Lesson Plan

Name: Nicholas, Josie F, Kyler, Kaylyn Grade: 9-12th Grade School: University of
Northern Iowa

Date:11-17-2020 Content Area/Unit: Invasion Games/Thoukball Lesson # 3

Prerequisite Skills:
Students will have general mindfulness knowledge.
Students will have played tchoukball before and understand the rules.

Objectives (Relate to National Standards & specific Grade Level Outcomes):

Psychomotor: I can throw the ball and hit a target 3/6 times and I can catch a ball 3/6 times
during game play.
Demonstrates competency and/or refines activity-specific movement skills in 2 or more
lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall
games or target games).(S1.H1.L1)

Cognitive: I can calculate my heart rate and understand why my heart rate will be different
during a high intensity activity than it will be during a low intensity activity.
Calculates target heart rate and applies that information to personal fitness plan.
(S3.H10.L1)

Affective: I can show sportsmanship throughout the class by accepting the outcome of the
game and being respectful to all players.
Exhibits proper etiquette, respect for others and teamwork while engaging in physical
activity and/or social dance. (S4.H2.L1)

Physical Activity (what is your fitness infusion or activities specific to HRF?)

Students will be active during the warm-up.
Students will also get their heart rate up during tchouk ball.

Teacher Objective – what goals do you have for your pedagogy, time management,
organization?
I want to be loud and clear when giving instructions.
I want to be organized so students are on task the majority of class time.
Equipment (type & amount) & Space Needed:
- Gym (2)
- Projector (1)
- iPad with heart rate monitor app(1)
- QR code with the rules and directions (3)
- Laptop with Google sheets (1)
- Heart rate monitors (30)
- Poly Spots (30)
- Jerseys (10 each of 3 colors)
- Tchoukball nets (6)
- Tchoukballs (12 or as many as possible)

Safety concerns/key points:

Students on the sideline may get hit with a ball if it is not kept under control in the game.

Resources Used (cite any web or course resources):

https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-
Physical-Education.pdf
https://app.qr-code-generator.com/create/new/?accountActivated=1
https://docs.google.com/spreadsheets/d/1ypEmevPWMq7CbJN8C_RvsPWEKx5hxAVPHzn
jvhN4qtQ/edit?usp=sharing

Pre-Class Set-Up (Clear, descriptive statement and diagram):

-There will be tchoukball nets set up around the gym under each hoop.
-The tchoukballs will be in two buckets at the center of the gym space.
-Students will come in and circle up around the three point line on one end of the gym.

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Tchou
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 Instructional Plan

Anticipated Time Accommodation Organization Performance Target

Progression of Tasks s/ al Cues & Criteria/
(script and bullet pts) Skill Arrangement Feedback Assessment
Differentiation s (Instructional, (specific goals
(varying level of (What does Corrective, for students in
challenge) your classroom Motivational) drills/game-
look like for play/fitness)
each activity)
Warm up: 8:00- If students are N N Keep up the N/A
et T et
“Good morning 9th 8:05 unable to do the s c s hustle!
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h
graders! I need (5 min) dynamic warm c
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everyone to line up up they can do a N
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u
N Make sure we
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around the three point modified version Students
e u
b wille are getting a
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al
line over here on the of each stretch/ startt at the t
b
ls good stretch,
end of the courts. Today movement or a s
threes point line
al
we don’t want
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we are going to be static version so for directions. to pull any
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working on getting in they are still c
c muscles when
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our target heart rate getting a stretch h
o playing
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zone, and seeing the rather than u
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tchoukball.
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difference between an starting without b
b
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a
Students will
intense activity and a any warm-up. l
ls If you can’t do
relaxation activity. then move to
l the full stretch
s
Our objectives for the Ex. Quad pulls the baseline to you can modify
day are that you can rather than butt do the warm it so you are
throw the ball and hit a kicks. up. still stretching
target 3/6 times and I Knee to chest the same
can catch a ball 3/6 rather than high muscle but in a
times during game play, knees. Etc. way that you
you can calculate my can safely.
heart rate and If butt kicks
understand why my aren’t working
heart rate will be for you maybe
different during a high do a nice quad
intensity activity than it pull!
will be during a low
intensity activity, and Good effort!
you can show
sportsmanship Let’s carry this
throughout the class by energy over to
accepting the outcome the game
of the game and being today!
respectful to all
players.” Make sure you
are working on
“For our warm-up today passing
we are going to be accurately!
doing a few dynamic
stretches then jog Make sure you
around the gym while can control the
passing to a partner. At catch!
the beginning we will
check our resting heart
rate and then check our
heart rate after the
warm up. For the first
dynamic stretch we are
doing 10 repetitions of
over-under steps on one
side then alternate to do
the other side. After
that we will do 10
repetitions of arm
circles forward then
backwards. Now
everyone can grab a
partner and a
tchoukball. We will be
jogging around the gym
for 3 to 4 laps. On the
first lap or two just pass
the ball with whatever
hand you prefer. For the
last two laps we will be
passing/catching with
only one hand then
alternating to the
opposite hand. Now
that we are doing the
warm up we will check
our heart rates.”

