Download ESS 360 Physical Education Lesson Plan

Student Teacher
Teaching Date
Miss Bush
3-10-11
ESS 360 Physical Education Lesson Plan
Grades 2-3 Teacher #1 Miss Bush #2 Miss Bush
Instructional Theme Gymnastics Skills and Rhythmic Movements
Lesson Sequence # 1 of 3
Physical Education Standards (A minimum of two standards):
Standard # 2.1 Motor Skills and Movement Patterns: Students demonstrate competency in motor skills and
movement patterns needed to perform a variety of physical activities.
Standard # 2.2 Movement Concepts: Students demonstrate an understanding of movement concepts,
principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard # 2.4 Health-Enhancing Physical Fitness: Students achieve and maintain a health-enhancing level of
physical fitness.
Standard # 2.6 Value of Physical Activity: Students value physical activity for health, enjoyment, challenge,
self-expression, and/or social interaction.
Physical Education Performance Objectives/Indicators: (2-3 psychomotor, 1 cognitive, 1 affective):
Psychomotor:
TSWBAT use creative rhythmic movements while listening to various songs matching their movements with
the speed of the music at least 80% of the time. (2.1.4)
TSWBAT demonstrate efficient movement skills with various objects that present balance, spatial awareness,
and change of direction while traveling through an obstacle course, 100% of the time. (2.1.1, 2.2.1)
Cognitive: TSWBAT identify different movement skills most efficient to perform various tasks within the
challenge course. (2.2.1)
TSWBAT to recognize the speed at which to move in relation to the speed of the music that will be playing at
least 80% of the time. (2.4.3)
Affective: TSWBAT express their enthusiasm and interest in learning in a fun and interactive way 100% of the
time. (2.6.3)
Subject Area Standards (A minimum of one standard for each subject area included):
Standard # 2.1-Health: Students will comprehend concepts related to health promotion and disease prevention
to enhance health.
Standard # 2.7-Health: Students will demonstrate the ability to practice health-enhancing behaviors and avoid
or reduce health risks.
Subject Area Performance Objectives/Indicators: (One to two for cognitive domain):
Subject Area #1
Health: TSWBAT to understand the importance of maintaining a health active lifestyle 100% of the time.(2.1.1,
2.7.1)
TSWBAT to understand how the heart functions by following the path of blood flow from the heart to the rest of
the body accurately at least 50% of the time. (2.1.1, 2.7.1)
TSWBAT to look at and label the 4 chambers of the heart by using a heart flow chart as their guide at least 8
out of 10 times. (2.1.1)
Equipment Needs (List all equipment, specific records, tapes, CD’s, etc.):
- Poster board for visual heart chart
15 hula hoops
- CD player
- Music CD: The Top 100 Kids Songs of All Time
- Heart Course Equipment: 3 or 4 fold up mats (right atrium), 4 arches or bridges the kids can go under
(valves), vaulting box or the pyramid stacker (right ventricle), various objects like hula-hoops, chickens,
rings that the students have to maneuver through using fast feet (left atrium), 5 to 8 mini hurdles (left
ventricle), and 1 giant tunnel or tube for the students to crawl through (aorta), 8 blue and 8 red soft
cushy balls (red and blue blood cells)
- Stethoscope
- Box of fun trivia questions and challenges to complete relating to heart
- Directional signs and locations for course
- Clothes pins
Assessment Needs (List all task sheets, assessment forms to be used that the student will supply)
-
16 heart sheets
16 red crayons
16 blue crayons
Type of Assessment
(How will you know
what the student has
learned in the lesson)
Heart picture flow chart
worksheet
ASSESSMENT ACTIVITIES
Description and Example Form to be Used
(i.e., skill observation checklist, rubric, cognitive)
Three different resources must be used for your assessment choices
***Two best may be submitted for the Applied Assessment: Skills, Attitude,
Knowledge assignment
I will assess the students’ knowledge on the direction and the flow of blood through
the heart. The students will have to be able to look at a picture of the heart and label
the four chambers using either a red crayon or a blue crayon to indicate whether or
not the blood is oxygenated.
I will use this worksheet to see if the students are able to understand and folllow the
direction of blood flow throughout the heart.
