Lourdes University Department of Education

LESSON PLAN
Student ____Taylor Tafelski_______________________________________ Date ___10-23-17___

Content Area ____Physical Education, Math____ Grade __K___ Time: __6:30____ Estimated Duration: ___45mins__

LESSON FOCUS
Essential Question(s): (What is the content focus?) 5pts

How can you differentiate between your different common body parts and how can you use them to
keep lightweight objects off the ground?

What ways can you help yourself count forward beginning from a given number with the known
sequence?

PK-12 Ohio Learning Standards: (Write out completely.) 5pts

Use different body parts to strike a lightweight object and keep it in the air

K.CC.2 Count forward beginning from a given number within the known sequence

Learning Objective(s): (Aligned with content standards) 5pts

Students will be able to identify common body parts and use them to keep lightweight objects in the
air with 80% accuracy.

Students will be able to count forward beginning from a given number within the known sequence
with 80% accuracy.

I can find common body parts and use them to keep light objects in the air with 80% accuracy.

I can count forward from a certain number with 80% accuracy.

Building on Past/Leading to Future: (Connection to prior and future knowledge) 5pts

Yesterday we learned that we all have common body parts that we can use for exercise

Today we are going to review those body parts and use them for different activities

Tomorrow we will focus on specific body parts and what they can be used for

Academic Language Objective(s): (Specialized vocabulary, content specific genre, and instructional language) 5pts

Body Parts, Exercise, physical activity, energy, healthy,

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ASSESSMENT
Informal and Formal Assessments: (List type of assessment(s), what is being assessed, including evaluation criteria.)
5pts

Pre-assessment: Asking them to name different types of physical activity to see if they understand
what physical activity really consists of

Formative: Having them complete the worksheets to see if they understood the information. Watching
them during the Ms. T. says and the balloon activity to see if they are able to use the correct body
parts and if they are able to keep the balloon off the ground.

SET UP/ MATERIALS

Materials/Resources/Technology/Set-up/: 5pts
Teacher 1 Teacher 2 Student

Body Parts video Their bodies

Playing cards

Sheet with actions on it

PowerPoint

INSTRUCTIONAL PROCEDURES AND LEARNING TASKS

Instructional Strategies and Learning Tasks: (Aligned with content standard and interdisciplinary connections.)
5pts
Time Teacher 1 Teacher 2 Student (s)
Allotted
2 mins I will introduce the lesson
of the day

Yesterday we learned
that we all have common
body parts that we can
use for exercise

Today we are going to

review those body parts
and use them for
different activities

We all do some type of

physical activity
throughout our day

Play sports, walk, ride a bike,

run
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 Can anybody give me
an example of a physical
activity they do in a day?

5 mins What happens to your

body when you exercise Tired, sweaty
or how does it make you
feel?

Yes those are right

some other things that
exercise does to your
body is

Heart beats faster

Begin to sweat
Body temperature
increases so if you
touch your skin it
will feel warm
Get thirsty
Breathe harder
Get tired

What are some good Its fun, makes me happy

things about physical
activity?

Yes it also can help keep

you focused, gives you
energy, and makes you
grow big and strong and
stay healthy.

5 min Now we all remembered Watch the video

that we learned about
some common body
parts yesterday so lets
watch a video so we can
review the body parts

So what are all of the Head

body parts that were in Toes
the video? Can you Arms
name them all? There Nose
are 9 Hands
Feet
Legs
Ears
Mouth

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 5 mins Great job now we are Play along
going to play Ms. T says

15 mins Now since Fall is here

we are going to play a
game with these balloons
but they are really
pumpkins.

I am going to have one

student from each row
pick two cards from the
deck and read them out One student from each row will
loud. We will have to add come up and pick two cards.
the cards together and
then based on that They will add the two cards
number we will have to together and then do what the
keep the balloons we action is.
have in the air only using
that body part.

An example would be
Card 1: 5
Card 2: 3
That equals 8
On the chart 8 is ear so
we have to keep the
balloons floating with our
ears.

10 mins I am going to have you Work on worksheet and

all fill out this worksheet complete it
and then when you are
all finished we will go
over it as a class

Go over worksheet Correct answers if needed

1 min Give them a worksheet Take the worksheet home and

to take home for complete it for the next day
homework and bring
back the next day

DIFFERENTIATION
Differentiated Instructional Support for Diverse Learners: (Differentiated in content, process, and/or product
5pts)

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For Visual learners I can use videos. For Auditory learners I can use verbal directions. And for
Read/writing I can give them worksheets.

Accommodations: (As identified by IEP, 504, ELL) 5pts

Have larger fonts on worksheets for some students.

For someone with a physical disability I can find different activities they can still participate in during
class and learn the same information.

EXTENSION/ CONNECTIONS
Assignment: (Aligned with content standards and/or learning objectives) What should students doe in preparation for
the next lesson? 5pts
They will be given a worksheet to take home and complete for the next day and they will be
encouraged to play Ms. T. says at home with their family

RESEARCH IMPLICATIONS
Research /Theory: (Theory that supports the content or methods of instruction) 5pts

FINAL RETROSPECTIVE
Self-Reflection: (What worked, what didnt work, for whom? Why? What will you do next?)

Comments of Cooperating Teacher/College Supervisor:

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