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Field Games Unit Plan

Molly Dincher
I

Unit plan
a General information
i Topic/general unit description
Field Games: In the field games unit, we will be doing jameson ball,
soccer with a soccer quiz, speedball, kickball and whiffle ball. Most of the time is
spent on soccer with four days of soccer in the unit, we will spend a day on
jameson ball as well as speedball and we will split up a day for both kickball and
whiffle ball since they are very similar.
ii Grade level of students
Ninth grade
iii Approximate number of students
20-27 Students per class
iv Length of class
90 Minutes long
v Number of lessons (minimum of 5)
5 lesson plans taught over 7 days
1st lesson: Jameson Ball- 1 day
2nd lesson: Soccer- 2 days
3rd lesson: soccer- 2 days
4th lesson: Speedball- 1 day
5th lesson: Kickball and whiffle ball- 1 day

b Goal(s)
National Standards Used:
Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior
that respect self and others.
Pennsylvania State Standards Used:
10.3.9D- Analyze the role of individual responsibility for safety during organized group
activities.

10.4.9A- Analyze and engage in physical activities that are developmentally/individually


appropriate and support achievement of personal fitness and activity goals
10.4.9C- Analyze factors that affect the responses of body systems during moderate to vigorous
physical activities.
10.5.9A- Describe and apply the components of skill-related fitness to movement performances
10.5.9C- Identify and apply practice strategies for skill improvement
10.5.9F- Describe and apply game strategies to complex games and physical activities
Student Objectives/goals:
Psychomotor1. Students will be able to demonstrate how to properly dodge, kick,
dribble, hit and play defense during the field games unit.
2. Students will be able to steal the other teams ball in Jameson ball by
tucking the ball in their elbow, keeping their eyes up and sprinting and
dodging to make it across to their side of the field.
3. Students will be able to properly pass, kick and dribble the ball by
using the inside of their foot while passing, making contact with their
shoelaces while kicking and lightly tapping or pushing the ball in front
of them while open or closed dribbling.
4. Students will be able to move to get open to receive the ball during
keep away and pass to open team members by keeping their eyes up,
kicking with the inside of their foot and having their planted foot facing
towards the target.
5. Students will be able to demonstrate different forms of scoring a point
during speedball by shooting the ball through a hoop using L, I and
Bye, kicking the soccer ball through the goal by using the inside base
of their foot and by throwing a pass to another team member by
listening to the ball and sending a message.
6. Students will be able to hit a whiffle ball by keeping their eye on the
ball, keeping their back elbow up and properly gripping the bat by
having their knuckles line up on each hand.
Cognitive1. Students will be able to use teamwork to achieve a goal during each
game and activity used within the field games unit.
2. Students will be able to work together as a team on offense and
defense to come up with game strategies during the game to get the
opposing teams balls over on their side of the field

3. Students will be able to demonstrate proper knowledge of when a


closed or open dribble should be used in a game during the dribbling
strategy activity with defense
4. Students will be able to demonstrate knowledge of the rules and
boundaries of soccer during the mini 3v3 game by calling if the ball
was out and using throw-ins, corner kicks or goalie kicks to get the ball
back into play
5. Students will be able to demonstrate the understanding of which
muscles they are working out during the resistance band workout by
answering the muscle questions and by stretching out the muscles that
were previously used
6. Students will be able to come up with offensive and defensive
strategies to help their team win the game, such as getting more than
one student running the bases out during kickball.
Affective1. Students will be able to use the skills, rules and games they learned
during the field games unit and implement them outside of PE.
2. Students will be able to demonstrate safe behavior by not diving after
a person with the ball to pull their flags, not pushing or tackling
opposing team players and by being aware of the game surroundings.
3. The students will use proper safety during activities and the modified
game by calling ball, ball, ball, not letting the leg go higher than the
knee while kicking and by not kicking the ball hard when someone is
playing defense close to them.
4. Students will be able to play safely by using the rules of soccer such as
not holding onto a player, no tackling or no sliding to prevent injuries,
if these occur the student is ejected from the game.
5. Students will demonstrate safe equipment use while using the
resistance by planting their feet firmly on the ground without lifting
their toes or heels causing the band to slip up and hit the student in
the body.
6. Students will be able to play kickball and whiffle ball using the proper
safety rules such as throwing the runner out by throwing the ball to a
player and tagging the base, staying behind the cone while someone is
batting and staying out of the runners running lanes.

c Space/equipment/safety
i Description of indoor/outdoor area to be used
During our field games unit, we were outside either on the turf or the soccer fields. We
had to share the fields with a few classes during certain blocks, fortunately most of the

time we had the whole field to soccer fields to ourselves. The high school was under
construction while I was there so we had to take a one-mile trip around the school to
avoid the construction and to get to the soccer fields. There is regulation sized soccer
fields side by side and each of them has a soccer goal on each end and the white lines to
symbolize the field markings. We used the soccer field for all 7 lessons in the field games
unit. If we had a rainy day, then we would be placed inside. Since there were multiple
classes being taught at the same time with limited space we would split up the 90
minutes. For the first 45 minutes the ninth grade classes will be in the fitness center,
while the tenth grade classes are in the gym. The last 45 minutes of class we would then
switch, so the ninth grade classes will then go down to the gym. The fitness center is
awesome, it is filled full of lifting machines, weights and cardio machines as well. Music
is always being played throughout the speakers and there is even a projection screen to
show videos. The only problem is that students must be certified to use the fitness center
and ninth graders were not certified at the time, so I came up with resistance band
workouts for them to do. The gymnasium was a basketball court, with small pull out
wooden stands on the sides. Since most of the classes were combined during rainy days
we would separate the classes into multiple teams and we would use the stands for the
teams waiting to play to sit on.
ii List and amount of equipment needed
30 Flag football belts
4 gator skin balls
30 Cones
30 pinnies
20 soccer balls
50 cones large and flat
2 goals
4 mini goals
110 Field games (soccer) quizzes
30 pencils
1 speedball (fuzzy soccer ball)
30 resistance bands (different resistances)
1 stereo for music
6 poly spots
30 whiffle balls
3 whiffle bats
1 kickball (outdoor ball)
iii General safety measures to be followed
o
o
o

Students are not allowed to slide or jump to try and pull players flag
belts
Students are not allowed to tackle or trip students
If a student is playing dangerously or aggressively they are to sprint or
run up cuss hill and back to be eligible to play again. If they do not do

o
o
o
o
o
o
o
o
o
o

o
o
o
o

o
o

o
o
o
o

this, they will sit out and achieve a 0 for the day and will have to read
an article on the topic.
Students should also pay attention to their surrounding since there is a
lot of sprinting involved they have to be aware of what is going in
during the game
If the whistle is blown students have to trap the ball in between their
feet
Students should find their own personal space, have enough room
where they spread their arms out and dont touch anyone or anything
If ball gets away students call out ball, ball ball
If ball is kicked very hard and going towards someone other than their
partner, yell out fore or their names
For punts students will drop not throw the ball
Students will wait on my whistle to punt the ball
Students should keep eyes up while dribbling the ball
Partners should not push or trip each other in order to steal the ball
Students are not allowed to kick the ball hard if defender is close,
meaning their foot should not go past their knee
If the ball rolls onto another field while another game is going on, wait
until the field is cleared to retrieve the ball and call out ball so they
know
If students are being too aggressive they get ejected from the game
Check gymnasium and field for trash or any objects that could
potentially hurt a student
Only allow a certain number of players to play at a time to prevent
injuries and run ins
Students have to securely hold down the resistance bands under their
feet and to not lift up or the band will come up and snap them on their
body
Watch students to make sure they are doing the exercises right to
prevent injury
Students have to stand behind the cone on offense to prevent getting
hit by the batter. Once the batter is on base the person on deck is
allowed to step up to the plate
After hitting the ball students must place the bat down, not throw the
bat
Students cant slide while running the bases
Students must tag them gently; they are not allowed to throw the ball
at someone to get them out
Students defending a bag must be in the poly spot, not the base to
prevent injuries

II

Lesson plans (3 of these lesson plans within the unit plan will
be graded using the rubric below)
Full lesson plans found below:
Lesson 1- Jameson Ball, 1 day- gameplay
Lesson 2- Soccer, 2 days- How the game starts, player positions, soccer kicks, dribbling and
small sided games
Lesson 3- Soccer, 2 days- Field Markings and Rules, teamwork, small sided games and full on
soccer games including 2 ball soccer
Lesson 4- Speedball, 1 rainy day- resistant band workout and speedball gameplay
Lesson 5- Whiffle ball and kickball, 1 day- whiffle ball gameplay and kickball game play.
III

