Instructional Lesson Plan

Interns Name
Erica DellAngelo
Subject
Health

Grade
Class Size
1st
21
School
Joppa View Elementary School

Date / Time
2/12/2014
2:30pm-3:30pm
Mentor Initials

I. Purpose of the Lesson What will the students learn? How does this learning fit within broader
unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do
that will serve as evidence of learning?
Standard
Lesson Objective
Students will identify the benefits of exercise including how it can reduce stress.
Formative Assessment (planned for use in this lesson)
I Love Exercise Worksheet- to be completed at the conclusion of the lesson
(Students should mention that exercise helps you to feel better/less stressed in their explanation of why
exercise is important)

II. Instructional Decision-Making What knowledge of students influences my instructional

decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or
build on students strengths?
Knowledge of Learners

Knowledge of Age-Level Characteristics

Knowledge of Academic Readiness (based

on pre-assessment)

Knowledge of Subgroup or Individual

Needs (IEP accommodations, ELLs, G/T,
other strengths/needs)
Knowledge of Interests and other
Motivational Factors

Instructional Decisions based on

this knowledge

First graders are social and like to move. For

this lesson, the students will be participating in
exercise stations with a partner.
Muscle coordination is still developing, so I
will have alternative ways to do the various
exercises for students unable to do the
traditional style.
Ms. Chrisakis told me that the students will be
ready to learn this section of health on this day.
I also know that the students know how to
write complete sentences, so I expect them to
do so on the worksheet.
Some students will need to have the directions
repeated/reread to them.
For my high energy students, I will encourage
them to do as many of each exercise as they
can to fill the entire time.
Many of my students are involved in sports, or
enjoy PE, so I will link exercise to these topics.

Multicultural Considerations / Equity Measures

Implications for this Lesson

Various cultures have dances that are unique to

the regions they are found, so when dance
comes up as a type of exercise we can discuss
the reasons people dance/the different types of
dance. I will have different kinds of music for
the children to dance to at the dance station.
Academic Language Demands

Vocabulary to be discussed/defined

Scaffolds to support language

development in this lesson

-Exercise
-Stress

III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
every child is a successful learner?
Instructional Materials and Technologies

I Love Exercise worksheet (22 copies)

Exercise Challenge (stations) worksheet (22 copies)
Small weights (4: 2lbs weights)
Music on CD
Station signs (designates where each station is to be completed)
Online Timer
Tape (for marking workout spaces)
Management Considerations (Procedures, Transitions, Materials, Behavior)
-The students have assigned seats on the carpet, but to help transitions from their seats to the floor go
smoothly I will call the quietest table first.
-I will ask Ms.Chrisakis to help monitor the stations to make sure the students practice our rules for
exercising and remain safe while doing so.
-When lining up for a water break I will be sure to call students in a way that allows space between Talon,
Frankie, and Andrew because they like to talk in the hallway.(Color of shirt)
-I will reward the students who are being good role models with a Blue Jay Buck to motivate others to
follow their actions.
-I will let the students know it is time to stop at each station by using the online stop timer.

Instructional
Sequence

Planned
Beginning

Warm-up

Approximat
e
Time

Procedure

2:30pm-2:40

-Intro: Show photos of different types of exercising and ask the

students: What do you notice about these photos/what do they all
have in common (or the same)?
-All of these photos show types of ways to exercise!

-Put your hands on your head if you know what exercise means,
or what it means to exercise.
-Call on a few students, and conclude with one definition of
exercise.

Motivation
Bridge

-What are some reasons people exercise?

