@Vista Del Sol Elementary Evaluation #2

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching All Levels
Learning Experience Plan
Teachers: Alvin Delgado Date: 2-17-2020
Grade Level: K-3 rd
Time: 7:55 – 3:09
Activities: Underhand Throwing Number of Students: About 30
Equipment: Bean Bags, Buckets, Hula Hoops, Cones
Equipment provided by me:
Facility: Blacktop or Gym
OBJECTIVES (2-3 per domain):
Psychomotor:
1. Students will perform underhand throwing with the proper mechanics and
movements.
2. Students will work on their throwing skills while throwing for accuracy in
the activities.
Cognitive:
1. Students will recall the cues for the skills and the proper mechanics of
underhand throwing.
2. Students will remember the instructions for the skill building activity, and
the rules for the throwing game.
3. Students will learn how throwing is connected with Newton’s Law of
Acceleration.
Affective:
1. Students will be excited and motivated to participate in the activities and
learn.
2. Students will respect their classmates, as well as their instructors.
TEKS:
All Grades:
116 (5) A - use equipment safely and properly;
Kinder:
116.2.1 (F) - demonstrate a variety of relationships such as under, over, behind, next to,
through, right, left, up, down, forward, backward, and in front of;
116.2.1 (H) - toss a ball and catch it before it bounces twice.
1st Grade:
116.3.1 (A) -demonstrate an awareness of personal and general space while moving at
different directions and levels such as high, medium, and low;
116.3.1 (H) - demonstrate on cue key elements in overhand throw, underhand throw, and
catch.
2nd Grade:
116.3.1 (H) - demonstrate on cue key elements in overhand throw, underhand throw, and
catch.
116.4.1 (F) - demonstrate a variety of relationships in dynamic movement situations such
as under, over, behind, next to, through, right, left, up, or down;
3rd Grade:

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116.5.1 (J) - demonstrate key elements in manipulative skills such as underhand throw,
overhand throw, catch and kick such as position your side to the target.

National Standards:
S1.E13 – Manipulative (underhand throw)
(S1.E13.K) - Throws underhand with opposite foot forward.
(S1.E13.1) - Throws underhand, demonstrating 2 of the 5 critical elements of a mature
pattern.
(S1.E13.2) - Throws underhand using a mature pattern.
(S1.E13.3) - Throws underhand to a partner or target with reasonable accuracy.

S2.E3 – Movement Concepts (speed, direction, force)

(S2.E3.K) - Travels in general space with different speeds.
(S2.E3.1a) - Differentiates between fast and slow speeds.
(S2.E3.1b) - Differentiates between strong and light force.
(S2.E3.2) - Varies time and force with gradual increases and decreases.
(S2.E3.3) - Combines movement concepts (direction, levels, force, time) with skills as
directed by the teacher.

S4.E1 – Personal Responsibility

(S4.E1.K) - Follows directions in group settings (e.g., safe behaviors, following rules,
taking turns).
(S4.E1.1) - Accepts personal responsibility by using equipment and space appropriately.
(S4.E1.2) - Practices skills with minimal teacher prompting.
(S4.E1.3) - Exhibits personal responsibility in teacher directed activities.

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DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

WarmUp Skill Building (Underhand Throwing)

Skill Application

= students
= cones
= hula hoops
= bean bags
= buckets

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Lesson Plan Content

Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
SET Induction/HOOK START
I will give them a fun fact about SIGNAL:
how throwing works with the 1 Whistle
college science of
Biomechanics.
Attention Getter: STOP SIGNALS
I’ll whistle in a pattern and they 2 Whistles
will clap to that pattern and
listen

ORIENTATION Transition 1:
Today’s lesson will be centered Students will
transition from
around Underhand Throwing,
walking the laps to
and connecting it Biomechanics’ the warm up area.
Law of Acceleration (a force on CUES:
an object will cause it to Arms up!
accelerate, depending on the SAFETY: Twist.
amount of force). We will work Give yourselves Knees up.
10 min
on getting the mechanics/skill space so you don’t Skip in between.
right, keeping in mind that the hit anyone. Elbows to knees &
more force we put into jump!
throwing, the further the Possible Student Refinement:
Clarification
object will go, then we will Everyone needs to do
Needed
apply it to a game. They always need to the exercises and
be reminded to skip everyone needs to
WARM-UP a dot to give each count.
The purpose of the warm-up is other space. If not, we’ll do it again
to get the students’ bodies
warmed up and ready for their Modifications
activities to prevent injuries. The Modifications for
students will be doing laps SPED students will
be either less reps,
around the blacktop or gym for
or for them to do it to
the duration of one song. Then, the best of their
they will find a dot on the abilities.
blacktop to begin our warm-up
stretches/exercises which will
each be done for 10 reps or 10
seconds. These will include; arm
circles, washing machines,
jumping jacks, Popcorns,
drummer boys, and shooting
stars. The final part of the warm-
up will be a Charlie Brown tree
run out on the field if we are
outside. They will be instructed
to get in lines when they get Transition 2:
back. Students will
transition from the

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LESSON FOCUS/SKILL warm-up area to the CUES:

BUILDING ACTIVITY skill building areas -Face target.
The skill building activity will be while being
separated. -Step forward with
focused on Underhand opposite foot.
Throwing; working on getting the
SAFETY: -Swing, Release
motions and mechanics correct. Give each other
The class will be separated into
-Follow through
space, stay in your towards target.
groups. Each group will have a lines, and don’t
designated cone with a hula throw the bean bag
hoop that has bean bags inside, if there is someone Refinement:
and another hula hoop with a in the way. Opposite foot needs to
11-14 bucket in the middle in front of be pointing towards
min. them. The point of the activity Possible Student your target.
will be to work on the underhand Clarification When you release and
Students might need follow through, do it
throwing skill, while using the
reminding of towards your target.
correct mechanics (facing stepping forward
target, Bean bag in throwing and pointing
hand, opposite foot steps towards target with
forward pointing to target, opposite foot, and
swinging arm forward, releasing when they have to
and following through towards recover the bean
target) and trying to get the bags for their line.
Modifications TASK ANALYSIS:
bean bag in the hula hoop or I will evaluate students
bucket. Students will throw ONE Modifications for
SPED students on their throwing
bean bag at a time to target, mechanics, seeing
could include softer
then go to back of line, and next bean bags, or a whether they are facing
student will do the same, and so reduced throwing target, stepping
on until the hula hoop runs out distance and larger forward with opposite
of bean bags. When that target size to ensure foot, swinging and
happens, the student who threw their success. releasing towards the
the last bean bag will go pick up target. If they do not
the bean bags from their line have the correct form, I
and bring them back so the will look to see if they
process can repeat itself. After a have improved from
certain time, I will increase the when they started.
throwing distance depending on
their performance.

DIFFERENTIATION
I will prepare for this by
changing the throwing distance
and the size of the targets.
STUDENT EXPECTATIONS:
I expect students to be learn the
mechanics well, but I also
expect them to struggle with
distance and accuracy.

Psychomotor:
Performing the Underhand throw
with the correct mechanics.
Cognitive:
Remembering the cues and
mechanics for the skill, and
remembering the rules for the
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activity and game.

Affective:
Being respectful, paying attention,
and participating.
Time Content Development Management 1. Task Analysis
2. Teaching
Cues/Refinem
ent
SKILL APPLICATION Transition 3: CUES:
ACTIVITY Students will move -Face target.
to the skill
The Skill Application activity will -Step forward with
application part of
have the students in the same the gym. opposite foot.
groups as their skill building -Swing, Release
groups. Each group will start at -Follow through
the same line, with a slightly
towards target.
smaller hula hoop than the ones SAFETY:
from skill building in front of Be aware of your -Flip the hoop.
each line, and only ONE bean surroundings, do not
bag per line. The person in front throw to people, stay Refinement:
will have to toss/throw the bean in your lines. Things students need
15 bag into the hoop, if the bean to be reminded of,
min. bag LANDS in the hoop, the pertaining to rules or
Possible Student
student flips the hula hoop over Clarification how to perform activity.
so now it is a bit further away You cannot drag the NOT cues
than before, and they take the hula hoop, you can
bean bag to the next person in only flip it.
line. If the bean bag does not
TASK ANALYSIS:
land in the hoop, they still go
Students will be
recover it. The next person in
Modifications evaluated on their
line will do the same. The point
Modifications for consistency with the
of the game is to toss/throw the
SPED students could skill and their
bean bag into the hoop and include softer bean mechanics (facing
keep turning it over until they bags and decreased target, stepping
cross a designated line about throwing distances. forward with opposite
20-30 feet away (depending on
foot, swinging and
their abilities). This game allows
releasing towards the
the students to practice
target). I will also be
throwing from different
looking to see if their
distances, which will require
accuracy has
them to use different amounts of
improved, and I will
force to make the bean bag
evaluate this by seeing
travel the distance they require,
if their bean bag throws
which is where the Law of
are consistently landing
Acceleration comes into play.
in the hula hoops or
(The more force, the further it
not.
will go.) I will tell the students
they are all in the same team
and challenge the whole class
to complete the game in a
certain amount of time, if they
complete it before, I will have
them play again and try to beat
their old record, so there won’t
be teams who feel bad for not
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“winning”.

DIFFERENTIATION
The distance to win could be
increased/decreased, and
the size of the target as well.

STUDENT EXPECTATIONS:
I expect students to be throwing
with the proper mechanics, but
with a few errors here and Transition 4:
there. I expect to see Students will
improvements from skill transition their lines
building, and I expect to see and sit down for the
them taking into consideration debriefing.
how the different distances will
require different amounts of
force to use. I also expect to
see them having fun!

Psychomotor:
Throwing with proper mechanics,
flipping the hula hoops, and
running to pick up the bean bags.
Cognitive:
Remembering the cues/mechanics,
the rules, and remembering that
the more force/strength you use,
the further the bean bag will go.
Affective:
Paying attention, listening to
instructions, and participating.

Debrief/Closing/Cool Down
(what, so what, now what):
Psychomotor.
Can someone demonstrate the
proper way to throw underhand?
Cognitive:
Which foot do I step forward with?
Thinking about the Law of
Acceleration I talked about, if the
5 min hoop is far away, will I have to use
a little or a lot of strength to reach
the bean bag there?
Affective:
Did you have fun? Did you enjoy
the activities?

Insight/Preview:
Tomorrow we will be adding
Catching, and we will learn about
another one of Newton’s Laws
called the Law of Inertia, and how it
is related to Catching.

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