Teacher evaluation of unit plan


a Reflect on how lessons meet objectives of unit plan NASPE 5.3
Throughout this unit plan, the students were able to play a variety of activities and games that
catered towards a specific skill or goal. Through each of these activities and games I was able to
visually assess the students to see if they were ready to move on to the next stage of the lesson. If
there was ever a time that I felt that my students were not ready to progress to the next activity, I
would modify the current activity so the students will have more success. The first lesson of the
field games unit plan, was Jameson ball. Jameson ball is a very popular game played in the State
College Area. Its a high intensity game, similar to capture the flag. I was able to see the different
strategies each team came up with to get the opposing teams balls over on their side, along with
different strategies, it was a great way to start a unit with a game that involves a lot of team
work. During the soccer lesson plans, my main goal was to have the students retain enough
knowledge about the skills, game play and even rules of soccer so they would be able to play the
game outside of school. I was able to visually assess students and I was also able to give a
summative assessment on soccer by giving the students a quiz. On the quizzes many students
were able to receive a perfect score, only a select few failed and most of them earned either an A
or B. By looking at the quiz scores, I was able to have a hard copy of the students knowledge on
soccer. During the speedball and resistant band workout lesson, I was able to show the students a
different skill of field games which is muscular strength. Students did great with the workouts,
they were able to pick their own band depending on strength, personal preference and the
challenge they wanted to receive. During speedball I was also able to see the students come up
with offensive and defensive strategies and to play together as a team. I was also able to see
some of the students soccer knowledge come through since speedball is fairly similar, I was able
to assess students kicking, dribbling and throwing skills. During the last lesson of the unit plan
the students played modified versions of whiffle ball and kickball. I modified the games to get
more physical activity and to also add more team work into the games. During the lesson
students were able to work together as a team to strategize how to get more runs than the
opposing team. Throughout each lesson of this unit plan I also strictly looked for respect of
equipment and other classmates by having great sportsmanship. In each lesson I also watched
carefully for safety protocols, if a students was acting aggressive or playing too rough they
would either be ejected or have a punishment to return back to the game.

Lesson Plan #1
Teacher: Molly Dincher
Lesson #:1
Unit Topic: Field Games
Lesson Topic: Jameson Ball

Date: 9/25/15
Lesson Time:90 mins.
# of Students; 20-25
Grade: 9

Type
Psychomotor

Objective
Students will be able to steal the other teams ball in Jameson ball by
tucking the ball and sprinting and by using other teammates to get the
ball over the line.

Cognitive

Students will be able to think of and create game strategies during the
game to work together as a team to get the balls successfully over their
line.

Standard(s)
10.4.9A
NA: 1, 3
10.5.9A,
C, F
NA: 2

Affective

Students will be able to demonstrate safe behavior by not diving after a


person with the ball to pull their flags, not pushing or tackling opposing
team players and by being aware of the game surroundings.

10.3.9D
NA: 4

Teacher Obj.

The students should be able to create successful game strategies and to


work as a team to get both the balls over their lines.

Technology
(if applicable)

none

1.) Equipment/Supplies: Develop a complete list of equipment needed and


include the minimum #/amount.
Equipment/Supplies
Flag football flags
Ball
Cones

#
50
4
30

2.) Lesson Content Development: Progressions


a. Instant activity:
Students will each get a worksheet listed with dynamic stretches to perform.
Students will perform these stretches as soon as they are changed and mark off
the stretches they already performed down on their sheet. This will get the
students prepared to play a highly active game.

b. Set induction:
How many of you have played Jameson ball before? Im sure that most of you
who have played before probably had the creator of this game for middle school
PE or health. This game is very similar to capture the flag and is very fun.
However, this game does involve good defense and offensive strategies along with
lots of running and agility. So let the games begin.
Progressions:
Introduction, skills task
analysis, activity, teaching
by invitation, intra-task
variation

Jameson Ball: Students


will be split up between
teams by diversifying the
athletic abilities. If the
game is being played
between different classes,
split the classes so they

Teaching Cues &


Challenges:
Cues are short
quotes of what you
are saying to
students to remind
them of proper
form. Challenges
appropriate, varied
and provided for
each task.

tuck

Managerial Strategies:
Organization of space,
equipment, students;
diagrams of practice
formations, equipment set
up, and game situations;
methods for assigning teams
and transitioning between
activities

Safety
Procedures:
Check field,
equipment, and
facilities for
debris, damage,
etc.; outline
safety
procedures

Assessme
Formal/
informal

To demonstrate and talk


over the rules of the game
have the students meet in
the circle of the midfield
on the soccer field. Show
the students the jails and
the safety circles where

Students are
not allowed to
slide or jump
to try to pull
players flags
off

Visual:
Watch to
make sur
students
are
playing
Jameson

are playing each other.


Demonstrate Jameson
ball and go over safety
rules.
The game is played either
on a soccer or football
field. The field is split up
in halves, red team on one
side and yellow team on
the other. The objective
of the game is to get both
of the other teams ball
across that teams line
without their flag being
pulled, then they get a
point. When the whistle is
blown, the students from
the other team try to
capture the other teams
balls in their circles. If a
student gets caught (flag
or belt is pulled) outside
of the circle or inside the
circle without the ball the
student has to go to jail.
Also if the students flag
is pulled while running
with the ball then they
have to put the ball back
and go to jail. People in
jail have to wait till an in
play player from their
team comes and tags
them to get out of jail.
Also if there are multiple
people in jail they are
allowed to create a chain
by linking arms or
holding hands so when
one person is tapped they
are all free since they are
touching. If a player is
running with the ball and
their flag comes off even
if it wasnt pulled they
have to put the ball back

the ball
and run

the other teams balls are


kept.

If one team tends to be


dominating, split the
teams up so they are fair
or you can even change
the game making four
different teams and the
field is split into four
quadrants instead of
halves. If one ball is
taken the team who took
the ball places, it in their
circle. The team who
captures all of the balls
gets a point.

use the
safety
zones
YELL

RE
D

Students are
not allowed to
tackle or trip
students

ball safel
if they ar
not it is
dangerou
to the
other
students
and even
themselv
s

If a student is
playing
dangerous or
aggressively
they are to
sprint or run
up cuss hill
and back to be
eligible to
play again. If
they do not do
this, they will
have to sit out
and read an
article and
complete a
worksheet.

Watch the
teams to
see if the
come up
with any
good
defensive
or
offensive
strategies
to get the
ball safel
across the
line.

Students
should also
pay attention
to their

Watch to
see if the
students
are able t

Ball:
Jail:
create

Ball Circle:

in the circle but they


dont have to go to jail.
Also if a person is
running with the ball and
the ball falls or touches
the ground at some point
the ball has to go back to
the circle. The person
with the ball is also able
to throw the ball to
another person on their
team, but if the ball is
dropped it has to go back
into the circle. Once a
team has safely captured
both of the balls across
their playing line, that
team gets a point.

a
strategy
for O
and D
Allow a water break at
least two times for the
students to stay hydrated
and for them to catch
their breath.

surroundings
since there is a
lot of
sprinting
involved they
have to be
aware of what
is going on
during the
game.

3.) Closure:
Review

Preview

What strategies tend to work the best for your team?


What strategy did not work for your team and why do think this
happened?
What do you think are some health benefits Jameson ball has on
their body?
If a person is standing in the circle without the ball and their flag
is pulled do they have to go to jail and why?
Next class we are starting our soccer unit. We will be going over passes,
dribbling, and soccer positions and even play a little 3v3 game!

Reflection:
Students have a lot of fun while playing this game. During the game students are constantly
laughing and just seem to enjoy themselves. A couple students also came up to me and told me
that this is the one game that they absolutely look forward to playing in PE class.

work as a
team to
become
successfu
within the
game

Watch to
make sur
each
student is
fully
participat
ng in the
game and
not
standing
around
talking to
friends.

This game gets every student involved, even if played with a larger group. It is also a great game
for a variety of skill-levels. If some students arent good at offense, then the students can play
defense guarding the balls.
To make games last longer and to get even more students involved in the game, you can place
more balls in the hoop, and you can also have the students place the balls they just captured into
their hoops. With this rule the first team with all of the balls on their side and in their circle,
wins. This will allow the time duration of the game to be longer and it will get even more
students involved in the game.
If the class is very large, then you can also split the field up into quadrants, so there will be four
teams. The first team with all of the other teams balls in their quadrant wins, or the team with
the most balls on their quadrant wins. Again this will allow more students to get involved.
Lesson Plan #2
Teacher: Molly Dincher
Lesson #: 2
Unit Topic: Field Games: Soccer
Lesson Topic: Soccer Kicks and Dribbling
Type
Psychomotor

Cognitive

Date: 9/29/15
Lesson Time: 90 mins.
# of Students: 20-25
Grade: 9th

Objective
Students will be able to properly pass, kick and dribble the ball by using
the inside of their foot while passing, making contact with their shoelaces
while kicking and lightly tapping or pushing the ball in front of them
while open or closed dribbling.
Students will be able to demonstrate proper knowledge of when a closed
or open dribble should be used in a game during the game strategy
activity with defense.

