Cup Stacking and Hula Hoop Lesson Plan

Westside Elementary School
Name: Shelby McChesney

Lesson Title or Subject/Topic: Cups and Hula Hoops
Unit: Fitness
Date: 10/27/15
Estimated Time/Length of Lesson: 50 minutes
Grade Level: 4th grade
Central Focus
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.
Students will practice their cup stacking skills, listening and communication skills.
Students will also be introduced to new hula-hoop related activities.
National P.E. 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.
Wisconsin State Teacher Standards:
Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the
disciplines she or he teaches and can create learning experiences that make these aspects of
subject matter meaningful for pupils.
Teachers know how children grow.
The teacher understands how children with broad ranges of ability learn and provides
instruction that supports their intellectual, social, and personal development.
Teachers understand that children learn differently.
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.
Teachers know how to teach.
The teacher understands and uses a variety of instructional strategies, including the use of
technology, to encourage children's development of critical thinking, problem solving, and
performance skills.
Teachers know how to manage a classroom.
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.
Teachers communicate well.

The teacher uses effective verbal and nonverbal communication techniques as well as
instructional media and technology to foster active inquiry, collaboration, and supportive
interaction in the classroom.
Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject
matter, pupils, the community, and curriculum goals.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?
LEARNING GOALS:
They will practice the basic cup stacking skill
They will communicate with their partners and small groups
They will learn how to build a hula hut
OBJECTIVES
Psychomotor TSWBAT demonstrate how the basic cup stacking skill by taking
two cups off of the main one, stacking one cup next to the main one, and then
stacking the last cup on top of the two, 8 out of 10 times, with 80% accuracy, as
supervised by the instructor.
Cognitive - TSWBAT describe how to build a castle (hula hut) by laying one hula
hoop flat on the ground, putting two hula hoops leaning on each other directly across
from each other, putting two more hula hoops to connect the leaning ones, and then
putting one hula hoop on top of all four hula hoops to hold the castle together.
Affective TSWBAT cooperate and work together with their partners and in small
groups.
Safety
Statement
Be sure the surface of the activity area is smooth, dry, and free of unnecessary equipment.
Assessment of
Learning
Formative: I will walk around and make sure students are performing the activity correctly.
Summative:
Describe your
formative and
summative
assessments you
will use.
Learning
Environment/
Behavior
Expectations
What procedures
will you use to
ensure students
are safe, on task
and engaged?
What might
happen that you
Instructor will walk around the gym to help students that are having a hard time with cup
stacking. Remind students to keep enough space between each other. Make sure that all
students are being included in the activities. Encourage students to try their best even if
they may not get the jump band steps down at first.
I will give clear, concise instruction
Be safe
Be respectful to the teacher and to your peers
Remind students to find their own space with group members.
Move to see the instructor
Have fun!
Expectations:
might not
expect?
If a student is misbehaving or disturbing his or her peers, the student will receive a verbal
warning.
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: Ultimate Cups
Motivational Set
o Equipment: 18 cups for each partner group
____10____ Minutes
o This activity will help agility and speed.
o Partners will start at the middle set of cups.
How will you start the
o They will make a pyramid out of the middle set of cups.
lesson to engage and
o Then they will run to the set of cups to the right of them
motivate students in
and make a pyramid out of those cups.
learning?
o Then they will run to the last set of cups that have not
been set up into a pyramid and build one out of those
cups.
o They will run to the far right set of pyramid cups and unstack those cups.
o They will run to the far left set of pyramid cups and unstack those cups.
o They will run to the middle set of pyramid cups and unstack them.
o If time allows, each partner group can compete against
each other again, but switch sides.
Instruction: (Body of
the lesson)
____35_____ Minutes
Tasks
(Extensions)
activities for
the whole
class.
Example: Hit
the ball over to
your partner
10 times.
Write the step by step

Teaching
Procedure/progressio
n here and number.
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?
Cues
(refinements
) Simple
secrets to
improve
performance.
Example: Hand
in the cookie
jar.
Challenges :
(Applications)More game like
chances to
practice the
same tasks at
the same
difficulty level.
Example: In 90
seconds see
how many
times you can
hit the ball to
your partner.
Students enter the gym.

