SUNY Cortland Physical Education

Teacher Candidates(s): Asheleigh Genito

School: BOCES

Lesson Plan
6 of 10

NYS/NASPE Bold Teaching Style:

Standards

Command

Practice

Inclusion

Convergent

Reciprocal
Divergent

Self-Check
Jigsaw

Guided Discovery
Cooperative

IEP (Individualized Education Program) Goals

Psychomotor

1a/1

Affective

2a/5

Cognitive

1a/2

Domains
Psychomotor

NYS/NASPE
Standards
1a /1

Assessment Tool &

When it is used

1. Student will be able to perform 3/5 activities planned for today including arm stroke and kicking at
a beginners level.
2. Student will pay attention to instructor whenever giving directions and repeat them back to check
for understanding.
3. Student will be able to recognize the different cues for the arm stroke and read cues from an index
card.
Objectives (Be sure to include Situation, Task and Criteria for each objective)

Assessment Tool &

When it is used

Affective

2a/ 5

2. Student will show respect to other groups by staying in our area and not disrupt other groups
throughout class.

Cognitive

1a/2

3. By the end of class student will be able to recite 2 out of four cues for the sitting dive crawl when
Audible Check
asked.

Safety Statement

2 /5

Health-related Fitness (HRF)

NYS LS 1B
(Please Bold)
Cardiovascular endurance
Muscular strength
Muscular endurance
Flexibility
Body composition

Visual Check
Self Check

activity, please stop, look and listen to me. If there is a fire drill, walk to the closest exit. Do not run Visual Check
on the pool deck.

NYS Learning Standard 1 Personal Health and Fitness

1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities.
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body
composition
NYS Learning Standard 2 A Safe and Healthy Environment
2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.
2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.
2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.
NYS Learning Standard 3 Resource Management
3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.
3b. Students will be informed consumers and be able to evaluate facilities and programs.
3c. Students will also be aware of career options in the field of physical fitness and sports

Grade:
Age: 9
# in class: 1
Name of other student(s) in class and
skills to work on
Student 1

1. By the end of the class student will be able to perform a sitting dive off of the edge of the deep end
Visual Check
of the pool at least one time correctly.

4. . Stay above water until I say its okay to start the activity. If you hear my voice at all during the

Date: 9/15/2014

Length of class:

45 mins

Unit: Swimming
Focus: Diving
Equipment:
2 noodles
2 hula hoops
1 volleyball
References: (e.g. Book, course packet, pg
#, complete web address URL):
http://www.pecentral.org/lessonideas/cu
es/CueSearchresults.asp

NASPE Content Standards A physically educated person:

1. Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies and
tactics as they apply to the learning and performance of physical activities.
3. Participates regularly in physical activity.
4. Achieves and maintains a health-enhancing level of physical fitness.
5. Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
6. Values physical activity for health, enjoyment, challenge, self-expression, and/or
social interaction

What is the ongoing fitness theme or emphasis in this lesson?

Explain how it is developed and where in the lesson it occurs:
Skill-related Fitness (SRF) Explain how it is developed and where in the lesson it occurs:
NYS LS 1A
1. During the warm up the student is using muscular
1. In activity 1 the student will be using power in their legs to
(Please Bold)
endurance to stay floating and to move forward by
push off the pool deck and jump into the pool.
Balance
kicking their legs repeatedly as well as using their
2. In activity 5 the student will be using agility by changing
Coordination
arms.
Agility
direction so they do not get caught by the person who is it.
2. In activity 1 the student is using muscular strength in Reaction time
their legs to push off of the pool deck and jump into Speed
the pool.
Power
(i.e. Concepts taught, goals, estimated MVPA through a
(i.e. Concepts taught, goals, FITT, etc.)
game/activity, heart rate, RPE, step counts, FITT, etc.)

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
11/16/2014

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SUNY Cortland Physical Education

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
11/16/2014

Last updated on

SUNY Cortland Physical Education

Lesson
Components

Time
(mins)

(Locker room)
5 minutes
Instant Activity

Adaptations
Assessments,
Reminders

Organization &
Description
Transitions

T
5 minutes S

Pick up in mudroom. Allow time to change.

Remind Student to
behave properly in the
locker room and to
change quickly.

Swim down and back in any fashion desired. Front crawl, backstroke, with or without floatation devices.
Retrieve floating objects.