Standard(s)
PA:
10.4.9A
10.5.9C
NA:1
PA:
10.5.9C,F
NA:2

Affective

The students will use proper safety during activities and the modified
game by calling ball, ball, ball, not letting the leg go higher than the knee
while kicking and by not kicking the ball hard when someone is playing
defense close to them.

Teacher Obj.

For this lesson, I will give corrective feedback to 3 students. If I see a


student struggling to properly kick the ball to their target, I will give
them pointers to help with their accuracy.

Technology
(if applicable)

none

PA:
10.3.9D
NA:4

4.) Equipment/Supplies: Develop a complete list of equipment needed and


include the minimum #/amount.
Equipment/Supplies
Soccer Balls
Pinnies
Cones, large and flat
Goals
Mini Goals

#
at least 15
25
50
2
4

5.) Lesson Content Development: Progressions


a. Instant activity:
Students will find a partner and grab a ball. One person will stand on the end line
while the other person will stand across from them about 10 yards away. Students
will then practice passing to their partners using the knowledge they already
know about soccer. After 2 minutes of practice, have a competition, have the
students count how many times they are able to pass directly to their target
without moving. Once the partner has to move to retrieve the ball, start over. The
group with the highest amount of completed passes win. This is where the teacher
can observe what the students already know about soccer.
b. Set induction:
How many of you watch professional soccer or even play soccer as an
extracurricular activity? Today we are going to start our field games unit with
soccer. Today we will practice passing and dribbling to a partner. We will play
some fun games to practice our passing and go over drills to help improve our
skills. Also, if we have time we will play a game of no boundaries to get the feel of
playing a soccer game.
Progressions:
Teaching Cues & Managerial Strategies:
Safety
Introduction, skills task
Challenges:
Organization of space,
Procedures:
analysis, activity, teaching
Cues are short
equipment, students;
Check field,
by invitation, intra-task
quotes of what
diagrams of practice
equipment, and
variation
you are saying to formations, equipment set
facilities for
students to
up, and game situations;
debris, damage,
remind them of
methods for assigning teams etc.; outline
proper form.
and transitioning between
safety
Challenges
activities
procedures
appropriate,
varied and
provided for each
task.
Warm-up:
All of the students will
stand on the side line and

Once students are dressed


have them sit or stand in
front of the whiteboard to

If the whistle
is blown the

Assessme
Formal/
informal

do some dynamic
stretching such as lunges,
walking hamstrings,
Frankenstein and walking
quad stretch.
Introduction:
Talk to the students about
positions on the field
such as back fielders or
backs, midfielders and
front fielders.
Backs: Defensive players,
usually helping the
goalie, preventing the
opposing team from
scoring.
Midfielders: usually the
fastest players and are
able to play on offense
and defense
Front fielders: Offensive
players, the players trying
to score a goal.
Also talk about how the
game starts. There is a
coin flip, the winner gets
to choose if they want
ball first or what side they
want to start on. This
class we will do rock
paper scissors instead of a
coin flip. The game starts
by a kickoff which means
the ball is placed on the
midline and each team
starts on their half of the
field. The defense has to
stand 10 yards away from
the ball until the ball is
kicked by the offense to
start the game. The kicker
starting is only allowed to
kick the ball once until
another player has
touched the ball.

go over the positions of


soccer players and how
the game starts.

students have
to put their
balls in the car
garage

Students
should be able
to stand with
both arms out
and not
touching
anyone

Students=
Direction=

Have the students stretch


out both their arms to have
enough distance so they
arent touching.

Visual:
Check to
see if
students
are able t

Partner Passing:
The students will then be
partnered up by the same
number on a popsicle
stick. Once they find their
partners, one student will
stand on the end line
while the other student is
across from them about
10 yards away. The
teacher will stand in the
middle to demonstrate
kicks so all students can
see the demonstration.
The students will pass
with their dominant foot,
once the whistle is blown
the students will switch to
using their non dominant
foot.
Basic Pass:
The kicker will use the
cues and demonstration to
properly pass the soccer
ball to their partner by
using the inside base of
their foot and having the
other foot face their
target. The receiver will
then trap the ball, then
kick the ball back using
the same technique. The
ball should stay on the
ground.
Chip:
A chip kick is used on the
upper part of the inside
foot. You want to swipe
the ball up, lifting the ball
up in the air. For the chip
the receiver will catch the
ball if it is too high to
trap.
Lift:
Let the students know

ITV: If a student is having


a difficult time hitting the
target move them closer to
each other to give them
more success. If students
are able to pass to one
another with ease have
them move back to give
them more of a challenge
non
kicking
foot
facing
toward
partner

Kick
on
inside
base of
foot

tilt
foot up
hitting
upper
foot

use
the tip
of the
foot

TBI: Have multiple


different balls laid out for
the students, soccer balls,
kick balls and different
size/shape balls.

Students
should stand
with both
arms out and
not touching
anyone to
prevent balls
from hitting
students

If ball get
away students
yell ball, ball,
ball to warn
other students

If ball is
kicked very
hard and cant
be seen yell
fore

successfu
y pass or
kick the
ball to
their
partner
(target)

Oral
assessme
t: Ask the
students
the
difference
between
the kicks
that we
went ove
before
moving o
to the nex
activity

that this isnt particularly


used in soccer but it is
used during speedball.
Have the students use the
tip of their foot to get
under the ball and gently
lift the ball to the partner.
The ball should be gently
passed to the partner in
the air.
Shoe Lace Kick:
This is the main kick used
to score a goal. You
should be making contact
with the ball with your
shoe laces/on the hard
bone in your foot. Have
students feel for their
hard bone in their foot to
show where they should
be making contact. The
ball should stay in the air
and then drop to the
ground about 5 feet away
from the partner.
Punt:
This kick is used by the
goalie during a goal kick.
Before kicking the ball
have the partners step
back another 5-10 yards.
The kicker should hold
the ball with their hands
and ball directly over
their kicking foot. They
will then drop the ball
(not throw) and punt the
ball using their shoelaces,
with their toes facing
down. This kick should
be in the air and have
distance. The receiver
will then catch the ball
and use the same
technique.

Students:
Ball:
Conta
ct on
hard
bone of
foot

drop
the
ball

toes
pointed
toward
ground

For punts
students
should drop
not throw the
ball to kick

ITV: If you have soccer


players in your class, have
them continuously pass
the ball back and forth
instead of trapping the
ball, have them count how
many successful kicks
they can kick back and
forth without trapping.

Class Passing and


Shooting Goals:
Split the class in half or if
a larger class split them
into 3 or 4 groups. There
will be three lines for
each group. One line will
be by the goals; the other
two lines will be at the
midfield. One line close
to the sideline without the
ball, and the other line
close to the middle of the
field with the ball. The
first person up with the
ball will pass to the
partners, passing ahead of
them. They will pass back
and forth until they get to
the goalie box. The
partner who started out
with the ball will then try
to shoot into the goal. The
goalie from the line will
try to prevent the ball
from getting into the goal.
Once the goalie retrieved
the ball they will then
switch places, the kicker
will go to the goalie line,
the passer to the kicking
line and the goalie to the
passer line. Once the
person shoots the ball, the
next group is able to go.

pass
ahead
of your
partner

Dribbling With Cones:


Next have the students
find their own partners.
Each group will get 5-6
cones to set up their own
obstacle course. Give the
students about 2 minutes

keep
dribble
close
for
control

Students
should pay
attention to
where they are
running so
they dont
bump into
anyone

tilt the
foot up
hitting
with
upper
foot

StudentsRotation-

Students
going back to
lines should
walk or run
outside of the
sidelines to
avoid
bumping into
running
students

Visual:
Check to
see if
students
are able t
pass in
front of
their
partner,
kick a
good goa
kick and
see if the
goalie is
able to
stop the
ball
properly.

Have the students run


outside of the side line to
prevent bump in or
disruptions from other
groups
If ball gets
away call out
ball ball ball
Wait till the
group ahead
kicks the goal
shot until
going

Assign each student an


area on the field to prevent
the cone obstacles from
being too close together

Students
should have
eyes up to
prevent
tripping over
cones

Visual:
See if
students
are able t
successfu
y dribble
the ball

to set up their own


obstacle course however
they want. Once they are
done the students will
practice their closed
dribbles going in between
each cone. Once the
student has gone through
the cones they will kick
the ball to the start and
the other partner will go.
Once they have gone
through their course 3
times, tell them to stop
and to go to their
neighbor to the right of
them to go through their
obstacle course. When
done have the students
pick up the cones and
bring them back to the
teacher and wait for the
next demonstration on the
end line.

through
the cone
obstacle
courses
light
taps on
inside
foot

ConesDirectionITV: if students are having


an easy time going
through the obstacles
shorten the distance
between cones. If they are
having troubles lengthen
the distance between
cones.

