UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching
Learning Experience Plan
Teachers: Daisy Cardenas Date: 02/13/2019
th
Grade Level: K-5 Time: 55 Minutes
Activities: Newton’s Laws and Number of Students: 90-100.
Bowling.
Equipment: Pins, Balls, IPads, Worksheets, Posters.
Equipment provided by me: Worksheets and Posters.
Facility: Mission Ridge Elementary Gym.
OBJECTIVES (2-3 per domain):
Psychomotor:
1. Students will participate in a variety of locomotor movements that engage
the cardiovascular system, muscular strength, and endurance fitness.
2. Students will learn how to properly throw a ball in Bowling.
Cognitive:
1. Students would be able to identify the connection between Newton’s Law
and Bowling.
2. Students would be able to understand how to keep score in Bowling and
what is a Strike.
Affective:
1. Students will display respect toward each other.
2. Students will demonstrate good listening skills while practicing their
activities.

TEKS:
Kindergarten
1 (C) demonstrate non-locomotor (axial) movements such as bend and stretch;
5 (A) use equipment and space properly;
6 (A) respond appropriately to starting and stopping signals; and
6 (B) demonstrate the ability to play within boundaries during games and activities.
7 (A) follow rules, procedures, and safe practices;
7 (C) share space and equipment with others.
Grade 1
1 (H) demonstrate on cue key elements in overhand throw, underhand throw, and catch.
5 (A) use equipment and space safely and properly;
6 (A) demonstrate starting and stopping signals; and
6 (B) explain boundaries and rules for simple games.
7 (A) follow directions and apply safe movement practices;
(B) interact, cooperate, and respect others; and
Grade 2
1 (D) demonstrate mature form in walking, hopping, and skipping;
5 (A) use equipment and space safely and properly;

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7 (B) treat others with respect during play.

Grade 3
1 (C) demonstrate mature form in jogging, running, and leaping;
1 (I) demonstrate various step patterns and combinations of movement in repeatable
sequences; and
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.
5 (A) use equipment safely and properly;
7 (A) follow rules, procedures, and etiquette;
7 (B) persevere when not successful on the first try in learning movement skills; and
Grade 4
1 (H) create a movement sequence with a beginning, middle, and end;
2 (A) identify similar movement elements in sports skills such as underhand throwing
and underhand volleyball serving;
2 (D) describe key elements of mature movement patterns of throw for distance or speed
such as catch, kick, strike, and jump.
5 (A) use equipment safely and properly;
7 (A) follow rules, procedures, and etiquette;
7 (D) demonstrate effective communication, consideration and respect for the feelings of
others during physical activities such as encourage others, allow others equal turns, and
invite others to participate.
Grade 5
1 (L) demonstrate combinations of locomotor and manipulative skills in complex and/or
game-like situations such as pivoting and throwing, twisting and striking, and running
and catching.
2 (A) identify common phases such as preparation, movement, follow through, or
recovery in a variety of movement skills such as tennis serve, handstand, and free
throw;
2 (B) identify the importance of various elements of performance for different stages
during skill learning such as form, power, accuracy, and consistency; and
5 (A) use equipment safely and properly;
7 (A) follow rules, procedures, and etiquette;

National Standards:
Kindergarten
Performs locomotor skills (hopping, gal- loping, running, sliding, skipping) while maintaining
balance. (S1.E1.K)
Throws underhand with opposite foot forward. (S1.E13.K)
Participates actively in physical education class. (S3.E2.K)
Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (S4.E1.K)
Follows instruction and directions when prompted. (S4.E3.K)
1 Grade
Hops, gallops, jogs and slides using a mature pattern. (S1.E1.1)
Differentiates be- tween fast and slow speeds. (S2.E3.1a)
Engages actively in physical education class. (S3.E2.1)
Accepts personal responsibility by using equipment and space appropriately. (S4.E1.1)
Responds appropriately to general feedback from the teacher. (S4.E3.1)
2 Grade
Skips using a mature pattern. (S1.E1.2)
Runs with a mature pattern. (S1.E2.2a)

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UTEP PETE Learning Experience Template

Throws underhand using a mature pat- tern. (S1.E13.2)

