Omnikin Lesson Plan
Name: Christopher T. Miles Date: 9/25/2018 Lesson #:1
Lesson/Unit Focus: Omnikin Grade:3 Class Length:20 Class Size:26
Defensive Skills
STANDARDS/BENCHMARK/GLE’s:
Standard: #1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
GLEs: 1.3-2.2 Catch a variety of objects in dynamic conditions using the critical elements
Standard: #4 The physically literate individual exhibits responsible personal and social behavior that respects self and others.
GLEs: 4.3-1.2 Identify and follow equipment-specific safety rules
4.3-2.1 Work cooperatively with a partner or small group during class activities
Standard: #2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
GLEs: 2.3-1.3 Recognize offensive and defense situations
TEACHER OBJECTIVES
Cognitive: Ask at least 3 defensive strategy questions
Affective: keep high energy and excitement of the lesson
Psychomotor: Provide feedback to each student on the still ques
LESSON OBJECTIVES: (TLW)
Cognitive: The learner will understand that as a team the strategy of defense is to make saves and to catch the ball
Affective: The learner will work together with their team to meet the goals of play though communication cues. At least cues 2x per
game. And feel comfortable with hitting the ball.
Psychomotor: The learners will be able to be in ready positon to make saves to catch the ball with their team
ASSESSMENT/EVALUATION:
Cognitive: ask verbal questions in checking for understanding
Affective: observe to see if they are meeting the goals of play together and give feedback
Psychomotor: give feedback on their ready positions and examine that each team has made a score in each task and final activity.
INTEGRATION:
Social Studies: Students in grade 3 use the features of maps and globes to identify locations and characteristics of a place, such as the physical
features and regional characteristics. They also explain that the regions of Louisiana developed based on how climate, location, and natural
resources both influenced where people settled and how they used the land and adapted to the environment. Lastly, students describe how
coastal erosion/loss of wetlands, river changes, and flooding can result from human factors and invasive species.
EQUIPMENT/TEACHER MATERIALS:
Item: Amount:
Poly spots 4
Beach balls (omnikin) / medicine balls 4
Sticky notes/ name tags 15
Cones for outside border 4
Cones for inside border 14
Folders 4
RESOURCES:
LouisianaBeliveve.com
ACCOMODATIONS & MODIFICATIONS
Balloons or beach balls
One bounce allowed before teach catches
2 taps and a catch
LESSON PROCEDURES/ACTIVITIES:
Time Instant Activity/Task Organization Criteria to move on Skill/Teacher Cues
0- Instant Activity Instruction: Walk in, in a line give a Students are warmed up Cues: 1,2,3…Freeze hands
3min Moring ladies and gents my name is Mr. Miles name tag with a number on and have all had good on knee
and we are going to start off the day with a them send each number time feeling the ball with 3,2,1 Go
game called team to a spot their hands and/or feet Back to back with a
Run Away Train 4 poly spots and balls at the partner
Eyes on me and can I have this group demonstrate base line
with me? Class separated into 4 teams Goal: To get a feeilng of
by name tags what the ominkin ball feels
Have a student lay down shoulder to shoulder to Seated at around the spots like in their hands and/or
me and get up and ask two more of his group to lay See how many times you feet
down line up shoulder to shoulder can get to the ends of the Start communicating with
Have that student hand off the ball to another court their team
student on their shoulder laying on the floor
Then once the ball is passed off run to the other Have pretest in folders by
end of the line to continue the movement of the the wall of each poly spot
ball With pens
Have the ball move down the line until it reaches
the other end of the court and then come back
Once the ball gets to the other end of the court
That’s one and go back and that’s two
What CC’s of team work
Cooperation and communication
*Make sure to communicate with your team
What are some ways you can communicate with
your team*?
Point these out all day and give feedback
Motivational goal:
See how many you can get
Extension:
Hand then feet
Only your feet
If you drop it start over
Safety:
If you the ball falls over to another team’s side
what do you do?
Have the other teams give you the ball
Watch out for stepping on someone on the ground.
Transition: shortest person in your teams bring the ball to the cones on the other side
And meet me at the poly spot and explain pretest.
Not graded. Answer the best way you can.