Cones should
be set up far
away from
other partners
cones to avoid
a run in

Close dribble
Dribbling With Defense:
There will be cones set up
forming a box for each
set of partners.
Now students will be able
to practice closed and
open dribbling with game
like strategies. The
partners will decide who
is on defense and who is
on offense.
Closed Dribbling:
For closed dribbling the
partner with the ball and
the defensive partner will
be side by side. The
offensive partner is trying
to keep the ball away
from the defense by
dribbling the ball close to
the body. The defensive

Partners
should not
push each
other to get
the ball

Open dribble
dribbl
e ball
close
for
control

BallStudentsPlace 4 cones to create a


box for each group of
partners. The cones
represent where they start

Partners
should not trip
each other
while trying to
steal the ball
from one
another

Watch to
see if
students
are able t
successfu
y close
and open
dribble to
keep
control of
the ball o
to gain
speed

partner is trying to steal


the ball. On the way back
students will then switch
from offense to defense.
Open Dribble:
Now the offensive partner
starts in-front of the
defensive partner. The
offense will start kicking
the ball ahead of them (10
feet away) to gain speed
as the defense tries to
catch up and steal the ball
away from them.
No Boundaries Game
with Mini Nets:
Set up mini nets on the
sidelines on each half of
the court. Now that the
students know certain
soccer positions, how to
pass, kick and dribble
they will test their skills
in a mini 3v3 or 4v4
game. In this game there
is no goalie since they are
mini nets and there are no
boundaries meaning the
ball can be kicked outside
of the lines and its still in
play. The couple rules are
safety rules such as not
kicking the ball extremely
hard while someone is in
front of you, not raising
the foot during a kick
higher than knee level, no
pushing and no using
hands. If a hand ball
occurs, the opposite team
kicks it exactly where the
handball occurred.

and stop. Once they cross


the cone line then they
switch positions such as
offense to defense.
dribbl
e the
ball
ahead
to gain
speed

pass
in front
of
partner

base
of the
inside
foot

keep
eyes on
the
ball

If there is an odd number


of people, have one person
be strictly offense or
strictly defense. Keep
switching the people who
are being constant defense
to allow everyone to have
equal amounts of playing
time.
Have teams already set up,
so teams are even and its
an easy transition into the
mini games. You can also
set up competitive and
non-competitive games by
assigning the athletes to
one field and the
beginners to the other
field.
Mini goalOffenseDefense-

Students
should not
push or trip

Students will
avoid kicking
the ball hard if
someone on
defense is in
front of them

If the ball rolls


onto another
playing field,
wait until no
one is near to
retrieve ball
and yell out
ball ball ball.

Visual:
See if
students
are able t
properly
dribble
and pass
the ball
while
using goo
defensive
and
offensive
strategies

6.) Closure:
Review

Preview

What is a midfielder?
Whats a back?
What is a front fielder?
How is a game started?
When should you use the open dribble? Closed dribble?
Name a certain kick or pass we went over and how do you
perform those movements.
Next class we will be going over boundaries and penalties of soccer. We
will also be playing mini games including the boundaries and will play
some fun activities to get you ready for a full game of soccer.

Reflection:
Instead of using popsicle sticks, I wrote numbers twice on construction paper and made the
students pick a card. The students with the same numbers were partners. That way I wasnt the
one assigning them partner, they had a say by choosing a certain card.
During the no-boundaries game, I had to bring the students in a few times to calm them down. I
came up with an idea to prevent the students from getting out of control. If only one person was
to kick the ball hard intentionally then the class would be playing with a small sponge ball
instead of a real soccer ball. Once I told the class what would happen, the errors and unsafe
behaviors stopped.
I also changed the three way passing, kicking and goalie activity. Instead I assigned two people
to be goalies, instead of making everyone be a goalie because some of the students didnt want to
be a goalie. I moved the line a few awards away from the midline, that way they were a little
closer to the goal and they didnt have to run so far. Also, the person next to the goal, will
retrieve the ball from the goalie, then punt it to the other person in the goal shooting line. I also
drew the activity out on the white board before heading out to the fields. By changing my
instructional strategy and changing the activity, the students understood it a lot better and had
more success.

Lesson Plan #3
Teacher: Miss. Dincher
Lesson #: 3
Unit Topic: Field Games
Lesson Topic: Soccer

Date: 10/1/15
Lesson Time: 90 mins.
# of Students: 20-25
Grade: 9th grade

Type
Psychomotor

Objective
Students will be able to move to get open to receive the ball during keep
away and pass to other team members by keeping their eyes up, kicking
with the inside of their foot and having their planted foot facing towards
the target.

Cognitive

Students will be able to demonstrate knowledge of the rules and


boundaries of soccer during the mini 3v3 game by calling if the ball was
out and using throw-ins, corner kicks or goalie kicks to get the ball back
into play.

Affective

Students will be able to play safely by using the rules of soccer such as
not holding onto a player, no tackling or no sliding to prevent injuries, if
these occur the student is ejected from the game.

Standard(s)
10.4.9A
10.5.9F
NA: 1, 3
10.5.9C

NA: 2
10.3.9D
NA: 4

Teacher Obj.

Students should be able to play a mini game by following the boundaries


of the field and will be able to move to get open.

Technology
(if applicable)

none

Equipment/Supplies
Soccer balls
Pinnies
Cones
Mini goals
Quiz

#
30
30
4
4
25

7.) Lesson Content Development: Progressions


a. Instant activity:
Students will get themselves a partner and practice their passes that we went over
last class. One partner will be on the end line the other student will be in line with
the penalty box. Regular pass, chip, lift, shoelace and punts.
b. Set induction:
How many of you have been to a men or womens Penn state soccer game? They
get pretty intense dont they? Well last class we went over dribbling and passing
so today we are going to go over game strategies and more mini games before
getting to the full on 11 vs. 11 game. Pretty soon you all will be playing like those
Penn State Athletes.
Progressions:
Introduction, skills task
analysis, activity, teaching by
invitation, intra-task variation

Boundaries and
Placements on the Field:
On the white board in the
gym, draw a picture of the
field with its markings. Ask
the students if they know
some of the markings, and
ask them where it goes.

Teaching Cues
&
Challenges:
Cues are short
quotes of what
you are saying
to students to
remind them of
proper form.
Challenges
appropriate,
varied and
provided for
each task.

Managerial Strategies:
Organization of space,
equipment, students; diagrams
of practice formations,
equipment set up, and game
situations; methods for
assigning teams and
transitioning between activities

Safety
Procedures:
Check field,
equipment,
and facilities
for debris,
damage, etc.;
outline safety
procedures

Assessme
Formal/
informal

Checking
for
understan
ing:
Ask the
students
questions
related to

When the students dont


know the markings fill in the
blanks for the students to see
where they are.
Center circle
Mid line
Sideline
End line
Penalty Box/Area
Corner Arcs
Goal Area
Goal
Penalty Spot
Rules:
Once the teacher goes over
the areas then explain some
of the soccer rules
Direct Kicks: The ball is
given to the other team
where the penalty occurred
and can pass to another
player or even kick a goal.
Holding an opponent
Handball: When the ball
touches the arm and hand on
a player it is considered a
handball. Except for if the
players arm was tucked
close to their body, then it is
considered fair play. When a
handball occurs the other
team gets the ball where the
penalty happened and the
opposing team has to stand
at least 10 yards away.
Penalty Kick: If a penalty
occurs inside the penalty
area then they get a free shot
at the goal from the penalty
spot. Only the goalie can
protect the goal at this time.
Indirect Kicks: A penalty

what you
just went
over to se
if they ca
answer th
question.

Have the students sit in front


of the white board to draw
the points on a soccer field.

where the ball is placed


where the penalty occurred
and the other team gets the
ball. For this kick the team
cant score off of this kick, it
has to be touched by another
player to score a goal.
These kicks occur if a goalie
catches the ball when it was
kicked to him by one of their
teammates or has caught the
ball when receiving a throw
in. A goalie must kick a ball
if it was kicked or thrown to
him by his own team
member.
For the sake of safety in the
school a player will be
ejected if they are acting
aggressive towards their
team members or the
opposing teams.
Tackling
Sliding
Kicking the ball at a
defensive player
while they are close
Foul language
For an ejection the student
will sit out a few minutes,
the teacher will talk to them
and ask to apologize to the
student that they offended or
hurt. If it happens again they
are out for the day and
receive a 0.
Boundaries:
If a ball is kicked out of the
sideline by the red team,
then the blue team gets the
ball outside of the field
where the ball went out.
This is considered a throw
in. The rules for a throw in

is that both feet have to be


on the ground and the ball
has to be thrown over head.
Corner Kick:
If the defense kicks the ball
out of the end line, then the
offense gets to kick a corner
kick.
Goalie Kick: If the offensive
team tries to score a goal but
the ball goes out the end line
then it is a goalie kick which
means the goalie kicks it
into play.
Mini game with
boundaries.
The teacher will again get
the class into teams of 3 or
4. They will then play a mini
game using the rules we
previously went over but
with boundaries. After about
10 minutes switch the teams
so they will be playing some
one different consistently.

