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# EDUC 310 LESSON PLAN FORMAT

INSTRUCTIONAL UNIT:
TEACHERS: COURSE: Kine 310 GRADE LEVEL: LESSON TITLE: 1,2,3
Nicole ODell, First Grade Come Stretch with Me
Courtney McCandless,
Kristin Kurpershoek DAY: Friday, 26th, 2016

## SUBJECT: Physical LENGTH OF LESSON:

CAMPUS: Ocean View Education & Math 20min

## CONTENT STANDARDS AND CONTENT OBJECTIVES

PHYSICAL EDUCATION GOAL OF THE LESSON:
STANDARD(S): Physical Education: Students will learn how to move around in small
- 1.1 Travel within a large group, groups, while performing different flexibility skills at various stations
without bumping into others or
falling, while using locomotor Subject Area: Students will be able to add and subtract whole numbers
skills. based on their prior knowledge
-2.5 Identify the locomotor skills
of walk, jog, run, hop, jump, slide,
and gallop. OBJECTIVES OF THE LESSON:
-3.5 Stretch shoulders, legs, arms, Physical Education
and back without bouncing.
Psychomotor: Students will learn various locomotor and stretching skills
by moving between each station using different locomotor skills and
performing different stretches at each station using proper technique the
entire time.
SUBJECT AREA STANDARD:
Cognitive: Students will solve mathematical equations to determine the
Work with addition and length of time they are stretching using a self-check method; checking the
subtraction equations: answer on the back of the equation card.

8. Determine the unknown whole Affective: Students will demonstrate how to collaborate with each other
number in an addition or throughout the duration of the lesson by deciding how to move in the
subtraction equation relating proper form as a pair or small group, between each station and by
three whole numbers. For correctly solving the math problems provided.
example, determine the
unknown number that makes Subject Area:
the equation true in each of the Cognitive: Students will practice their addition and subtraction math
skills in small groups..
equations 8 + ? = 11, 5 - ?= 3, 6
+ 6 = ?.
ASSESSMENT
ASSESSMENT STRATEGIES:

Formative: We will check for understanding by asking the students to rank their understanding of the
instructions/activity through a 1-5 scale with a show of fingers. Students will also use the self-check method when
solving the addition and subtraction problems at each station. When moving in between stations, teachers will
informally assess students form by providing verbal feedback and encouragement.

Summative: At the end of the lesson we will gather as a group and review the math and movement concepts. By
asking a few addition and subtraction problems and for some examples of their favorite movements, teachers can
assess the students overall understanding.

LEARNING ENVIRONMENT
TEACHING STRATEGIES USED:
Command: Into section instruction given, explanations of expectations and protocols
Practice: Students proceed to each station using different locomotor movements and solve different math
problems.
Reciprocal: Students can give each other feedback on their form.
Guided Discovery: Students were asked to show various stretches which they have to demonstrate
Individual Program-Learner Design: Students will be invited to come up with their own locomotive
movement
Back to the Wall: Teachers constantly watched the class and gave compliments or helped students with their
form.
Inclusion: All students will be actively involved throughout the lesson
Self check: Students will have the responsibility of checking their math skills and stretching form

## MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED:

Music station and speakers
White Boards (10)
Math Equations Cards (10)
Medium-sized cones (20)

## STEPS THROUGH THE LESSON

DISPOSITIONAL SETTING: RATIONALE:
The general playing area will be set up with Setting up a welcoming, engaging environment to create a
cones surrounding the perimeter. We will have positive disposition (attitude) toward beginning the lesson.
cones set up within the space marking each
station/activity. Kidz Bop Pandora music will
softly be playing when students arrive. Teachers
will be excited and ready to start the lesson by
inviting the students over and having them sit in
front of them.

INTO:
INTRODUCTION, EXPECTATIONS, AND
PROTOCOLS:
*Introduction: Good afternoon boys and girls
please take a seat in front of us. My name is Ms.
McCandless (M), and this is Ms. ODell, and Into: It is important to introduce ourselves and our protocols
Ms. K and we are from Cal Poly. We have a fun so that students know what is expected of them, we have a
lesson planned for you today." way to get their attention throughout the lesson, and we
ensure a safe environment.
*Expectations: First, we expect you all to play
hard, play fair, & play safe. Turn to a partner
and explain how you can play hard, play fair,
play safe. Can we have 1 or 2 examples that you
came up with?

## *Protocols: Before we begin our first

challenge, we want to go over our start and stop
signal we will be using today. When you hear
the music you are free to move around. When
the music stops, you must freeze right where
you are. Alright, lets practice!