Example is Attached
Type of Adaptations
(Describe special needs of any
students and how you will adapt
instruction to their needs)
ADAPTATIONS
BlindIf a student is visually impaired I will partner them up with another student
who will be their guide and help lead them through the challenge course. I
will also be sure to set up alternative obstacles that may be less challenging.
DeafIf a student is hearing impaired I will be sure to provide more visual
demonstrations.
ADDIf a student struggles with an attention disorder, I will be sure to find some
hand motion or gesture to use that will help them stay on task or signal them
to direct their attention back on me.
Introduction/Set
Induction
(You may use bullet
points rather than full
sentences)
TIME
(Real
clock
time)
LESSON FOCUS
Hello class my name is Miss Bush. To start off today, we are going to review some of the
class room rules. Who can raise their hand and share with the class at least one rule?
(Talk to the students for a minute about my class expectations and allow them to get to
know me for a minute) Talk about the importance of staying on task and having fun.
Alright, now that we have all gotten to know each other a little bit better we are going to
start today off with a fun warm up activity to get your hearts pumping. (Warm-up Activity:
Escape from the Zoo- hula hoops will be spread randomly throughout the space of the
gym and there will be on less hula-hoop than there are number of students. The students
can start from any where in the gym outside the hula-hoops, when the music starts playing
they must move around the gym using various rhythmic motions of their choice that match
up with the speed of the music (if it is a fast song they can move more quickly) When the
music stops the students must find a hula-hoop as fast as they can and stand inside of it
with both feet. The last student to find a hula-hoop must go to the zoo where the zoo
keeper (me) will instruct them to perform an animal motion during the next song that plays.
When the music stops again everyone must find another hula-hoop to stand in, including
the zoo animal. If the zoo animal gets to a hula-hoop before someone else they are free to
perform their own rhythmic movements again for the next song and the person left outside
the hula-hoop has to go visit the zoo keeper and they then become the new animal.)
After the warm-up is complete and the students have had time to get their heart rates up, I
will have them meet back in the center circle where we will begin the lesson for the day.
Start by having everyone put their hand over their heart to see whose heart is racing and
beating faster than it was before we did the warm-up. Did you know that your heart is
continuously working to pump blood throughout your body at all times, even when you
sleep? Our hearts are constantly pumping blood around and through every part of our
bodies from our heads to our toes. Trivia Question: How many chambers does the
human heart have? Raise your hand if you think the answer is 2, 5, or 4? If you said 4,
turn to your neighbor and give them a high-five. There are 4 chambers that make up the
human heart, the right atrium, left atrium, and the right ventricle and left ventricle. In order
for our hearts to pump blood throughout our entire bodies our blood must travel through a
specific path starting in the right atrium. (Use the flow chart to demonstrate how blood
travels through the heart.) Walk the students through the process starting in the right
atrium, then moving to the right ventricle pumping blood from your heart to your lungs by
way of the pulmonary artery. It then moves to the left atrium and travels to the left
ventricle pumping blood away from the heart to the rest of our body like our arms, legs,
feet, etc. through the aorta. Now that we know the direction and the path that our blood
flows through our hearts, we are going to apply this to the Healthy Heart Challenge
Course. To move through the challenge course you must use various gymnastic skills to
flow from one chamber of the heart to the next. In this course you are going to be the
blood cells. Some of the skills you will be working on throughout this course include upper
body strength, adnominal strength, flexibility, vaulting, foot speed, and leaping over
hurdles.
INSTRUCTIONAL PLAN & SCHEDULE
Movement/Gymnastic Instructional Activities (Detailed) Guiding
Organizational Plan
(How will students and
Concepts to be
Questions (Sequentially developed questions to
equipment be organized?
explore the concept or concepts for the lesson)
Explored
There must be clear
AND/OR
descriptions for movement
Key Teaching Points/Learning Cues
patterns)
Introduction/Set Induction (Text noted above)
12:55- Teacher introduction
1:10
and Introductory
Introduce myself to the class:
- Review classroom rules and expectations
Students will start out
by sitting around the
Activity
-
-
Transition into warm-up by explaining the
importance of a warm-up (to increase your
heart-rate and get your body warmed up
before performing any physical activity)
Have students feel their heart beats before
the warm-up so that they can compare it to
after the warm-up
center circle. They
will then spread out
using the gym space
to perform the warmup activity.