To demonstrate have the


students watch along the end
line of the field.
tap
ball
light
ly

If a student
is being too
aggressive
have them
run cuss
hill and
they are
ejected
from the
game
Make sure
students are
running
with their
eyes up

Defense=

Visual:
Make sur
students
are able t
play and
come up
with
strategies
that help
them play
defense o
score.

Make sur
students
are able t
keep the
ball in
play.

Offense=
Mini goals=
Royalty of the Field
Still in their teams, put 3
teams on each field. Assign
two teams on that field to
play first on one half of the
field while the other team is

insi
de
base

Make sure
students
arent
holding
onto other
players or

Visual se
the
different
strategies
teams
come up

waiting on the other half of


the field. If the offensive
team scores or if the ball
was stolen away from the
offense, the defensive team
now offense goes over to the
other half of the field and
plays the team that was just
waiting. Again if the team
scored or if the ball was
stolen the defensive team is
now on offense and crosses
over mid line to play the
team waiting. The teams will
be keeping track of their
own scores. The team with
the most points is declared
king of the court.

of
foot

eye
up
whil
e
drib
blin
g

being too
aggressive
they will be
ejected out
of the game
as well.

Offense=
Defense=
Waiting=
Again have the students
watch from the end line of
the soccer field to
demonstrate so each student
can get a visual

Keep Away
Now split the class up into 2
teams, one team will be
pinnies the other team will
be shirts. Give a boundary
meaning the sideline and
end lines on the field is
where the ball has to stay in.
If the ball was kicked out,
the other team gets the ball.
One team starts with the ball
and is trying to pass to other
players on the team without
the ball getting stolen. This
shows the students that they
need to move to get open
instead of standing around
waiting for the ball to come
their way. The defensive
team is trying to steal the
ball. If the ball is stolen,

hip
s
and
plant
ed

Make sure
students are
staying
somewhat
on their
field,
meaning
not running
into
another
fields
playing
area
Students
are not
allowed to
kick the
ball hard at
opposing
team
member.

mo
ve to
get
open

Defense=
Offense=
Demonstrate with a few of

with to ge
the ball
away from
the
offense.

If the
whistle is
blown
students are
to park the
ball in the
ball garage.

Visual:
See if the
students
are able t
move to
distract th
offense
and to ge
the ball.

See if
students
are able t
pass with
their
intended

then it is the other teams


ball and now they are trying
to keep the ball away from
the other team.

Soccer game:
Keeping the same teams
play a full on soccer game,
using the rules. After each
team has scored have the
fronts switch to mids, mids
to backs, switch the goalies
out and have the backs
switch to the fronts. This
way each student gets used
to playing different positions
and it also gets the students
active.
2 ball soccer game:
Once the class seems to be
playing full on soccer with
one ball easily, add another
ball into play. At the
beginning of the game both
teams will start with a ball.
This requires each student to
be paying attention and it
also requires them to have
great communication skills
to tell their team if the ball is
crossing over to their side.
This gets the class more
active and also gives the
students more practice time.

foot
poin
t to
targe
t

the soccer players to show


the class what the activity
should look like

sta
y
spre
ad
out

During keep away the


teacher will be able to see if
the teams are equal. If the
teams look uneven the
teacher may switch a kid or
two with other players from
teams.

Allow the students to get a


drink of water between the
two games.

pla
nted
foot
facin
g
your
targe
t

insi
de
of
the
foot
to
pass

target

If students
use
aggressive
behavior,
they go to
the penalty
box for 3
minutes. If
it was
extremely
aggressive
the student
will sit out
for the rest
of the time.
Students
are not
allowed to
swing their
legs higher
than their
knees to
prevent
injuries.

Red team=
Blue team=
Field=

Summati
e: The
next class
students
will
complete
field
games
quiz on
soccer
rules, fiel
markings
and how
the game
is played
to test
their
knowledg

Visual:
See if the
students
are able t
dribble,
pass and
score a
goal
correctly
as well as
defend th
ball
correctly.

8.) Closure:
Review
So class, next time you go to another Penn State soccer game remember
what we learned today and see if you can catch some penalties the ref
didnt. The next home soccer game is next week.
What is an indirect kick and what are some penalties?
What is a direct kick and what are some of the penalties?
Someone point to a part of the field and tell me what it is?
What were some good strategies that you used during keep away?
Preview
Next class we will play speedball, which is similar to soccer but with
football and ultimate Frisbee added into the mix. We will also take a
soccer quiz to test how much you learned the past 4 classes, make sure
you look over the study guide. Everything on the test is on the study
guide.

Reflection:
For royalty of the field, I tried demonstrating how to play by only doing one round. For the last
class, I did a complete demonstration by going a few rounds full speed. The class was able to
catch on to the activity fast and they were able to get right into the activity after my
demonstration.
I had the students play keep away right before they were going to play the full soccer game.
During keep away, if the students started to congregate into one area, I would have them freeze
and tell them to look around. I would then pinpoint one person who was spread out from the rest
and I told them, do you see how open he is. Once the class saw that spreading out and keeping
their distance allows the offense to get open faster and easier to receive the ball, they stayed
spread out for the remainder of the time.
Two ball soccer is a great way to assess the students abilities on communicating with their team
members on where the ball is and I was also able to assess the students on their abilities to play
offense and defense, kick and even pass. By adding two balls you also allow students to get more
touches and get more students involved in the game.

Field Games Quiz


9th Grade
Name: ______________________________
Block #:______________________________
Label the parts of the soccer field represented by the letters A-F.
E
C
D
B
A

A.______________________
B.______________________
C.______________________
D.______________________
E.______________________
F.______________________

Match the Definition with the correct word.

1. ___________ Direct Kick


2. ___________ Indirect Kick
3. ___________ Corner Kick
4. ___________ Throw-In

A. Plays offense and defense and is


usually the fastest player on the field
with the most endurance.

B. A placed kick taken by the goalie or


defensive back when the offense
kicks the ball out of the endline.

C. A direct kick awarded to an offensive


player when a penalty is committed
inside the penalty area, kick awarded
only between the goalie and kicker.

5. ___________ Goal Kick


6. ___________ Hand Ball

D. Contacting the ball from the shoulder


to the fingertips

7. ___________ Mid-Fielder
8. ___________ Front-Fielder

E. Only player that may use their hands


in the penalty area and is allowed to
punt the ball

9. ___________ Back-Fielder
10.

___________ Goalie

11.

___________ Penalty Kick

F. A free kick from which a goal may be


scored and can be the result of rough
play.

G. Kick taken by the offensive team


when the defense kicks the ball out
of the end line

H. Players whose objectives are to score


goals

12.
During free kicks and to start the game the defense must stand
__________ yards back from the soccer ball?
13.
______________ Dribble should be used when you have an open
field, and the defense is behind you, dribbling the ball about 10 feet in
front of your body.
a. Closed
b. Wide
c. Open
d. Far
14.

List 2 health benefits that playing soccer has on your body?

1. __________________
2. __________________

Lesson Plan #4
Teacher: Miss. Dincher
Lesson #: Rainy Day
Unit Topic: Field Games
Lesson Topic: Speedball and resistance bands
Type
Psychomotor

Cognitive

Affective

Date: 9/29/15
Lesson Time: 90 mins
# of Students: 20-25
Grade: 9th

Objective
Students will be able to demonstrate different forms of scoring a point
during speedball by shooting the ball through a hoop using L, I and Bye,
kicking the soccer ball through the goal by using the inside base of their
foot and by throwing a pass to another teammate by listening to the ball
and sending the message.
Students will be able to demonstrate the understanding of which muscles
they are working out during the resistance band workout by answering
the muscle questions and by stretching out the muscles that were
previously used.
Students will demonstrate safe equipment use while using the resistance
by planting their feet firmly on the ground without lifting their toes or
heels causing the band to slip up and hit the student in the body.

Standard(s)
10.4.9A
10.5.9A,
C, F
NA: 1, 2
10.4.9C
NA: 2, 3
10.3.9D
NA: 4

Teacher Obj.

