UTEP PETE LESSON PLAN TEMPLATE

CLASS MANAGEMENT INFORMATION

Teacher: Miguel Ortiz Date: 11/03/2020
Grade Level: 3rd Time: 12:00-12:45
Number of Students: 45 Location (gym, playground, blacktop, etc):
Gym/Home

Theme of the Unit in which this lesson fits: Introduce Static and Dynamic Balance and identify the importance of base
support and the muscles involved on a leg when we balance.

List the TEKS relevant to this lesson in full text, not just numbers:
 116.4.1 (D) demonstrate moving in and out of a balanced position with control;
 116.4.3 (A) describe and select physical activities that provide for enjoyment and challenge;
Learning Objectives for the Lesson: What should the students be able to do at the end of this lesson? Balance with both
legs for at least 3-5 seconds for different movements.
1. Psychomotor:
 Students will Demonstrate static balance on different body parts
 Students will perform different balance activities utilizing their left and right sides of their bodies.
 Students will demonstrate rocking on different body parts
2. Cognitive:
 Students will define static and dynamic balance
 Students will identify body parts used as a base of support
3. Affective:
 Students will follow the rules when performing activities.
 Students will share their success with balancing movements

Assessments of how well students achieved the Learning Objectives (how will you know they can do your learning
objectives):
1. Psychomotor: Students will be able to perform different balancing activities through teacher’s observation and
instructions.
2. Cognitive: Students will be able to verbally identify body parts being used while performing static and dynamic
balance.
3. Affective: Students verbally will express how they feel when they accomplish different activities.

Learning Activities directly related to the Learning Objectives and Assessments. Perform a Task Analysis: Describe how the
students should perform the motor skills practiced in each activity; Include a performance rubric for each that describes
the key technique elements of the skill to be learned.
1. Know their numbers and utilizing them at PE class
2. Ability to recognize the different exercises being performed
List of Equipment needed for the Learning Activities and Assessments.
1. NearPod

List materials needed for the Learning Activities and Assessments provided by the teacher (props, videos, markers, tape,
handouts, etc.):
1. Videos
2. Itunes
 Pre-Class Arrangement of Facility and Equipment

1. Diagram of location and placement of equipment (cones, balls, etc) in it for the warm-up and first learning activity.
Include how the students will enter the facility/location and how you will place (arrange) them for initial instructions.

For activity one students will be performing body exercises where the instructor will be telling them what to do and for
how long.

2. Diagram of facility and placement of equipment for the second learning activity (repeat this if there are more
transitions).
a. Describe how and when you will rearrange the equipment to transition to the new activity; indicate what the
students will be doing as you rearrange the equipment.

Students for a dynamic balance activity will be hooping in different Number with one leg trying to balance themselves as
they move from number to number
A lot of the static balance activities just requires their body and no further equipment.

3. Modifications for Students with Special Needs. Imagine a student with cerebral palsy, blindness, or seated in a wheel
chair. Describe how you will modify the learning activities to meet the capabilities of such students.

If we have a blind student, he/ she will have a partner with them holding one of their hands and explain further on what
they are doing right and wrong. If we have a student on wheelchairs, instead of them performing leg balance they will
be helping coach choose an exercise or assisting in helping on who is not doing the assignment and praise who are.
 LESSON PLAN CONTENT
Time Learning Activities and Assessments to be Performed Teaching Cues and Feedback Management and Safety Issues
12:00 INSTANT ACTIVITY and WARM UP upon Entering the  What is your Start Signal? Instant Activity
Facility “Good afternoon its PE Time” Transition 1 behavioral
Transition 1: Describe in detail what the students are  What is your Stop Signal? management and safety issues:
going to do when they enter the facility. List your “Coach is turn to talk”  Be aware or surrounding
instructions to the students:  What is the Home Position? objects
o Welcome my students then start on our cardio and Infront of the Computer  Eyes on Coach
body exercises so start moving the body for todays  What are your instructional cues?  Respect starting and stop
activity. Verbal cues signals

