Health or Physical Education Lesson Plan

EDUC240 Introduction to Physical and Health Education for Elementary Teachers

ASSIGNMENT
Students need to work in small groups to complete this assignment. The lesson plan template on the
following pages must be used to create and type the lesson plan. One lesson plan is needed per group,
but all members will submit the lesson plan in Ivy Learn. The group will also plan and present the 15
minute lesson plan; each student will teach an equal portion from the lesson to their peers. The lesson
should integrate movement into one of the following subject areas for an interdisciplinary lesson plan:
Math, Science, Language Arts, or Social Studies. Points for this assignment will be given in Ivy Learn for
the typed lesson plan and presentation of the lesson plan with a self-reflection separately. Be sure to
include references for this assignment. Any additional equipment or PowerPoint materials used to
teach the lesson should be viewed during the class presentation and these materials are the
responsibility of the students in the group to provide.
If students need an idea then create a P.E. Lesson Plan integrating ‘movement’ using one of the three
books below. Students will basically be retelling (not reading) one of these stories using motions and
movement by acting the story out. This is a great way to not only teach the story, but also be active as
well. Kids remember and enjoy activities like these.
 3 Little Pigs
 Billy Goats Gruff
 Going on a Bear Hunt by Michael Rosin

Requirements:
 Type the assignment:
o 11 point or 12 point Calibri, Arial, or Times New Roman font
o Double spaced (No extra spacing between paragraphs)
o Standard margins (one inch)
 Use Standard English writing style:
o Formal academic/business register (word choice)
 Avoid contractions and abbreviations
o Grammar (sentence structure)
o Standard writing conventions (spelling, capitalization, punctuation)

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 Lesson Plan Template

Each bold, bullet point item below needs to be completed thoroughly with
detailed information. Imagine that this lesson plan is written for a substitute
teacher with no knowledge of the learning environment or students. This lesson
plan needs to have a professional (complete sentences, grammar, spelling, etc.)
appearance.
1. Basic Information

 Name: Ms. Balch and Ms. Patterson

 Date: 4/1/2018

 Title of Lesson: Three Little Pigs

 Age or Grade: 1st Grade

2. Indiana Academic Standards (include both content area standards

and physical education/health education standards) add more bullet points as
needed

 Subject Area: Literature

Skill Indicator (letters and numbers) and Skill Wording: 1.RL.2.2 Retell stories,

fables, and fairy tales in sequence, including key details, and demonstrate

understanding of their central message or lesson.

 Subject Area: Engineering

Skill Indicator (letters and numbers) and Skill Wording: K-2.E.3 Analyze data from

the investigation of two objects constructed to solve the same problem to compare

the strengths and weaknesses of how each performs.

 Subject Area: Physical Education

Skill Indicator (letters and numbers) and Skill Wording: Works independently with

others in a variety of class activities (such as small and large groups). (1.4.3.A)

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Indiana Academic Standards: Kindergarten Through Third Grade:
http://www.doe.in.gov/standards Example: K.NS.1 Count to at least 100 by ones and tens
and count on by one from any number.

National Health Education Standards (include at least two total)

 Subject Area: Health Education

Skill Indicator (letters and numbers) and Skill Wording: 1.2.4 List ways to

prevent common childhood injuries.

 Subject Area: Health Education

Skill Indicator (letters and numbers) and Skill Wording:

4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed.

3. Learning Objectives

 The students will be able to recreate the story the “Three Little Pigs” by

performing reenactments of the story.

 The students will predict which material of the three pigs’ house is stronger, by

using the same materials and seeing what it takes to “blow the houses down”.

 The students will be able to list common childhood injuries and explain ways to

tell a trusted adult.

 Students will use cause and effect and drawing conclusions skills to complete the

lab and during the discussion time aloud.

Two learning objectives are required. A helpful resource for Bloom’s Taxonomy verbs is
found on the last page of this document. Be sure to include the three parts of each objective.
1. Who (Students)
2. How (Bloom’s Taxonomy Verb)
3. What, When, Where (Demonstration of the Objective)
Example: The students will be able to construct a painting of the three main characters in the
story The Three Billy Goats Gruff.

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4. Materials

 Lab sheets

 Pencils

 Scissors

 Glue Stick

 Straw

 Popsicle sticks

 Rocks

List EVERYTHING that is needed in order to teach this lesson. Cross-reference this section
with the teaching procedures in the next section. All materials should be included
somewhere in the step-by-step directions.

