ODU-DCOEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate:  Phillip Ellis Date Taught:  11/17/2022

Cooperating  Ms. Cinnamond School / District:  Princess Anne High

Teacher: School/ VBCPS

Grade:  10th Field Supervisor:  Mrs. Makovec

Unit / Subject:  Lifetime Activities

Lesson Title / Focus:  Rocket Ball/ Cardiorespiratory Activity

PLANNING AND PREPARATION

Content Knowledge
The content of this lesson was inspired by a game that I played in elementary school. I strongly
believe that Physical Education can be fun and an academic environment all at the same time.
All activities and assessments were designed according to the standards set out by the VDOE and
SHAPE America.

Learner Differences
I will use demonstrations and I will have my iPad so if videos of the activities are needed, I can
show those to further understanding of the tasks at hand. Kids with repeated instruction will be
presented with many opportunities do hear the objectives of the activities are. If needed I can tell
those who need a reminder again. Modifications were made according to any IEPs or 504s
present.

Outcomes/Goals
Psychomotor: SWBAT demonstrate how to change direction safely when playing cooperative
games 80% of the time.

Cognitive: SWBAT will be able to explain how aerobic respiration is affected during a cardio
activity 100% of the time.

Affective: SWBAT communicate as a team effectively while playing a cooperative game 100%
of the time.

Standards
VA SOLs
10.1 The student will demonstrate proficiency and apply the concepts and principles of exercise
physiology, biomechanics, and anatomy in a variety of lifetime activities that may include
outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, selected
individual performance activities, and net/wall and target games in at least two self-
selected, lifelong, skill-related physical activities.
b) Apply and demonstrate knowledge of how movement is created, directed, and
stabilized in one or more lifetime activities

10.2 The student will apply knowledge of biomechanics and anatomy and analyze and evaluate
the ability to move proficiently and efficiently in a variety of lifetime activities.
a) Explain how the body responds to energy needs for anaerobic and aerobic activities,
including fast and slow-twitch muscle fibers, and anaerobic respiration (ATP-PC and
lactic acid system) and aerobic respiration.

10.4 The student will demonstrate appropriate behaviors in all physical activity settings and the
social skills needed to be a contributing member of society.
a) Explain the importance of and demonstrate effective communication skills in physical
activity settings.

SHAPE America
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 5: The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.

Resources and Materials

Pennies
Hula Hoops
Gator skin balls

Technology
An iPad will be used as a method to show the learning targets as a visual aide. Speaker and
phone will be used for music during the lesson.

INSTRUCTIONAL DELIVERY

Learning Environment
The entirety of the lesson will take place in the gym. The lesson is a time where inquiry and
collaboration are encouraged. I want the students to be able to see Physical Education as more
than just a time for playing. The whole lesson is to encourage and engage in cardio activity and
to connect nostalgia to the positive effect of lifetime activities.

Instant Activity: RPS Hula Hoop

Divide the group into two teams and have each team line up in front of the hula hoop on either end of the
path. The teams should be facing one another. The goal is for the participants to make it to the other side
of the hula hoop path, resulting in a point for their team. When you yell “Go!” the participants at the front
of each team must hop into each hula hoop along the path until they meet each other. When the
participants meet, they must engage in a round of Rock Paper Scissors. The participant who wins will
immediately continue hoping to the end of the path. The participant who loses must step out of the hula
hoop and return to the end of their team’s line. As soon as the participant steps out, the participant next in
line (of that team) must begin hopping to intercept the winning team.

Can be modified using different locomotor skills.

Introduction
I will introduce the lesson by asking the class what some examples are of how we can use what
we learn in Physical Education later in our lives. Being able to learn activities we play in school
and continue them in life can create a physically literate individual for the rest of their lives. In
return the nostalgia of playing schoolyard games we played as young kids can have the same
effect and that is what we are doing today with a game called Rocket Ball. I will survey and see
who knows what aerobic respiration is and the importance of communication as a team unit. I
will introduce our learning targets (I can safely change direction while running, I can explain
how a cardio activity effects aerobic respiration, and I can communicate effectively as a team
unit.). We will then begin by moving into our first activity.

Instructional Strategies
Line Touch Relay (15 minutes)
I will divide the class into even groups using the mingle mingle method. Each group will line up
in a single file line. On go the first person will have to do line touches executing whatever
locomotor skill I choose during the Relay. They must complete the full line touch sequence
before the next person can start. The line that has everyone do a line touch round first is the
winners.

Touch line with foot instead of with your hand

Hula Hoop Race (10 minutes)

This activity is to focus on the concept of teamwork. Using the same group as the previous relay
the teams will line up shoulder to shoulder holding hands. Each team will be tasked with
threading a hula hoop over everyone’s body from one end of the line to another without letting
go of the person’s hand next to them. Whichever team can get the hula hoop down their team’s
chain first wins.

Rocket Ball (30 minutes)

 Divide the class into four teams and assign four teams vests to wear (each team a
different color).
 Divide your playing area in half. Place a hoop and 1 ball in the back of each safety zone.
  The object of the game is to get all 4 of the balls in your team’s hoop within the allotted
time for the game.
 Remind players that you will need runners and 1 hoop guard.
 On “Go” players attempt to run and steal balls from other teams. You are safe only while
in your square. Once you leave the safety of your square, you are fair game to be tagged.
If you are tagged while traveling in/through another team’s square, you must take a knee
until rescued by a teammate.
 To be rescued, a teammate must grab your hand before they get tagged. Once you are
linked, you are allowed a free trip home, but cannot steal a ball on the way back.
 To steal a ball: - Can run in, steal it and run back. If tagged on the way back, they take a
knee in whichever square they are in, and must give the ball back to the team they stole it
from originally. - Cannot kick the ball out.
 Play until a team gets all four balls, or for set amounts of time.

Tagging can be modified to using flag football flags.

Closure
The cool down/ AAR will be done in connection with the closure. Students will do static
stretching while we review the lesson. I will ask the importance of safely changing direction
when running, how does a cardio activity or different locomotor movements effect our aerobic
respiration, and how did they use communication during Rocket Ball effectively. Students will
be in squad lines for the stretching and closure until we release them gather their belongings
from the locker room.

Differentiation
Modifications are highlighted under each activity.

Assessment:
Psychomotor: A skill test will be used, teacher administer, during the lesson to see that students
are changing directions safely. Critiques will be made to individual students or addressed to the
whole class if the issue is common across the board.

Cognitive: This will be assessed using an exit ticket. Students will need to write down on a sheet
of paper how cardio activities effect our aerobic respiration.

Affective: They will be assessed by using tell a friend. They will turn to someone next to them
and explain how effective communication was used in the game and how thye can use the same
skill in their everyday life.

PROFESSIONAL LEARNING

Reflection
Was time used wisely in transitions?
Was there maximum participation from all students?
What changes could be made to help the overall lesson run smoother?