Lesson 7 PE 352 1/31/2002
Intent:
Board
How does a physical educator teach in
order for students to learn an active lifestyle?
ADMIN: Sign up pairings for unit plan assignment.
ACTIONS: RUN, JUMP, BALANCE & ROLL.
PROBLEM
Sequence: “Combine BALANCES with RUN, JUMP, & ROLL with a partner meeting and parting using two mats.” Divergent problem.
Introductory Activity:
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REFINEMENTS |
TASK |
TS |
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RUN & JUMP §
Feet combinations §
Force production and absorption – safety. §
Arms in flight and when landing §
Direction |
“In your own space, avoiding the mats,
show me different ways of jumping and landing” Work on landing and
bending low, easy Up and gradually increase
intensity Stretches whilst speak. Add mat “Same again, except this time when you
land go into a roll using a mat.“ Work on roll. |
Divergent Show learning sequence |
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Skill/concept development: |
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ROLL §
Shape of body §
Change start position §
How do you generate momentum? §
As you roll, what shape should your body be? §
Space §
Share mats. |
“Select a mat. Show me different rolls on the mat
starting from a balanced base and finishing in a balanced base.” What do you need to do to
make a roll work? Concepts: 1.
Curved surface area. Why? 2.
Weight transfer. Why 3.
Tightly distributed
mass. Why “Using the whole space, run and jump
except this time when you land go into a roll using a mat and finish in
balance, hold for 2 seconds then repeat.“ What is happening to you
as a learner? CAPS |
Divergent limited Guided discovery |
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BALANCE Tense body Extend body parts Upsidedown shape |
Explain – large
surface areas are patches, small surface areas are points. Concepts: 1. Base
of support a. Wider
more stable b. More
surface area in contact more stable. 2. Height
of C of G 3. Distribution
of mass. “Show me a balance
with one patch and two points.” Change. Vary
points, direction of body. “Show
me a balance with three points” In
line, wide apart. “Show
me a balance with two points, then one point” Which
balances are more stable? “Show
a balance with one patch and one point with free body parts extend as far as
you can.” Change balance “Same
again but this time experiment with body parts above your head.” What
happens when you extend the body parts as far as possible? 1 and 3. What
happens when you get the bulk of your body closer to the ground? 2 and 3 |
Convergent Practice Guided discovery Convergent |
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Culminating Activity |
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Sequence |
“Using
a mat, combine balances with run,
jump and roll in a sequence.” Criteria §
Combine one action into the next §
Clear beginning and end §
Extend body parts §
Vary speed to show control. Add partner “Combine BALANCES with RUN,
JUMP, & ROLL with a partner meeting and parting using two mats.” Show sequence, half
watch other, looking for criteria. |
Divergent |
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Closure |
Learning sequence. How active are you? What determines you level of
activity? What happened cognitively,
socially and physically? What are you
ready to learn? Sequence of experiences
for each movement follows the pattern of EXPERIMENT, EXPLORE,
SELECT, PRACTICE, REPEAT, REFINE, PERFORM. |
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