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PHYSICAL EDUCATION LESSON PLAN FORMAT

Natoshia Estes
02/16/2017
EDU 543

GRADE: 5

STANDARD : Write out completely (Add PE Frameworks page #)

Aerobic Capacity 3.3 Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities
at the appropriate intensity for increasing aerobic capacity. page #79

Body Composition 3.7 Sustain continuous movement for an increasing period of time while participating in moderate to vigorous physical activities.
PE Frameworks. page #79.

NEEDED EQUIPMENT:
Mats for crunches/sit-ups
Laminated place cards for labeling each station
Stop watch/timer
Whistle or bell
Optional Jump Rope (kids can use the rope or pretend they have one)

LEARNING GOAL/OUTCOME/OBJECTIVE:
Content Objective: After participating in circuit training, students in 5th grade will be able to sustain continuous movement for an increasing period
of time at the appropriate intensity with 90% accuracy.

Language objective: After a lesson on fitness terminology, students will be able to demonstrate language comprehension through physical expression.
TIME LESSON CONTENT ACTIVITY TEACHING POINTS AND
Describe the lesson components with much detail so that any substitute teacher ORGANIZATION
could teach the lesson and so that any supervisor could easily see what you are What must you do to be
planning to do. Note: TPA Tasks require this same type of descriptive writing. ready/preplanning to teach each lesson
component point?
Min. Opening /Introductory Activities (What you will do to get students ready to receive instruction for Step 1 Choose activities for each station and rotate
this standard) each activity between cardio and strength training.
45
I will first decide on what exercises I will have the students perform. I will choose a variety of
movements that will rotate between cardio and strength training. Once I decide on the exercises, I
will create labels to name each station. I will set up the stations prior to the students arriving to the Step 2 Create label cards naming the activity for
instructional area. each station. Laminating these cards is optional.

Circuit training will give the students a variety of exercises to work on while giving them a chance to
sustain continuous movement for a period of time. To get students ready, I will emphasize doing each
exercise correctly while encouraging the students to push themselves without comparing them to Step 3 Place a label in each station.
others.
Step 4 Ask students to sit at their desks or on the
floor depending on your area so you can explain the
activity.

15 Instruction/Skill Development/Concept (What you will do to instruct the students on this standard) Step 1 Explain what is aerobic/cardio activity.

Once I have the students attention, I will begin instruction by explaining the difference between
aerobic/cardio activity and strength training. One is to elevate heart rate to a fat burning zone and
strength training includes small movements that isolate a targeted muscle. I will tell them about each Step 2 Explain what is strength training and muscle
activity at each station. I will demonstrate each activity so they can see how it is done. During the isolation
demonstration, proper form will be pointed out so students can avoid injury.

Step 3 Tell the class what each stations activity will


be and do a short demonstration on each activity.

Step 4 Ask the class to practice each activity with


you to ensure proper form prior to dismissing them to
choose their groups.
20 Effective Practice Activity (How you will have students practice this standard0 Step 1 Allow students to form their own groups,
with no more than 5 to 6 students per group.
Students will practice Circuit Training by participated in seven different stations that will offer
alternating movements between cardio and strength training. They will complete the circuit two
times. Each student will visit each station and perform the listed activity for one minute. Once the
minute is complete, they will have 30 seconds to rotate to the next station. Step 2 Ask each group to choose a station to start at.

Station 1 Run in place.


Station 2 Push-up toe walk
Station 3 Jumping Jacks Step 3 Once students are at their station, set the time
Station 4 Sit-ups for one minute and students will perform the activity
Station 5 Mountain climbers listed on their station card for one minute. Once the
Station 6 Wall squats one minute time is completed, blow the whistle to alert
Station 7 Jump rope in place the students to move on to the next station.

Step 4 Allow the students 30 seconds to rotate to the


next station. Groups are to rotate clock-wise to the
next station. Repeat step 3 & 4 until each student has
been to each station.

10 Closure (What you will do to help students remember this instruction and how they might keep on Step 1 After each student has been to each station,
practicing independently) blow the whistle to indicate completion.

This activity is complete once each group has gone to each station one time. After the last activity, I
will close by explaining that all the exercises performed did not require equipment and it is something
that can perform at home to improve their fitness level. Step 2 Ask each group to bring forward their stations
3x5 label card.
Stretches to include quad, hamstring, side bends, shoulder stretch.

Step 3 Ask all the groups to gather together and lead


them in a cool down/stretches.

Assessment: How will you assess progress in this standard? (refer to pages in the PE Framework that Step 1 Let the class begin the activity
support your plan)

I will assess the students progress through class observation. Successful students will use proper
form and perform the activity as listed at each station. Step 2 During the activity, observe each student for
proper form and that they are following instructions
for each activity as listed in each station.