Students will be able to play speedball by the rules and use different
strategies to score in different ways to defend their goals. Also students
will be able to perform a complete body workout using resistance bands.

Technology
(if applicable)

Stereo to play music while students are doing their resistance band
workouts.

Equipment/Supplies
Pinnies
Speed ball
Resistance Bands
Stereo for Music

#
50
1
30
1

9.) Lesson Content Development: Progressions


a. Instant activity:
Students will get with a partner as soon as they are dressed and one of the
partners will grab a soccer ball. One students will stand on the out of bounds line
on the basketball court while the other partner will stand on the half court line.
Students will then practice passing the ball to each other, practicing lifting the
ball to their partner and also practice throwing the ball to warm up for the game.

b. Set induction:
Who here has played speedball? Well if you have we are going to play it a little
differently then what you are used to playing. Speedball is a combination of 3
sports; basketball, soccer and football. We are going to be playing it inside so we
have basketball hoops to play with. So for those students who were upset about
not having a basketball or football unit this year in PE, now is your time to shine.
Progressions:
Introduction, skills task
analysis, activity, teaching by
invitation, intra-task variation

Teaching Cues
&
Challenges:
Cues are short
quotes of what
you are saying to
students to
remind them of
proper form.
Challenges
appropriate,
varied and
provided for
each task.

Managerial Strategies:
Organization of space,
equipment, students;
diagrams of practice
formations, equipment set
up, and game situations;
methods for assigning teams
and transitioning between
activities

Safety
Assessme
Procedures:
Formal/
Check field,
informal
equipment, and
facilities for
debris,
damage, etc.;
outline safety
procedures

Speedball:
Explain the rules to the
students and also
demonstrate how to play the
game.
Rules:
Front fielders will stay on
the other side of half court,
these are the defensive
players. Not at any moment
are they allowed to cross
over the half court line to
play defense. If this occurs,
then the other team will get
the ball.
Backs: these players are
strictly defense meaning
they will stay on their half of
the court to defend that
basketball goal, end zone
and goal. As before if a
defensive person crosses the
line then it is the other teams
ball.
Once a player catches the
ball they are not allowed to
walk with the ball. If they do
that is considered a travel
and it is the other teams ball
where the penalty occurred.
The other team has to either
kick the ball to another
player or lift it to another
player to get the ball in play.
If a player catches the ball
off of a bounce it is not
good, again the other team
will get the ball on the floor
where the penalty occurred.
However, if the ball bounces
and the ball touches the
student such as they used
their knee or chest to pop the
ball up they are allowed to
catch it and it is good.

The teacher will split the


students up based on skill
level/athletic level and
gender, make sure each
team has equivalent
number of each for fair
games.

Give the students assigned


to a team a color pinnie
and one team will not
have pinnies they will be
the shirts team.
When demonstrating have
the students line up on of
the lines of the courts such
as the half court line to
demonstrate so all of the
students can see and hear
the rules.

listen
to the
ball
and
send
the
messa
ge

Visual:
See if
students
are able t
use
different
strategies
to score o
to defend
Check the
gymnasium
for trash or
objects on
the court
which could
cause
injuries to
the students
while in
play.

Put two cones on each


side of the court showing
where the end zones are,
so the students will know
which line Im talking
about.
If a player is
being
aggressive
have them
sit out a few
games, talk
to them and
have them
apologize to
the students
for behaving
like that.

Ask the
students i
they have
any
questions
about the
game and
check for
understan
ing.

Also no one is allowed to


hold another player or tackle
another player, this is a noncontact sport meaning if
contact happens depending
on the severity of the play,
that player will either sit out
or it will be a penalty
resulting the other team to
get the ball where the
penalty occurred.
There arent any boundaries
in speedball. If the ball hits
the wall, it can be played by
a player catching it off the
wall or kicking it off the
wall.
How the game is played:
The game starts with a jump
ball. The fronts of both
teams will be aligned with
the jumper and the backs
will be behind the fronts.
Once the jump ball occurs
the players are allowed to
tap the ball in front or
behind them whatever
strategy works the best for
them. The ball is in play the
students have 3 options to
score. If there is no one
guarding the basketball goal
they can take a shot or
layup, these are worth one
point. Players are allowed to
rebound and put it back up
whenever they want, the ball
however cant touch the
ground and be picked up
unless the ball touches that
players body first. Another
way to score can be catching
a pass in the end zone,
which is behind the out of
bounds line. A person has to
catch the ball completely in

Visual:
See how
students
work as a
team to
score or
defend

Students:
Basketball hoop:
Goal:
End zone:
insid
e of
foot

L, I

Jump ball:

Make sure
students are
aware of
their
surrounding
s and are
watching
where they
are running
to prevent
collisions

If its a bigger class or


classes playing against
one another have 3 to four
different teams. Assign
one two teams to be the
first to play then assign
the other teams when they
are next. Example: Red vs.
Blue. Up next is yellow
and shirts will play the
winner of that game. Have
a place for the students
who are sitting out to sit
so they are not in the way.

Only allow a
certain
number of
players
playing at
one time,
split them
up into
different
teams to
prevent
collisions
and injuries

Once one team wins they


stay on the court. The
losing team rotates with
the team that was up next
waiting for their turn to
play again.

Students
have to use

Visual:
Students
will use a
variety of
movemen
to score
points in
different
ways suc
as kicking
throwing
or
shooting.

the end zone from a throw, it


cant be caught from a kick.
If a player catches the ball
with one foot in and one foot
out, it isnt good. These are
also worth 1 point. The last
option for scoring is kicking
the ball in the goal which is
the mats on either side of the
gymnasium. These are worth
2 points however the
defense is allowed to have a
goalie to prevent these hit
from being so easy to score.
Once a team scores, the
fronts will rotate to the
backs and then another jump
ball will occur. The teachers
will keep score on the white
board.
If its a big class or played
against another class, split
the classes up into 3 or 4
teams so there is a rotation.

and
bye
The team with the most
points wins the
tournament. Remember
different forms of scoring
has different point values.

Resistance band workout


in fitness center:
TBI: Lay out the bands and
tell the students the colors
with the resistance. Also the
thicker the band the harder
its going to be. Set up the
fitness center in 9 different
stations. At each station
have the number and a
picture of the workout to
give the students a visual of
the workout.
1. Bicep Curl:
2 ways you can do this.
Easier; place the resistance
band under one foot, and lift
up going in an upward

Lay out the bands and


explain to the students
which bands have more
resistance and which ones
have less resistance.

upwa
rd
motio
n

Once the students have


their bands, demonstrate
each station for the class
so they have two different
visuals of the exercise:
one on the poster and one
from the teacher.

a different
strategy
when
kicking and
a defensive
person is
close to
them, they
are not
allowed to
kick the ball
as hard as
they can. If
this happens
it is the
other teams
ball where
the incident
occurred.

Visual:
Make sur
students
are able t
play by
the rules
such as
staying o
offense o
defense
and not
picking u
the ball o
of the
floor,
instead
using the
bodies to
then catch
the ball.

Tell the
students to
securely
place their
resistance
bands under
their feet
and to not
lift up their
heels or toes
or the
resistance
band will
slip up and
hit the
person.

Visual:
Make sur
the
students
are able t
do these
exercises
and are
staying o
task

Check fo
understan
ing: Ask

motion. Palms should be


facing up.
Harder; Place the band
under both feet and go into
the upward motion
Do 15 reps as a class.
2. Frontal Lateral:
Place both or one foot over
the resistance band
depending on the level of
workout they want to get
out.
This time the palms should
be facing down, going in an
upward motion moving the
shoulders and keeping the
arm extended. Keeping back
straight.
3. Shoulder Press:
Drop one side of the
resistance and hold onto the
other end. Place foot over
the side of the resistance
band on the ground. Do one
hand at a time. Keep arm
flexed at the elbow, extend
the arm going over the head
and touch hands together.
Once 15 switch arms and do
the other side.
4. Tricep Extension:
Keep half resistance band on
the ground stepping on it
with one foot, hold onto the
band with both hands, bring
the band around and starting
with the arm flexed over the
head. Bring the arm up so its
extended then bring it back
down. Make sure elbows are

Palm
s up,
bend
elbow

arm
extend
ed,
raise
should
ers

Once the demonstration is


done assign each student a
number which that is the
station number they will
go to next. Each station
will last one minute. The
teacher will blow their
whistle and the students
will then rotate to the
right, taking their bands
with them.

When the students are


doing their workouts, turn
on the radio so the
students can listen to
music while working out
to give them motivation

flex,
extend
and
overhe
ad

Watch
students to
make sure
they are
doing the
exercise
right to
prevent
injury.

2
9

flexe
d,
extend
keepin
g
elbow
s close
to

Make sure
each station
has enough
room
between one
another to
prevent run
ins.

