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Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format


Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
National Physical Education Standards
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.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior
that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Missouri Grade Level Expectation - Understanding efficiency of human movement and
performance.
Recognize the components of health related fitness (cardiorespiratory endurance, muscular
strength and endurance, flexibility, and body composition.)
Identify benefits of regular participation in a variety of activities (E.G. stress management,
weight control)
Describe how the body responds to moderately vigorous physical activities (heart has to beat
fast to meet blood supply demands)

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
Students will demonstrate the route in which food travels through a
snake
Students will interpret how a snake moves and eats while using
cooperative learning amongst each other.
Students will identify the relationship between cardiorespiratory
endurance and cooperative learning.

Assessment (type[s] of assessment used throughout the lesson)


Assessment(s) before, during, and after the lesson
Before: Role is taken and the class is divided into two sections (snakes) and
all the students grab the tail of each others where they have one hand free.
The head of the snake which is the first person in line walks or runs around
the gymnasium and picks up as many objects as he can. As he picks up
objects students pass it down the line while staying in contact all the way to
the back, the tail of the snake where the last student will be holding a trash
can.
During: Teacher observes to make sure the snake is not broken at all and if
the snake is broken the snake has to empty the bucket because it died and
the head goes to the end and is the tail.
After: Discuss with the students how a snake might move differently from
them. How does a snake swallow its food whole.

Lesson Structure and Procedures


Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening,
Procedures, Guided Practice, Conclusion)
1. Get the class in the room and in their assigned spots so role can be
taken.
2. After role is taken the students will get into their stretch lines and
begin an active warm up where I will begin to talk about snakes to see
what the students know.

3. Divide the class into two snakes and make sure that all the rules are
known and the head and tail of the snake is ready.
4. After students are ready have them disperse running or walking
towards there balls, cones, or Bing bags.

5. Once all objects are removed from the floor see which team has the
most objects and the one with the most is the winner and has to take
one person from the other team to make a bigger snake
(accommodation making the snake longer).
6. At the end of class begin to discuss how snakes may eat something
bigger than the body. Discuss how snakes and people move differently
and have students explain advantages and disadvantages.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
Students will perform cooperative learning because they have to
work together to complete the task. If one link of the chain is
broken the snake is dead and they have to start over. If they do not
work together the snake will not be able to fill up the bucket and
they will lose. During the activity I will explain different things
about snakes in between each set. This will help students
understand how a snakes digestive tract flows and how the snake
moves while getting in physical exercise.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the
learning objectives
Students will be split into two different snakes, if the class is too
big a third snake may be added. Student will be instructed to work
together to achieve their tasks at hand which are to pick up the
most objects and be the hungry snake. Make sure that students are
putting forth a solid effort. Since students are working together
make sure no students are being disruptive or they will be removed
from the snake.

Resources and Materials


List of materials used in the planning of and during the instruction of the
lesson
Bing bags
Balls
Small Cones
2 trash cans
Technology
Instructional and/or assistive technology incorporated into the lesson to
enhance instruction and student learning
N/A Physical Assignment

Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and
language differences, etc.
If a student has an imparity such as a missing limb he or she shall be put to
the front of the line for they are only able to use one arm. For students in
wheel chairs it will be difficult to play for the objects are on the ground but
they could be a net to scoop things and be pushed at the head of the snake.
Classroom Management
Strategies consistent with the learning needs of the lesson that also meet
student behavior needs to help keep students on task and actively engaged
Teacher will walk around the room and amongst the snakes to make sure
everyone is cooperating and doing what they are supposed to. If a snake is
struggling the teacher can drop hints on how they may be able to change
their techniques and maneuver their snakes better. If a student gets out of
line they may be removed from the snake and the activity and placed on the
bench. If a team gets double the amount of objects as the other team then
the winning team has to have everyone do it left handed to even the odds.

Extensions
Activities for early finishers that extend students understanding of and
thinking about the learning objectives by applying their new knowledge in a
different way
Extensions for the students will be assessed after the first round. When a
team wins they have to add someone from the losing team, this makes the
snake longer and harder for the longer snake win for the snake has more
people.
Follow-up to Todays Lesson
Quick activity for review or building on todays learning that will deepen
student understanding and interconnect concepts (may be incorporated
tomorrow or throughout the unit)
See if the students understand the concept of how a snake moves
and have them discuss the difference of how snakes and humans
move. Have every student tell you one thing about snakes that they
know before they can leave the class, if a student does not know
anything about snakes make sure he leaves with a nice fun fact
about snakes and gets something from the lesson.
Additional Information
Any area or lesson component that may not have been covered by this
format that you think is vital to include in this lesson
Students should work together and be helpful towards one and another. If
they cannot be professional they will not be allowed to participate. Students

should have high energy and be excited to play this game because it always
involves the whole class working together as a team.

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