5. Procedures add more bullet points as needed

Introduction Focusing Event: (attract attention and begin the lesson)

 As a focusing event we will ask the students “What do you know about the

Three Little Pigs?” Then we will enter a class discussion all about the Three Little

Pigs.

Teaching Procedures: (step-by-step directions for what and how the lesson is taught)

 Step 1: The teacher will point out key events from the story to the students such

as: The wolf demanding the pigs to open the door, his huffs and puffs to blow

the house down, the little pigs running to each other’s houses, and the houses

falling down. The students will be directed that during those events they will re-

enact the story with stationary movements and sounds.

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 Step 2: Students will be told to knock and recite the lines of wolf when he

demands, “Little Pig, Little Pig, Let me in!” They will also recite the lines of the

Little Pigs when they tell him, “Not by the hair of my chin, chin, chin.” Also,

students will “run” in place while sitting at their desks when the Little Pigs run

to each other’s houses. When the house falls down, the students will need to pat

their legs, making a tumbling sound, then lay their heads down on their desks.

(Transition the students into small groups of 3 or 4 members according to their

position in the room. Pre-positioning desks for work stations will allow a more

organized flow during transition. )

 The teacher will introduce the lab to the students by asking if they think the

story was accurate when it compared the strengths of the houses built by the

three pigs.

 Each student will be given a lab report and a cutout page with pictures of the

three pigs’ houses.

 They will cut out the pictures and glue them in the order strongest to weakest.

 Students will then be put into small groups and given materials representing

what the pigs used to build their houses.

 Each group will take turns blowing the different materials to see which the

strongest material is according to its movement when being blown. This will

continue through all three materials.

 Students will answer the two questions at the bottom of the lab sheet to show

what they learned from the lab.

Conclusion Closure Event: (end the learning activity and summarize what was learned)

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  The students will return to their seats and discuss what the final outcome of the

experiment taught them. The teacher will ask the students what they learned

from the story and how they can apply it to their own lives in regard to safety.

This could lead into a future discussion about tornado safety, first aid, etc.

6. Rationales:

Bloom’s Taxonomy: Write rationales for how at least two of the six domains are represented
and implemented in this lesson. This section will have a connection to your learning
objectives written at the beginning of your lesson plan. A helpful resource is
http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf
 Remembering: The students engage in remembering because instead of

rereading the story we had the students use the knowledge that they already

have on The Three Little Pigs in order to do the reenactment of the Three Little

Pigs.

 Applying: The students use applying by testing the materials used by the pigs to

build their housed with and see which material is the strongest.

Gardner’s Multiple Intelligences: Write rationales for how at least two of the nine learning
styles are represented in this lesson. A helpful resource is
http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelli
gences.pdf
 Bodily-Kinesthetic: The students use bodily-kinesthetic when they reenact

the story of the Three Little Pigs because they are moving and making

different motions.

 Interpersonal: The students use the aspect of interpersonal because they all

have to work together to perform the reenactment and they have to work

together to test the materials used to build the three little pig’s houses.

 Intrapersonal:

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  Verbal Linguistic:

 Logical-Mathematical:

 Naturalistic:

 Existential:

7. Assessments

Formative (informal, check progress during the lesson) Assessment:

This is what the teacher does to determine if the children/students are meeting the objectives.
 The teacher will give prompts and cues to the students during the story to ensure they

understand when it is time to make movements. The teacher will also move around

the room during the story to correct or give positive feedback to the students during

the story reading and during the lab.

Summative (formal, record of progress) Assessment:

This is the data collected to determine if the children/students have met the objectives. This
is also used in further lesson planning with the children/students.
 Lab reports completed by the students will be collected and graded by the teacher.

The lab sheets will be used to compare the students’ understanding of the lesson and

the proper use of the lab sheet.

8. Adaptations

Safety Concerns

 Allergies: If any student has an allergy to straw, this material will not be used

for the lab. Imitation materials with the same weight and texture will be used to

avoid exposure.

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  Rocks: small rocks will be used for the lab, students will not be allowed to move

the rocks from the table. This will allow the student to perform the experiment,

yet avoid dropping them or throwing.

Adaptations for Anti-Bias/Multicultural:

 The discussion of the story and how it is known worldwide will be addressed

during the introduction. Multicultural students will have the opportunity to

share what they have learned about the story from their culture if it differs from

the version used for the lesson.