Students will sit in squad spots
Overview of activities for today Ultimate cups, hula hoop tag, and castles
Demonstration #1:
Modifications
: Add
modifications
to make the
tasks easier
and harder
according to
the skill level
of the
students.
Activity 1: Hula Hoop Tag (10 minutes)

Equipment:
o 8-10 hula hoops
o Two soft objects to use to tag students
Objective:
o Two students will be the taggers
o Place 8-10 hula hoops around the gym space
o Students spread out in the space
o When the game begins, the taggers chase and attempt to tag the
students
o Each hula-hoop is a free space where students may enter one at a time
for up to 5 seconds.
o At the end of their 5 seconds, they must leave the hoop
o If tagged, the students must move to the sideline and perform 10
jumping jacks
o Once jumping jacks are performed, students can re-enter the game.
o This is a continuous game
o I will pick new taggers after a few minutes of playing this game.
Rules:
o Taggers may not baby-sit the hula hoops
o When two students accidentally enter the same hoop, the person who
was in their last must leave
o Remind students to watch where they are running
o Teacher will be allowed to eliminate hoops throughout the game.
Transition: Awesome job! Lets move onto the next activity! (1 minute)
Demonstration #2:
Activity 2: Bring It Home (10 minutes)

Equipment:
o 10-12 hula hoops
o Lots of treasures (bean bags)
o 10 foam Frisbees
Objective:
o Divide the class into pairs
o Each pair needs one hula hoop and three treasures
o Students will rock, paper, scissors on who will be the guard and who
will be the runner
o Each pair places their hoop on the floor with three treasures inside
o At Go the runners try to steal the treasures from other pairs hula hoops
o They may only take one treasure at a time and they must bring it back
to their own hoop (home)
o The guards job is to tag the runner with the foam Frisbee before they
take a treasure (bean bag) from their hoop
o If a runner is tagged, they must put the treasure back and become the
guard of their team hoop
o Thus, the guard becomes the runner
o The game will be played until one team loses all of their bean bags
Transition: Great job! Lets move on to another hula-hoop related activity! (1 minute)
Demonstration #3:
Closure
__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
Activity 3: Hoop Castles

(10 minutes)
Equipment:
o 8 sets of 6 hula-hoops
o 4 sets on each side of the gym
o 10 gator skin balls
Game:
o Students will be split into 4 teams.
o The teams will set of up their castles (hula hut)
o Their castles will be set up on the four corners of the gym.
o There can be one guard per hoop castle
o Players try to throw the ball across the gym and knock down the other
teams hoop castle
o If a castle is knocked down, the entire team has to run back and rebuild
the castle together
o When all castles are down the game is over
o Students are not allowed to throw at a castle that is being built
What did the cup stacking activity work on? Muscular strength? Flexibility? Agility?
What did the hula-hoop activities work on? Muscular endurance? Speed?
Communication?
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?
What materials do the
40 hula hoops
Music
Gator skin balls
Foam Frisbees
Bean bags
students need for this

lesson?
Academic Language Demand(s):
Basic cup stacking skill
What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson
What specific way(s)
Listen to instructor before doing each activity.
will students need to use
language (reading,
Ask questions if you do not understand the rules of the activity.
writing, listening and/or
speaking) to participate Continually give verbal cues while supervising students.
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)
POST PLANNING: Assessment informs Teaching: what are future need

assessment results.
TEACHER REFLECTION NOTES:

ATTACHMENTS
Resources:
List references and
Other Resources
used to support or
develop the lesson.
Pecentral.org

Cup Stacking and Hula Hoop Lesson Plan

Uploaded by

Copyright:

Available Formats

Cup Stacking and Hula Hoop Lesson Plan

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

Cup Stacking and Hula Hoop Lesson Plan

Uploaded by

Copyright:

Available Formats

Westside Elementary School

Name: Shelby McChesney

National P.E. Standards:

Teachers communicate well.

Instructional Strategies and Learning Tasks

Write the step by step

Students enter the gym.

Activity 1: Hula Hoop Tag (10 minutes)

Activity 2: Bring It Home (10 minutes)

Activity 3: Hoop Castles

Students with IEPs or 504 plans or students requiring other

students need for this

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.