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Megan Sherrick

PHYSICAL EDUCATION LESSON PLAN FORMAT


Instructions: Search www and find a lesson plan you would like to use for a grade level of your choice. Fit the lesso plan into the forma
below and come prepared to demonstrate it in class.

GRADE: Kindergarten
STANDARD : Page 22
Kindergarten Physical Education
Model Content Standards
Movement Concepts
1.1 Travel within a large group, without bumping into others or falling, while using locomotor skills.
1.2 Travel forward and sideways while changing direction quickly in response to a signal.
NEEDED EQUIPMENT:
4 cones (for boundaries)
1 spot marker per student
Music and player
1 hoop per student (optional)
2 beanbags per student (optional)

LEARNING GOAL/OUTCOME/OBJECTIVE:
I will learn how to move through space without running into others and objects.

TIME

LESSON CONTENT ACTIVITY


Describe the lesson components with much detail so that any substitute teacher
could teach the lesson and so that any supervisor could easily see what you are

TEACHING POINTS AND


ORGANIZATION
What must you do to be

planning to do. Note: TPA Tasks require this same type of descriptive writing.
Min.
10

30

>5

ready/preplanning to teach each lesson


component point?

Opening /Introductory Activities (What you will do to get students ready to receive instruction for
this standard)
Personal Space Review
What is the area on and around your spot called? (Home base) What can you do to make sure you have
enough personal space to move safely? (The Helicopter) Show me your helicopter; twist and turn with your
arms at shoulder height. Challenges Can you o Jump side-to-side over your home? o Jump to the R,
back on your home; to the L, back on your home; Forward, back on your home; and finally Backward, then
back on your home. o Make a lower case letter t with your jumps? Practice your t until you hear the
stop signal. (Give 20-30 seconds to practice.) o Stand behind your home base and step over it? Now step
with the other foot. How many times can you step over your home before the signal? (Give 10-15 seconds to
practice.)

Step 1
Have the playing field drawn out on the board

Instruction/Skill Development/Concept (What you will do to instruct the students on this standard)
Creative Words and Moves
What does creativity mean? We will practice moving creatively in our next activity.
When I say a word, think how you could move to show me that word. o How would you move to show:
Sizzle splash dive swim pour sneak melt reach spin stretch hammer fall twist?
General Space Introduction

General space is the space we all share. It is the space inside our boundaries (lines on
floor, coned area, etc.).

When in general space, we move without bumping or shoving others.

Step 1
Make sure you have plenty of space.

Effective Practice Activity (How you will have students practice this standard0
Go Away, Go Home
When I say, Go away, leave your home base, and walk inside our general space. While moving, keep a
safe distance from others.
When you hear, Go home, return to your home base (spot marker).
How safely can you move in general space?
How quickly can you return home?
(Repeat several times.) 5. Scrambled Eggs
When you hear, Scrambled eggs! move safely within general space any way you wish.
On signal, freeze right where you are. Can you freeze in a position without moving or falling over?
If you hear, Go home! return to your home base.
Show how well you listen and freeze.
Watch for others moving in general space; no bumping or touching.
(Repeat many times until learned and signals are followed quickly.)

Step 1
Have your students model walking feet!

Closure (What you will do to help students remember this instruction and how they might keep on
practicing independently)
What people and objects were within your general space today? Are there any people or objects within
your personal space right now?

Step 1: print out questions

Step 2
Have examples of the materials to show students while
teaching them the game.

etc.

Step 2
MODEL for the students! It is okay to look silly

etc.

Step 2
Make cards for the directions. This helps make things
random.

etc.
Be willing to ask for a student helper.

Who can name an animal that lays eggs besides a chicken? (Ducks, geese, ostriches, etc.)
Lets review our key words from today. (These are the underlined words/phrases in the GO section.)
During
activitiy

Assessment: How will you assess progress in this standard? (refer to pages in the PE Framework
that support your plan)
I will assess the students based on observing how they play the game.

Step 1
Have a roster printed to create running data.

Class Management (How you will manage this instruction so that all students learn well)
The students will be explained the game before going to the play area. This will make sure the
students are not distracted by the environment.

Step 1: If a student can not participate give them a job


during the activity.

Modifications for Special Types of Learners (Refer to PE Frameworks and provide page numbers0
Step 1: find the translation for your students who do
ELD Learner:
not speak English.

Strengths: the activity does not rely on language. The student can hear the music whether they understand
the lyrics or not.

Step 2: Determine student buddies.
Weaknesses: depending on the SELT level of the student and the students background knowledge the
commands may be difficult for the students.

Your intervention or adaptation: Pair with a buddy who speaks that language and allow them to play 2
rounds with their buddy in order to learn the rules with a low affective filter.





Step 1: Adapt work space
Special Needs Learner:
Strengths: The activity area can be adapted to accommodate the needs of the student.

Weaknesses: Based on the mobility of the child this may not be completely inclusive.
Step 2: adapt movements based on student ability.

Your intervention or adaptation: Make sure students have enough space for all of the students and that
they are clear for the needs of all students.












Reflection: What have you learned about planning instruction for a diverse student population in this content area?
Thankfully this lesson requires limited supplies. However I have learned that it is important to know what supplies a school actually has before planning a pe lesson. Because it
is not practical to expect your self to be able to buy all the costly supplies out of pocket.

What area of this instructional plan was easy to complete?
I found this game online so it was easy to incorporate the structure into this model.


What area will you need more knowledge/skill in order to do the task well?
Practical/hands on exposure to planning meaningful lessons that are actually practical for teaching in a classroom with the resources that are actually found on a school site,
rather the assuming a school has all the space and equipment needed

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