Throwing Skills Lesson Plan Grade/Level: K-2 National Physical Education Standards 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 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 Objective Students will understand the fundamental keys of underhand and overhand throwing mechanics, identifying targets, and moving safely in personal space. Instructional Materials class set of five-inch foam balls class set of 10-inch oversized foam balls various items to be used as throwing targets (These targets can be large items such as doors or posters, or small items such as numbers on the bleachers, cracks on the wall, etc. If outdoors, targets can be attached to a backstop or other fences with zip ties or similar fasteners. Hang targets at varying levels, low and high.) Active Start/Dynamic Warm-Up Students stand in their own space, using invisible balls to develop their underhand throw mechanics. They place the pretend ball in their preferred hand. Then they step with the opposite foot, making sure that the hips are facing the desired target. Holding the ball at the waist, students swing the ball back behind themselves without twisting their bodies. Active Play Distribute five-inch foam baseballs. Make sure students hold the ball in their preferred hand. Then, students step with the opposite foot, making sure that the hips are facing the target. Holding the ball at the waist, students swing the ball back behind themselves without twisting their bodies. As students step with the opposite foot, they swing the ball forward past the hip and release or toss the ball underhand so that it travels upward toward the target. Next, trade five-inch foam balls for 10-inch foam balls. Students try to locate and throw underhand at as many targets as possible in the gym. Students should run from target to target. Finally, students will each choose one stationary target and point at the target with their nondominant hand. Bringing the throwing arm back into an L shape (arm bent at the elbow and hand held in the air with the ball), the students will step with their opposite foot as they turn their hips and begin throwing the ball toward their target. Closure The teacher will pose the following questions to students to check for understanding and learning: Can you name one important part of the overhand throwing motion? What other sports or games involve an overhand throwing motion? Did you enjoy today's activity? Why or why not? . Can you share one way that you demonstrated good sportsmanship during today's activity? Variations Have students practice facing different targets in the activity area and practice their throwing motion on command. . Have students move around the gym using different locomotor skills (e.g., hopping, skipping, jumping, sliding) to move from target to target. Divide or expand the activity area (e.g., half the basketball court, the entire soccer field) according to student ability levels Reference SHAPE America. (2017). National PE Standards. https://www.shapeamerica.org/standards/pe/

Justify each of these instructional changes, using evidence from a relevant academic source (suggested length of 1 paragraph for each justification). 

Firstly, to enhance the effectiveness of the instructional plan, the anticipatory set could be improved by incorporating a brief discussion or question and answer session about the importance of throwing skills in various sports. This would help to engage the students' interest and prepare them for the lesson. Secondly, to cater to multiple abilities or interests, the lesson could be differentiated by providing different levels of challenge in the throwing targets. For instance, targets could be placed at varying distances or heights, or moving targets could be introduced for more advanced students. This would ensure that all students are challenged at their own level and remain engaged in the lesson. Thirdly, to better align the lesson to the standards, more emphasis could be placed on the application of knowledge of concepts, principles, strategies, and tactics related to movement and performance (Standard 2). This could be achieved by incorporating a brief discussion or demonstration of the principles of force and trajectory in throwing, and how these can be manipulated to achieve different outcomes. Lastly, to promote healthy lifestyles or attitudes, the lesson could include a discussion on the importance of regular physical activity for health and well-being, and how skills such as throwing can be used in a variety of sports and physical activities. This would help to foster a positive attitude towards physical activity and encourage students to lead active lifestyles. In summary, the lesson plan could be strengthened by improving the anticipatory set, differentiating the lesson to cater to multiple abilities or interests, better aligning the lesson to the standards, and promoting healthy lifestyles or attitudes. These changes would enhance the effectiveness of the lesson, cater to a wider range of student abilities and interests, ensure alignment with the standards, and foster a positive attitude towards physical activity.