Please view Attached Information Below: Each student will createonePhysical Education lesson plan andoneHealth Education lesson plan.The Health Education lesson plan will include the PPT presentation.

Objective: Students will demonstrate competency in the following:

• Two important volleyball skills- bumping and setting

• Bumping and setting while sitting or standing with a partner and in a group setting.

• Demonstrate teamwork while working with partners or a group.

• Understanding the fundamental rules and movements of sit-volleyball.

Activity: Students will demonstrate ability to practice bumping and setting the ball to a partner. Students attempt to pass the ball to their partner within 2 minutes as many times as they can. Students will demonstrate striking the volleyball while sitting and standing.

Standards:

Sunshine State Standards

• PE.4.C.2.1 Understand the importance of purposeful movement in a variety of movement settings.

• PE.4.C.2.2 Understand the importance of safety rules and procedures in all physical activities, especially those that are high risk.

• PE.4.L.3.3 Identify opportunities for involvement in physical activities during the school day.

• PE.4.L.4.6. Identify how specific stretches increase flexibility and reduce the chance of injury.

• PE.4.M.1.2 Strike a moving object using body parts so that the object travels in the intended direction at the desired height.

• PE.4.R.5.2 List ways to encourage others while refraining from insulting/negative statements.

• PE.5.C.2.2 Design or modify a game incorporating skills, rules and strategies.

• PE.5.L.4.5 Select proper stretching exercises to increase flexibility and reduce the chance of injury.

• PE.M.1.2 Approach and strike a moving object with body parts so that the object travels in the intended direction at the desired height using correct technique.

• PE.R.5.1 Describe a benefit of working productively with a partner to improve performance.

FEAPS

Instructional Design and Lesson Planning

Applying concepts from human development and learning theories, the effective educator consistently:

• Aligns instruction with state‐adopted standards at the appropriate level of rigor.

• Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lesson.

• Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

• Designs instruction for students to achieve mastery.

• Selects appropriate formative assessments to monitor learning.

Continuous Professional Improvement

The effective educator consistently:

• Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.

• Conveys high expectations to all students.

• Respects students’ cultural, linguistic and family background.

• Models clear, acceptable oral and written communication skills.

• Maintains a climate of openness, inquiry, fairness and support.

NAPSE

• Human development

• Motor behavior

• Exercise science

• Measurement and evaluation

• History and Philosophy

• Unique attributes of learners

• Assessment

Strategies:

• ESOL- English Speakers of other Languages:

1 on 1 assistance, repeated instructions, non-verbal demonstrations (examples such as classmates showing visual demonstrations.)

• ESE- Exceptional Student Education: 1 on 1 assistance, additional time to complete or under-go task, emotional encouragement, provide modified equipment, restricted space, modified space, modified rules.

Equipment: Trainer Volleyballs, Rubber Spots or Cones, Lowered Volleyball Net, Beach Balls, Tape (optional for the floor), Regulation Volleyballs

Rules:

• Decrease volleyball size to regulation volleyballs and set up a regulation sized sit volleyball court.

• Start a sit volleyball game with 6 players on each team (regulation # of players).

• Hold the players responsible for playing the game using the correct & regulation rules of the game.

• Students volley the ball over the net not focusing on scoring but rather keeping the ball in bounds and off the ground.

• Students can practice pushing their body up with their hands to block the ball from coming over the net.

• Increase the size of the ball.

Environment: Vary the size of the court to suit the number of players. This would mean if there are more players, use a bigger space. It may also be better to divide the group into 4 teams so that everyone is involved.

Instruction: Demonstrate drills for both prosthesis and non-prosthesis, make myself visible to all students, slow down when showing new drills, communicate that everyone understands and knows how to play before moving on, create a wide-open space for entire class so everyone is participating.

• Materials:

• Net

• Court

• Ball

• Lines

• Antenna and cables

• Knee pads

• Indoor court shoes

• Whistle

Instant Activity

Set: A brief introduction will be given about the sport of sit-volleyball. I will ask students what they know already about volleyball in general. Teaching cues for the bump and set will be discussed. A variety of ball choices will be shown to students. I will then demonstrate the cues:

Bump: Eye on the ball, hands together, arms straight, forearms up, swing through

Set: Eye on the ball, hands up, fingers out, look through the window, hit up

Students will then begin with a warm-up.

For those with prosthesis, 2 laps around the court, 10 jumping jacks, 10 windmills, and 5 sumo squats.

For those with stumps/full amputees below waist (two-hand support, one-hand support, fingertip support, or without support): partial weight shift, pelvic rotation, up and down court with one or two hands, sideward walking with hands.

Bring in ALL students to stretch (15-20 seconds per stretching exercise)

• Straight leg raises

• Prone knee flexion

• Calf stretch

• Soleus and Gastric stretch

• Hamstring stretch

• Forearm, bicep, triceps stretch

• Abductor stretch

• Quadratus Lumborum Stretch

Activity #1: Partner Passing (Standing): For the first activity students, will get a partner and stand within 5 feet of each other. They will practice bumping and setting the ball to each other. They will each bump and set the ball at least 10 times within the time.

Activity #2: Partner Passing (Sitting): Students will go back to their original partner and sit within 5 feet of each other. They will practice bumping and setting the ball to each other while keeping their bottom on the ground. Each pair will try and count how many times they can keep the ball in the air without it touching the ground.

Body:

Demonstration for Bumping:

• Make a platform & lock elbows

• Hold both hands out with your palms facing up

• Keep your fingers together but your thumbs spread and facing the outside

• Contact ball with both arms simultaneously

• Shrug shoulders and straighten knees without swinging up at ball

• Move feet to get under the ball

• One foot in front of the other with knees bent

• Aim your arms towards the top of the net and not to the ceiling

• Keep the head up and eyes on the ball

Demonstration for Setting:

• Keep eyes on the ball

• Elbows high

• Make a diamond shape with your hands using your thumb and index fingers

• Bend Knees

• Quick “catch” and push with your fingers (do not hold ball)

• Extend your arms and wrist

• Pretend you are catching a water balloon to help you get the feel of not “stabbing” at the ball

Closure: Gather students in as a group. Ask what students learned today and ask for a bump, set demonstration from a volunteer. Repeat what was taught and answer any questions.

Proceed to cool down and stretching.

Cool down: run 1-2 laps, up and down arms raises, across-chest arm pulls, shift weight back and forth on stump to reduce weight on each side. Finish with repeated stretching.

Assessment:

Visual Cues Assessment

• Bump the ball to partner with consistent aim and proper form

• Knees and elbows bent properly

• Setting the ball to partner with decent height, consistent aim, and proper form

• Fingers and palms must be open and guide the ball up properly without carrying

Written Assessment

• What part of the arm is used during a bump pass?

• How many times in volleyball can we touch or pass the ball?

• What follows up to a bump and set?

• How many people play on the court for each team?

• Is a “carry” legal or illegal?

Home Learning: Instruct students to practice on their own at home by bumping or setting the ball towards a wall back and forth or play with a family member or friend. Have them set up a target or specific spot on the wall to practice their aim and accuracy.