:
-Accuracy
-Instep
-Step-stomp-kick
-Low


EPISODE III: Culminating Activity/Cool Down/Assessment/Closure

10 min.
Kickbowl
Ss are put into 2 teams and put on separate sides of the gym. Set up about 10 pins in front of each team. Give about 10 balls to each team. Ss must kick the ball towards the other team?s pins using their instep. No ball should be in the air. No Ss is to go past their line of pins. T will retrieve balls that are in between the cones and feed them to the teams. When kicking Ss must stay behind their pins. If a team knocks over their own cone it still counts. The first team to knock all the pins over wins. Play again if time permits.

Cues:
-Instep
-Behind your cones


Student success rate ________________

Comments: (address: what went well/poorly, changes made before-during-after lesson to improve, discipline problems, reflection)
Students did very well with this activity. I noticed that by having other students record their score instead of the student recording their own score, I was getting true scores, instead of the students writing down the highest score every time.