KINDERGARTEN – GRADE ONE
LESSON #2
LEARNING OUTCOMES:
Lesson Time Allotted: 30 minutes
Kindergarten: AK-1, AK-5, AK-11, CK-5, DK-3
Grade One: A1-1, A1-5, A1-11, C1-5, D1-3
Skill Theme: Manipulative
(Catching and Throwing)
Equipment Needed:
Equipment Needed: Tennis balls, beanbags,
crates, hoops, cones, polyspots, tape
Warm-Up/Introduction: (5 minutes)
As children enter the gymnasium, beanbags and tennis balls are placed in
crates positioned in the middle of the gymnasium. Children take an object and
find their own personal space in the gymnasium. Have them explore different
ways of throwing, catching, and carrying the object (from previous lesson).
Skill Development: (20 minutes)
As a Teacher: Throwing is an important fundamental skill, which transfers
into a variety of activities such as baseball and softball. To ensure children are
working toward a desired level of skill development, use the following critical
cues to assist the students reach their full potential. Please note, students will
use an overhand throwing pattern while throwing to a stationary and a moving
target.
Critical Cues:
·
Hand is prepared behind the ear.
·
Side is to the target.
·
Release is approximately 45 degrees up from and in front of shoulder.
·
Weight is distributed to opposite foot.
·
Follow-through is across the body.
·
Torso points toward target during follow-through.
1
Activity #1:
Toss to Areas
in Edmonton
Time Allotted: 10 minutes
• For the low target, place a hoop vertically against a wall. Another hoop
is taped onto the wall at a medium level, and one is at a high level. Hoops
represent different areas/buildings within Edmonton (West Edmonton
Mall, Telus Field, Rexall Place etc.) of varying distances from the school.
For example, if Rexall Place is the furthest of the three buildings from your
school, then it will be at the ‘high level’.
Note: If taping hoops to walls take too much time, use different markings on
the walls (high, medium, low) instead.
• Children place their polyspot at a distance that is comfortable for them
away from the wall. They practice throwing (overhand) beanbags, and
tennis balls through the targets (hoops).
As a Teacher: Emphasize a specific critical cue here—body faces sideways
to target, for example, or step with opposite foot.
Increase Difficulty (if needed): One of the partners tosses a ball to her
partner (from a specified or chosen distance from the partner); the partner
catches the ball, turns toward target, and immediately throws into the
stationary target.
Activity #2:
Throwing to
a Partner
Time Allotted: 10 minutes
• Have children put their polyspots away and then partner-up (you can
choose partners based on birthdays, colour of hair etc.)
• Throwing to a moving partner: One partner runs out into space along a
curved pathway. When the partner reaches a designated marker (cone), the
thrower throws the ball to the partner and the partner tries to catch the ball.
As a Teacher: Have partners all throw in the same direction.
Partners change roles after five to seven turns as thrower or receiver.
Increase Difficulty (if needed): Have children run along different pathways
(see examples following).
Closure
Time Allotted: 5 minutes
Discuss the different ways children practice throwing overhand and review
the important critical cues. Choose students to demonstrate the overhand
throw.
2
Assessment:
While students are throwing you
can complete an analytical rubric and
analyze students’ overhand throwing
pattern.
RATING SCALE:
Excellent = E
Good = G
Needs Improvement = NI
Student
Begins with side to target
3
Steps with opposite foot
Follows through across body