Introduction,
Signal for
Attention,
Hook

1 minute

T S

Today I thought we could practice some diving progressions in the deeper part of the pool. Lets sit on the edge of the deep end.

Be sure that student

SITS on the edge

Demonstration

1 minute

^
ST

Demonstrate the correct standing dive from the pools edge.

Be sure the student is

watching you.

Body of Lesson
(Lesson Focus)

Teaching Progressions Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of
(PC/C/U/P) for the class.
Tasks (Extensions) - Activities for the whole
Cues (Refinements)
class. E.g. Hit the ball over the net to your partner Simple secrets to
10 times.
improve performance.
E.g. Low to high

1.
5 MInutes

TS

Bombs Away
Lets have some fun and jump into the
pool a few times from the edge.
Stand at the very edge of the pool and
jump into the deep end. Swim to the
surface after jumping in.

1.

1. Bend at
the knees

2.

Push off the

edge

Challenges (Applications) More game-like chances to

practice the same tasks at the
same difficulty level. E.g. In 90
seconds, see how many times
you can hit the ball to your
partner.

1.

2.
7
Minutes

TS

Dead mans waters

Lets try and stay afloat in the deep end.
Use legs and arms to keep yourself
above water. Taking breaks is
acceptable. Try to kick as long as you
can. Can you do the dead mans float
here? Can you come farther from the
edge?

3.

Circular
arm motion

4.

Frog kick

5 minutes

TS

7
Minutes

TS

4. Sitting Dive
Sit at the edge of the pool with legs hanging over
the edge and perform a dive from the sitting
position.

How far can

you jump from Easier Slide in from a sitting
the edge? Can position
you jump to an Harder - Can you jump through
an inner tube?
object and
bring it back?

2. How long can you

float for? Can you
float with and
without objects?
Easier dont time. Use a noodle.
Show me how you Harder - can you beat your time
tread water. Can you
swim to grab close
toys?

Adaptations
Assessments,
Reminders
If student does not
want to go to the deep
end, take them to the
deeper end of the
shallow end. Do not
allow them to jump in,
they may slide.

If student does not

want to go to the deep
end, take them to the
deeper end of the
shallow end.

3.

3.

Catch
Throw a volleyball back and forth in
the deep end while trying to stay afloat.
Use your legs and arms to stay above
water.

Modifications
Add modifications to make the
tasks easier and harder according
to the skill level of the students.

5.
6.
7.
8.

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
11/16/2014

Work on catching
different sized balls.
Can you catch
Frog kick
different shaped
Light toss
objects? Can you
catch high above
your head?
4. Dive to the right? Dive to the
Head
left? Keeping arms straight
between
elbows

Easier- use a kickboard or noodle

Be sure that the student
to stay floating.
feels comfortable but is
Harder- come away from the edge
still being challenged.
of the pool.
Easier Slide into the water.
Be sure to stay near
Harder dive trough a hula hoop. student.

Fingers first
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SUNY Cortland Physical Education

9.

4
minutes

Activity close
(Optional)

(4
minutes)

Lesson Closure,
2
Hook to Next
minute
Lesson
5 minutes

TS
TS

5. Partner playing.
If time allows, ask if a friend in the pool would
like to play a game such as: marco polo,
volleyball, sharks and minnows, etc.

TS

Fishing for toys

Have student dive for toys. (Time permitting)

TS
(locker room)

Lean with
body

10 play fairly

What are the cues for the sitting dive?

Next time we will work more on the standing dive.
Allow for time to shower and change.

Easier less people play. Shallow

5. how quickly can you tag your water. Tag with noodles
Make sure students
partner.
Harder more people play. Deeper play fair.
water.

Give hints to cues only

if needed.

Pre-planning: Previous instruction in this activity (earlier grade levels)

Be sure student can stay afloat in the deep end and can properly ask for help.
Post-planning: Assessment Informs Teaching: future needs based on assessment results
Evaluation of Assessment based on the cues of the activity.
Lesson
Teacher Reflection Notes:
Todays lesson went well. There was a point at the beginning of class where the student didnt want to go into the deep end. Instead we worked on some of the cues and the form of the dive in the
shallow end until he was read to enter the deep end of the pool. Really focusing on the cues is important because he will get distracted. Bringing visual aids next time would be ideal. Also, be very
positive when talking to him because he is very doubtful of himself.

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."
11/16/2014

Last updated on