UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching

Learning Experience Plan

Teachers: Delgado J Date: 2/26/2019
Grade Level: 2nd , K, 1st Time: 12:30-3:05pm
Activities: Fitness Gram/ Number of Students: average
Cardiorespiratory fitness 90
Equipment: red and blue hula hoops, papers for the students
to read on exercises, and the foods we eat related to exercise.
Equipment provided by me: Note Cards
Facility: Loma Verde Elementary School

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Increase cardio respiratory fitness using relay races and HIIT methods to
help elevate students heart rate and strengthen the heart.
2. Further develop locomotor skills and increase overall body strength and
muscular endurance.

Cognitive:
1. Learn about Exercise Physiology, and the foods that we eat, and how they
affect our body when we exercise.
2. Recall what the two metabolic pathways are, anerobic, and aerobic.

Affective:
1. Learn to respect the team members opinions and to share their own
thoughts on how to overcome the challenge.
2. Work as a team to have everyone perform there best.

TEKS:
§116.2. Physical Education, Kindergarten.
1 (C) demonstrate non-locomotor (axial) movements such as bend and stretch;
1 (G) roll sideways (right or left) without hesitating; and
2 (B) demonstrate movement forms of various body parts such as head flexion,
extension, and rotation.

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3 (B) participate in moderate to vigorous physical activities on a daily basis that cause
increased heart rate, breathing rate, and perspiration;
3 (C) participate in appropriate exercises for flexibility in shoulders, legs, and trunk;
3 (D) lift and support his/her own weight in selected activities that develop muscular
strength and endurance of the arms, shoulders, abdomen, back, and legs such as hanging,
hopping, and jumping; and
7 (A) follow rules, procedures, and safe practices;
7 (B) work in a group setting in cooperation with others; and

§116.3. Physical Education, Grade 1.

3 (A) participate in moderate to vigorous physical activities on a daily basis that develop
health-related fitness;
4 (A) relate ways that aerobic exercise strengthens and improves the efficiency of the
heart and lungs;
4 (C) match different types of physical activity with health-related fitness components;
4 (D) define the principle of frequency, intensity, and time and describe how to
incorporate these principles to improve fitness;
4 (E) describe the structure and function of the muscular and skeletal system as they
relate to physical performance such as muscles pull on bones to cause movement,
muscles work in pairs, and muscles work by contracting and relaxing;

§116.4. Physical Education, Grade 2.

1 (H) demonstrate smooth transition from one body part to the next in rolling activities
such as side roll, log roll, balance/curl, and roll/balance in a new position;
1 (I) demonstrate control weight transfers such as feet to hands with controlled landing
and feet to back;
3 (B) participate in moderate to vigorous physical activities on a daily basis that cause
increased heart rate, breathing rate, and perspiration;
3 (C) participate in appropriate exercises for flexibility in shoulders, legs, and trunk; and
3 (D) lift and support his/her weight in selected activities that develop muscular strength
and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping,
and jumping.
4 (A) identify how regular physical activity strengthens the heart, lungs, and muscular
system;
4 (B) describe how the blood carries oxygen and nutrients through the body;
4 (C) identify foods that enhance a healthy heart;
4 (D) explain the need for foods as a source of nutrients that provide energy for physical
activity;

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UTEP PETE Learning Experience Template

National Standards:
Type out ONLY the standards addressed in Lesson Plan.

Standard 1: The physically literate individual demonstrates competency in a variety of

motor skills and movement patterns.
 S1. E1 Performslocomotor skills (hopping, galloping, running, sliding, skipping)
while maintaining balance. (S1.E1.K)
 S1.E1 Hops, gallops, jogs and slides using a mature pattern. (S1.E1.1)
 S1.E1 Skips using a mature pattern. (S1.E1.2)
Standard 3: The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
 S3. E1 Discusses the benefits of being active and exercising and/ or playing.
(S3.E1.1)
 S3. E1 Describes large-motor and/or manipulative physical activities for
participation outside physical education class (e.g., before and after school, at
home, at the park, with friends, with the family). (S3.E1.2)
 S3.E6 Recognizes that food provides energy for physical activity. (S3.E6.K)
Standard 4: The physically literate individual exhibits responsible personal and social behavior
that respects self and others.
 S4.E2 Follows the rules and parameters of the learning environment. (S4.E2.1)
 S4.E4 Works independently with others in a variety of class environments (e.g., small
and large groups). (S4.E4.1)
 S4.E6 Follows teacher directions for safe participation and proper use of equipment
without teacher reminders. (S4.E6.1)