If you are a girl come get a test
And if you are a boy come get a test
Once you are done bring your paper me and I will direct you
While they take the test set up cones and balls in courts
Once they are set go in front of them
Time Introduction/Set Induction & Organization Criteria to move on Skill/Teacher Cues
Behavior Focus
5- Introduction: Sitting by their poly spots Finish introduction on Cues: Ready position
7mins Again I’m Mr. Chris concepts Hands wide for ball
And today we are going to learn about Small taps
Omnikin Goal: visual explanation of
This big ole ball game was made in Canada’s the ques
Physical education classes back in 1986 and
now it is worldwide sport.
And it’s pretty cool that we get to play this
game today in PE in our class in American
Integration:
By raising your hand…
Who can tell me where Canada is compared to
Louisiana?
What are somethings that is different about ole
Canada and Louisiana?
Sweet peoples ya’ll know them study socials
Today we will be learning some Defensive
strategies in the game that will get your team
into offensive.
One of the biggest part of defense is to catch the
ball and not drop it.
Say with me catch the ball and don’t drop it.
What if the ball is too far for you catch it, what
is another to keep the ball off the ground that
you may catch it?
This is one of my favorite parts of the game
because of how crazy and fun it can get.
Skill Focus:
Ready position
Knees bent
Arms out and ready.
To get the ball and to catch it
Behavior Focus
Working together
Not trying to hit anyone with the face with ball
Transition: back to back and split them into two teams
Time Task/Skill Organization Criteria to move on Skill/Teacher Cues
7-12 Task: 2v2 Same team They have 5-10 catches Cues: ready position
Min One ball per half court They go back to their square per team Hands out
Have to the throw or hit the ball as a team Have a team start by Catching as a team
(all hands on) into the other court to where throwing the ball into the
they don’t catch it. other square Goal:. Understanding the
But before your team can throw or hit the kind of force it takes to hit
ball to the other side this ball.
everyone on the team must tap the ball Be able to understand the
Whatever team gets the most catches wins! goal of defense is catching
Also, I l will be watching for team the ball
communication where you will also get
points
Thumbs up if you understand!
Safety:
If you kick
Feet should go able your waist
Soft kicks
Don’t kick your teammates
Ball in another court
Extension: only one hand
No hands before catch
Just one no hand save before catch
Refinement: explain open space that we
should cover your square to prepare for the
ball coming back over.
Only one tap
Or only catch
Transition: 123 freeze
Can I have this team’s tallest player to bring their ball to side and come back in 10 secs
Have everyone meet me at a square and demonstrate with the team of that square.
Why wouldn’t shouldn’t we on defense stand in one spot on the square? Where could the ball go where we are not?
Then where should we be as a team?
Okay this will be important for our next game
Time Culminating Activity Organization Criteria to move on Skill/Teacher Cues
12-17 Activity Instruction: Same square same teams All the kids got to attempt Cues:
Min Omnikin four square to keep the ball off the Ready positions
Where just like the last game we will guard ground
your square for the ball falling in. Goal:
Each team will guard their square Use their understanding of
The team with the ball (all hands-on ball) catching the ball in a
will hit it or throw it another square bigger game setting
Everyone must tap the ball up and then
your team can then catch it
Then throw or hit it to another square.
So, if the ball isn’t in your court what
should your team be doing in the
meantime.?
Extention: Move to another square while a
team is taping the ball.
Use another part of your body
Purpose/skill used:
Guard open space by securing the ball .
Safety:
Don’t hit the ball at anyone
Transition: put up all the equipment in 10 secs
meet me at the poly spot for review
Time Closure: Organization Criteria to move on Skill/Teacher Cues
17- Check for understanding: Sitting by their polly spots All the questions are Review: taping lightly
20mins Assessment: answered Open space
Cognitive: whats the goal of defense? Point of defense
As a team where do you not want Ready positon
this ominkin ball to go? As a team
how can you guard your square to
make sure the ball doesn’t hit the
ground?
Psychomotor: who can show me a
way to make a save from the ball
going on the ground?
Affective: with your thumbs how do
you feel about keeping the ball up
from the floor with your team.
Thumbs down I need more practice,
thumbs up I feel like a master or in
the middle? Point out feedback on
communication skills
See ya next time where we will talk more
about opens space for defense.
POST LESSON REFLECTION: What were the most successful components of this lesson?
Why were they successful?
What needs improvement in the lesson?
How can you improve the identified areas?
What do students need more work with?
Did I reach my lesson objective, why or why not?