Watch the
students to
make sure

the
students i
they know
where the
muscles
are that
the
exercises
are
working
on and as
if they
know the
name of
the
muscles.

Visual:
Make sur
the
students
are able t
participat
during th
exercise
for the
whole
time
allowed.

close to the head, keeping


the core tight. Switch after
doing 15 or 20.
5. Row:
Place one or both feet over
the band holding the band
with both hands on each
handle. Palms should be
facing body and knees
slightly bent. Keeping arms
flexed, bring the arms
back pinching the back.
6. Lunge Lateral Raise:
One foot on the resistance
band, the other leg behind.
Go into a lunge going in an
upward motion with the
hands. Keeping arms
extended and bring arms out
like wings. Then switch legs
to get workout on both sides.
7. Deadlift:
Place both feet over the
resistance band keeping the
feet shoulder width apart.
Palms facing in front
keeping the hands at the
hips. Bend at the hips
keeping hands at the same
spot and then extend the
back.
8. Windmill
To work the outer obliques.
Place both feet on the band
with feet shoulder width
apart, arms at the sides.
Rotate side to side using the
hips and abs to rotate with

head

arms
flexed,
bring
them
back
pinchi
ng
back

This shows the number of


stations and how they will
be set up around the
fitness center. Each station
should allow enough
space between them to
avoid students from
another group bumping
into one another. Also
there could be 2 to 3
students per station so
there needs to be enough
space at each station for
the students.

lunge
,
extend
, and
wings

bend
at
hips,
then
extend
the
back

shoul
der
width,
rotate
at
hips

On the fourth to fifth


stretch stop the students
and allow them a water
break and a breather. At
this time also allow the
students to stretch so they
can perform their best on
the remaining exercises.

they arent
snapping
their bands
at other
students.
Tell the
students that
if they are
caught
doing this
they will
receive a 0
for the day
and will not
be able to
participate
in the
activity.

hands moving with the body.

9. Side obliques
Keep feet shoulder width
apart and cross the bands so
the left will be in the right
and the right will be in the
left. Bend at the hips going
to the left then up, bend at
the right then up. Go for
about a minute.

bend
at
hips,
left
and
right

ITV: If a student is having to


hard of time or too easy of
time give them a different
band with more or less
resistance.

10.)
Review

Preview

Closure:
What were some muscles that we worked out today?
Do you feel like resistance bands are a good way to work out and
why?
During speedball what are the three ways to score?
If someone picks up the ball off the floor what is that called and
what is the penalty for that?
What are the 3 sports combined in speedball?
Since today was a rainy day we will leave off where we last ended. We
will begin our soccer unit and start with passing, dribbling and even mini
games.

Reflection:
During this lesson the students were able to stay vigorously to moderately active for most of the
time.
Students really got into the speedball game, they were cheering for other teams while they had to
sit out and they were reacting to different plays that each team/student made.

For the resistant band workout, instead of only the teacher demoing, allow the students to
recreate the movements for each workout. That allows the teacher to check for understanding and
it also gets the students involved into the demonstrations.
For distribution of pinnie, I need to have the teams already planned out. Just call the color of the
team and the names, so the students can grab the correct pinnie color and get started on the game
right away.

Lesson Plan #5
Teacher: Molly Dincher
Lesson #: 5
Unit Topic: Field Games
Lesson Topic: Kickball and Whiffle-ball
Type
Psychomotor

Date: 10/15/15
Lesson Time: 90 mins.
# of Students: 20-25
Grade: 9th

Objective
Students will be able to hit a whiffle ball by keeping their eye on the ball,
keeping their back elbow up and properly gripping the batt by having
their knuckles lined up.

Standard(s)
10.4.9A

Cognitive

Students will be able to come up with offensive and defensive strategies


to help their team win the game, such as getting more than one student
running the bases during kickball.

10.5.9C,
F
NA: 2

Affective

Students will be able to play kickball and whiffle ball using the proper
safety rules such as throwing the runner out by throwing the ball to a
player and tagging the base, staying behind the cone while someone is
batting and staying out of the runners running lanes.

10.3.9D
NA: 4

Teacher Obj.

This class I will strictly stick to my rules, if a student pegs a runner by


throwing the ball at them to get them out, they will sit out for the game.

NA: 1, 3

Technology
(if applicable)

11.)
Equipment/Supplies: Develop a complete list of equipment needed
and include the minimum #/amount.
Equipment/Supplies
Small cones
Poly spots
Whiffle ball
Whiffle bat
Kickball
12.)

#
40
6
30
3
2

Lesson Content Development: Progressions

a. Instant activity:
Students will get a partner and a whiffle ball. They will then practice fielding
ground balls and fly balls, by having their partner either throwing the ball in the
air and rolling it on the ground. After a few minutes of practice, the students will
then have a competition to see how many grounders and fly balls they can catch
in a row without the ball falling to the ground or rolling past them.
b. Set induction:
How many of you have played whiffle ball or kick ball at a family picnic or
somewhere outside of school? Well today we are going to start off playing whiffle
ball, then we will play kickball. We are going to switch up the rules a little bit for
each game but they are still going to be similar. One cool thing about these two
games is that its a very cheap game to play, it can be played anywhere and it can
be played with any number of people.
Progressions:
Introduction, skills task
analysis, activity,
teaching by invitation,
intra-task variation

Teaching Cues
&
Challenges:
Cues are short
quotes of what
you are saying to
students to
remind them of
proper form.
Challenges
appropriate,
varied and

Managerial Strategies:
Organization of space,
equipment, students; diagrams of
practice formations, equipment
set up, and game situations;
methods for assigning teams and
transitioning between activities

Safety
Procedures:
Check field,
equipment, and
facilities for
debris, damage,
etc.; outline
safety
procedures

Assessme
Formal/
informal

provided for
each task.
Whiffle ball:
This type of whiffle
ball is played
differently. There are
poly spots to represent
the defenses bases and
there are big circles
made from small cones
to represent the
offenses bases. The
defense has to be
spread out and is
played the same way,
except there isnt a
pitcher for the defense,
the pitcher is on
offense instead. For the
defense when the ball
comes to them they
have the option to tag
the runner with their
hands on the ball and
the ball touching the
runner or they can
throw the ball to the
person standing on the
poly spot.
Offense:
One person
from the
batting team
comes out to
pitch, they can
pitch overhand
or underhand.
Each batter is
only allowed
one pitch, no
matter what
There are no
fouls in this
whiffle ball,
wherever the

I will set the field up before


class so the students can get
right into playing the game
after giving instructions

To give instructions I will


have the students sit down in
front of me on the field, in a
half circle shape and describe
to the class the rules and
penalties of the game

Students are
not allowed to
throw the bat,
if the bat is
thrown while
hitting, the
student will sit
out.

keep
your
eye on
the
ball
Teacher=
Students=

use

Students have
to stand
behind the
cone while on
offense to
prevent
getting hit by
the batter.
Once the
batter is on
base the
person on
deck is
allowed to
step up to the
plate.

Check fo
understan
ing by
asking th
class
questions
about rule
of the
games an
how som
positions
are playe

Visually
check to
see if
students
are able t
throw to
target and
catch the
ball with
ease

ball is hit it is
in play.
However, they
cant turn
around and hit
the ball the
opposite
direction on
purpose that is
an automatic
out.
There are 3
outs then
offense
switches to
defense and
defense
switches to
offense.
After each
switch students
have to switch
spots on the
field to play
different
positions.
Students are
not allowed to
steal bases
since the
pitcher is on
their team.
Once the
pitcher has the
ball the runner
has to get to the
base they were
running too, or
stay on their
base.
Bunts are
allowed.
If the runner
and the defense
get to the base
at the same

both
hands
to
catch
the
ball

Students are
not allowed to
slide while
running the
bases
Home plate=
Bases=
Pitching mound=

thro
w over
hand
or
under
hand

I will already have teams


assigned by skill level.

While tagging
a player with
the ball, the
student should
tap the runner,
not push or
use excessive
force. If this
occurs then
the student
making the
tag will sit
out, then will
have to
apologize to
the student.

Only the
student up to

Visually
check to
see if
students
are able t
play by
the rules
and are
able to be
safe.

time it is up to
the ref to call
the play out or
safe.
Students are
not allowed to
slide while
running the
bases
After the ball is
hit, the runners
must run to the
next base if
there is
someone on
base behind
them.

Kickball:
Same rules as whiffle
ball such as an
offensive player
pitches, and the
defense has to switch
positions after rotating
so each student plays a
different spot on the
field. Each batter only
gets one pitch and
there isnt a foul ball.
If a player faces the
other direction to kick
it then its an
automatic out. There is
no sliding while
running and runners
are not allowed to steal
bases.
After an
offensive
player kicks the
ball, other

bat will have a


bat, the people
waiting to hit
should wait
behind the
line.

keep
your
eye on
the
ball

The students will keep the


same teams for kick ball and
whiffle ball unless the teams
were uneven.

