Teacher Candidate: Claire Poad UW-Platteville HPE Program Physical Education Lesson Plan Template Lesson Title: Climb

the Mountain Unit: Jumping Activities Day#: 2 Grade level(s)/Course: 3rd Grade Date taught: Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title: PE Central Publisher: Justin Parnell Date of Publication: March 4th, 2013 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. The gym space will include three basketball courts. This allows for a huge space for the mountain. I will have to make ma ny rounds around the gym for both assessment and safety. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. This lesson plan is a part of a 7-8 day unit plan that is taught for 20 minutes total. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. Tracking my students will include making many rounds around the gym. Students will be reminded to not touch the equipment. List any other special features of your school or classroom that will affect the teaching of this lesson. None

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total # of students___28____ # of Males____12____ # of Females_____16_____ Special Needs Students: Number of Accommodations and/or pertinent IEP Objectives Category Students Students with IEPs The IEP will be for the English language learner. Instruction is differentiated by using much 1 demonstration in explaining activities.
English Language Learners

1
Gifted and Talented

1
504

Demonstration will be the main way of communicating with this student. She does have a cooperating teacher that id helping with her transition from a different language to English, although the teacher is not needed often since she can follow her peers. For this student, I will individually tell/give them a specific goal. For example, if I want the students to complete a skill in a specific amount of time, I will go up to this student and give a separate time for him to achieve. I will always try to challenge this student to his skill development but making sure I do not over work him. The first plan is for the boy with autism. He will have separate equipment to work with his assistant off to the side of the gym. The second plan is for the girl who is physically handicapped. She is in a wheelchair, but has full control off herself in the wheelchair. Activities will be shaped so that she can participate. One of the autistic students has a severe case, so his assistant is always with him. He will usually works on the same unit that we are on, but he works off to the side of the gym with any specific equipment with the adapted teacher.

Autism or other special needs (Emotional-Behavioral Disorders)

2 The second student does not have that severe of autism so she works with the class. She needs reminding of what activity we are participating in many times but other than that, she can participate independently. Use information here to complete the Differentiated Instruction and Classroom Management prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON Content Strand: NASPE 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. Enduring Understanding and/or Essential Question: The students will come to find that there are many different skills needed to complete the obstacle course other than just jumping. Will the students know what skill to use when getting to each obstacle? I want my students to improve the time taken when completing the obstacle course. GLE and Symbolic Notation: DOK: NASPE 1:1:A1 Skips, hops, gallops, slides, etc., using mature form. 1 NASPE 2:1:A5 Corrects movement errors in response to corrective feedback.
2

Student Learning Outcomes: Psychomotor: The student will be able to get through the climbing the mountain obstacle course faster the second time than the first time going through the obstacle course by about 5 seconds. Cognitive: The student will identify what skill has to be performed at each hurdle when he/she gets to them by successfully mastering the skill he/she uses to get over the hurdle at least 75% of the time. Affective: The student will recognize if he/she has to combine a certain skill for a specific hurdle or he/she will recognize if they have to use one certain skill for a specific hurdle. The student will recognize this after the second time of going through the obstacle. Content specific terms: Process terms: Jump, run, quick, feet, equipment, jump rope, skip, leap Locomotor skills, obstacle course, climb the mountain, stations, hurdles, timed performance

Prior Learning/Prior Thinking: The students have encountered variations of this lesson before from learning different locomotor skills in the past. Correct form of jumping was taught in the previous day. The foundation of this lesson is developed for the students to gain better jumping skills. Some errors in thinking could include not knowing what skill to use at any specific obstacle on the mountain.

ASSESSMENT BEFORE THE LESSON Pre-assessment: Pre-assessment will come from the day before on introducing them to proper techniques of jumping. How well are the students performing their jumps? Are the students landing on soft feet? How quickly can the students performs jumps?

LESSON PLAN OBJECTIVES AND LIFE SKILLS

Fitness Benefits Skill Development 1. Basic Skill Instruction 3. Skill Related Fitness TSW become proficient in choosing the TSW use speed to get through the course in a timely manner and appropriate skill for each obstacle while climbing TSW use balance when performing various skills throughout the the mountain. obstacle course. 2. Application of Skills TSW be able to climb the mountain using the necessary skills at each obstacle and complete the course in a specific time. 4. Health Related Fitness TSW use muscular endurance to complete the entire obstacle course in a timely manner. Life Skills 5. Effort TSW will give a full effort to complete the obstacle course in a better time than their previous time. 6. Goal Setting TSW set a goal to get a better time completing the obstacle course than their first trial run. 7. Communication

Introduction Total time: 2 minutes Lesson Objective(s): NASPE 1 We will review from the previous day with line jumps. They will show correct technique of jumping and they will try to get so many jumps in 30 seconds for three different stations like the previous day. The stations will include how thick of a line they have to jump over. They will set a goal for themselves.

