Standard 3 - Planning and Implementation.

Standard 3 - Planning and Implementation.

Standard 3

Planning and Instruction
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local state, and national standards to address the diverse needs of all students.



Artifact: Contemporary/Multicultural : Buroinjin Lesson Plan

Date: April 13th, 2014

Reflection: In PEP 203: Contemporary/Multicultural Activities, I had to teach a lesson on a game from a different country. My lesson was on the game Buroinjin from Australia. In the book, Multicultural Games, I was able to take the explanation of  how the game was played and create a lesson plan for the students. By creating a lesson plan on a game from another country, and presenting it to the class, it demonstrates my ability to meet standard 3. This lesson plan, as well as others that I have done, is necessary to my development as a Physical Education teacher because students need a teacher who can take a game from another country, create a lesson plan, and be able to implement the lesson so that the students can have a successful and enjoyable experience.

PEP 203: Contemporary/Multicultural Activities 

Lesson Plan

Name: Jackie Nieves

Lesson Name: Buroinjin

Country: Australia 

Equipment: 

• 20 pinnies
• 1 Playground ball
• 4 cones

NYSAHPERD Standards Met: 

Standard 1 - Personal Health and Fitness

• Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Standard 2 - A Safe and Healthy Environment

• Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Standard 3 - Resource Management

• Students will understand and be able to manage their personal and community resources.

NASPE Standards Met: 

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. 

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to 

      movement and performance. 

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-

      enhancing level of physical activity and fitness. 

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-      

     expression and/or social interaction.

Lesson Objectives: (situation, task, criteria): 

     Ex. During class, students will demonstrate a proper kicking motion (step next to ball, opposite foot pointing toward target,   

    kick ball with the inside of foot, follow through) 3 out of 5 times).

Cognitive (understanding knowledge): During Class, students will demonstrate understanding of the rules of Buroijin (Players can run until tagged, then may take 2 steps then pass the ball. If a player standing still is tagged, they have 3 seconds to pass the ball. Must score in a designated area. Possession of ball changes after each scorer after a team has been tagged 4 times.) by adhering to them during play and through observation of the teacher.

Psychomotor (performance/demonstrates): During class, students will be able to pass and move the ball down the field in order to score as many points as possible in a 10 minute playing session using the rules of the game (Players can run until tagged, then may take 2 steps then pass the ball. If a player standing still is tagged, they have 3 seconds to pass the ball. Must score in a designated area. Possession of ball changes after each scorer after a team has been tagged 4 times.) through teacher observation and score of the game. 

Affective (interpersonal skills): After class, students will demonstrate the ability of team work and strategy in the game of Buroinjin, shown through asking questions and discussions in a group setting.

Safety Statement: 

• Make sure shoelaces are tied at all times.
• Don’t throw the ball to anyones head or to anyone unaware
• Please be aware of those around you, and try not to run into anyone. 

Lesson Content: 

• Good morning everyone. I know it’s 8 am but I promise we have a game today that will get you moving and shake off that morning weariness. The game we are playing is from Australia call Buroinjin. Before going over the game, please make sure that your shoelaces are tied at all times. When we are playing, be aware of those around you and don’t intentionally hit someone with the ball. My start and stop signals will simply be saying start and stop. Who is ready for a game from Australia?
• We will go over the rules then do a small demonstration of the game. The class will split into 2 equal teams. There will be a designated area for scoring. The object of the game is to get the ball into the teams designated area to score a point. To get the ball from one side of the gym to the other the team can run for as many steps as they want unless they get tagged. Once a person is tagged they can take 2 steps and then pass the ball. If someone has the ball in their hands while standing still, and they get tagged, that person has 3 seconds to get rid of the ball to a teammate. Change of possession happens when a team gets tagged 4 times, a team scores, or the ball is intercepted. Can I get a few volunteers to demonstrate a game?
• (5 students come up to demonstrate)
• Say student 1 has the ball, they are able to run the ball as far as they can without getting tagged. Say student 2 from the opposing team tags student 1, then they have 2 steps to pass the ball to another teammate (student two tags student 1, student 1 takes 2 steps then passes ball to teammate). Say student 3 receives the ball and is tagged by student 4 before they get to run, they then have 3 seconds to get rid of the ball ( student 4 tags student 3, student 3 passes the ball to another teammate.) If student 3 doesn't get rid of the ball in time, its a turnover and the other team receives the ball. If team 1 gets tagged 4 times in a row, then team 2 receives the ball. If  the ball is dropped by team, 1 team 2 get the ball. The ball can be intercepted at any time as well. Any questions?? 
• Everyone please line up on the black line and count off by two’s.
• (count off by two’s)
• Team 1 will have pinnies and will stanton the far side of the gym, team 2 will stay on the close side. The ball will start at half court, and when I say start, both teams will go for the ball, whomever gets possession will start to earn points. Are there any questions? 
• (Put ball at half court) Start!!
• (have game go for about 5 minutes)
• (If game starts to lag or look as if students are getting bored bring in to voice for variations)
• Some variations can be less time to get rid of the ball. A person who gets tagged shouldn’t be allowed to take 2 steps. We can limit the number of passes per team to get down the field, or we could only have lateral passes. What would you guys like to do?

Closure: 

• (Bring in everyone, U-shape)
• Everyone bring it in! How is everyone feeling? Did we enjoy the game? What were some of the rules for the game? Can anyone tell me strategies they used to score points? What are some variations or rule changes that you would implement? 
• (Students answer)
• Thank you everyone and I hope you have a good rest of morning!