VITAL INFORMATION

Subject(s):

Physical Education

 

Topic or Unit of Study:

The students will be playing Volleyball during Fun Friday (5/4/08).

 

 

Grade/Level:

6-12, Mastery Level 2.6

 

Objective:

The students and staff will be playing a volleyball game. The game will be the staff versus the students. This game will be played in the afternoon.

 

Summary:

The game will be staff against students. The purpose of this lesson is not only to encourage physical activity for the students, but for the students to be able to demonstrate effective communication skills with one another.

 

IMPLEMENTATION

Learning Context:

Volleyball teaches students to work with one another and to demonstrate appropriate team skills. In addition, volleyball teaches students to demonstrate proper sportsmanship with the members of the opposing team.

 

Procedure:

1. The students and staff will volley three times for possession of the ball.

2. In order to score a point, the serving team must hit the ball in bounds to the staff where the staff cannot handle the serve or to an unopposed area on the gym.

3. The team will win once they score 15 points and they are leading by two.

 

Differentiated Instruction:

Accommodations and modifications will be decided when needed.

 

Sample Student Products:

Not applicable

 

Collaboration:

Students will work collaboratively. Students will work in groups of 5.

 

Time Allotment:

1 class period. 1.5 Hrs per class.

 

Author's Comments & Reflections:

The students wiill learn to communicate with one another in an effectiive manner. The students will also be able to demonstrate proper sportsmanship.

 

MATERIALS AND RESOURCES

Instructional Materials:

N/A

 

Resources:

  • Materials and resources:
    volleyball and net

 

STANDARDS & ASSESSMENT

Standards:

NJ- New Jersey Core Curriculum Content Standards

• Subject : Comprehensive Health and Physical Education (2004)

• Standard 2.6:  (FITNESS) ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.

• Range/Grade Level 0:  Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

• Strand A: Fitness and Physical Activity

 Cumulative Progress Indicator 1 :  Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity.



 Cumulative Progress Indicator 2: Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time.



 Cumulative Progress Indicator 3: Predict how factors such as health status, interests, environmental conditions, and available time impact personal fitness.



 Cumulative Progress Indicator 4 : Analyze the positive and negative impacts of technological advances on exercise, health, and fitness.



 Cumulative Progress Indicator 5 : Describe ways to achieve a healthy body composition through healthy eating and physical activity.



 Cumulative Progress Indicator 6 : Distinguish between facts and fallacies regarding the marketing of fitness products, services, and information.



• Strand B : Training

 Cumulative Progress Indicator 1: Recognize signs and symptoms that warrant exercise termination and possible follow- up with a healthcare professional.



 Cumulative Progress Indicator 2: Apply training principles to establish a progression of activity that will improve each component of fitness.



 Cumulative Progress Indicator 3 : Describe and demonstrate various training methods, including isotonic, isometric, interval, and circuit methods.



 Cumulative Progress Indicator 4 :  Investigate the physical, behavioral, legal, and competitive consequences of the use of anabolic steroids and other performance enhancing substances.



• Strand C :  Achieving and Assessing Fitness

 Cumulative Progress Indicator 1 : Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness.



 Cumulative Progress Indicator 2:  Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate.



 Cumulative Progress Indicator 3 : Monitor physiological responses before, during and after exercise and compare changes.



 Cumulative Progress Indicator 4 : Use health data and information from internal and external sources to develop a personal fitness plan, and use technology to evaluate the implementation and outcomes of the plan.



 Cumulative Progress Indicator 5:  Demonstrate age- and gender-specific progress towards improving each component of fitness.



• Range/Grade Level 0:  Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

• Strand A :  Fitness and Physical Activity

 Cumulative Progress Indicator 1: Predict the short- and long-term physical, social, and emotional benefits and potential problems associated with regular physical activity.



 Cumulative Progress Indicator 2:  Summarize the causes, influences, and responses of body systems during exercise.



 Cumulative Progress Indicator 3: Describe how preventive healthcare, physiological monitoring, hydration, a safe environment, and exercising with a partner contribute to safe fitness activities.



 Cumulative Progress Indicator 4: Evaluate the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition.



• Strand B : Training

 Cumulative Progress Indicator 1 :  Develop and implement a training program to maximize health benefits and prevent exercise-related injuries and illnesses.



 Cumulative Progress Indicator 2 : Apply training principles to establish a progression of activity that will improve each component of fitness and justify the use of each principle.



 Cumulative Progress Indicator 3 : Compare and contrast the use of drugs, fitness products, and fads to achieve fitness.



• Strand C :  Achieving and Assessing Fitness

 Cumulative Progress Indicator 2 :  Perform at the intensity level needed to enhance cardiovascular fitness, monitor physiological responses before, during, and after exercise, and modify exercise appropriately in response.



 Cumulative Progress Indicator 3: Assess personal level of fitness, design a personal fitness plan considering current health and fitness status, goals and interests, skill level, accessibility and costs, and use technology to implement, monitor, and evaluate the plan.



 Cumulative Progress Indicator 4 : Demonstrate age and gender-specific progress towards the achievement of fitness goals for each component of health-related and skill-related fitness.



 Cumulative Progress Indicator 5 :  Modify a fitness plan to accommodate for injury, illness, pregnancy, aging, and disability.



 Cumulative Progress Indicator 6 : Discuss the use of body mass index, body fat percentage, and fat deposition as measures of fitness.



 Cumulative Progress Indicator 1 : Engage in a variety of sustained, vigorous physical activities to enhance each component of fitness.





 

Assessment/Rubrics:

The students will be assessed based on the standards that are set above.