by
Spencer Nowoselski
EDUC 460
Gavin Peat
Essential Questions:
● Why is it important to learn how to throw?
● Is there only one way to throw an object?
● What makes a good overhand throw?
● How do different parts of the body contribute to throwing an object?
The essential questions are important part of any lesson, but here they are key. Most students will
feel they already know everything they need to know about throwing, so these thought provoking
questions will challenge their current understandings and beliefs and hopefully spark a trail of
inquiry that will motivate them to authentically explore the skill during the lesson.
Learner Outcomes (Program of Studies) Plan for Differentiation / Inclusion
● A8–5 demonstrate ways to receive, retain ● A separate smaller activity will be set
and send an object with varying speeds, up elsewhere in the gym if some
accuracy and distance in skills specific to students, potentially for behavioral
an activity reasons, refuse to participate in the
● A8–6 select, combine and perform lesson.
manipulative skills by using elements of ● Students will be allowed to create their
space awareness, effort and relationships, own groups so that they feel more
with and without objects, to improve comfortable practicing and assessing
performance one another, or the teacher will partner
These learner outcomes are taken directly from students specifically if it will improve
the Alberta Programs of Study for Physical the learning environment of an ELL or
Education with the focus of locomotive skills. a behavioral student.
Specifically sending and receiving. ● Demonstrations for the lesson will
include multiple modalities such as
visual, auditory, and physical so that
all learners have an opportunity to
process the lesson in multiple ways.
These are broad measures that will hopefully
allow as many students as possible to
participate or at least remain active during the
lesson. This will also fit the three principles of
the Universal Design for Learning of
representation, action, and expression.
Prerequisite Knowledge, Skills, Strategies Preliminary Matters (Announcements, etc.)
and Attitudes
● Students should be somewhat familiar
with catching and throwing an object
from previous experiences in phys. ed.
However, if they have not, they should
still be able to participate and develop
their skills during the lesson just fine.
● They will be reminded that there is
always ways to further develop any skill,
and some of the top athletes in the world
still spend hours continuing to practice
many fundamental skills.
Placing a strong emphasis on continuous skill
development, a growth mindset, and individual
mastery is important as these characteristics are
key to intrinsic motivation and lifelong
participation.
Activity Sequence Teacher will wander Students will Soft balls Teacher will
around from group to explore and walk around
1) Student will break 15 group asking probing practice their Baseball to groups to
up into pairs, those min questions to gauge overhand gloves make
pairs will find another developing throwing formative
pair to group with. comprehension and technique and Footballs assessments
Groups will then understanding. They mechanics while for and as
decide which item will also answer any also assessing Handballs student
they will be using. questions or concerns their partner and learning
One member from that arise from providing Cones and providing
each pair will take students or groups. feedback. secondary feedback for
turns throwing back This can provide the This promotes objects to students to
and forth to each other teacher with an multiple act as use.
while the other partner opportunity to give dimensions of targets to be
watches and peer individual help to comprehension on top of Questions
coaches their throwing students who are and should lead the cones. such as:
technique and body having trouble and to an increase Did your
mechanics providing also provide acquisition of the partner
feedback. formative feedback. skill. forget to do
This format will something
provide students with Teacher can during that
plenty of individual rearrange groups if last throw?
practice time in both engagement appears
throwing and watching to be suffering, or if What part of
the skill. The peer a skill leader can your own
setting should increase help out in another throwing
student comfort and group. technique do
subsequent Gives the teacher an you feel you
participation. option to modify any need to focus
group if the learning on to
improve?
of any student is
2) Throwing 10 compromised. These
activity/relay min probing
This activity will questions
provide students with should
a fun and lightly provide the
competitive team teacher with
based environment to enough
test the skills they information
have been practicing to assess
during the lesson. The student
relay format will add progress and
an increased level of provide
activity and physical formative
exertion that was more feedback to
absent during this enhance
lesson. student
learning.
