Team Building Lesson Plan

Author: thomas obrien  05/09/2008 03:39:00 PM EDT


VITAL INFORMATION

Subject(s):

Physical Education

 

Topic or Unit of Study:

For this lesson plan, students will play Around the World with a twist. Before each foul shot, the students will have to answer the following questions: (Samples)

1. What do you like about yourself? (This is the first question that each student will answer during the first game).

2. What do you like about your classmates? (This is the second question that the students will ask during the second game).

The students will be asked to summarized what they learned about themselves and their classmates.

 

Grade/Level:

6-12, Mastery Level 2.6

 

Objective:

The students will be able to complete this team building activity through a basketball game called Around the World.

 

Summary:

The students will complete a simple basketball actvity whle learning about themselves and others.

 

IMPLEMENTATION

Learning Context:

The students will be able to develop their social, emotional, and physiical health as they are playing.

 

Procedure:

First, the students will complete a 2 lap jog and a 3 lap run around the basketball and they will be asked to complete their  stretching exercises.

Then, they will complete the following activity:

For this lesson plan, students will play Around the World with a twist. For each shot, they will have to start at the beginning. Then they will go around to each red line. If they complete that successfully, they will have to go to the 3 point arch. This game will be completed four times. Before each shot, the students will have to answer the following questions:

Monday's question: 1. What do you like about yourself? (This is the first question that each student will answer during the first game).

Tuesdays question: 2. What do you like about your classmates? (This is the second question that the students will ask during the second game).

Wednesdays question: 3. The students will be asked to summarized what they learned about themselves and their classmates.

Fridays question: 4: What can your classmates improve on?

Final question: What have you learned through this activity?

 

Differentiated Instruction:

There are no adaptations or modifications needed for the lesson. However, they may be made during the lesson if it is deemed necessary. The teacher and aide will have to watch for the conduct of each student.

 

Sample Student Products:

N/A

 

Collaboration:

Students will work collaboratively. Students will work in groups of 10.

 

Time Allotment:

5 class periods. 30 Min. per class.

 

Author's Comments & Reflections:

Follow the lesson and have fun.

 

MATERIALS AND RESOURCES

Instructional Materials:

basketball

 

Resources:

  • Materials and resources:
    Teacher made lesson plans.

 

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:

n/a

 



Thomas M. O'Brien