1:101:20
Lesson Introduction
Have students compare their heart rates after the
warm-up to their resting heart rate before the warmup. Ask them about what changes they feel (faster
heart beat, warmer body temp, starting to sweat
etc.)
- Transition with Trivia Question
- Talk about the 4 chambers of the heart
- Flow Chart (demonstration)
- Introduce the Healthy Heart Challenge
Course by walking the students through the
course to make sure they understand the
path and flow before starting the activity
Have the students
meet back at the
center circle. The
students will then get
in a line and follow
me through the heart
course stations
(chambers).
1:201:25
Assessment
Worksheet
Once we have reviewed the heart flow chart and
have walked through the course and all the students
questions have been answered, I will give them a
heart flow worksheet that they must complete before
the break. (if I find that they are having trouble I will
allow them to work together in small groups) I will
also leave the big flow chart poster up so they can
use it as a guide if needed.
The students will
meet back at the
circle and will space
themselves out once
the worksheet
assessment is
handed out.
1:251:30
Break
1:302:00
Healthy Heart
Challenge Course
I will divide the students up into partners or small
groups to start out and from there I will play the
music as they challenge themselves to travel
through heart as many times as they can before the
end of class. They may go at their own pace
speeding up and slowing down whenever they feel
like it. Their goal is to try and collect as many
clothes pins as they can, (they will pick these up
during the “Great Exchange” part of the course
where oxygenated blood is transferred to cells and
then becomes carbon dioxide as it travels back to
the heart). They can attach the clothes pins to their
clothes.
The students will be
moving around the
gym.
2:002:05
Closure
Review the 4 chambers of the heart and use the
flow chart to have the students talk me through the
direction of blood flow.
The students will
meet back at the
center circle.
Introduce next week’s lesson:
- Long-Rope Jumping Skills
TIME
INSTRUCTIONAL PLAN & SCHEDULE Continued
Movement/Gymnastic Instructional Activities (Detailed) Guiding
Concepts to be
Questions (Sequentially developed questions to explore
the concept or concepts for the lesson)
Explored
AND/OR
Key Teaching Points/Learning Cues
Culminating Project
or Activity
Closure
Organizational Plan
(How will students and
equipment be organized?
There must be clear
descriptions for movement
patterns)
The culminating activity of this lesson is the Healthy The students must
Heart Challenge Course.
travel through the
obstacle course using
 Right Atrium – Mat Maze
the entire gym space.
 Valves – Noodle Arches
 Right Ventricle – Vaulting box and Pyramid
 Lungs – workout area working on strength,
flexibility, and abdominal strength
 Left Atrium – Fast feet through hula-hoops
while trying to avoid the chickens
 Left Ventricle – Mini Hurdles
 Aorta – Tunnel leading either the artery to
the brain or to the rest of the body
 Brain – listen to heart beat with stethoscope
or do a brain workout at the trivia treasure
chest
 Rest of the Body – go pick up a blue beanbag from the bucket and run around the gym
one time, when you get back put exchange
the blue bean-bag for a red ball and skip
another full lap. After completing the lap you
have to shoot the red ball back into the
basket before re-entering the heart.
List two questions that explore the concepts covered in the lesson.
1. Who can tell me the name of at least one of the 4 chambers of the
heart?
 Right atrium, Left atrium, Right ventricle, Left ventricle
2. As a class can you all tell me what the name of the chamber is that I
am pointing to on the flow chart?
3. What are some ways we can keep our hearts healthy?
 Exercise regularly, eat healthy foods, etc.
Describe one activity, movement pattern, etc. students can practice for the
next week.
What are some things you can do at home to get your rate up?
 Walk the dog, jump rope, skip, run, etc.
Jump rope is one activity that will get your heart beat pumping and that is the
skill we will be working on next week, so that would be good activity to
practice for next week.
Suggest how the next lesson will build on what the students practiced in this
lesson.
Jump roping is a great cardiovascular workout that gets your heart beating
and is a great way to strengthen your heart.
H:\Gymn & Rhythms\Lesson Plan Format_08.doc