University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching All Levels

Learning Experience Plan

Teachers: Jesse Sanchez Date: 10/04/19
th
Grade Level: 6 & 7th Time:
Activities: Escape Rooms Number of Students:
Equipment: Hula Hoops, frisbees, foam balls, target cylinders,
jump ropes, basketballs, soccer balls
Equipment provided by me: none
Facility: wellness center and football field

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students practice throwing for accuracy.
2. Students perform exercises using proper mechanics

Cognitive:
1. Students answer health related questions about the circulatory system.
2. Students will solve bio mechanic equations.

Affective:
1. Students will learn to rely on teammates to accomplish team goals.
2. Students will learn to ask teammates for help to accomplish team goals.

TEKS:
T116.22(B)1(A) perform locomotor skills in dynamic fitness, sport, and rhythmic activities

116.22(B)2(B) make appropriate changes in performance based on feedback to improve skills

116.23(B)7(B) work cooperatively in a group to achieve group goals in competitive as well as

cooperative settings

116.23(B)7(A) solve problems in physical activities by analyzing causes and potential solutions
National Standards:

-Demonstrates correct technique for basic skills in 1 self-selected individual-performance

activity. (S1.M24.6)

-Demonstrates correct technique for a variety of skills in 1 self-selected individual-

performance activity. (S1.M24.7)

-Makes appropriate decisions based on the weather, level of difficulty due to conditions or
ability to ensure the safety of self and others. (S2.M13.6)

-Analyzes the situation and makes adjustments to ensure the safety of self and others.
(S2.M13.7)
DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Student circle

Instructor

warm-up lines

Instructor

Escape Room

Instructor
 Lesson Plan Content
Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
Time SET Induction/HOOK START SIGNAL:
pertai Has anybody heard of an escape One whistle
ning room? Today we will be doing a
to variety of escape rooms that will
your involve exercise, knowledge of STOP SIGNALS
teach anatomy and formulas we have Two whistles
next reviewed.
to
each
activit
ORIENTATION Transition 1:
y There are seven escape rooms Students are
setup in different parts the field. moving from the CUES:
The class will be put into groups wellness center to -hands to yourself
to participate in these escape the football field. -stay in line
rooms. The groups will be timed -watch where you’re
and after completing the escape going
room the entire group must run to
EXA the reporting area to stop their SAFETY: Refinement:
MPLE time. All the times will be added Students will walk Students will need to be
8:00 to see which groups finished the in a line and keep reminded that there is
to fastest. For each escape room one their hands and feet wet areas in the field.
8:06 group member will take the lead. to themselves.
(6 The leader will begin by
mins) answering a multiple choice health Possible Student
related topic reviewed in previous Clarification
lessons. After correctly answering Students will need CUES:
the question the leader must to be reminded on -plank; back straight
perform a physical challenge. One the description of -squats; bend knees to
at a time each member must the escape rooms. 90 degrees
complete the physical challenge
before exiting the escape room.
Each escape room is named after
an exercise that the non-
participating members must do
during the time the leader is Transition 2: Refinement:
completing the escape room. Each -Students will move -Students may need to
group will have the opportunity to from their workout be reminded that their
participate in each escape room. A lines to the time does not stop until
new group member must be the reporting area. all group members are in
leader each time they enter a new the reporting area.
room.
WARM-UP(includes purpose) SAFETY:
-run one lap students need to
-Dynamic stretches walk and keep an
-jumping jaks eye out for puddles.
TASK ANALYSIS:
Students will be
evaluated on the
accuracy of their
LESSON FOCUS/SKILL answers and how well
BUILDING ACTIVITY they worked as a group.
Students will be given a
description of each room and Possible Student
directions on how to complete it. Clarification
Instructions will be given once Students may need
and group members must rely on clarification on the
each other for help. There is a five proper mechanics
minute limit for each group to for the various
complete their room. Wrong exercises.
answers add 15seconds to the
groups completion time.

DIFFERENTIATION
Students will be given multiple
choice questions so they are not
stuck trying to find the answer the
for a long time. Before moving to
the physical challenge the students
will be provided the right answer.

STUDENT EXPECTATIONS:
Students are expected to get some
answers wrong and to need
multiple attempts at the physical
challenge.

Psychomotor:
-Students will perform a variety of
exercises using proper mechanics.

Cognitive:
-Students will answer health
related questions.
 Affective:
Students will learn to trust and
rely on their group members.

Time Content Development Management 1. Task Analysis

2. Teaching
Cues/Refinement
SKILL APPLICATION Transition 3: CUES:
ACTIVITY -Students will -Burpee; must come down
Students will be in groups and move from the to plank position
go to their designate escape football field to the
room. The rooms are named wellness center -high knees - bring knees
after exercises up to waist.
-Plank room
-Lunge room Refinement:
-High knees room Students may need to be
-Burpee room reminded of the proper
-Jumping Jaks room SAFETY: mechanics during
-Squat room Students must exercises.
After completing the escape watch out for
room the group will go to the puddles and
reporting zone until each group slippery walking TASK ANALYSIS:
is done. Groups will rotate to the surfaces -Students will be evaluated
next room until each group has on their exercise mechanics
done every room. and their form during
Possible Student physical challenges.
Clarification
DIFFERENTIATION -Students may
-Students will be able to rely on need clarification
group members for help. on some of the
escape room
questions.
STUDENT EXPECTATIONS:
Students are expected to stop
doing exercise before the time is
up. Students are also expected to
try and rush through the room to
get the lowest time.

Psychomotor:
Students will rely on throwing
and kicking skills to complete
the physical challenges.

Cognitive:
Students will answer question on
skill mechanics and game rules.

Affective:
Students will motivate each
other through the escape rooms.

Debrief/Closing/Cool Down
(what, so what, now what):
Psychomotor
-In the jumping jaks room,
describe how to do a jumping
jak.

-In the plank room what is the

proper form?

Cognitive:
-Which game had questions
about them?

-What equation was featured in

an escape room?

Affective:
-Which exercise was the easiest
to do for an extended period of
time?

-which exercise was the hardest

to do for an extended period of
time?

Insight/Preview:
Next class we will learn more
equations using the distance,
speed, and time triangle.