Physical Education Lesson Plan

Time: 50 mins
Topic: Leadership
Strand: Fundamental Movement Skills

Expectations:
Overall Expectations:
• perform the movement skills required to participate in games, gymnastics, dance, and outdoor pursuits alone and with others: locomotion/travelling (e.g., running in patterns in game activities), manipulation (e.g., catching, throwing), and stability (e.g., transferring their weight);
• demonstrate the principles of movement while refining their movement skills (e.g., matching the movements of a partner in a sequence).

Specific Expectations
Locomotion/Travelling Skills:
– perform a combination of locomotion/travelling movements, incorporating a variety of speeds, in relationship to objects or others (e.g., square dancing, dodging or faking to escape or deceive an opponent);
Manipulation Skills
– catch, while moving, objects of various sizes and shapes (e.g., balls, Frisbees) using
one or two hands;
Stability Skills
– perform a sequence of movements (e.g., rolling, balancing, jumping, landing);
– transfer body weight in a variety of ways, using changes in direction and speed;

Resources: Instructional movements written on paper, 1 basketball, one hula hoop, other materials that can be found in the gym. Anything the teacher sees as useful for improving movement.

Introductory Activity (10 mins): Students will stretch their muscles in order to warm up for the developmental activity. One student will have a chance to lead the group in the stretches the teacher has previously provided. This should happen in every class.

Developmental Strategies (30 mins): This game is just like the “mirror game” in which students mimic the movements of their partners. However, in this game the movement instructions will be designated by the teacher to only one student. For example, when Mathew gets a turn he goes to the front of the class, is given a piece of paper with instructions, and completes the 2-3 movements on the page as the rest of the students mimic him. The movements will become much more complicated as time goes on. The movements will be complicated by speed, materials (ex. balls) and type of movement. When the instruction involves a ball only the student leader will be using a ball while the others simply mimic the movement. Each student will likely receive two turns.

Task Example:
- throw the basketball in the air
- balance on your left foot and then your right
- turn in two circles while waving your hands

Concluding Activity(10 mins): Students will sit in a circle in the gym with a volleyball while they pass it around to different people who they compliment on their job in gym that day.

Method of Evaluation: Evaluate each student during their turn for their ability to complete the specific movements designated to them in relation to its difficulty. Each student should be able to demonstrate their ability to change movements, speed and direction, use different objects and balance. I would evaluate based on leadership as well: Did the student obviously exemplify the actions? Last, because this is an interdisciplinary task I would evaluate on ability to follow instruction: Could the student read and follow the instructions on their instructional movement page properly?