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TEKS:
Kindergarten
1 (C) demonstrate non-locomotor (axial) movements such as bend and stretch;
5 (A) use equipment and space properly;
6 (A) respond appropriately to starting and stopping signals; and
6 (B) demonstrate the ability to play within boundaries during games and activities.
7 (A) follow rules, procedures, and safe practices;
7 (C) share space and equipment with others.
Grade 1
1 (H) demonstrate on cue key elements in overhand throw, underhand throw, and catch.
5 (A) use equipment and space safely and properly;
6 (A) demonstrate starting and stopping signals; and
6 (B) explain boundaries and rules for simple games.
7 (A) follow directions and apply safe movement practices;
(B) interact, cooperate, and respect others; and
Grade 2
1 (D) demonstrate mature form in walking, hopping, and skipping;
5 (A) use equipment and space safely and properly;
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UTEP PETE Learning Experience Template
National Standards:
Kindergarten
Performs locomotor skills (hopping, gal- loping, running, sliding, skipping) while maintaining
balance. (S1.E1.K)
Throws underhand with opposite foot forward. (S1.E13.K)
Participates actively in physical education class. (S3.E2.K)
Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (S4.E1.K)
Follows instruction and directions when prompted. (S4.E3.K)
1 Grade
Hops, gallops, jogs and slides using a mature pattern. (S1.E1.1)
Differentiates be- tween fast and slow speeds. (S2.E3.1a)
Engages actively in physical education class. (S3.E2.1)
Accepts personal responsibility by using equipment and space appropriately. (S4.E1.1)
Responds appropriately to general feedback from the teacher. (S4.E3.1)
2 Grade
Skips using a mature pattern. (S1.E1.2)
Runs with a mature pattern. (S1.E2.2a)
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UTEP PETE Learning Experience Template
Engages actively in physical education class in response to instruction and practice. (S3.E2.2)
Accepts specific corrective feed- back from the teacher. (S4.E3.2)
3 Grade
Leaps using a mature pattern. (S1.E1.3)
Throws underhand to a partner or target with reasonable accuracy. (S1.E13.3)
Combines movement concepts (direction, levels, force, time) with skills as directed by the
teacher.
Engages actively in the activities of physical education class without teacher prompting. (S3.E2.3)
Exhibits personal responsibility in teacher directed activities. (S4.E1.3)
Accepts and implements specific corrective feedback from the teacher. (S4.E3.3)
4 Grade
Uses various loco- motor skills in a variety of small- sided practice tasks, dance and educational
gymnastics experiences. (S1.E1.4)
Engages actively in the activities of physical education class, both teacher-directed and
independent. (S3.E2.4)
Exhibits responsible behavior in independent group situations. (S4.E1.4)
Listens respectfully to corrective feed- back from others (e.g., peers, adults). (S4.E3.4)
5 Grade
Demonstrates mature patterns of locomotor skills in dynamic small- sided practice tasks,
gymnastics and dance. (S1.E1.5a)
Throws underhand using a mature pat- tern in non-dynamic environments (closed skills), with
different sizes and types of objects. (S1.E13.5a)
Applies movement concepts to strategy in game situations. (S2.E3.5a)
Engages actively in all of the activities of physical education. (S3.E2.5)
Gives corrective feedback respectfully to peers. (S4.E3.5)
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UTEP PETE Learning Experience Template
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UTEP PETE Learning Experience Template
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UTEP PETE Learning Experience Template
ORIENTATION
The purpose of the lesson is
for students to learn about
Bowling and Newton’s Laws.
LESSON FOCUS/SKILL
BUILDING ACTIVITY
In the skill building there would
be 2 stations were students
would practice their bowling
throws while learning about
Newton’s Laws.
Transition 4:
Students would be
Station #1: divided into the
Newton’s Law #1: An object stations by classes
will remain at rest unless and begin the skill
another force acts on the building.
object.
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UTEP PETE Learning Experience Template
DIFFERENTIATION
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UTEP PETE Learning Experience Template
STUDENT EXPECTATIONS:
If there are any difficulties or
confusion while practicing at
their stations. I would go ahead
and explain how to throw a
bowling ball individually or stop
and demonstrate to everyone 1
more time.
Psychomotor:
Students would be practicing their
bowling throws.
Transition 5:
Cognitive: Students would take
Students would be able to a seat to explain
understand the connection with the really quick the next
Newton’s Law of Motion. activity
Affective:
Students would respect each other
and pay attention.
SAFETY:
Here students would play -Students should not Spare- counts as 10 pins
and also learn how to be throwing balls in plus the pins knocked
record their points on a App the air. down on the next
-Be careful when delivery.
using the IPADS.
Students again would be practicing throws and
not hitting anybody. Strike- counts as 10 pins
divided evenly into the -No playing around plus the pins knocked
bowling lanes depending on with equipment. down the next two
the number of IPADS -Take care of the deliveries.
available. IPADS. Don’t play
around with them. Open frame- fail to knock
down all the pins within
Explain how to score in the frame.
bowling. And what is a
Strike.
DIFFERENTIATION
If students need clarification
I would go ahead and
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UTEP PETE Learning Experience Template
STUDENT EXPECTATIONS:
Students to continue using
the correct form to throw a
bowling ball and the
connections learn about
Newton’s Laws of Motion.
Also keep the correct score
on the IPADS.
Psychomotor:
Students would be performing an
actual bowling game while
practicing their throws.
Cognitive:
Students would be able to
understand Newton’s Laws while
playing. Also, they would learn
how to keep score at a real game.
Affective:
Students would respect each
other and take turns while playing
their bowling game.
Debrief/Closing/Cool
Down (what, so what, now Transition 7: Students
what): would sit down for
Psychomotor closure.
How do you perform a correct
bowling throw?
Was it different throwing with
different balls?
Cognitive:
What is Newton 1st Law?
What is Newton 2nd Law?
What is Newton 3rd Law?
What is a Strike?
How do you score on Bowling?
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UTEP PETE Learning Experience Template
Affective:
Was it hard to understand the
connection between bowling and
Newton’s Laws?
Did you have to work together by
been patient and waiting for your
turn in the Bowling game?
Insight/Preview:
Thank you for listening today and
working on your Bowling Skills.
Next class we would move on into
Karate Lesson.
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