Meeting The Content Standards-2
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National Standards ● Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns ○ Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).(S1.H1.L1) ■ ESWBAT know different techniques to pass the ball during small sided games. ● During the lesson the small sided games were modified to promote passing. For example, one game was scored by how many passes they took before scoring. So if they made 3 passes and made the shot then they scored 3 points. ■ ESWBAT demonstrate correct cues for the three skills: overhead pass, catching, and chest pass during small sided games. ● During our gathering before transitioning to the next activity the different cues were covered for each skill so that they could demonstrate each skill accurately. ● Standard 4:The physically literate individual exhibits responsible personal and social behavior that respects self and others. ○ Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance. (S4.H2.L1) ■ ESWBAT treat their teammates and other classmates with respect throughout the lesson. ● During the lessons positive feedback was given when good sportsmanship was demonstrated. The teacher also would promote good sportsmanship by saying things like “ If you run into each other make sure everyone is alright, say sorry, and continue with the game.” ○ Uses communication skills and strategies that promote team or group dynamics.50 (S4.H3.L1)
■ ESWBAT know different communication skills and strategies that they used during game play when prompted. ● During the lesson time was specifically give to allow students to talk with their teams to strategize how ever they would like. Communicating during games was also promoted by saying things like “If your open tell your teammate somehow so they know they can pass to you.” ○ Solves problems and thinks critically in physical activity and/or dance settings, both as an individual and in groups. (S4.H4.L1) ■ ESWBAT know different strategies to be able to achieve each game’s goal during station game play. ● Each lesson there was a focus on different strategies that could be used to help the teams on offense or defense. For instance, one lesson focused on how passing can actually create better openings and opportunities to score. ■ ESWBAT employ effective self-management skills throughout the lesson. ● Although this is about individual performance it is important that students are able to listen, communicate, and participate to be able to make sure they are aware what they are doing and how that affects their team and others. State Standards ● Standard: 1. Movement Competence and Understanding in Physical Education ○ a. Combine and apply movement patterns from simple to complex to participate successfully in aquatic, rhythms/dance, combatives, outdoor adventure activities, and variety of lifelong sports and games (DOK 1-3) ■ ESWBAT know different tactics to improve their game/ teams handball. ●
Different tactics such as moving to open space or cutting to get open were focused on during group discussion before activity change. The different tactics can range from simple to complex.
■ ESWBAT use different tactics during station game play.
●
Different tactics such as moving to open space or cutting to get open were focused on during group discussion before activity change. The different tactics can range from simple to complex.
■ ESWBAT know the top three tactics to be able to score as an offense. ● The lesson activities were focused on the offensive side of the game. Throughout the activities different tactics were brought to the students’ attention to see what worked best for them and why they worked. ● Standard 3: Emotional and Social Wellness in Physical Education ○ 3g. Implement cooperative learning strategies to achieve group goals (DOK 1-4) ■ ESWBAT use strategies and tactics during game play of handball. ● Most of the strategies and tactics could only work as long as the students were working as a team and not individuals. When explaining different strategies and tactics there was always an emphasis on working with their teammates. ■ ESWBAT cooperatively work with their team during station game play. ● Students tend to try and do everything by their self rather than work with the team. Teamwork was always emphasised during group discussions and was always acknowledged through positive feedback to individuals and groups. ■ ESWBAT cooperatively work with their team during game play. ● Students tend to try and do everything by their self rather than work with the team. Teamwork was always emphasised during group discussions and was always acknowledged through positive feedback to individuals and groups.
■ ESWBAT know different communication skills and strategies that they used during game play when prompted. ● During the lesson time was specifically give to allow students to talk with their teams to strategize how ever they would like. Communicating during games was also promoted by saying things like “If your open tell your teammate somehow so they know they can pass to you.” ○ Solves problems and thinks critically in physical activity and/or dance settings, both as an individual and in groups. (S4.H4.L1) ■ ESWBAT know different strategies to be able to achieve each game’s goal during station game play. ● Each lesson there was a focus on different strategies that could be used to help the teams on offense or defense. For instance, one lesson focused on how passing can actually create better openings and opportunities to score. ■ ESWBAT employ effective self-management skills throughout the lesson. ● Although this is about individual performance it is important that students are able to listen, communicate, and participate to be able to make sure they are aware what they are doing and how that affects their team and others. State Standards ● Standard: 1. Movement Competence and Understanding in Physical Education ○ a. Combine and apply movement patterns from simple to complex to participate successfully in aquatic, rhythms/dance, combatives, outdoor adventure activities, and variety of lifelong sports and games (DOK 1-3) ■ ESWBAT know different tactics to improve their game/ teams handball. ●
Different tactics such as moving to open space or cutting to get open were focused on during group discussion before activity change. The different tactics can range from simple to complex.
■ ESWBAT use different tactics during station game play.
●
Different tactics such as moving to open space or cutting to get open were focused on during group discussion before activity change. The different tactics can range from simple to complex.
■ ESWBAT know the top three tactics to be able to score as an offense. ● The lesson activities were focused on the offensive side of the game. Throughout the activities different tactics were brought to the students’ attention to see what worked best for them and why they worked. ● Standard 3: Emotional and Social Wellness in Physical Education ○ 3g. Implement cooperative learning strategies to achieve group goals (DOK 1-4) ■ ESWBAT use strategies and tactics during game play of handball. ● Most of the strategies and tactics could only work as long as the students were working as a team and not individuals. When explaining different strategies and tactics there was always an emphasis on working with their teammates. ■ ESWBAT cooperatively work with their team during station game play. ● Students tend to try and do everything by their self rather than work with the team. Teamwork was always emphasised during group discussions and was always acknowledged through positive feedback to individuals and groups. ■ ESWBAT cooperatively work with their team during game play. ● Students tend to try and do everything by their self rather than work with the team. Teamwork was always emphasised during group discussions and was always acknowledged through positive feedback to individuals and groups.
