Standard 5: The Physically Literate Individual Recognizes The Value of Physical Activity For

Student Teaching Day 3 Rainy/Classroom Setting
Name: Amanda Oebser

Lesson Title or Subject/Topic: Shape Hopscotch Activity
Unit: Jumping and Landing
Date: December 2nd , 2015
Estimated Time/Length of Lesson: 30 minutes
Central
Focus
In a classroom setting students will be able to the eight jumps they learned in a smaller
classroom setting.
What is the
Central Focus
for the content
in the learning
segment?
Content
Standards
What
standard(s)
are most
relevant to
the learning
goals?
Include
SHAPE
Standards
and WI
Content
Standards.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific
learning
goal(s) for
student in
this lesson?
National P.E. Standards:

Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.
Standard 5: The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Standard 7: The teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community, and curriculum goals.
Wisconsin State Teacher Standards:
Standard 2: The teacher understands how children with broad ranges of ability learn and
provides instruction that supports their intellectual, social, and personal development.
Standard 3: The teacher understands how pupils differ in their approaches to learning and the
barriers that impede learning and can adapt instruction to meet the diverse needs of pupils,
including those with disabilities and exceptionalities.
Standard 5: The teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
LEARNING GOALS
OBJECTIVES
Psychomotor - Students will be able to improve the skills they
learned from Day 1.
-Students will be able to expand their knowledge with learning five
more jumps, such as Star Jump, Jack-in-the-Box, Frog Jump, Kangaroo
Jump, and Rabbit Jump
-Students will able to to improve their landing by practicing the proper
way in a smaller area.
Cognitive
Students will be able to demonstrate how to correct land and show
the all eight of the jumps they have learned while being in a smaller
area
Safety
Statement
Assessment
of Learning
Affective
Students will be able to teach a peer what they learned.
Students with disabilities will be able to participate fully
because they can be partnered up with a peer or get some
assistants with a teacher.
Students with disabilities that can not actively participate can
help their partner out by throwing the dice.
Students must have tennis shoes on

Students will have to spread out into their own space
Students must be able to handle rolling the dice without being out of control
Are the students able to do an activity like this in a smaller classroom setting?
I will visually assess the students looking at the ones who are following the directions
Describe
your
formative
and
summative
assessments
you will use.
Learning
Environmen
t/
Expectations:
Behavior
Students will be able to control their own body
Expectations
Students will be able to remember the eight different jumps and how to land
What
procedures
will you use
to ensure
students are
safe, on task
and engaged?
What might
happen that
you might
not expect?
properly
Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity: Simon Says
Motivational Set
I will be Simon and I will have my students spread out into their
5-8 Minutes
own space and they will have to play Simon says
How will you start the
K-2 Students will have to know the basics of the eight kind of jumps
lesson to engage and
they learned
motivate students in
learning?
3-5 First see if the students remember the eight different kind of
jumps/ then I will challenge them. Example: Simon says jump off
one foot and land on another while balancing for 3 seconds.
** Students who do now follow Simon will have to some kind fitness
activity to get back into the game
Instruction: (Body of
the lesson)
18-20 Minutes
Write the step by step
Teaching
procedure/progression
here.
What will you say and
do? What questions
will you ask?
How will you engage

students to help them
understand the
concepts?
What will students do?
Tasks
(Extensions)
Students will
be able to
know to do the
five new jumps
Star Jump,
Jack-in-theBox, Frog
Jump,
Kangaroo
Jump, Rabbit
Jump while
playing in
activity
Cues
(refinements
) Have the
students
remember the
jumps while
they are doing
the activity
Challenges :
(Applications)In this activity
all the shapes
will be spaced
out differently.
Modifications
:
Students with
disabilities will
be able to
participate.
If there is not
enough shapes
for the amount
of students
create some
more shapes.
Demonstration #1:
Question: What is hopscotch?
Activity 1: Shape Hopscotch Activity

Demonstrate
minutes)
1) I will pick a student to be my partner
(18-20
2) Have my partner roll the dice

3) Where ever it lands thats where my partner has to go while doing one
of the eight jumps. Example: the first one jump to the shape. But to
get there they have to jump from shape to shape to get to the dice.
4) Once my partner gets to the shape they will pick up the dice and walk
back and than its my turn. And repeat but I will switch up what kind of
jumps they are doing through out the activity
** 3-5 will have to do the jump around the border of the
shape/will have to do different ways to jump
Closure
3-5 Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation
Have the students explain what were the eight jumps they used
during this activity
Questions:
1) What do you think was challenging during this activity?
2) Do you think if we were outside would it been easier?
Students with IEPs or 504 plans or students requiring other

accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual
demonstrations, and putting words on board to read and visually
see.
Materials
What specific
materials/equipment
does the teacher need
for this lesson?
Color tape, dice
What materials do the

students need for this
lesson?
Academic Language Demand(s):
What content
Hopscotch: skip from place to place
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson
What specific way(s)
They will need to be able to listen, watch, and be able to participate what I am demonstratin
will students need to use
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON
PRE-PLANNING: Explain if their was previous instruction in this activity (

levels)
I had to look up this lesson plan because I had some idea what to do but t
fun
POST PLANNING: Assessment informs Teaching: what are future need

assessment results.
TEACHER REFLECTION NOTES:

ATTACHMENTS
ATTACHED BEHIND
Resources:
List references
and
Other
Resources used
to support or
develop the
lesson.
Saskatchewan Physical Education. "Jumping & Landing on Feet on the Spot." Fundamental Movemen
Fundamental Movement Skills. Saskatchewan Physical Education- Grades One to Five. Web. 28 Nov.
<http://growingyoungmovers.com/+pub/document/initiative/Movementskillsonepagereference.pdf>.

Standard 5: The Physically Literate Individual Recognizes The Value of Physical Activity For

Uploaded by

Copyright:

Available Formats

Standard 5: The Physically Literate Individual Recognizes The Value of Physical Activity For

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Standard 5: The Physically Literate Individual Recognizes The Value of Physical Activity For

Uploaded by

Copyright:

Available Formats

Student Teaching Day 3 Rainy/Classroom Setting

Name: Amanda Oebser

National P.E. Standards:

Students must have tennis shoes on

Instructional Strategies and Learning Tasks

How will you engage

Activity 1: Shape Hopscotch Activity

2) Have my partner roll the dice

Students with IEPs or 504 plans or students requiring other

Color tape, dice

What materials do the

Academic Language Demand(s):

PRE-PLANNING: Explain if their was previous instruction in this activity (

POST PLANNING: Assessment informs Teaching: what are future need

TEACHER REFLECTION NOTES:

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.