T T
Activity 1: Tchoukball 8:05- For more skilled c c
Remember that Students will be
“The main activity for 8:30 students we can h h we are only working
o o
s
t
e
N

s
t
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today is tchoukball. We (25 min) incorporate an u u taking 3 steps if independently

k k
have played this game air dribble while b b we have the trying to throw
a a
There will be
before, but we will moving. l l
ball, but you and hit the
review the rules and two teams on
l l don’t have to target 3/6
s s
split you up into teams.” We can also limit the court move at all if times.
“A player scores a point the number of playing the you don’t need
for their team if they passes before game and one to. Students will
bounce the ball off the scoring to a max team off to the also be trying
rebound surface so it of 3. side doing You can try to to catch a ball
cannot be caught by an another move laterally thrown off the
opponent before it For students at a activity with around the target by their
touches the floor. beginner level the two other target to make opponent 3/6
-A player gives a point we can have no teachers. the ball bounce times.
to the other team if: limit on how in different
• They miss the many times they directions.
rebound surface when need to pass the Formative
shooting the ball. ball. Keep working Assessment:
• They make the ball at it and try to Observational.
bounce out-of-bounds. They may also be make some Watching the
•They shoot the ball and able to take more plays! students to
it bounces back, 4-5 steps instead make sure they
touching them. of 3. Make sure you are using
• They send the ball into are focusing on correct form
the “forbidden zone”, Students will be aiming when while making
before or after it hits able to receive you throw the throws and
the rebound surface.” written ball. using
“There is NO defense, directions, as sportsmanship
how you get the ball well as verbal during the
back is by catching the directions. game.
ball after it is thrown at
the target by the other Asking
team or the other team clarifying
performs an illegal questions to
move. An illegal move is make sure the
anything from taking students
more than 3 steps, understand the
letting the ball hit the rules and
ground at any point, or objectives.
if the ball bounces off
the frame instead of the
net.” At the end of
each section
“How do you score a asking if they
point for your team? were able to
catch the ball
Name one way you give ____# of times.
a point to the other And throwing
team? at the target
____# of times.
Can you score on any
net, or only on “your
team’s net”?

How many steps are

you allowed?

Do we play defense?”

“Great! Okay so if you

have heart rate monitor
number 1-7 you are on
team one, grab a green
jersey and head out to
the court and wait for
further instruction. If
you are number 8-15
you will grab a red
jersey and head out
onto the court and wait.
Numbers 16-22 will
grab blue and head over
to the side of the court
with ____.”

*Students play and

work independently*

“Freeze. If you have the

ball, bring it to me. Red
team you are
transitioning out and
will be on the side. Blue
you will have the ball to
start. And GO!”

*Students play and

work independently*

“Freeze. If you have the

ball, bring it to me.
Green team you are out.
Red back in and you are
starting with the ball.”

*Students play and

work independently*

“How many of you were

able to catch the ball
____# of times?

How many of you were

able to throw the ball
____# of times?”

T T
Activity 2: 8:05- Students can sit c c
Remember to Formative
Rest/Recovery 8:30 on their bottoms. h h relax your Assessment:
o o
s
t
e
N

s
t
e
N

“The secondary activity (25 min) If needed we can u u shoulders. Observational.

k k
we will be doing is a find a chair for b b Watching the
a a
Students will
relaxation activity. We them to sit on if l l
Keep your back students to
are doing this to show not able to sit on be along the
l l straight to open make sure they
s s
you the difference the floor sideline up those lungs are using
between an activity that comfortably. working on a just a tad more. correct form
raises your heart rate to relaxation and are
your target heart rate as We can also use activity to get Good job. calculating
well as what it should yoga mats for a their heart their heart rate
look like when we are more rates back Remember, the correctly.
“resting” or using a comfortable down after the goal if this
relaxation method.” seating situation. intense activity activity is to get Asking
“When you get to this of tchoukball. your heart rate clarifying
station, you will tell the If unable to do down and to questions to
teacher your heart rate the calculations relax your body make sure the
monitor number and by hand we can and mind. students
you will check on the have calculators understand the
ipad what your heart available/ directions and
rate is and report this students use a objectives.
number. You will do this phone calculator
again after the to help find their
relaxation activity and max heart rate
before you go back into and their target
the game.” zone.

