I. Title of Lesson: Scooter Challenges for Foot-Eye Coordination
Instructor Names: Megan Cercone, Tim Camarote, and Joe Shubick
Presentation Method: Activities of low organization
Class: Physical Education
Skill Level: 1st grade
Number of Meetings per Week: One
Length of Lesson: 50 minutes
Number of Students: 17
II. Facilities, Materials, and Equipment
Needed for the Lesson
-gymnasium
-17 polyspots
-20 scooters
-1 CD player
-1 CD
-16 cones
-1 crab soccer ball
-8-9 pinnies
III. Major Focus and Subfocus
- Identify and use safe practices in physical activity settings:
- proper equipment, knowledge of rules, guidelines of safe play.
- Recognize and use basic movement skills and concepts:
- manipulative movements (e.g., throw, catch, and kick)
National Standard:
2. Applies movement concepts and principles to the learning and development of motor skills.
IV. Organization and Management
Warm-Up Core Cool-Down
V. Introduction/Warm-Up – (5-7 minutes)
1. The teacher will begin the warm-up by having the students perform two hamstring stretches. First the students will reach high into the air and hold the position for a ten count, counting out loud as a class. Then they will bend down and touch their toes, keeping their knees slightly bent and holding the position for a ten count, counting out loud as a class. Repeat.
2. The teacher will lead the class in performing ten jumping jacks in a row, counting out loud in unison.
3. The teacher will lead the class in hopping on their left foot ten times; the same is repeated on their right foot ten times.
4. The teacher will lead the class in performing “high knees” for approximately ten seconds. “High knees” is a form of running in place – the challenge is to try to lift one’s knees past their waistline in an upward motion.
5. The teacher will lead the class in performing “mule kicks” for approximately ten seconds. “Mule kicks” is another form of running in place, however, the challenge is to try and kick one’s feet backwards in an attempt to touch the buttocks.
6. Next, the teacher will divide the class into two teams by assigning the line colors red, orange, and yellow to one wall and green, blue, and purple to the opposite wall. The students will perform “wall sits” against their assigned walls, seeing which team can hold their positions the longest in the proper form and without standing up or sitting down (proper form includes keeping the head, back, arms, and hands against the wall and keeping the legs bent at a 90 degree angle.) Whichever team is the quietest and performs the skill correctly is determined the winner of the round. If both teams are still in position after 20-25 seconds, the students may stand up and “shake” their muscles out. Repeat once more. Emphasis should be placed on teamwork and technique instead of competition.
7. Next, within their groups, the students will do a strength training exercise by pushing against the wall in a lunge position. This will be held for 10 seconds and repeated.
8. Finally, the students will be spread throughout the gymnasium. When the music starts, the students must skip around the gym; when the music stops, the students must freeze where they are standing. This is repeated twice more using galloping and sliding movements.
VI. Task Development – (35-38 minutes)
1. The groups will return to their polyspots. The teacher will introduce the scooters and go over the safety precautions when using them. They include: 1) The scooters are not skateboards; do not stand on them; 2) The scooters are not missiles; do not send them crashing into each other; 3) Do not drag your hands along the floor while moving on the scooters; and 4) Before using the scooter, check that its casters fit tightly. The students will then go to the teacher to get a scooter and bring it back to their spots.
2. First, the students will sit on the scooters and practice moving forwards and backwards with their hands only. Next, they will use their feet only to move on the scooters.
3. Next, the students will lie on the scooters and move in different directions with their hands only. Next, they will use their feet only to move on the scooters.
4. Next, the students will form partner groups by having them work with someone who has a different colored scooter.
5. With their partners, the students will sit side-by-side with their inside elbows linked. They must move forwards, backwards, and sideways using only their feet.
6. The partners will then sit back-to-back and link both elbows together. They must move forwards, backwards, and sideways using only their feet.
7. Next, the partners will perform the “Alligator Crawl.” Both students lie face down on the scooters and join inside hands. The students must only use their outside hands and feet to move forwards and backwards, similar to the way an alligator walks.
8. Next, a set of relays with the scooters will be performed. The teacher will assign four teams by colors with 4-5 students in each team. For these relays, the students must go around their assigned cones and back, remaining quiet when finished. The team who is standing up, holding their scooters like a suitcase and is quiet is determined the winner. The relays include:
a. Sitting relay – The student must sit on the scooter and bring themselves forward using only their feet.
b. Zigzag relay – (Four cones are placed in a row in front of each team, spacing them about 5 feet apart.) The student must zigzag through their row of cones, circling the last one in the row and returning to their team.
c. Partner Zigzag relay – The relay is similar to the single zigzag relay, however, partners are formed within each team. The students must sit back-to-back and link elbows; they then zigzag through each cone and back.
VII. Behavioral
Objectives
Cognitive: After the lesson, the student will be able to recall the safety precautions used while manipulating a scooter.
Affective: The student will be able to recognize the importance of cooperation during the group activities.
Psychomotor: The student will be able to manipulate a scooter using both their hands and feet.
VIII. Content Statements
-safety: being able to prevent oneself from getting injured
-control: to direct or guide something; in this lesson, the student is able to guide themselves around the gymnasium on their scooters using their hands and feet.
-teamwork/cooperation: to work together successfully towards a goal; encouraging each other to do well and helping each other out
-defending space: being able to guard your team’s space when playing crab soccer
-staying spread out: keeping enough space between your teammates and the ball during crab soccer
-passing: being able to advance the ball from yourself to another teammate during crab soccer
VIIII. Closing Activity – (8-10 minutes)
1. The students will play a game of “Crab Soccer” using their scooters. The teacher will divide the class into two teams by color. One team will wear the colored pinnies.
2. The object of the game is to kick the crab soccer ball into the other team’s goal while sitting on the scooters. The students are allowed to use their hands and feet to move themselves throughout the gymnasium. They are not allowed to leave their scooters while playing the game.
3. The opposing team is not allowed to cross the other team’s goal line to score a goal.
4. Each team must pass the crab soccer ball to their teammates a minimum of four times before they are allowed to score a goal.
X. Lesson Assessment
1. The teacher will hand out a homework assignment that will be due the next class period.
2. Each student is asked to practice kicking a ball back and forth with a partner using the different parts of each foot including inside, outside, toe, heel, and top or front. The students must practice trapping the ball as well when the ball is kicked to them.
3. Using two chairs, have the students set up a goal area to kick through that is wide enough to practice. Try making ten goals in a row with their right foot and ten goals with their left foot. For more of a challenge, have the students move the chairs closer together.
XI. Lesson Design
- The lesson attempts to create practice situations that are enjoyable and interesting.
XII. References
Landy, Joanne M., and Maxwell J. Landy. Ready to Use: P.E. Activities for Grades K-2.
West