PE 331 SP12 Lesson Plan Template
Teacher(s) Jill Wheelock
Date: 2/16/2012
Lesson: 2/4
# Students: 12-13
Grade Level: K-1
# Class Minutes: 30 minutes
Unit: Space Awareness
Lesson Focus: Levels and Locomotor Movement Equipment: Poly Spots, Music, iPod Speaker
What happened in the last lesson? Space Awareness-Straight, Curved, and Zigzagged Pathways
I.
Learning Objectives: Behavior, (Condition), and [Criteria]. Include state standard(s), number(s), and write out standard(s)
Psychomotor: TSWBAT
Travel in a low, middle, and high levels (in self or general space) [without running into or touching other students.]
K.1.1 Perform basic (fundamental) locomotor skills.
1.1.1 Perform locomotor skills with developmentally appropriate challenges to reinforce learning of basic movements.
Cognitive: TSWBAT
Demonstrate and discuss some characteristics of the levels (when prompted and guided) [using cues or examples of animals.]
K.2.2 Demonstrate variations in moving with spatial, directional, and temporal awareness.
1.2.3 Demonstrate variations in moving with directional, spatial and temporal awareness.
Affective: TSWBAT
Exhibit teamwork and cooperation (with friends during game play) [in a positive way that involves communication instead of physical
force.]
K.5.3 Show a positive attitude toward self and others during physical activity.
1.5.4 Demonstrate respect and compassion for children with individual differences.
II.
Teacher Objectives: What are your goals for the lesson?
Instructional: (1) TTWBAT
Give examples and non-examples of the tasks at hand so that the student knows exactly what I want them to do or not do.
Management: (1) TTWBAT
Demonstrate classroom control with a focus on spacing my students to insure a positive and engaging learning environment.
III.
Safety Considerations:
Space awareness, the students will be moving around in locomotive skills in low, middle, and high levels so I need to make sure that
they are aware of themselves, each other, and the rest of their surroundings. I will need to space the students out so that they can
move in self and general space without running into one another. I will also need to make sure that the students aren’t running in
and out of Derek’s lesson. If my students run though Derek’s class someone may get hurt. I will also need to make sure that the
1
PE 331 SP12 Lesson Plan Template
students are careful with whatever equipment I choose to use. I will specify to them what is allowed and not allowed with the
equipment when the time comes.
IV.
Special Needs Modifications:
As of right now I know of no special needs modifications that I need to make.
V.
Resources (2+):
Graham, G., Holt/Hale, S. A., & Parker, M. (2010). Traveling. In Children moving: A reflective approach to teaching physical education
(8th ed., pp. 254). Boston: McGraw-Hill Higher Education.
-Definitions of the three levels
Village People. "Y.M.C.A." (Single Version). Disco Fever. MP3.
Dr. Welch,
I left out the Developmental Analysis because I think I did it right in my revision of lesson plan 1A. Is the
Developmental Analysis that I turned in for lesson plan 1B sufficient or do I still need to add to it? If I do need
to add to it, I may need some help! Thanks (:
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PE 331 SP12 Lesson Plan Template
The Instructional Plan
Planned Progression of Tasks built from DA:
this is a narration of your planned lesson
Anticip
ated
Time
for each
task in
minutes
Instant Activity: Chicken Dance!
3 mins.
To start off with we’re going to do the
Chicken Dance! Does everyone know how to
do it? Can I get one of my friends to show me
how. There are three steps. 1. Pinchers
2.Wings 3. Twist and then you clap four
times. When the music comes on we’re all
going to move around the circle in the same
direction. (Jog, Skip, Gallop, Hop)
Set Induction:
Today we’re going to learn about levels.
There are three levels. Demonstrate: Low,
Middle, and High. Each level has different
characteristics. This means that each level
has certain things that make it different and
special. Low level is the space below the
knees, Middle level is the space between the
knees and the shoulders when we are
standing, and the High level is the space
above the shoulders.
5 mins.
Communicate the Task
Include Instructional Cues
from your DA
E.g., teacher
demonstration, teacher
explanation, student
demonstration, electronic
media, illustrations, etc.
-Pinchers, wings, and
twist
-Student /Teacher Demo
-iPhone/iPod speaker
-Quick teacher demo
-Define low, middle, high
Organization
See Rink, p. 50
Brief description and must
include a diagram (this
can be free hand or
electronic) How are you
arranging people, space,
time, and equipment?
I will have my students
standing on poly spots or
on paper on the floor so
that they are spaced out
and so that they have a
circle to follow when the
music comes on
XXXXX
X
X
X
X
XXXXX
The students will be close
enough to me so that they
can clearly hear and see
me.
XXXXXX
XXXXX
3
Goal Orientation
What is the Goal of this
task? What are you working
towards on each task? What
is the purpose of this task in
terms of meeting your
learning objective(s)? p.225
The goal of this task is to get
my students excited, warm,
involved, and breathing
hard. They need to get
moving! This task is working
towards a subconscious
exposure to levels. When
you twist you start to visit
the lower level. They are
learning characteristics of
levels w/o knowing it.
