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Milligan College (Level 4) Lesson Plan Template

Pre-Service Teacher Name: School: North Side Elementary Grade: k-2 Subject: Physical Education Sam Tarlton

Lesson Title: Lesson Length:

Clog The Artery 1 hour

Big Ideas and Terms Lesson Plan Description:
(Include Content & Cross-Curricular Connections to be Taught. Include Important Key Terms) What have the students already been exposed to and where are you going? (student teachers & interns only)

We will start with the warm up activity 4 corner fitness and each student will perform a different locomotor movement for each cone at the corners of the gym (ex. Skip, side slide, run, jump) working on basic locomotor movements. (5-7 min) We will then move into a game called Spiders and Flies in this game students try to run from one end of the gym to the other (flies), while two students try in the middle of the gym try to tag the other students while they run across the gym and catch them in their web (spiders).. This game works on chasing, fleeing, and dodging skills. (10-15 min) The last activity we will do is called Clog the Artery in this game the students again try to make it from one side of the gym to the other while not being tagged by the LDL ( LAZY LOSER CHOLESTEROL) This game helps the kids learn about the two different types of cholesterol HDL and LDL and what causes them both (Academic Integration) The focus of this lesson is to work on chasing, fleeing, and dodging skills, while also learning about the different types of cholesterol and how they affect the body.

Desired Results Standards
(Common Core/TN) Copy/Paste Directly From the TN Website)

Essential Questions or “I can” Statements

(Post these in the classroom and refer to them during your lesson.)


recognize and demonstrate basic locomotor skills

balance or transfer weight from one body part to another 1.2.1 demonstrate skills of chasing, fleeing and dodging to avoid or catch others


What is Cholesterol? Why is LDL Harmful? Why is HDL helpful? What foods increase LDL? Name some other causes of artery clogging? How can one decrease levels of LDL?

1.2.21 state and demonstrate guidelines and behaviors for basic safety principles in physical education (implements, small and large equipment, environment) 2.1.1 use concepts of body and space awareness in a variety of ways 2.2.4 use movement concepts for the purpose of expression 4.1.1 sustain moderate to vigorous physical activity for short periods of time 4.1.2 identify the physiological signs of moderate physical activity 4.2.1 sustain activity for longer periods of time 4.2.2 identify changes in the body during sustained vigorous physical activity 4.2.6 use pulse rate to monitor level of activity 5.1.1 know the rules for participating in physical education 6.1.1 participate willingly in physical activity

(Clear, Specific, Challenging & Measurable – Not Activities; Must include condition, action verb, and criteria)

Instructional Objectives

By the end of the lesson the learner will be able to effectively demonstrate and use all of the chasing, fleeing, and dodging skills needed for gameplay. The student will also be able to answer basic questions about cholesterol HDL and LDL.

TEAM Planning: Must require a written task

Assessment Evidence

Pre-Assessments (Before)
(What do students already know?)

Formative Assessments (During)
(Provide Check-For-Understanding Strategies; Include questions [assessing, advancingg, or higher-order] that you will specifically ask during the lesson.)

Summative Assessments (After)
(Show proficiency evidence of standards through a variety of assessments; Provide measurable criteria; Include performance checks throughout the school year.)

The teacher will ask what the

The teacher will watch during the

After a brief review the students

students know about cholesterol and again review and describe the warm up locomotor movements to the class.

warm up and games to make sure students are performing all asked locomotor movements and are also perfecting the movements of chasing, fleeing, and dodging during gameplay.

will be asked to complete a written quiz on questions about HDL and LDL.

Materials & Resources Print and Manipulatives Pencils Quizzes Cones Giant spiders Foam noodle Multimedia, Electronic, & Internet Resources Stop watch Music source ipod

(Refer to the TEAM Instructional and Planning Rubric)

Planned Learning Activities

Beginning of the Lesson - _____minutes

Motivate & Hook, Quick Review, Reference Standard, Preview Lesson, Beginning Input

TTW: Instruct the students the proper technique and skills to perform the warm up Cone 1: skips Cone 2: side slides Cone 3: run Cone 4: students choice TTW: instruct proper skills, rules, and safety for warm up activity. TSW: demonstrate proper skills rules and safety in the warm up activity.

Middle of the Lesson - _____minutes
Teacher Input (Strong Content Knowledge); Model (I do) Guide (We do – Differentiated Strategies for Practice or GRP ACT); Engage & QU Students in the Learning; & Encourage Higher-Order TH and PS (Strong Pedagogical/TEAM Knowledge) Provide anticipated learning difficulties with student prompting; Independent Activity (You do).

Spiders and Flies
TTW: will pick a student to be a spider and the rest of the students will be flies. TTW: will instruct the proper skills rules and safety to perform the combined skills of the game TTW: will explain proper safety precautions and demonstrate them TSW: follow the proper skills rules and safety precautions of the spider and flies game and demonstrate the combined skills in the game.

Clog the Artery
TTW: The teacher will review the essential questions and discuss them with the class. TTW: explain the proper skills, rules and safety of the combined skill game TTW: demonstrate what the LDL will do and what the HDL will do TTW. Review and ask the essential questions TSW: follow the proper skills rules and safety of the combined skills game. TSW: answer the essential questions

Ending of the Lesson - _____minutes

Summarizing-Reminding-Reflecting-Restating-Connecting Activity (closure) that addresses all the standards or Desired Results. Must include a written task enabling students to draw conclusions, connect to prior learning or life experiences. Provide homework assignment.

TTW: briefly review the lesson on HDL and LDL and what causes these TSW: take a comprehensive quiz on the lesson to see what he or she has learned.

Differentiation for All Learners
Provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle (TKS).

Provide evidence of intervening for students that need additional assistance or those advanced students that need extension.

Learning Styles
Provide evidence of addressing a variety of learning styles; offer several learning options or paths to learning.

Interest/Real World Applications
Provide evidence of addressing a variety of interests and real world applications during the lesson.

Advanced students will be limited to certain boundaries of the court while playing the playing the game. While students that lag behind will be able to use the entire court.

Learning will mostly be kinesthetic , but also students will be able to learn visually through watching examples by the teachers and other students. There will also be group learning done (strategy) during the chasing, fleeing, dodging games.

The students will learn basic chasing, fleeing, and dodging skills used in everyday life. The will also learn about t cholesterol and what causes good and bad cholesterol helping them form a healthier lifestyle.

Advanced students will be the lone taggers while other lower level students will receive a peer buddy to help them tag more efficiently. Students that work on a lower level will also receive a peer buddy while completing the quiz to help with reading etc.

Evidence of Strong Pedagogical/TEAM Knowledge
Check all that apply.

Marzano’s Instructional Strategies
Check all that apply. Identifying Similarities and Differences Reinforcing effort and providing recognition Nonlinguistic representation Setting objectives and providing feedback Questions, cues, and advance organizers Summarizing and note taking OR Homework and practice Cooperative learning (I will accept any type of grouping.) Generating and testing hypotheses

x x Other TEAM or Evidence-Based Strategies
TN Academic Vocabulary Term(s) included in Big Ideas and Terms Integration of two or more content areas Technology, e.g., PowerPoint, Interactive Smart Board, PRS, etc.





Check all that apply. The last two can be dedicated to the pre-service teacher’s personal growth plan. Kid Friendly Rubric (must require written task) TEAM Problem Solving (PS) TEAM Thinking (TH) Describe Other here… Describe other here…

x x Circle one: Mentor

x Supervisor

x Instructor


Reviewer’s Signature:_______________________________________________________________________