-Helps to keep heart and lungs healthy
-Helps to fight off germs
-Helps you feel better
-Continue discussing reasons until stress comes up. If it is not
brought up by a student, say Sometimes I exercise because I feel
stressed, does anyone know what I mean when I say I feel
stressed?
-What is stress?
-Conclude with one group definition.
Today, we are going to practice exercising in safe ways. Lets
come up with a few rules that we will all follow during our work out
we are about to have.
*Rules to be included:
1.Strech your muscles(before and after)
2.Drink lots of water
3.Stop to rest (we will have one minute breaks every so often
between stations)
4. Choose the right activity (based on ability, location, weather)
5.Only one group per station at a time.
Now that we have our rules, it is almost time to get to our stations,
but first, what do you think is the safest thing we should do first is?
(STRETCH!)
Everyone place your hand over your heart so that you can feel
your heart beat. For the next 20 seconds you are going to count
your heart beats. Is your heart beating fast or slow right now?
Remember how your heart beat felt because we are going to talk
more about that shortly.

Development of
the New Learning
(Clearly explain
instructional activities in
sequence.)

2:40pm3:15pm

-Many of you have probably noticed the signs around the room.
Those signs tell us where each of the different stations where we
can work out.
-Call on teacher helper to demonstrate exercises.
-There are ten stations total.(stand at and explain each)
Highlighted words on station signs are safety tips!
1.Push Ups
2. Jog in Place
3. Jumping Jacks
4. Dancing
5. Weight Lifting
6. Sit Ups
7. Mountain Climbers
8. Burpies
9. Lunges
10. Wall Sits
-With the person who sits next to you, you are going to go to each

station. After each station you will write your results on your
Exercise Challenge Worksheet. Count how many of each task you
did during your time at that station. If you did 10 sit ups you just
write 10. For the dancing station, you can say how long you
danced for. If you dance the whole time you write 3 minutes.
-When the timer goes off, it is time to rotate and you will go to the
next station in order. For example, the group at number one will
go to number two, number two to number three, and so on. (Walk
from/to each station)
-Any questions?
-Assign each partner set to a station.
-Set timer for three minutes until all stations have been completed.
**As students do their exercises rotate around allowing pairs to
get a drink from the water fountain. **
n/a
Enrichment or
Remediation
(As appropriate to
lesson)

Planned Ending
(Closure)

3:15pm3:25pm

Summary
Homework

-Everyone put your hand over your heart again. What do you
notice about how your heart beat feels now? (Faster)
-Why do you think it is faster now than before?
(we were exercising)
-Now that everyone has had a nice workout, you are going to,
WHEN I CALL YOUR ROW, walk back to your seat to complete
this worksheet.
-On the worksheet you will draw which way you like the most to
exercise.
-Below your picture you will write why exercising is important.
When you do this part think back to our discussion earlier about
why people exercise.
-Once you have completed this sheet you can turn it into me and
then you may belly read on the carpet until everyone else is
finished.
- I know that since you all just exercised really hard it will be nice
and quiet while you rest and complete this worksheet.

IV. Analysis and Reflection To what extent are my students learning? How can I improve their
learning experience? How can I improve my professional skills? (complete after teaching)

Analysis:
What does the data from the
formative assessment indicate
about the extent to which students
acquired the intended learning?
(Cite specific numbers or
percentages of students.)
What trends or patterns do you
notice that indicate strengths
and/or areas of need for the class

as a whole, subgroups, or
individuals?
What will be your next steps
based on this analysis?
Reflection:
Prompts to consider:
What is working? What is not?
For whom? Why?
What multicultural considerations
emerged during this lesson that
you had not anticipated? How
would you address those in the
future?
How did you think on your feet
to make instructional decisions
while you were teaching the
lesson? What worked or did not
work about these decisions?
What changes would you make to
your instructional procedure that
would improve student learning?
How effective were your
assessment tools in helping you
monitor student progress? What
modifications would you make to
help students better demonstrate
their learning?
How did the oral or written
feedback you gave students help
address their needs in relation to
the instructional objectives? How
did you /will you give students an
opportunity to use this feedback to
grow?
What was surprising or
challenging during this lesson?
What did you learn through it?
How does that impact your future
decision-making?

How does this lesson demonstrate

your growth as a teacher in
relation to one or more of the
INTASC principles? (required for
portfolio)