Students are
not allowed to
peg the
students with
the ball they
must throw to
the person on
base.

If the teams were uneven


make a few switches to the
team to make them more
even.

While running
the defense
may not get in

Check fo
understan
ing on the
different
rules set
for
kickball

13.)
Review

people from the


same team may
run the bases
with them,
however if
there is a
situation where
there isnt a
batter to kick
the ball,
everyone is on
base, then the
team gains an
automatic 3
outs.
Players dont
have to run if
there are
runners behind
them, and there
can be multiple
people on one
base.
Defense is not
allowed to
throw the ball
to the runner to
get them out.
Just like
whiffle ball
they must tag
them gently or
throw it to the
person on base.

their way or
its a free base
for the other
team

Visually
see if
teams set
strategies
while on
offense
and
defense to
win the
game

Bases=
Pitchers mound=
Home plate=

get as
many
people
to run
the
bases

Students
should stand
behind the
poly spot
while person
is kicking the
ball to prevent
tripping or
injuring the
person up to
the plate.

Closure:
What are some different rules we put into whiffle ball and
kickball than what you guys are used to playing?
Did your team develop some strategies on defense and offense to
help you guys win?
What position did you enjoy playing the most?

Preview

Next class we will be playing Jameson ball. Unfortunately, this is my last


class I will be teaching with you guys and me just want to say it was a
pleasure to be able to teach you guys and you were really one of my first
classes I ever taught. I will miss each and every one of you and hopefully
Ill be seeing you guys around town at sporting events.

Reflection:
All of the classes had a lot of fun with these two games because they were different from the
games they were used to playing
One thing I changed was I added boundaries for the games, if the ball went foul then it was
considered an out. This allowed the game to move at a faster pace and the class was continuously
switching from offense to defense
It was great to see some strategies that the teams came up with during the kickball game. It got
pretty competitive in some classes, but a good competitive to where they were cheering each
team on. For example, during kickball, when the strongest kicker on the team was up about half
of the team would run, to try and score as many points as they could.
To get more activity in we also had the defense do up and unders in a line once they were done
they would yell done, if the runner got around all the bases and to home plate they were safe, if
the defense was done before the runner hit home plate then its considered an out.

Rubric for Unit Plan


2

Category
General
information:
1.Topic/general
unit description
2.Grade level of
students
3.Approximate
number of
students
4.Length of class
5.Number of
lessons
(minimum of 5)

Target = 2 pts.
Each of the five
components is
clearly addressed

Acceptable = 1 pt.
One component is
missing or incomplete

Unacceptable = 0 pts.
More than one component
is missing or incomplete

Goal(s):
1. National/state
standards
addressed
2. Appropriate to
unit
3. Broad in
scope and
assessable
4. Appropriate
for grade level

Each of the four


components is
clearly addressed

One component is
missing or incomplete

More than one component


is missing or incomplete

Space/equipme
nt/safety:
1.Description of
each

Description of
space sufficient,
equipment list
complete, and
safety addressed

One component is
missing or incomplete

More than one component


is missing or incomplete

Lesson
plan( #1 )
objectives:
1.Objectives
align with
both National
and State
Standards
NASPE 3.2
2.Both long
and short
term
objectives
NASPE 3.1

Both long and


short term
objectives for each
lesson plan align
to national/state
standards

One objective does not More than one objective


meet criteria
does not meet criteria

Lesson plan( # 2
)objectives:
1. Objectives
align with
both National
and State
Standards
NASPE 3.2
2.Both long
and short
term
objectives
NASPE 3.1

Both long and


short term
objectives for each
lesson plan align
to national/state
standards

One objective does not More than one objective


meet criteria
does not meet criteria

Lesson plan (# 3
)objectives:
1.Objectives
align with
both National
and State
Standards
NASPE 3.2
2.Both long
and short

Both long and


short term
objectives for each
lesson plan align
to national/state
standards

One objective does not More than one objective


meet criteria
does not meet criteria

term
objectives
NASPE 3.1
2

Lesson
plan( #1 )
content
(general):
1.Appropriate
for grade level
NASPE 3.2
2.Follows proper
progression
NASPE 3.6
Lesson plan ( #2
) content
(general):
1.Appropriate
for grade level
NASPE 3.2
2.Follows proper
progression
NASPE 3.6
Lesson plan(#
3 ) content
(general):
1.Appropriate
for grade level
NASPE 3.2
2.Follows proper
progression
NASPE 3.6
Lesson plan ( #1
) evaluation
1.Evaluation/
assessment
measures
student
achievement
directly
aligned with
goals and
objectives.
NASPE 5.1
2.Evaluation/
assessment

Content for each


lesson plan is
appropriate for
grade level and
follows proper
progression

Content for lesson


plan follows proper
progression, but one
of the activities is not
appropriate for grade
level.

Content for lesson plan


does not follow proper
progression and/or more
than one activity is
inappropriate for grade
level

Content for each


lesson plan is
appropriate for
grade level and
follows proper
progression

Content for lesson


plan follows proper
progression, but one
of the activities is not
appropriate for grade
level.

Content for lesson plan


does not follow proper
progression and/or more
than one activity is
inappropriate for grade
level

Content for each


lesson plan is
appropriate for
grade level and
follows proper
progression

Content for lesson


plan follows proper
progression, but one
of the activities is not
appropriate for grade
level.

Content for lesson plan


does not follow proper
progression and/or more
than one activity is
inappropriate for grade
level

Evaluation/assess
ment for lesson
plan measures
student
achievement
which aligns with
goals and
objectives.
Evaluation/assess
ment for lesson
plan evaluates
student learning
before, during and
after instruction.

Evaluation/assessment
measures student
achievement which
aligns with goals and
objectives.
Evaluation/assessment
for lesson plan
evaluates student
learning during, and
after instruction, not
before instruction.

Evaluation/assessment
does not measure student
achievement, does not
align with goals and
objectives, or does not
evaluate student learning.

evaluates
student
learning
before,
during, and
after
instruction.
NASPE 5.2
2

Lesson plan ( #
2) evaluation
1.Evaluation/
assessment
measures
student
achievement
directly
aligned with
goals and
objectives
NASPE 5.1
2.Evaluation/
assessment
evaluates
student
learning
before,
during and
after
instruction.
NASPE 5.2

Evaluation/assess
ment for lesson
plan measures
student
achievement
which aligns with
goals and
objectives.
Evaluation/assess
ment for lesson
plan evaluates
student learning
before, during and
after instruction.

Evaluation/assessment
measures student
achievement which
aligns with goals and
objectives.
Evaluation/assessment
for lesson plan
evaluates student
learning during, and
after instruction, not
before instruction.

Evaluation/assessment
does not measure student
achievement, does not
align with goals and
objectives, or does not
evaluate student learning.

Lesson plan
( #3) evaluation
1.Evaluation/
assessment
measures
student
achievement
directly
aligned with
goals and
objectives
NASPE 5.1

Evaluation/assess
ment for lesson
plan measures
student
achievement
which aligns with
goals and
objectives.
Evaluation/assess
ment for lesson
plan evaluates
student learning

Evaluation/assessment
measures student
achievement which
aligns with goals and
objectives.
Evaluation/assessment
for lesson plan
evaluates student
learning during, and
after instruction, not
before instruction.

Evaluation/assessment
does not measure student
achievement, does not
align with goals and
objectives, or does not
evaluate student learning.

2.Evaluation/
assessment
evaluates
student
learning
before,
during and
after
instruction
NASPE 5.2

before, during and


after instruction.

Unit plan
Reflection:
1.Reflect on
how lessons
meet
objectives of
unit plan
NASPE 5.3

Includes a plan
for reflection
with a
description
and
justification of
teaching
performance
and how this
met objectives
of lesson.
Revision of
unit plan with
critique of
teaching
performance
with changes
to be made to
lesson/unit
plan for future
lessons.

Includes plan for


reflection and
revisions on 2 out of 3
lesson plans.

Only 1 or no unit plan


reflection included

Unit plan meets all


criteria

Unit plan is not clear,


OR not wellorganized, OR more
than 3 errors

Unit plan meets only one


criteria.

2. Revise
lesson plans
and unit plan
as needed
NASPE 5.3

Overall writing
quality:
1.Clearly written
2. Wellorganized
3. No errors in
grammar/spellin
g that distract
from content

Rubric for Grading


**Minimal Level of Acceptance= 14 pts

Target = 25-28 pts (90 100%)


Acceptable = 14 -24 pts (50 89 %)
Unacceptable = Below 14 pts (less than 50%)