Integrated Lesson Plan - Take Two

Grade 6

Unit Title: Fitness Activities

Description/Summary:

In this lesson students will be paired in groups of three to five. Each group will choose a sport and then pick one key skill from that sport per person. Students will then look up the correct way to perform the skills and either videotape or photograph themselves trying out the skills. Others in the group will provide corrective feedback for each other and themselves after reviewing the recordings and or pictures and comparing it to the correct movement. Each student will write a summary on their experience with their specific skill, the right way to perform it, and the feed back they received from their fellow group members. Students will bring their recordings and/or pictures to class where they will share with the rest of the class while teaching everyone how to perform the skills.

This activity will help students practice their multimedia presentation skills which they will need to build on for their future education and careers. By researching the specific motor skills It will not only be a way to practice specific motor skills but help students with, “understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. And help them see that performing movement skills effectively is often based on an individual’s ability to analyze one’s own performance as well as receive constructive feedback from others,” (Standard 2.5, Strand A, Content Statement). This will not only help them prepare for corrective feedback in sports setting but in future life situations as well.

Through this lesson they can see that little tweaks in their performance as well as working on technique can help their sports skills,  that participating in sports takes real work, and that discouragement over a skill that is not perfect should not be an excuse not to try to be active even at the recreational level. “Knowledge of movement concepts and practice of skills enhance the likelihood of independent learning and participation of physical activity throughout life,” (http://www.rtnj.org/files/80595/PE%20Curriculum%20K-8%20012808.pdf, p. 98).

Inclusion situations will be addressed independently based on IEP accommodation needs and aid availability.

Objectives:

Purpose:

• Foster teamwork through group projects.
• Learn how to give and take appropriate feedback.
• Strengthen basic computer skills and build on presentation skills.
• Learn how technology can be useful in improving sports performance.

Through this the lesson will support teamwork and how to help peers to correct their performance though constructive means. Supports the use of technology in a different setting for a purpose the students may not have been aware of. It will also give responsibility of producing projects partially to the students on their time helping foster responsibility and time management. Practice of motor skills.

All of the objectives practiced and learned in this lesson transcend throughout the world of sport and/or of life.

Content Standard Numbers:

Physical Education        2.5

CPI #    A     2.5.6.A.1            - Students explain and perform motor skills of their choice.

                    2.5.6.A.2             - Students explain and perform motor skills of their choice.

2.5.6.A.4             - Students use media to observe how their performance measures against the correct motor skill movements by using self and group feedback.

Technology       8.1

CPI #   A       8.1.8.A.3            - Students create multimedia presentation.

8.1.8.A.5           - Students learn to use technology to observe possible flaws in motor skills.

Number of Lessons:

5 Weeks

5 Forty-five minute classes

This timeline is more ideal for schools where each class has Physical Education multiple times a week. This way they can still have their time to exercise every week and have time for deeper learning and projects on the side one day a week during the class session.

Technology Integration:

This lesson will build on prior knowledge of the use of computers and internet search engines in order to find instructions on their specific sports skills. Students will need to learn how to or build on their prior knowledge of taking photos and/or video and uploading them to a computer.

These technologies will enhance the lesson by enabling students to find ways that they will be able to critique themselves in a sports setting. Many times in games movements happen so fast that using these technologies to review footage is an important part of practice and game planning. They will be able to see that if a motor skill in a game is imperfect if it is corrected adequately it can make a difference in skill.

Activity/Timeline Procedures:

Class 1: Lesson introduction. Hand out of expectations and rubric. Students will be told about the importance of reviewing game tapes as a game planning and improvement practice for sports teams. Watch video, Prepare a Football Game Plan By Watching Game Footage.  http://www.ehow.com/video_2346075_prepare-football-game-plan-watching.html Followed up by a few clips of game footage from different sports to show that this can also be applied to individual sports as well as team sports. Story of how I used to manage college teams and photograph and tape for them during games. Ask students what they think about it and what some pros and possible cons could be of this practice.

We will then move on to talk about giving and getting corrective feedback in general. The proper procedure, courtesies, etc. Also, to be emphasized is being able to accept feedback in an appropriate way. Talk about with students and have them give personal exams of the following and how it made them feel. How school grades and teacher comments are feedback, in future job situations employers will provide feedback, and in sport situations coaches feedback.

The book The Art of Giving Feedback provides a sample quiz of a self assessment of taking feedback. And there may be a good excerpt or two to read to the students. http://www.trainingsolutions.com/pdf/feedback.pdf

Students will be assigned random groups and each group will pick a sport from the list on the board and one skill per person from that sport that they would like to focus on. Each group will sign up for a presentation slot. When attempting these skills students will be encouraged to try their best since many of them may be new skills.

At this time I will also post a calendar of one hour after school sessions on Tuesdays and Thursdays for the next three weeks where any group who does not have access to these technologies at home can come and use the schools facilities with my supervision.

Class 2: During class period number the students will be taken to the computer lab and shown how to use a video camera and a digital camera and how to upload the information onto the computer. Students will need to have previous knowledge of/and or learn …

• Basic functions of using a computer – Turn on. Log on. Open Programs.
• Use of web browsing software and search engine inquiries.
• Basic functions of using a digital camera. – Turn on. Take picture. Review pictures. Uploading pictures to computer.
• Basic functions of video recording device(s). Turn on. Record. Review footage. Upload footage to computer.
• Use of PowerPoint and Google Docs software. – Makes slides. Insert pictures. Insert video. Upload presentation to Google Docs. Upload video to Google Docs.

If the school itself has preferred programs that it uses for certain medias those will be used first. The availability of Google Docs will also be shared with the students since the programs are a free service. Students will have the availability of emailing projects or uploading to Google Docs for their presentation. The students will have the rest of the class period to research the correct way to do their skills on the internet.

Class 3: Students will have time in the computer lab again to work on project. This time can be used to ask any follow up questions students have and they can take the option of having me look over what they have done already to let them know if they are inline with the expectations of the assignment or not.

Class 4: Final copy of assignment due to be uploaded to class Google Docs account. Groups will then have a week to review and fill out their own version of the rubrics for each group along with solid reasoning behind their feedback choices based on what we have learned about giving appropriate feedback.

Criteria For Success: Did each student participate and through that participation did they try their best to succeed? Did each student treat others in the class with respect and good sportsmanship throughout the lesson? Did each student show that they grasped the knowledge of giving and accepting appropriate feedback? Did each student learn a motor skill? Was assignment turned in on time? Did each student work as a team player and help to foster teamwork in their group? I will see that these goals are accomplished by observing the students throughout the learning sessions and using the rubric to grade their presentations.

Assessment Strategies:

Assignment is worth 15 percent of marking period grade. (Example score/2 = points towards final grade.)

Assignments will lose one point for each day they are late.

Peer Evaluation - After each group presents students will fill out a rubric for each group. (5 points).

Rubric for presentation: (25 points).

                                    5                                  3                      1

Presentation showed or explained the correct way each skill is supposed to be executed.	Explained motor skills correctly.	Explained motor skills with minor errors.	Explained motor skills incorrectly
Presentation had media images of group member performing skill.	Each member had clear media image(s).	Most members had clear media image(s).	Few or no members had clear media image(s)
Presentation described viable feedback from media for each skill.	Each member gave clear, concise, appropriate feedback.	Feedback given was somewhat clear, and appropriate. Feedback was given by most members	Feedback given was not clear or appropriate.
Groups grasped use of technology skills in using visual media and developing presentation.	Technology was used correctly to complete presentation format.	Technology was used with minor errors to complete presentation format.	Technology was used with major errors. Presentation not complete.