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UTEP PETE Learning Experience Template

DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Warm up

CrossFit Relay

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UTEP PETE Learning Experience Template

CrossFit Relay Race 2.0

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UTEP PETE Learning Experience Template

Lesson Plan Content

Time Content Development Management and 1. Task Analysis
Safety; includes 2. Teaching
Transitions cues/Refinement
SET Induction/HOOK START SIGNAL:
1 whistle
The fittest man on earth for two
consecutive years was Matt Fraser.
He wont the crossfit games at a STOP SIGNALS
national level two years in a row! and Multiple whistles
guess what the won by doing tons of
cardio and learning how the body
systems in his body work.

Attention Getter:
Whistle using a beat previously set in
class, (beep beep beep beep beep
bepp beep beep beep beep beep beep
beep beep beep beep beep beep ) Transition 1:
The students are sitting
in their boy line and
girl lines, facing me in
ORIENTATION the front
“Today in class we will be
increasing our cardio or our heart
health, and our muscular strength Transition 2:
Where The students are
by learning about the different sitting in their boy line
body systems that metabolize food and girl lines, facing me
for energy, and to accomplish this in the front, they will
we will be stretching, stand up and spread out
finger tip to finger tip.
participating in the CrossFit
Relay Race, and CrossFit Relay
Race 2.0”
SAFETY:
WARM-UP WHILE we do the warm
up make sure that you CUES:
(Routine set since beginning of List important cues
have enough space
the class) between you and those for activity
Students will be in there designated around you. (exercises)
lines by class, split up into, Boy and WHEN, we start the
Girl Lines. They will all face the drills and practice the
cafeteria and will start the warm up skills we will learn
by standing up and spreading out to today, make sure to
ensure they have enough room listen to my instructions
between themselves and the person so no one gets hurt.
BE SAFE at all times.
next to them. We will be doing the
following exercises: Jumping Jacks,
Ski Jumps, Scissors Kicks, Pop Corn,
running in place, followed by a lung
to the right and left, butterfly stretch,

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right hand left toe, left hand right toe,

down the middle, pancakes, and
finally rocket ships. Yellow Happy
face stands for boys, Purple happy
face for girls, and blue happy face for
the instructor.

LESSON FOCUS/SKILL
BUILDING ACTIVITY Cross CUES:
fit Relay Race (Pushup, Curl Bicep Curls,
up, and jumping Jacks) - Feet on the
floor
I will start off by talking about - Both hands on
the two metabolic pathways that ball
our body has and when we use - Back straight
them in what type of exercise. - All the way
Anerobic and Aerobic exercise, down and up
I will go over the types of Planks,
exercises and how they affect - Back straight
our body. I will also talk about - Elbows close
foods and how they help our to the body
body as well with ATP. - Elbows
straight
There will be multiple hula hoops - Butts down
set up around the designated lines Jumping Jacks
of different color hula hoops. - Arms Straight
Each color hula hoop will out
represent a different exercise, they - Clap at the
go as follows; red – Bicep curl top
ups, blue – planks, orange, or the
last hula hoop – jumping jacks.
The students will line up on the TASK
base line in there boy and girl
ANALYSIS:
lines. They will then at the sound
Students will be
of the whistle run over the first
evaluated by myself
hula hoop and perform the first
as I walk around and
exercise, then to the second and
check for proper form
then to the third. After they get to
on the push up and
the third, they will line up again in
the curl up.
that other baseline. Once the
I will be looking for a
student in front of them gets to the
straight back, elbows
middle hula hoop the next person
close to the body, and
in line can take off to the first hula