## ANTICIPATORY SET: Prior knowledge/stimulates curiosity

Actively Engages the Mind:
The activity we have planned today calls for
some really smart first graders! But we know
youre almost 2nd graders, so we think you guys
are ready! Whos up for the challenge?!

Taps Into Prior Knowledge:
Heres something to get you all warmed up.
Hold up the correct amount of fingers! What is
2+2? 8+5? Great!

## Stimulates Curiosity: Students become interested and ready to play by

So who knows how skip? (Get a volunteer to stimulating their curiosity when we bring up the different
demonstrate--get students name--give feedback movements.
on students form if needed. Thank the student
and have them rejoin the class.) Wonderful!
With a show of fingers, 1 being you dont
understand, 5 meaning you understand
completely and are ready to play, show us if you
understand how to skip! This type of movement
is what you will be doing to go in between each
station this afternoon!

Instruction:
In groups of three, you will hook arms and skip
inside the boundaries (later: gallop, hop, run,
walk, jog, slide) without running into any other
groups while the music is playing. When the Pictures of each stretch will be at each station to help
music stops your group will move to the nearest visual learners. Auditory learners will be helped by
station where you will solve the math problem listening to our verbal instructions and feedback. The
on the card provided. Once you solve your Kinesthetic learner will be helped by practicing with us
problem, your answer will tell you how long to and on their own
do the stretch. There will be a picture of which
stretch you are doing at your station. Check the
answer on the back before you begin. When you
hear the music start, you may start moving
again. Be sure to listen for the new movement!
Move all around the area to avoid going to the
same station twice! Show us on your fingers 1-
5, how well you understand the instructions for
our activity.

## Invites the Challenge:

Now that you all understand, we would like to
invite you to play! Before we begin, turn to a
partner and share any safety concerns that you
might have during this activity! Great, I heard
them all. Are there any questions? Now spread Students are excited to participate and show understanding
music to begin!

THROUGH: RATIONALE:
Provides New Content:
Stop music and re-gather students in front of Extends knowledge of math skills beyond addition to
teacher to sit and listen to new instructions. subtraction.
Boys and girls, it looks like you are all doing
an amazing job. Please come sit in front of me.
Since you are all now experts at addition, I want
to see you practice your subtraction skills too!

## LESSON MODELING AND

DEMONSTRATION/PRACTICE:
Demonstration allows visual learners to see exactly what
Models and Demonstrates:
they need to do, while practicing allows kinesthetic learners
With your fingers show me what you think the
to move in order to learn the correct movements. By clearly
stating instructions, auditory learners know what to do as
Who knows how to gallop? Can I please have a
well.
volunteer to show the class? (Get students
name, thank them for demonstration) Alright
everyone I think that youre ready! With a show
of fingers 1 being you dont understand, 5 being
you know exactly what to do, show me 1-5 how
well you understand. Now get back with your
group and when you hear the music start, you
may begin to gallop. (Later movements:
Sliding, Walk, Jog, Hop--Self-determined)
ACTIVITY:
Uses Content in a Meaningful Way:
In this activity we invited the students to utilize
a variety of locomotor skills and stretches as This allows us to provide challenges for the students and
well as testing their knowledge of math facts. check for their understanding

BEYOND: RATIONALE:

CLOSURE:
Reviews Content and Experience:
Stop music Alerts students that it is time to stop what they are doing
Please leave everything at the stations and and wrap up the lesson.
come sit in front of us. Amazing job boys and
subtracting skills. You worked so hard today.

## Asks Questions Relevant to the Objectives:

What was your favorite part of the activity
Students review the activities that they participated in, while
today?
realizing the importance of stretching.
What were different ways that we moved?
Why is it important to stretch?
What was the most challenging?

APPLICATION:
Applies the Learning Beyond the Classroom:
How do we use our math skills outside of
school? Allows students to realize how they can use math in their
Have you ever seen your parents use math at the daily life outside of the classroom.
store? How do they use it?
When else do we use stretching? Helps students understand that stretching is also used in
other aspects of life outside of physical education class.

## Uses the Content of the Standard:

Thank you so much for participating in the
activity today! We loved watching you properly
skip, gallop, run, and jump. And your stretching
was amazing! I didnt see anyone bouncing
around. We had so much fun watching you
practice your math while moving around and
working in teams! Find the two other people
that were in your group, give them a high five
and tell them something they did well today!
Thanks for having us!