The goal of this lesson is to
let the students know what
we are doing for the day. I
will tell them the three
levels. Show them the three
levels and explain why it is
important that we know
them.
PE 331 SP12 Lesson Plan Template
Content Development:
Assessment Who remembers what the low
level is? It’s everything below what part of
our bodies?
Informing Task When I say go I want
everyone to get as many body parts as they
can into a low level. Ready, go!
Extension Now lets try moving in a low level.
Lets crab walk in a low level.
Refinement Remember to keep your heads
up and look where you’re going. We don’t
want do run into anyone.
18
mins.
-Teacher Demo/Student
mirrors
-Low: Below the knees,
close to the ground,
snake, chicken, bunny,
frog
-Middle: Between the
knees and shoulders,
joints bents, dog, monkey
-High: Above the
shoulders, stretching,
tippy toes, giraffe,
elephant, reach for the
stars!
I will have the students
spaced though out the
gym so that they are
spread evenly in general
space. The only equipment
should be poly spots or
something that shows the
students where they
should start their motions
so they don’t all cluster
together.
X X X X X X X
X X X X X X X
Briefly describe
Link to learning objective P,
C, or A
The goal of this task is to
expose the students to the
three levels and the
characteristics of each level.
It will also allow the students
to practice different
locomotor skills in different
levels. This applies to
learning objectives one and
two; the psychomotor and
cognitive domains.
Repetition Let’s try to crab walk again.
Application Now let’s see who can crab walk
the lowest and the fastest! Ready, go.
Assessment What other types of animals are
in the low level (snake, ant, bunny, frog,
chicken/duck)?
-Students answer
questions and demo their
own animal suggestions
Extension Can you move like those low
animals? Good job guys!
Assessment Who can tell what two body
parts the middle level is between?
(Knees and shoulders)
-Students answer
questions
4
This relates to the second
learning objective because
the students are being asked
to make connections and
think of examples of animals
that fit and share
characteristics with the one
they were shown.
PE 331 SP12 Lesson Plan Template
Extension Let’s try moving in a middle level.
Let’s move around like monkeys!
-Teacher demo/students
repeat
Refinement Remember that the middle level
is between our knees and shoulders so don’t
let those arms hang too low!
Repetition Let’s try again!
Application Let’s practice one of Ms. Ariel’s
balances. Who can balance the most body
parts in the middle level for 5 seconds?
Assessment What other animals would be in
the level? Would a dog? A pig?
Assessment Who can tell me what the high
level is? It’s everything above what body
part? (shoulders)
-students answer
questions
Extension Let’s try moving in the middle
level. Move around like you’re a really tall
giraffe trying to get food from the trees.
Refinement Remember that the middle level
is above our shoulders so lets ‘reach for the
stars!’
Repetition Let’s try that again!
Assessment What other animals are in the
high level? (ostrich, elephant, t-rex)
-students answer
questions
5
This relates to the second
learning objective because
the students are being asked
to make connections and
think of examples of animals
that fit and share
characteristics with the one
they were shown.
PE 331 SP12 Lesson Plan Template
Application let’s see who can walk like the
tallest giraffe or the highest/biggest
elephant.
Now let’s have some fun! Who has played
red light, green light? We’re going to play red
light, green light levels! I’m going to call out a
level and an animal and you have to move in
that level like that animal until I say red light.
When I say red light you have to freeze! If I
catch you moving you have to go back to the
start. I will switch up the levels and animals
so you have to listen very carefully. If you are
on the wrong level or doing the wrong animal
you will also have to go back to the starting
point.
(low-crab, middle- monkey, high-giraffe, lowfrog, middle-dog, high-elephant, low/middlechicken, low-bunny rabbit)
Closure:
Who can tell me what we learned today?
Who can show me what we learned today?
Lets stand up one last time. Show me a low
level, a middle level, and a high level. Good!
Now please pop a squat on your pockets
again. How are low, middle and high levels
the same? Different? What are some of the
animals in each of the 3 levels?
-Students will listen to the
animals and levels that I
call out. They will then
recall the level and play
the game.
X
XXXXXXXXXXXXX
Or two two
separate/staggered
groups! It’s not about
getting to me first it’s
about the levels
3-4
mins.
-Teacher asks
questions/leads students
towards answers
-students answer
question/student
explanation
-Visual aides of low,
middle, high to help them
find similarities,
differences, or qualities.
6
The students will be close
enough to see and hear
me. They will also be close
enough to see my visual
aides.
X
XXXXXX
XXXXXXX
This game focuses on my
first and third learning
objectives. The students will
have to try really hard not to
touch, push, shove, or run
into one another. The
students will also have to
cooperate with each other
and respect each other’s
space. It will be interesting
to see how well this works.
The goal of this task is to
show that students have met
the second (affective)
learning objective. If the
students can describe or
discuss everything listed I
feel as though they will have
a good understanding of
what they three different
levels are.