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The student will be able to (TSWBAT) move appropriately in the warm up in
order to have a proper warm up that raises the heart rate, prepares the body
for activity, and prevents injury. TSWBAT display an appropriate sit-up
and push ups, which was taught in the first lesson.
TSWBAT feel an increased level of physical well-being due to increased
level of physical activity.
TSWBAT perform each locomotor skill at least once for a distance of
approximately 30 feet.
TSWBAT use appropriate passing and catching technique.
Passing:
Push ball from chest
Aim at partner/team members chest.
Athletic stance feet staggered and shoulder width apart.
Catching:
Nose pointing on
the ball.
Look through the triangle of the thumbs and index finger.
Soft
fingers, hands, and uses all 10 fingers to catch the ball.
Look
the ball into the hands.
TSWBAT dribble successfully, which means consecutive bounces against the
floor without loosing control of the ball.
TSWBAT use appropriate dribble technique.
Use finger tips only.
Eyes up and forward.
Athletic stance feet staggered and shoulder width apart.
Flexible and relaxed wrist.
Elbow bent.
Motion without looking at ball
TSWBAT dribble in different pathways while avoid collision with other
students and applying proper dribbling technique.
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TSWBAT know, understand, and apply the concept of social responsibility by
grading themselves after the lesson. TSWBAT know, understand, and apply the concept of
student expectations throughout every situation in the gymnasium.
TSWBAT give examples of situations when the student expectations are applicable.
TSWBAT know, understand, and apply the concept of skipping, galloping,
and other animal walks.
TSWBAT recollect where their personal seat is, and how it aids the students
ability to follow the rules and to be team players.
TSWBAT explain that the animal walks are good for them as the movements
will help them get stronger, faster, and feel better. TSWBAT reduce stress
with physical activity, since increased physical activity increases blood
circulation, which helps removal of glucocorticoids (a hormone that induce
stress.) TSWBAT enhance their own self-efficacy by trying and observe
their own improvements in the skills practiced. TSWBAT display knowledge
of appropriate dribble technique through applying it. TSWBAT discover that
there are many new ways of dribbling as they are guided by the teacher, but
the sky is the limit as the student are also allowed to discover new ways by
themselves. TSWBAT learn and enhance their vocabulary through movement
words to increase their academic achievement in other subjects.
TSWBAT enhance their nutritional education in order to promote healthy
growth and development. (See
Nutrition Unit.) TSWBAT prevent child obesity through nutritional
education by learning how to make healthy nutritional decision for
self. (See
Nutrition Unit.) |
TSWBAT feels that they belong in the class as much as everyone else by have
equal rules for everyone. TSWBAT feel that they are in control of their behavior by giving a grade of
themselves at the end of the class. (1, 2, or 3)
TSWBAT feel enjoyment by being more successful due to an increased level of
personal involvement through their grading.
TSWBAT feel enjoyment and success through increased participation in all
class activities.
TSWBAT feel enjoyment through increased level of success as well as
increased level of personal involvement in their homework, which enhances
their overall health.
TSWBAT feel an increased level of well-being due to increased level of
physical activity.
TSWBAT promote teamwork and success among his or hers classmate through
positive feedback and positive interaction that does not display any
negative (i.e., hurtful) behavior. TSWBAT enjoy the social aspect of
dribble the ball without collisions, since it offers the feeling of safety
for the student. This will be addressed at the beginning of the lesson. |
