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Teacher Candidate: Alisha Cooley, McCaley Laube, Jessica Pearce, Rachel Withrow UW-Platteville HPE Program Physical Education

Lesson Plan Template

Lesson Title: Team Building Unit: Bullying Day# 1 Grade level(s)/Course 3rd Grade/Physical Education Date taught June 4th, 2013 Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title: Achieving Fitness: An Adventure Activity Guide Publisher: Project Adventure, Inc. Date of Publication: 2008 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Students not only learn the content information, but have opportunity to practice the life skill associated with that content. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. Six, thirty-minute class periods. One-day health and nutrition education with Mineral Point. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. We have no tracking or grouping, so this does not impact us at all. List any other special features of your school or classroom that will affect the teaching of this lesson. Some of the special features that may interfere with our teaching include inexperience with classroom management; uncontrolled noise; and lack of limited space.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total # of students: 64 Special Needs Students: Category
Students with IEPs

# of Males: 32 # of Females: 32 Number of Accommodations and/or pertinent IEP Objectives Students 5 2 OHI (Other Health Impairments), 1 EBD/Speed & Language, 1 Speech & Language, 1 LD (Learning Disabled) 1 2 Fluent in English speaking One on one check in with the student Use inclusive activities

English Language Learners

Gifted and Talented


Autism or other special needs (Emotional-Behavioral Disorders)

EBD (Emotional Behavioral Disorder) Prepare for transitioning Write a time-framed agenda on a poster presented in alternating colors and hanging on the wall. Use information here to complete the Differentiated Instruction and Classroom Management prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON Content Strand Wisconsin K-12 PHYSED Content Standards or NASPE K-12 PHYSED Content Standards WI Standard 5 = Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Enduring Understanding and/or Essential Question Students will be able to utilize teamwork, hand-eye coordination, and communication, and have the ability to implement them in real life. GLE and Symbolic Notation
5:2:B7 Participates in low-level challenges, team building, adventure, and cooperative activities that encourage working together to solve problems in a game or activity.

DOK = Depth of Knowledge


Student Learning Outcomes:. After participating in our thirty minute lesson, the students will build teamwork skills as evidence of communication and problem-solving through the activities that we did in class. Academic Language Teamwork, communication, positive attitude, compliments Content specific terms: Teamwork, communication, positive attitude, compliments Process terms: Proper throwing motion, follow through, eye contact, eye and hand coordination, stretching

Prior Learning/Prior Thinking Already know how to throw a ball, know how to follow directions, have listening skills, already have some teamwork skills

ASSESSMENT BEFORE THE LESSON Pre-assessment Gathering information about student knowledge Discussion about proper techniques of throwing a ball and how to act in a competitive setting


1. 2. Skill Development Basic Skill Instruction Application of Skills 3. Fitness Benefits Skill Related Fitness: Students will target basic skills, like throwing, and hand-eye coordination. Health Related Fitness 5. Life Skills Effort: The students will show effort by moving all of the time during the game. Goal Setting: How many balls they can get in the bucket during a certain amount of time. Communication




Introduction Total time: 5-8 minutes Lesson Objective(s): 5

Formations / Cues


Planned Transitions 10 seconds Count of by 2s in Spanish around the circle

Circle Formation Give high fives Say persons name when giving high five and give them a compliment -Examples: I appreciate that you share, that you sit with me at lunch, and thank you for being a good friend. Cannot pick one person multiple times or give the same compliment again Formations / Cues

Followed rules on not double picking one person or using the same compliment Gave appropriate compliments to each other Appropriate high fives Demonstrate effort through hustle and enthusiastic game play

Main Activities Ball Attack/ Fill the Bucket Total time: 15 minutes


Lesson objective(s): 1

Split into two teams Ball starts in the middle Only using half court to start with Each student is given one ball Each team starts on opposite sidelines.

Planned Transitions Music stops which indicates freeze. Students will be directed to walk and pick up one ball and skip to the black line, stand in a straight line, and the teacher will come around and collect the balls.

Did all students participate by throwing and retrieving balls? Were all students fully engaged in the activity? Question to ask: What could your team have done to be more successful?

Teacher splits line in half. One group will stand outside the boundaries and the other will be directed to walk to the bucket and inside the boundaries. Boundaries = half court

Planned Transitions: Ask how partners helped the ones shooting and how they can help more?

3 balls will be given to each group member outside of the boundary. Music starts. Students outside the boundaries will shoot the balls at the bucket and their partner will get the balls that missed the bucket and take them to their partner. Music stops (symbolizing students to stop throwing) Switch groups so other gets to shoot. Music starts. Students work faster in order to try and get more balls in the bucket. (May use some of students ideas and add different sized balls and more balls) Music stops. Switch with your partner so other gets to shoot. Repeat Did the students follow directions? Did they work with everyone? Was teamwork observable? Were they positive towards one another?

Planned Transitions: Music will stop. Students will be directed to pick up balls and bring them to the center of court. After they place the balls in the container, they will sit in a circle and will be asked questions. (What were the goals of the game?) (Was there team work?)

Cool-down: Walking Train Tag Total time: 5-7 minutes Lesson objective(s): 4

Formations / Assessment Strategy Music Starts. Students get to run around the gym. Music stops and everyone freezes. One person is designated as it and then they have to walk around and tag everyone. Once a student is tagged, they join grab onto the person who is it, or at the end, and create a train. Once they have collected everyone, they walk to the center of the area. They will then do stretches called out by the teacher (each stretch will be 8 seconds long): -Lunges -Arm stretches -Leg stretches -Arm circles

Assessment at the end of the lesson Assessment of sportsmanship: Who can give me two examples of what a good sport looks like? Observe if everyone is participating, working together, following rules, and cooperating Formative: N/A Summative: Asking questions at the end of activities and observing throughout the entire lesson.

Equipment needs

Safety Considerations

Personal space Small rubber balls (kickball size or smaller) Safety Large cageball or kin-ball Throwing balls Garbage can or bucket Appropriate behavior/tagging technique Radio and CD AFFECTIVE concerns (bullying, harassment) Differentiated Instruction We will make sure we always have check ins with the ELL student. Could allow students to stand closer to bucket if they cannot make the ball in the bucket. Allow the gifted and talented students to stand farther away from the bucket to give them a challenge. Classroom Management/Democratic Practices
For our Fill the Bucket game, we set up the perimeter where students could stand close to the bucket or farther away to challenge themselves if they wanted. We also have different sized and textured balls. We will also be walking around to make sure everyone understands the directions and is participating.

Activity Formations and or field diagrams: Draw diagram of how you are going to set it up. x x x x x x x x x

Possible Community Resources: Students will be able to work together and as a team. They will also be able to use proper communication
skill and have a better understanding of their hand-eye coordination.

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.) The students were productively engaged during the activities that we played. While giving instructions, many of the students were unfocused and played with the equipment. After teaching this lesson and watching our video clip, we recognized the flaws that we possessed when it came to classroom management. Some of the examples that we would change would be explaining all of the directions before splitting up the students into teams. While splitting students up into teams, we would make sure that both teams had students with equal physical abilities.