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UTEP PETE Learning Experience Template

hoop and perform the exercise. full extension of the

they line that finishes the fastest elbow.
will be the winner. And we will On curl ups, I will be
repeat on the way back. looking for a straight
back, feet on the
While the other members on the floor, and arms at the
line are waiting, they will be chest. That they go
stretching out there arms and all the way up and
their legs and stomach in attempt down.
to build flexibility in around those On jumping Jacks, I
joints. will be looking out
for straight arms and
clapping at the top
DIFFERENTIATION when they perform a
If a student is un able to perform jumping jack.
the plank they will perform
pancakes,, if they cannot do a
bicep curl up they will perform a
bicep curl up without the ball, and
if they cannot do any of the above
they will do jumping jacks on all
hula hoops.

STUDENT EXPECTATIONS:
What are your expectations for
the students during this activity?
Psychomotor:
The running form hula hoop to hula hoop
and the exercises with each hula hoop
will address this domain.

Cognitive:
The coloring of the hula hoop that will
represent an exercise for the Cross fit
relay race will address this domain.

Affective:
Students are expected to play fair and not
cheat when playing the game and to
cheer their team on.
Time Content Development Management 1. Task Analysis
2. Teaching
Cues/Refinement
SKILL APPLICATION Transition 3: CUES:
ACTIVITY – CrossFit Relay Students will meet back Curl up,
in the home position and
Race 2.0 ( Plank, Pancakes, will prepare for further
- Feet on the
and jumping Jacks, ) instructions sitting criss floor
- Hands on Chest

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UTEP PETE Learning Experience Template
I will go over what we talked
about during the three
metabolic pathways and ask
the students which of the
three we will be doing today
when we do the tick tac toe.
For this activity we will
transition to where the original a correct pushup. And do
boy and girl lines line up for
the stretches at the beginning
of the class. From there they
will compete against the line
next to them. They will have to longer than 5 seconds.
skip, hop, and run one by one
all the way to the other end
and they must a perform a
series of the three exercises,
planks, bicep curl ups or
jumping jacks. The line that
makes is able to have all
students go first and sits on the
floor criss cross apple sauce
with hands up will win. We will
then go again.
DIFFERENTIATION
If a student is un able to run or
jog to the paper they will be
allowed to speed walk.
STUDENT EXPECTATIONS:
What are your expectations for
the students during this
activity?
Psychomotor:
The running form side line to side
line and the stretches while waiting
will address this domain.
Cognitive:
The read the paper and recall what
exercise they are doing and if its
anerobic or aerobic.
Affective:
Students are expected to play fair
and not cheat when playing the game
cross apple sauce in boy- Back straight
and girl lines. Planks,
- Back straight
- Elbows close to
the body
- Elbows straight
SAFETY: - Butts down
MAKE sure you have
enough space to perform
Jumping Jacks
- Arms Straight
not push or kick anyone out
while they are doing a - Clap at the top
pushup, curl up and
jumping jacks. If you
need to rest, rest but no
TASK ANALYSIS:
Students will be
evaluated by myself as
I walk around and
check for proper form
on the push up and the
curl up.
I will be looking for a
straight back, elbows
close to the body, and
full extension of the
elbow.
On curl ups, I will be
looking for a straight
back, feet on the floor,
and arms at the chest.
That they go all the
way up and down.
On jumping Jacks I will
be looking out for
straight arms and
clapping at the top
when they perform a
jumping jack.
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UTEP PETE Learning Experience Template

and to cheer their team on.

Debrief/Closing/Cool Down
(what, so what, now what):
Psychomotor
How do your muscles feel? How did
we affect the heart today with our Transition 4:
relays? What are the two metabolic Students will meet back
pathways that we have in our body? in the home position and
will prepare for further
Cognitive: instructions sitting Criss
What do the red hula hoops cross apple sauce in boy
represent? What is and girl lines.
Cardiorespiratory fitness?

Affective:
How did you work as a team? how
did you help each other?
Insight/Preview:
Tomorrow we will be doing cardio
respiratory fitness again and
muscular endurance.

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