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Teacher Candidate: Jeni Freiburger UW-Platteville HPE Program Physical Education Lesson Plan Template Lesson Title: Stability

Ball/Gymnastics/Fitness Unit Unspecified Day# -Grade level(s)/Course: 6th Grade Date taught – Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title: Publisher: National Center on Health, Physical Activity and Disability (NCHPAD) Date of Publication: June 2011 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Platteville Middle School Cooperating teacher-Kelly Erickson Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 30 Minutes Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. List any other special features of your school or classroom that will affect the teaching of this lesson. One on one with the student

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total # of students 1 Special Needs Students: Category
Students with IEPs

# of Males__________ # of Females 1 Number of Accommodations and/or pertinent IEP Objectives Students 1 The student with the IEP will be able to participate in many different activities throughout the class period working one on one with the teacher.

English Language Learners

Gifted and Talented


Autism or other special needs (Emotional-Behavioral Disorders)

Use information here to complete the “Differentiated Instruction” and “Classroom Management” prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON Content Strand – WI Standard 3: Participates regularly in physical activity. Enduring Understanding and/or Essential Question The student will do many different activities dealing with balance, motor skills, and fitness. The student will understand that participating in physical activity is important to their overall fitness and well-being. The student may take interest in these activities and incorporate them into her daily workout routine. DOK = Depth of Knowledge GLE and Symbolic Notation
3:1:A2:Participatesin a variety of physical activities outside of school with and without objects

Level 1- Recall and Reproduction

3:3:A3:Develops a physical activity plan using practice procedures and training principles appropriate to their personal goals, as well as the physical activity pyramid guidelines

Level 3-Strategic Thinking and Reason

Student Learning Outcomes
At the end of the lesson the student will be able to identify the different activities she can do outside of class to maintain an all-around healthy lifestyle. The student will be assessed by improving on her abilities throughout the lesson and questions at the end of the class period about the different activities she did for the day.

Academic Language Content specific terms:
Balance, shift, body weight, pull, push catch, tumbling, hand stand, gymnastics, catch, sit ups, bounce, superman

Process terms:
Alternate, consecutive, actively engaged, demonstrate

Prior Learning/Prior Thinking
Introduction to the yoga ball, introduction to gymnastics, some knowledge on how to balance on the yoga ball. I predict my student may not understand what some exercises are as she may have been taught them already but by a different name.


Some of these activities will be new to the student. Before I do an activity I will ask the student if she has ever heard of the activity before then ask her to demonstrate the activity. I will ask her if she likes the activity and on a scale of 1-10 how confident she is with this activity. Gathering information about student knowledge

Skill Development 1. Basic Skill Instruction The student will be introduce to the proper technique to balancing, and how to shift her weight to maintain her balance. Fitness Benefits 3. Skill Related Fitness The student will improve on balance and coordination while balancing on the yoga ball and catching the beach ball while balancing. 5. 6. Life Skills Effort – The student will give full effort throughout the
class period on all the different activities.

Goal Setting- The student will set a goal for how long she will be able to hold a hand stand. Communication-

4. Health Related Fitness The student will improve on her upper body and core muscular 2. Application of Skills The student will learn the skills of balancing and strength while doing gymnastic activities and exercises on the yoga apply this skill by balancing on the yoga ball. ball.


Introduction Total time: 5 Minutes Lesson Objective(s):
When entering the class- the student will get out of her wheelchair and into her leg braces. She then will take a lap around the gym facing forward and then another lap facing backwards. Aligns with #3

Formations / Cues Face Forwards Face Backwards Observation Breathing heavy Sweating a little bit


Planned Transitions
Once warm up is complete we will head upstairs to the gymnastics mat and activity area

Main Activities / Total time: 20 Minutes

Formations / Cues


Lesson objective(s): Shift weight Balance introduction One side to the other The student will learn the proper technique ohHands out balancing with the yoga ball. T-Position The student will get the stability ball and complete the following activities.

Opposition with arms and feet Consecutive bounces Alternate hands and feet

The proper form will be observed through observations, which is characterized by shifting weight properly, catching the ball with both hands, tucking neck while doing forward roll, and having body in T-Position while throwing the ball back. Observations of the student enjoying the activities she is participating in, smile on her face, talking to the teacher, engaging with other students.

Bouncing Sit ups Safety Concerns Crunches Catching beach ball sitting on stability ball Falling off the stability ball Throwing beach ball sitting on stability ball Superman on boche ball Planned Transitions The student will listen to the teacher about when to move to the next activity. The student will learn the proper form of a hand stand and forward roll and perform these activities. Forward Roll Hand Stand Double bars

The student will be introduced to motor skills and fitness and complete the following Safety Concerns activities. Chainsaw with tubing Volleying the beach ball Catching/Throwing the beach ball Crawling/Scooting Aligns with #1,3 Planned Transitions The student will go sit on her stability ball while we talk about how the different activities went.

Tuck neck Feet over head Straight arms Toes pointed Legs straight Pull yourself up

Head not tucked Falling during hand stand Falling during bars

Back and forth Thumbs together Hit forearm Elbows bent Pull yourself forward

Safety Concerns Getting hit by ball

Cool-down / Total time: 5 Minutes Lesson objective(s): Stretching of the upper body Sitting on stability ball End of lesson questions     

Formations / Assessment Strategy Questions to discuss while stretching:
Did you enjoy these activities? Which activity was your favorite? Which was your least favorite of these activities? Was it challenging for you? What made it challenging? Can you think of any way to make these activities harder or easier for you? What key components did we work on throughout these activities? Do you feel that you stayed actively engaged? Can you demonstrate how you bounced on the stability ball?

   Assessment at the end of the lesson –

Assessment will take place throughout the whole lesson. The student will learn the proper techniques to tumbling, balance and motor skills. The student will have the opportunity to practice these skills throughout the lesson. Observations will be done by the instructor to see if the student understands the proper techniques of the activities. The student will be assessed through question and answer throughout the lesson and at the end of the lesson. Formative: Observation Summative: Question and Answer

Equipment needs
Stability Ball Beach Ball Tubing Boche Ball Mats Gymnastic Bars

Safety Considerations
Falling Down Falling off stability ball Getting hit by ball Not tucking head when tumbling Falling during handstand

Low weight dumbbells

Differentiated Instruction
Modify equipment – get stability ball with sand bag in the bottom for more balance. Modify task – If the student is struggling keeping balance use boche ball. Modify instruction – Go to a separate room, give the student a list of the activities we will be doing.

Classroom Management/Democratic Practices
I will be working one on one with the student while being in the classroom with the other students. I will make eye contact with the student and make sure she understands the instruction of each activity. The lesson should provide for a positive learning environment as the student is participating in many different activities and using different equipment.

Activity Formations and or field diagrams: Throwing



Possible Community Resources: The student can implement these activities in her everyday life to maximize the amount of physical activity
she does for the day. Supplemental materials: None Needed

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.)