12:09 Transition 2: Describe how you get students together to

explain the lesson. List your instructions to the students:
O Students will sit infront of their computer catch Transition 2 management and
their breath and drink water safety issues:
12:10 O Talk about the difference of Base support  Get Them to listen to coach
O Type of muscles involved when we balance with  Elaborate on information
one leg. instructor gives them
O Talk how we can build static strength and how long  Be respectful when coach talks
it will take to built
LESSON FOCUS
 Describe how you will introduce the learning
activities and get students interested (how will you
motivate them, get them excited?) List the Key Instructional Cues for the skill to be
I will introduce the learning activity by asking them practiced in the First Learning Activity:
who has more base supports and where is balance  Psychomotor (3 cues):
mostly required (whether it is sports or everyday o Eyes looking forward
activity) o Back and Hips align with body Learning Activity 1 management
 Describe how you will explain what they are going to o Arms spread at shoulder length and safety issues:
practice/learn (the learning objectives); why they are  Cognitive (1-2 cues):  Exercising the body with
going to practice these activities; and what behavior o Focus on what part of the body is being utilized different components
you expect of the students during class. o Student will identify where certain muscle groups  Making sure students do not
Students will learn definitions on Static and Dynamic are located in their body. overdo it.
balance. Furthermore, they will learn what base  Affective (1-2 cues):
support is, what muscles are involved when they are o Focus on your own work
balancing in one foot, and what/how to get static o Motivate yourself
strength. Describe the errors students will most likely make
SKILL BUILDING: First Learning Activity Explanation and when practicing this skill: Motor Skill Practice Progression
Demonstration Eyes looking down management and safety issues:
 Describe how you will explain and demonstrate the Arms not shoulder length  Concentrate on what aspect of
first learning activity/motor skill: Hips not aligned the body is being utilized
Verbally, visually, and physically Supporting leg being supported by lifted leg  Use your body movement
 Describe the key elements of the activity/skill you will  Careful with surroundings and
emphasize in your explanation and demonstration: peers
 o Making sure that their eyes and head are aligned
where they need to be
o Arms are spread shoulder length
o Being able to identify where the gluteus Medius and
soleus is located
o Knowing the Difference between static and Dynamic
balance
Motor Skill Practice Progression:
Describe each practice settings in which the target skill
will be practiced. Explain why you chose this
progression.
1. Cardiovascular
12:26 2. Balance
3. Muscle Endurance
4. Static Strength
Describe how you will decide when the students are
ready to move to the next more difficult practice setting.
Students head are looking up, legs are not touching, and
proper balancing is taking place.
Transitions between practice settings
Describe how you will transition students from one
practice setting to the next. List your instructions to the
students:
o Students will come back and listen how we are
going to apply these skills utilizing different
exercises.
Transition 3: Describe how you will transition students
from the practice progression to the application
exercise:
Students will remain in their screens and listen to
instructions given to them about different static
exercises and on how they are going to perform them.
SKILL APPLICATION
Describe how you will identify performance errors
and correct them for
 The entire class: Class looking at their feet the
whole time we are balancing
 Not following cues after I instruct them to do
 Individual students: talking to someone else Transitions between practice
besides focusing on me, not performing the settings management and safety
balance, or eating. issues:
Practice Progression Errors: List specific errors you  Be aware of surroundings
expect students to make in each of the more difficult  Telling my students to come
practice settings: to their screen to listen for skill
1. Students confusing instructions application
2. Students talking over the video that I am
showing them
Transition 3 management and
safety issues:
 Explain the reason of this
assignment
 Elaborate instructions
SKILL APPLICATION ERRORS: List specific errors you
expect students to make as they perform the skill
application exercise:
1. Students not paying attention to the videos and
lesson.
2. Students ignoring everything I just instructed
How will you assess whether they improved their
motor skill, cognitive, and affective performance as a
result of your lesson using this activity?
Ask questions about what those static and dynamic
mean. From there I can show them an example or
two and make the students guess which balance I
am performing.
Describe a fun, game-like situation in which the students
will use the skill(s) they just practiced.
Describe how you can use this activity as an assessment
of what the students learned.
After giving them verbal, physical, and visual
explanations about base support, muscles involved,
and static strength, we will apply this lesson by
performing different exercises where the instructor
and students will test their balance skills with both
right and left legs. Some of these include Holding one
leg balance for 40 seconds, flying bird, one leg
touchdown, ABC writing, One leg side jump, and if we
have time towards the end we will perform a
competition on how can take off their shoe and put it
back on the quickest while balancing on one leg. For
every exercise I will initially start by telling them how
to perform them, midways through each exercise I will
allow them to challenge themselves by giving them
additional instructions.

Transition 4: Describe how you will transition students

from the application exercise to the cool-down, debrief
and closing segment.
Come Back to their computer screens with camera
turned on.

COOL-DOWN, DEBRIEF, CLOSURE

Describe how you will have the students cool down
(bring their excitement and metabolism back to resting
rate to get them ready for the classroom teacher)
We would come back to our screens to catch our
breath and drink some water. From there, I will tell
students my thoughts of weaknesses and strengths for
today’s lesson.

Describe how you will debrief/summarize the lesson by

referring back to the learning objectives and your
assessment of their performance?
I will re-cap about the static balance, important
muscles being utilized when balancing, and what does
static strength refers too.

To close the lesson what will you tell the students they
can look forward to in the next session?
I will let the students know that the next time we see
them we are going to utilize dynamic balance
techniques. And I will also tell them what extra
materials will be needed for the following activities.