Engages actively in physical education class in response to instruction and practice. (S3.E2.2)
Accepts specific corrective feed- back from the teacher. (S4.E3.2)
3 Grade
Leaps using a mature pattern. (S1.E1.3)
Throws underhand to a partner or target with reasonable accuracy. (S1.E13.3)
Combines movement concepts (direction, levels, force, time) with skills as directed by the
teacher.
Engages actively in the activities of physical education class without teacher prompting. (S3.E2.3)
Exhibits personal responsibility in teacher directed activities. (S4.E1.3)
Accepts and implements specific corrective feedback from the teacher. (S4.E3.3)
4 Grade
Uses various loco- motor skills in a variety of small- sided practice tasks, dance and educational
gymnastics experiences. (S1.E1.4)
Engages actively in the activities of physical education class, both teacher-directed and
independent. (S3.E2.4)
Exhibits responsible behavior in independent group situations. (S4.E1.4)
Listens respectfully to corrective feed- back from others (e.g., peers, adults). (S4.E3.4)
5 Grade
Demonstrates mature patterns of locomotor skills in dynamic small- sided practice tasks,
gymnastics and dance. (S1.E1.5a)
Throws underhand using a mature pat- tern in non-dynamic environments (closed skills), with
different sizes and types of objects. (S1.E13.5a)
Applies movement concepts to strategy in game situations. (S2.E3.5a)
Engages actively in all of the activities of physical education. (S3.E2.5)
Gives corrective feedback respectfully to peers. (S4.E3.5)

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UTEP PETE Learning Experience Template

DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Warm- Up/Exercises

Skill Building/Skill Application

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UTEP PETE Learning Experience Template

Lesson Plan Content

Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
WARM-UP START SIGNAL:
Students will begin to take a walk 1 Whistle
around the perimeter of the
activity area. Then do several
locomotor movements that would STOP SIGNALS CUES:
be instructed and perform. 1 Whistle Skip- Take a step
Teacher guided, and students Freeze forward on one foot
follow up. Listen Up! and a hop at the
same time.
*In between each exercise freeze Shuffle- Toes should
and give them 10 seconds to be facing the inside
catch their breath) then switch to circle of the gym.
the next exercise. Gallop- face and
Transition 1:
 Walk Students would start
move in a forward
 Skip (one way and then to walk around the direction. The back
the other) perimeter of the gym. leg chases the front
 Side Shuffle (one way and leg.
then the other) Hop- Push off with
 Gallop SAFETY: toes and bend your
-Be aware of your knee to lift into the
 Hop like a bunny
surroundings air.
Exercises -Concentrate
Students would be -Don’t play around
performing several exercises CUES:
- Pay attention Jumping Jacks- Jump
that would help them start -Follow instructions up in the air and spread
getting active and awake for -No touching feet wide apart.
their mile run on the track. Wind Mills- make sure
-Students repeat and you go down opposite
Transition 2: hand and opposite leg
countdown to 10. Students would be touch.
1. Jumping Jacks instructed to move Washing Machines-
2. Wind Mills into the white line Hands on Hip move
3. Washing Machines (girls) and black line side to side.
4. Reach for the sky (boys). They have 10 Reach for the sky-
seconds. Good full stretch.
5. Touch your toes
Touch your toes-
6. Scissor Kicks Don’t bend knees.
7. We are owls Scissor Kicks- one
8. Air Squats foot in front of the line
9. Push Ups the other in the back.
10. Curl Ups We are owls- make
sure you go down and
follow the rhythm
SET Induction/HOOK Air Squats- Arms up,
Raise your hand if you have ever feet apart.
play bowling before or watched it Push-Ups- hands
on TV. Today we would be straight shoulder with

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playing bowling while learning Transition 3: apart no bending

about Newton’s Laws. These Students would have knees.
Laws describe scientifically how 10 seconds to sit Curl ups- lay on back,
things move. down boys circle and knees up, feet on the
girls on another floor.
Attention Getter: circle.
Freeze, 5 claps or 5 whistles and
LISTEN UP.

ORIENTATION
The purpose of the lesson is
for students to learn about
Bowling and Newton’s Laws.

I would demonstrate and

explain the 3 Newton’s Laws
in relation to bowling.

Then I would have 3

posters/pictures and ask
them to raise their hand if
they think that picture is Law
#1,2,3.

-Small intro to Skill

building/demonstration.
Students will be explained
the 2 stations and what they
would be doing on each one.

LESSON FOCUS/SKILL
BUILDING ACTIVITY
In the skill building there would
be 2 stations were students
would practice their bowling
throws while learning about
Newton’s Laws.
Transition 4:
Students would be
Station #1: divided into the
Newton’s Law #1: An object stations by classes
will remain at rest unless and begin the skill
another force acts on the building.
object.

