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San Jose State University Secondary Education-Kinesiology
Bhutanese National HPE Standards
Teacher: Corey Goldsmith Date: 3/2/2015
aggiore Date: 2/11/2015 Grade: 7th
Unit: Stability Lesson Title: Partner Rising Sun
Anchor Standards
Anchor Standard 1: A student will demonstrate a variety of movement activities which leads to
increased competency in movement skills, sport-related skill, as well as skill-related fitness and
health-related fitness.
Health and Physical Education Standards
Standard 1: A student will perform physical activities using different movement concepts and
skills.
Standard 5: A student will participate in learning activities in a cooperative manner with care
for feelings of others, respect for diversity, sense of belongingness and social dynamism.
School Sports Program
Primary
Standard 3: A student will experience friendly competition and display sportpersonship.
Student Expectations and Performance Indicators
Standard 1: A student will perform physical activities using a mixture of movement concepts
and skills.
Student Performance Indicators Grade levels 4-6
5. Performing a range of manipulative skills involving heading and controlling objects with
the head.
Standard 2: A student will present various forms of understanding of movement concepts, as
well as, apply theories and tactics used in a variety of physical activities.
4. Explain why they chose a strategy in a game.
Standard 5: A student will participate in learning activities in a cooperative manner with care
for feelings of others, respect for diversity, sense of belongingness and social dynamism.

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5. Demonstrates consideration of others when participating in physical activities.
7. Values differences and similarities in the abilities of others.
19. Demonstrates consideration of others when participating in physical activities.
School Sports Program Expectations and Performance Indicators
Primary
Standard 1: A student will understand that sport & physical activities allow for improvement in
physical, social, and emotional aspects of life.
Performance Indicators Physical:
4. Use manipulative during a game or event.
Performance Indicators Social:
3. Describe how cooperation leads to teamwork.
Performance Indicators Emotional:
3. Accept criticism during and after participation.
Instructional Materials (e.g., Equipment/Materials, etc.) that engage children/students in
the learning tasks:
- playground or open area for task - one ball (slightly deflated) per pair of students
- mat
Provisions for Special Needs and any Safety Considerations:
-Sneakers tied -No gum or candy -No jewelry -Obstacles are removed
-Long hair tied back
Central Focus of the Lesson:
-Develop coordination, cooperation, and balance by performing the partner rising sun exercise.
Student’s Prior Knowledge:
-Students have had some exposure to cooperative activities and balance/coordination exercises
Cognitive Domain Learning Objective: TSWBAT accurately interpret their body in space and
plan appropriate movements to keep control of the ball in an after class reflection.
Affective Domain Learning Objective: TSWBAT give 2 pieces of encouragement to 2 other
students.
Psychomotor Domain Learning Objective: TSWBAT successfully reach a standing position

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while maintaining control of the ball at least once during the 5-minute activity session.
This Lesson’s Greatest Health Enhancing Area for Improved Physical Fitness (Check):
_____Cardiovascular Endurance
__X__Muscular Strength
_____Muscular Endurance
__X__Flexibility
_____Body Composition
Learning Task One (Warm Up):
“Good morning, class! Today we are going to be working with a partner to lift a volleyball from
the ground to the sky without using our hands. This activity is called a Rising Sun. However,
before we try a Rising Sun we need to warm up the muscles we will be using for this activity.
We are going to start by facing forward. This game is called Hot Coals and Mud. When I say
‘hot coals’ you are going to move your feet as fast as you can in place. When I say ‘mud’ you are
going to pretend you are walking through deep, thick mud. Show me what it looks like to walk
through mud.”
- Play hot coals and mud, not letting the students get too tired or bored. (about 2 minutes)
“Now to warm up a little bit more we will be playing a game called ‘Frogger’. Raise your hand if
you know how to jump like a frog.”
- Choose a student volunteer to demonstrate frog jumping.
“You are going to jump from one side of the (gym/field) to the other. When I say ‘Stop!’, you
will stop jumping. Do not start jumping again until I say ‘Go!’. Your goal is to reach the other
side of the field.”
- Repeat game 3 times (Total of 3 minutes)
Total time: 6 minutes
Learning Task Two (Introducing Partner Rising Sun Activity):
“Today you will be working with a partner to perform a “Rising Sun”. These volleyballs will
be your “Sun”. You and your partner will begin by crouching on your hands and knees with the
ball between your heads, like this. (Have two student volunteers demonstrate). Your job is for
both of you to stand without losing control of the ball. You may not touch the ball with your
hands. (Have student volunteers demonstrate).
Let children choose a partner of same height. In pairs, the children stand in lines facing each
other. Each pair of partners lie face down on the floor, with their heads together and their feet in
the opposite direction. The pair holds a volleyball (similar size for all) between their heads.
Working together, the students will stand up and return to the crouching position while keeping
control of the ball. Do not let the children touch the ball with their hands.
Differentiated Instruction: Use student volunteers to demonstrate technique and/or post
pictures of ready and finished positions on the wall. Once students have mastered the
technique, you can conduct a competition of how many times each pair of partners can do it in a
1-2-minute span.

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Instructional Cues/Prompts:
- Do not use your hands
- Keep your head as still as possible
- Work with your partner. Cooperate.
- Don’t get discouraged. Try again.
Class Organization: Students Scattered in _____ General Space
__x__ Identified Groups
_____ Personal Spaces
Total time: 5-7 minutes
Teacher’s Verbal Closure to Students:
-What did you and your partner have to do to stand up with the ball?
-What were some of the problems you had to deal with?
-Why is it important for you to cooperate with your partner in this activity?
-What could you do differently next time?
Total time: 2 minutes
Language Function:
TSWBAT communicate with their partner in a positive and constructive manner.
Assessment (Attached):
A 0-4 scaled rubric (0 meaning No Effort and 4 meaning Exemplary).
Partner Rising Sun Assessment
0 1 2 3 4
-No effort - students are
unable to reach
the rising sun
position without
the ball falling to
the floor.
-The students are
unable to sit
back in the start
position from the
rising sun
position without
the ball falling to
the floor.
-the hands are
used to stabilize
the ball and the
ball sometimes
hits the ground.
-the students are
unable to sit
back down in the
start position
from the rising
sun position
without dropping
the ball.
-some stabilizing
movements are
used to
reposition the
ball without
using the hands
or the ball hitting
the floor
-students are also
able to sit back
down in starting
position from the
rising sun
position.
- Fluidly perform
rising sun
movement
without the ball
falling to the
ground or using
their hands to
stabilize the ball.
-Also able to sit
back down in
starting position
from the rising
sun position.

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Rising Sun Assessment
Student Name Performance Score

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