LEARN NC

K–12 teaching and learning · from the UNC School of Education

Flipping frogs

Using frog beanbags, students will demonstrate skill components of the underhand toss.

A lesson plan for grades K–1 Healthful Living

By Steve Smalley

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Learning outcomes

Students will learn the appropriate components to the underhand toss.

Teacher planning

Time required for lesson

30 minutes

Materials/resources

  • six (frog) beanbags
  • six cones
  • five-gallon bucket
  • twenty to thirty numbered spots

Activities

Teacher will demonstrate components of the underhand toss to the students.

  1. Holding object in palm of the hand
  2. Eyes on the target
  3. Feet together with front body facing the target
  4. Dominant hand holds object
  5. Underhand motion with the student’s hand releasing the object at waist level
  6. Student will step with the opposite foot during tossing motion
  7. Arm will swing forward
  8. Hand will point at target while releasing a beanbag

This activity requires students to form equal lines behind cones. (Cones should be in a large circle, about ten yards from the five-gallon bucket. The five-gallon bucket is placed in the middle. Between the cones and the bucket numbered spots are randomly scattered about. The spots are numbered with point values appropriate for the distance. The closer the spot, the lower the point value. One beanbag per cone.)

Upon teacher’s direction, students will jog to a spot of their choice. When they are ready they will perform the underhand toss keeping one foot on the spot. If they are successful (beanbag enters bucket) they will take the spot, retrieve the beanbag and return to their cone. If they are unsuccessful they will retrieve the beanbag only. Upon returning to their cone they will hand the beanbag to the next person and go to the end of the line. The next person will perform this same routine without delay. When there are few spots remaining or time has elapsed the teacher will stop the activity and replay a new game if time permits. When time has expired have the students add each spot to receive a total score. The team with the most points is the winner.

Assessment

The teacher should have an assessment sheet listing each skill component and the student’s name. The teacher may want to have another teacher assess with them if the class size is more than fifteen students. The teacher will check each component upon successful demonstration by the student.

Supplemental information

I used spots that I bought from a P.E. supply magazine. (they have other uses) They were six-inch rubber spots. I used a laminated number that I made and taped it to the spot. You can use a laminated number in any shape as the markers. Card board cut-outs work well also.

Comments

Students love to flip frogs.

Almost any small object will work.

North Carolina curriculum alignment

Healthful Living Education (2006)

Grade 1

  • Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1).
    • Objective 6.02: Demonstrate the emerging skills for throwing, catching, striking.

  • North Carolina Essential Standards

    • Healthful Living (2010)

      • Motor Skills Development

        • 1.MS.1 Apply competent motor skills and movement patterns needed to perform a variety of physical activities. 1.MS.1.1 Execute recognizable forms of all eight basic locomotor skills in different pathways, levels, or directions. 1.MS.1.2 Use recognizable forms...
        • K.MS.1 Apply competent motor skills and movement patterns needed to perform a variety of physical activities. K.MS.1.1 Execute recognizable forms of the basic locomotor skills. K.MS.1.2 Use recognizable forms of the basic manipulative skills. K.MS.1.3 Create...