*Students would be divided

evenly into a Bowling lane and
there they would practice the

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UTEP PETE Learning Experience Template

correct way to throw a bowling

ball without actually throwing it. TASK
They would just practice the
ANALYSIS:
actual movement and realize I would make sure all
the connection with Law #1, SAFETY: students are following
that unless the ball is release -Students should not directions by
and throw the pins would not be throwing balls in performing the proper
the air. bowling throw and the
move. -Be careful when connection to Newton’s
practicing throws and Laws. Also, I would be
Station #2: not hitting anybody. going around making
Newton’s Law #2-3 -No playing around sure they are following
Law #2: Law demonstrates the with equipment. the proper mechanics
interaction between mass, to throw a bowling ball.
Looking for proper
acceleration, and force. stance, step and follow
Law #3: Action and Reaction. through.
When a force is exerted on an
object that object exerts and
equal but opposite force.
CUES:
*Students would also be Bowling throw- Face
divided evenly into groups in a your target, step with
bowling lane. Here there would your opposite foot
have different types of balls towards target, arm
and they would practice goes back and then
swings forward and
throwing them into the pins. release the ball.
Here they would practice
throwing the bowling ball but Law #1: Object would
realize that every ball has a remain unless acted by
different mass and different another force.
acceleration can be applied. Law #2: Interaction
When they throw the ball and between mass,
throw pins down there would acceleration and force.
be an Action (throwing the ball)
and Reaction (collision Law #3: Action and
Reaction.
throwing the pins).

Students would have about 5

minutes at each station.

DIFFERENTIATION

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UTEP PETE Learning Experience Template

STUDENT EXPECTATIONS:
If there are any difficulties or
confusion while practicing at
their stations. I would go ahead
and explain how to throw a
bowling ball individually or stop
and demonstrate to everyone 1
more time.
Psychomotor:
Students would be practicing their
bowling throws.
Transition 5:
Cognitive: Students would take
Students would be able to a seat to explain
understand the connection with the really quick the next
Newton’s Law of Motion. activity
Affective:
Students would respect each other
and pay attention.

Time Content Development Management 1. Task Analysis

SKILL APPLICATION
ACTIVITY
Students would apply their
practice of Bowling and
Newton’s Laws on a real
game.
2. Teaching
Cues/Refinement
Transition 6: CUES:
Students would go Bowling throw- Face your
back to their original target, step with your
groups into a bowling opposite foot towards
lane. target, arm goes back
and then swings forward
and release the ball.

SAFETY:
Here students would play -Students should not Spare- counts as 10 pins
and also learn how to be throwing balls in plus the pins knocked
record their points on a App the air. down on the next
-Be careful when delivery.
using the IPADS.
Students again would be practicing throws and
not hitting anybody. Strike- counts as 10 pins
divided evenly into the -No playing around plus the pins knocked
bowling lanes depending on with equipment. down the next two
the number of IPADS -Take care of the deliveries.
available. IPADS. Don’t play
around with them. Open frame- fail to knock
down all the pins within
Explain how to score in the frame.
bowling. And what is a
Strike.
DIFFERENTIATION
If students need clarification
I would go ahead and

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explain again the steps of TASK ANALYSIS:

throwing a bowling ball. Make sure watching
Also, if scoring points it’s students are using the
too confusing I can provide proper steps to a basic
bowling throw. Also make
worksheets to have at each sure they understand how
station with the proper to keep score and take
steps. turns playing.

STUDENT EXPECTATIONS:
Students to continue using
the correct form to throw a
bowling ball and the
connections learn about
Newton’s Laws of Motion.
Also keep the correct score
on the IPADS.
Psychomotor:
Students would be performing an
actual bowling game while
practicing their throws.

Cognitive:
Students would be able to
understand Newton’s Laws while
playing. Also, they would learn
how to keep score at a real game.

Affective:
Students would respect each
other and take turns while playing
their bowling game.

Debrief/Closing/Cool
Down (what, so what, now Transition 7: Students
what): would sit down for
Psychomotor closure.
How do you perform a correct
bowling throw?
Was it different throwing with
different balls?

Cognitive:
What is Newton 1st Law?
What is Newton 2nd Law?
What is Newton 3rd Law?
What is a Strike?
How do you score on Bowling?

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UTEP PETE Learning Experience Template

Affective:
Was it hard to understand the
connection between bowling and
Newton’s Laws?
Did you have to work together by
been patient and waiting for your
turn in the Bowling game?

Insight/Preview:
Thank you for listening today and
working on your Bowling Skills.
Next class we would move on into
Karate Lesson.

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