Formations / Cues

Assessment

Soft feet Quick jumps Dont touch the line Keep head up

Assessment will include seeing if the students can achieve the goals they set for themselves. How many jumps can they get in 30 seconds?

Planned Transitions: I will blow my whistle, let the students get a quick drink, then bring them to the baseline and explain the mountain. We will quickly go through each obstacle as a class.

Main Activities
Total time: 15 minutes Lesson objective(s): NASPE 2 The students will need to climb the mountain using many different hurdles/ obstacles. The students will have to decide what skill to use at each obstacle. The main skill being used will be jumping but it will not be used every time. The students will record their times each time they go through the course. Their goal is to beat their previous time. Planned Transitions: When the 15 minutes is up, I will blow my whistle and allow the students to get a quick drink. Then, quickly the students will help me pick up any equipment if needed.

Formations / Cues Quick feet Keep your balance Soft landing Sprint to each obstacle Keep your heads up Watch out for others

Assessment Assessment will be based on the completion of climbing the mountain in a timely manner. The students will record their times on a separate sheet and hand in the sheet after class. I will be looking to see if the students get a better time each time they go through the course.

Cool-down Total time: 3 minutes Lesson objective(s): NASPE 1 After picking up equipment, we will sit in a circle and I will question them about the course they took part in.

Formations / Assessment Strategy The students will circle up and I will ask various questions about the course while they do some stretching.

Assessment at the end of the lesson: Assessment will include various questions during cool down and while they are stretching. Did you like todays lesson? Why? Why not? What the course too easy/too hard? Why or why not? What kinds of obstacles did you like or not like doing? Why? Would you like to do a lesson like this again? Why? Assessment will also be based on the completion of the handout where each student had to record their time. Did each student get a better time? Equipment needs Safety Considerations Carpet Squares (if needed/desired for pushups), individual jump ropes Be careful to not land on the equipment. Be careful not to run into other for roughly 1/2-2/3 of class, 10-20 hula hoops, 4-8 long jump ropes, 6- students. 10 small (6-10") hurdles, 15-20 poly spots, 8-10 cones/domes, cones to mark challenges & course, music to motivate Differentiated Instruction For children unable to perform push-ups using correct form have the children get in a push-up position and hold it for 10 seconds. If this is too easy for some children, have them give a friend a "high-5" while staying in the push-up position. Students unable to jump rope can jump over a rope lying on the ground. Vary the width of rivers, instead of keeping the two ropes parallel to each other. This allows students to choose the part of the river they leap over, allowing for differences in abilities. Low balance beams work well for the rocky ledge at the top of the mountain. Fun signs could be used for each area to keep with the theme and remind students of their tasks at each station. Older students have the option of crossing the monkey bars to travel down the mountain. Safety on the monkey bars must be stressed. This activity is done outside, but can easily be adapted to an indoor environment. This works with older children as well. The focus can be more on fitness stations with less emphasis on the story. This works well as a partner or small group activity; to help children work together and avoid leaving anyone behind.

Classroom Management/Democratic Practices: I will manage my environment by making many rounds around the classroom, making sure no one is moving equipment, motivating the student, and making sure if anyone gets hurt I get there immediately.

Activity Formations and or field diagrams:

Station 1: Scare off the bears

Station 6: The boulders

Station 7: The ledge

Station 2: Hot rocks

Station 5: The caves

Station 8: The trail way

Station 3: The rivers

Station 4: The creek

Station 9: The big stretch

Possible Community Resources:

The students can use their imagination to make their own course at home or at the park. They can use any household item for different obstacles. Supplemental materials: Climb the Mountain

LESSON PLANNING CHECKLIST Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will be introduced and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? Did you address all of the components within this template? Did you add or hyperlink supplemental materials? (i.e. student worksheets, checklists, rubrics, station instructions)

Instructor Reflection:
1. As I reflect on the lesson, to what extent were students/clients productively engaged? (Brief description of how they were or were not productively engaged.)