Once students get to

sideline -
“Okay students have a
seat in a comfortable
position. How did the
game go? … We are
going to start off with
just some basic deep
breathing exercises to
get your heart rates
back down after
exercise. I want you to
notice the difference in
how you feel, your
breathing, and check
your monitors as we do
this to see your heart
rate lower.”

” (for group 1, they can

still do the breathing,
but heart rates will
already be down, later
they will get up).

“Make sure you are

comfortable once you
are we are going to start
off with breathing in
through the nose for 5
seconds, holding for 2-3
seconds, and exhaling
through your mouth for
4. That is one rep. This
is common for right
after working out and
trying to regain your
breathing. If you can’t
do this, breathe at your
own pace, until you are
able to. We are going to
go for 7 reps. I will
count out loud.

Do 7 reps, counting out

loud for your students
like
“In through the nose,
1,2,3,4,5, hold 1,2,3, out
through the mouth
1,2,3,4.”

“Next, we are going to

switch to 4-7-8
breathing technique.
This is the most
common for deep
breathing, de-stressing,
and relaxation. Similar
to the last one, we are
going in through the
nose, but this time for 4
seconds. Then holding
for 7, and then exhaling
for 8. Obviously, if this
is painful or
uncomfortable, do NOT
continue. However, I
encourage you to try
this exercise. I will
count out loud for us
again. This time we are
only doing 5 reps.

Do 5 reps, counting out

loud for your students
like
“In through the nose,
1,2,3,4 hold 1,2,3,4,5,6,7
out through the mouth
1,2,3,4,5,6,7,8.

“Students I want you to

take a look at your heart
rates now. Has it
dropped? If so, how
much?”
(Group one won’t have
dropped, but say this
ONLY to group 1)

“Keep in mind this

number as you get out
to play the game and
see your heart rate
rise.”

Lastly, help students

find their maximum
heart rate….

“Now students we are

going to calculate your
maximum heart rate.
The interesting part
about maximum heart
rate is that it has
nothing to do with your
fitness level. It doesn’t
matter if you work out
more or not, it truly has
nothing to do with
physical fitness. It has
everything to do with
age, genetics, and
altitude. For this
example, we are going
to get an estimate that
will be close. It is very
simple to do. We are
using the Fox formula…
which is just 220 - your
age. So since I am 20,
mine would be 200.
This means that at
100% workout
intensity or the hardest
workout my heart could
take, my heart would be
beating 200 times in 1
minute. Basically saying
that the fastest my heart
can beat is 200 bpm.
Now go ahead and
calculate yours.”
Closure/Cool down: 8:30- Students can N N Keep Formative
et T et
“Alright, if you have the 8:35 bend their legs to s c s stretching! Assessment:
T

s
t
e
N
s
t
e
N
h
ball go run over and (5 min) make the stretch co Asking the
place it in the bucket not as intense or N
h
u
o N Only a couple students
k
and meet down at the bend Students
e u
bwille of more clarifying
kal
three point line.” farther/straighte meett aroundt
b
ls seconds, don’t questions to
“We are going to do r leg to make the s
the three al s
point give up. make sure they
ls
some cool down stretch more line to go over met the
stretches. We are going intense. the objectives Way to go! objectives.
to do ten seconds/reps and what
of each exercise, Students can do occurred Good job today
starting with... the stretch during the class!
- Side lunges (10 longer if lesson.
sec. each leg) necessary or Way to get your
- Forward lunges shorter if the heart rates up
(10 sec. each leg) stretch is painful as well as
- Butterfly (10 rather than bringing them
sec.) uncomfortable. back down
- Right arm with some deep
acrossed (10 Students can do a breathing!
sec.) modified version
- Left arm of the stretch if
acrossed (10 unable to do the
sec.) full stretch.
- Right arm
behind head (10 Instructions will
sec.) be given verbally
- Left arm behind along with a
head (10 sec.) demonstration
- Arm circles from the teacher.
forward (10
small, 10
medium, 10 big)
- Arm circles
backward (10
small, 10
medium, 10 big)
- Shake out arms
(5 sec.)
- Shake out legs
- (5 sec.)”

“Good job everyone!

How many of you were
able to catch the ball
____# of times?
How many of you were
able to throw the ball
____# of times?
Raise your hand if you
can tell me something
one of their classmates
did to show
sportsmanship? What
did they do?
Can somebody tell me
how to calculate their
max heart rate and
target heart rate.”