由: 亚伦·哈特，乔尔·怀特，布莱恩·德沃尔，丹·劳，本·康纳利，科林·阿尔瓦尼塔基斯
特殊贡献: 丰富的巴恩斯, 鲍勃·爱德华兹, 佩奇莫里森, 杰米•布朗, 斯巴达罗维克多, 凯特Darpino, 当归福克斯, 和Deedi布朗
设计: 詹妮弗Truong
长曲棍球是美国发展最快的运动之一. 有趣的是，它也是最古老的建筑之一，有证据表明它的起源可以追溯到公元1100年. 这款游戏的当前版本是北美(加拿大和美国)土著玩家的游戏变体与欧洲影响的结合. 这个模块是作为一个介绍运动与重点基本控球技能(摇篮, 挖, 捕捉, 和投掷).
模块文件
- 完成模块包:
- 模块概述:
- 所需材料:
- 所有模块的活动:
- 示例教案:
- 学术语言卡:
- 手放置图:
- 松懈技能提示表:
- 车站牌:
- 通用设计的适应性:
活动计划
- 嗯:
- 打扫你的院子里:
- 音乐:松懈
- 目标实践:
- 宽松的标签:
- 海里的鲨鱼:
- 合作伙伴扔 & 问题:
- 君越篮球:
- 君越站:
评估
- 自我评估表:
- 整体性能标准:
- 整体双性能指标:
- 学术语言测验:
老师的评价
- 教师自我评价/反思指南:
长曲棍球的国家标准和成果焦点
标准1.能够展示各种运动技能和运动模式的能力.
- 标准1 [E6.3-4] 完成一系列的运动技能, transitioning from one skill to another smoothly/without hesitation (3); Combines traveling with manipulative skills of dribbling, 扔, 捕捉, 突出教师和/或学生设计的小侧面练习任务(4).
- 标准1 [E16天.3-4] 接住搭档轻轻抛出的手掌大小的球, demonstrating four of the five critical elements of a mature pattern (3); Catches a thrown ball above the head, 在胸围/腰围水平, 非动态环境下使用成熟图案(4).
- 标准1 [E26.4-5] 结合了旅行和带球的操控技巧, 扔, 捕捉, 和 striking in teacher- 和/or student designed small-sided practice task environments (4); Combines manipulative skills 和 traveling for execution to a target (5).
标准2.应用概念知识, 原则, 与运动和表现相关的策略和战术.
- 2 (E1标准.3,4a,5] Recognizes the concept of open spaces in a movement context (3); Applies the concept of open spaces to combination skills involving traveling (e.g., dribbling 和 traveling) (4a); Combines spatial concepts with locomotor 和 non-locomotor movements for small groups in game environments (5).
- 标准2 (E2.3-5] Recognizes locomotor skills specific to a wide variety of physical activities (3); Combines movement concepts with skills in small sided practice tasks, 体操, 和 dance environments (4); Combines movement concepts with skills in small-sided practice tasks/games environments, 体操, 自主起舞(5).
标准的3.展示知识和技能，以达到和保持健康的体育活动和健康水平.
- 标准的3 (E2.3-5] Engages in the activities of physical education class without teacher prompting (3); Actively engages in the activities of physical education class, both teacher-directed 和 independent (4); Actively engages in all the activities of physical education (5).
- 标准的3 [E6.3-5] Identifies foods that are beneficial for pre- 和 post physical activity (3); Discusses the importance of hydration 和 hydration choices relative to physical activities (4); Analyzes the impact of food choices relative to physical activity, 青少年体育 & 个人健康(5).
标准4. 表现出尊重自己和他人的负责任的个人和社会行为.
- 标准4 [E6.3-5] 独立工作 & safely in physical activity settings (3); Works safely with peers & equipment in physical activity settings (4); Applies safety 原则 with age-appropriate physical activities (5).
标准5. 认识到体育活动对健康的价值, 享受, 挑战, 自我表现, 和/或社会互动.
- 标准5 (E2.3-5] Discusses the 挑战 that comes from learning a new physical activity (3); Rates the 享受 of participating in challenging 和 mastered physical activities (4); Expresses the 享受 和/or 挑战 of participating in a favorite physical activity (5).