Special Needs (Disabilities) Identified:

 Students will hearing impairments will be aided with an over-head projection of

the book on the whiteboard to see what part of the story the teacher is reading

from.

 Students with hearing/visual impairments will have a “buddy” sitting with them

to help with visual cues to participate in the movements.

Adaptations Needed:

 Students in wheelchairs or different walking devices will be grouped with non-

disabled students at a larger table. This table will be positioned in an area which

is easily accessible.

A helpful resource that gives ideas for accommodations is

http://www.childaction.org/families/publications/docs/guidance/Handout48-
Caring_For_Children_With_Special_Needs.pdf

9. Modifications

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 Describe an activity that you could use for follow-up that would help children who still
need more practice. This is a modification of the activity. It simplifies the activity for
those children/students who are struggling with the concept.
 When comparing materials for building the houses, only two materials will be

compared. The rocks and the straw will be used so the student can comprehend the

difference between the weights of the items. Then, once the contrast has been

grasped, the third item will be reintroduced. This can be done in a small group or

one-on-one.

 The two questions at the bottom of the lab report will be eliminated from the lab sheet

and focus will be put on the top section of the page.

Describe an activity you could use for children who are ready for more of a challenge.
This is a modification of the activity. It is for children who have already mastered the
concepts.
 Students who have mastered this activity will be given a sequence worksheets. This

worksheets will help students with identifying the beginning, middle, and end of the

story. It will also allow them to retell the story which is a Kindergarten standard.

10. References (APA Format)

List your references. The most commonly used resources are children’s books and

websites.

“Anderson and Krathwohl - Bloom's Taxonomy Revised.” The Second Principle,

thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/.

“National Health Education Standards.” Centers for Disease Control and Prevention, Centers for

Disease Control and Prevention, 18 Aug. 2016,

www.cdc.gov/healthyschools/sher/standards/index.htm.

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 “Search Form.” Indiana Academic Standards | IDOE, Indiana Department of Education, 29 July

2011, www.doe.in.gov/standards.

Revised Bloom’s Taxonomy Action Verbs

Definition Remembering Understanding Applying Analyzing Evaluating Creating
s
Bloom’s Exhibit memory of Demonstrate Solve problems to Examine and break Present and Compile
Definition previously learned understanding of new situations by information into defend opinions information
material by facts and ideas by applying acquired parts by by making together in a
recalling facts, organizing, knowledge, facts, identifying judgments about different way
terms, basic comparing, techniques and rules motives or causes. information, by combining
concepts, and translating, in a different way. Make inferences validity of ideas, elements in a
answers. interpreting, giving and find evidence or quality of work way new
descriptions, and to support based on a set of pattern or
stating main ideas. generalizations. criteria. proposing
alternative
solutions.
Verbs  Choose  Classify  Apply  Analyze  Agree  Adapt
 Define  Compare  Build  Assume  Appraise  Build
 Find  Contrast  Choose  Categorize  Assess  Change
 How  Demonstrate  Construct  Classify  Award  Choose
 Label  Explain  Develop  Compare  Choose  Combine
 List  Extend  Experiment with  Conclusion  Compare  Compile
 Match  Illustrate  Identify  Contrast  Conclude  Compose
 Name  Infer  Interview  Discover  Criteria  Construct
 Omit  Interpret  Make use of  Dissect  Criticize  Create
 Recall  Outline  Model  Distinguish  Decide  Delete
 Relate  Relate  Organize  Divide  Deduct  Design
 Select  Rephrase  Plan  Examine  Defend  Develop
 Show  Show  Select  Function  Determine  Discuss
 Spell  Summarize  Solve  Inference  Disprove  Elaborate
 Tell  Translate  Utilize  Inspect  Estimate  Estimate
 What  List  Evaluate  Formulate
 When  Motive  Explain  Happen
 Where  Relationships  Importance  Imagine
 Which  Simplify  Influence  Improve
 Who  Survey  Interpret  Invent
 Why  Take part in  Judge  Make up
 Test for  Justify  Maximize
 Theme  Mark  Minimize
 Measure  Modify
 Opinion  Original
 Perceive  Originate
 Prioritize  Plan
 Prove  Predict
 Rate  Propose
 Recommend  Solution
 Rule on  Solve
 Select  Suppose
 Support  Test
 Value  Theory

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Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.

Updated 1 May 2018