Closure Here the focus of the Students will No Ask students
teacher is on participate in the equipment what they
Reorganize class into 7 relaxation and stretching and necessary learned. If
a large circle with min summarizing content, relaxation anyone felt
teacher in the center not stretching. methods at their they
demonstrating various Along with own pace while improved
stretches or relaxing summarizing content also contributing their
poses. Teacher will this period will to the throwing
also lead a brief provide the students summarizing technique.
summary of with an opportunity discussion of If they
everything we to relax and what they enjoyed the
discussed, look back at calm/cool down learned over the lesson, and
some of the essential before transitioning course of the any closing
questions proposed at back to a more lesson. thoughts.
the beginning. restrictive classroom This will help These
This will provide the setting. them summarize questions
teacher will a natural the content and will act as
setting to debrief and bring their heart informal
summarize the content and breathing assessments
they covered during rates down, but for learning
the lesson. hopefully it will as the
also take teacher will
advantage of of have a better
their briefly idea if the
modified students felt
physiology and they learned
make them more anything and
likely to as if they
questions and enjoyed the
share to enhance lesson.
their learning
experience.
Class: Grade 8 Phys. Ed.
Essential Questions:
● What different sports, games, or activities require the skill of throwing?
● How is practicing a skill in a controlled environment different than performing it in a
game situation?
These essential questions will build off of the discussion from the previous lecture and serve as a
segway into the current lesson. It is also much shorter due to the shorter time allotted for
discussion.
Activity Sequence Teacher will referee Students will Handballs Teacher will
both games while practice their observe and
1) The first activity 20 providing feedback throwing 4 soccer or assess the
will consist of two min to students. This mechanics while hockey nets students
games of handball, feedback should be also combining depending ability to
one on either side of minor as the goal is many other on what is perform the
the gym. Students will to let students locomotive available. throwing
choose between a explore their skills. They will mechanics
more competitive throwing mechanics also be required 8 gymnastic they have
game on one side or a in a game setting. to work together mats (to been
more recreational It is important for the as a team with make practicing.
game on the other. teacher to provide their peers. boxes) Their
Having two games of less and less This is a great mechanics
different feedback at this point way to have 10 or more do not have
competitiveness will as the process of students practice dodgeballs to be perfect,
provide students with slowly scaffolding the skill in but it should
a more optimal level the skills over to the conjunction with be evident
of challenge to help students should be multiple other that the
them practice and minimal at this point. skills. The team students are
further develop their aspect adds attempting to
skills. Hopefully the another integrate
students will have dimension of these new
more fun in these communication elements
environments as well. and strategy. into their
throw and
2) The second activity are actively
10
will be a gym wide trying to
min
game of Box Ball. improve.
This second gym wide The Second
game provides the activity
student with another provides a
setting to test their prime time
skills and one where for the
they can focus more teacher to do
on the skill of most of his
throwing instead of observations.
combining them with
other locomotive
skills.
Closure Here the focus of the Students will No Ask students
teacher is on participate in the equipment what they
Reorganize class into 7 relaxation and stretching and necessary learned. If
a large circle with min summarizing content, relaxation anyone felt
teacher in the center not stretching. methods at their they
demonstrating various Along with own pace while continued to
stretches or relaxing summarizing content also contributing improved
poses. Teacher will this period will to the their
also lead a brief provide the students summarizing throwing
summary of with an opportunity discussion of technique.
everything we to relax and what they If they
discussed, look back at calm/cool down learned over the enjoyed the
some of the essential before transitioning course of the games, and
questions proposed at back to a more lesson. any closing
the beginning. restrictive classroom This will help thoughts.
This will provide the setting. them summarize These
teacher will a natural the content and questions
setting to debrief and bring their heart will act as
summarize the content and breathing informal
they covered during rates down, but assessments
the lesson. hopefully it will for learning
also take as the
advantage of of teacher will
their briefly have a better
modified idea if the
physiology and students felt
make them more they learned
likely to as anything and
questions and if they
share to enhance enjoyed the
their learning lesson.
experience.
References
Alberta Education. (2000). Program of Studies for Physical Education. Retrieved from:
https://education.alberta.ca/media/160191/phys2000.pdf