Step 3 Refer to the rubric below and complete


assessment for each student.
Class Management (How you will manage this instruction so that all students learn well) Step 1 Post the rules.

http://www.pecentral.org/climate/perules.html Step 2 Explain the rules.

I will have a set of rules specific for physical education activity. They will be as follows: Step 3 Ask the class questions regarding the rules to
ensure comprehension.
Always try your best.
If someone in class is having trouble, HELP instead of laughing. Step 4 Explain consequences of rule violations.
The equipment belongs to all of us - let's take care of it!
Keep hands, feet and objects to yourself.
When the teacher or your classmates are talking, you are not.

When a student does not follow the rules, consequences are as follows:

A violation of the above rules the student receives an "S", a warning.


A second violation receives an "I"
A third violation warrants a "T". SIT.
The student will sit out of activity a certain amount of time until they can verbalize to me how they
will come back to activity ready to learn.

I have these rules typed and if constant rule breaking continues, a note goes home with the rules listed. The
parents are asked to review the rules with the student, sign the sheet and they then can come back to class.

Modifications for Special Types of Learners (Refer to PE Frameworks and provide page numbers)
ELD Learner: p. 214 in PE Framework Step 1 Assess my students. Know who is an EL
student and at what level do they understand English.
Strengths Involving English Learners in physical education is a great way to get them to practice using the
language with their peers in a non-threating environment. Kids are having fun when they are performing Step 2 Modify my lesson according to the need
these activities and this will give the English Language Learner a chance to pick up on vocabulary words present in my classroom.
that are not always included in academics. Physical education is always a great curriculum to introduce EL
students to new vocabulary. Step 3 Ask questions or a demonstration to confirm
comprehension.
Weaknesses Depending on the students present during these activities, more time may need to be spent
explaining basic concepts due to language boundaries. The teacher needs to be aware of any idiomatic
expressions that the EL student may not know. This could hinder the student from participating effectively
in the activities. They may become frustrated and not be willing to participate if they cant be included
properly.

Your intervention or adaptation: My intervention will include knowing who in my class needs the extra
instruction. I will clearly enunciate all words and define advanced words with simpler synonyms. Use of
props and visuals to include demonstrations will be crucial for the EL students to put together vocabulary
with instruction. Pairing up EL students with other students that speak their language is beneficial if
available.






Special Needs Learner: p. 218 Step 1 Assess my class to understand who will need
accommodation or modification for planned physical
Strengths Special needs learners are able to participate in physical education, however the level of education activity.
severity with respect to their disability will dictate the amount of accommodation or modification
required. Students with special needs have a lot of help at their disposal through specialists who create Step 2 Review IEP for each student and implement
IEP. These assessments to create an IEP for these students allow them to participate. the plan that was create by their specialists.

Step 3 Modify physical education plan as necessary
Weaknesses With different levels of disability that are present, not every student will be able to
so the student may participate in class activity.
participate in physical education the same way. Some will need accommodation, like extra time to
complete an activity or a reduction in quantity of required activity. More severe disabilities will require
modifications that may include alternate curriculum plans.

Your intervention or adaptation: It is important to understand who in my class fits into this category and
to what extent their disability will prevent them from performing the activity as planned. The best course
of action is to meet with the specialist and go over each students IEP so I can be sensitive to their needs. It
is also very important that I show these students a lot of encouragement so they will enjoy the activity.
Enjoyment is a big motivator toward engaging the student.













Reflection: What have you learned about planning instruction for a diverse student population in this content area?

I have learned that there is a lot of thought and preparation needed when planning these activities. It is not enough to just come up with an idea and do it. I need to
understand the population of my class. There will be students who will have no problem performing activities as instructed, but others will struggle if I am not sensitive to
their needs. If I do not understand my students, it will be difficult to maintain their attention and they will not engage in the activity. This lack of engagement could lead to
others students being disrupted during the lesson.

I learned that the physical education curriculum can help students in other content areas. Learning language in physical education can help EL students with social skills
because they will be interacting with their peers in a fun environment that is less intimidating than in the classroom. The special needs student can be encouraged when they
complete something challenging. This encouragement can help them excel in other areas too. Most importantly, it helps students to get up and move. With childhood
obesity and technology advancements causing students to sit for extended periods of time, physical education is a great way to learn healthy habits that can last a lifetime.


What area of this instructional plan was easy to complete? Planning the activity was the easiest part for me. I am a very active person and I participate in these types of
activities regularly. My background in this area helped me to design a program that will give the students a balanced activity with aerobic activity and strength training.


What area will you need more knowledge/skill in order to do the task well? I need more knowledge in working with diverse students. I do not have experience working with
EL students or students with special needs. I will need to rely on the experts in these areas to guide me in directing my lesson plans to accommodate all those who require
modifications or extra help.