5E Student Lesson Planning Template
|Teacher: |
|JaLeesa Barnes |
|Date: |
|April 1, 2013 |
|Subject area / course / grade level: |
|Physical Fitness/Health/Ninth Grade |
|Materials: |
|Pen, Paper, Computer, Projector, Exercise Log Sheet |
| |
| |
|TEKS/SEs: |
|126.7.b.4 B |
|116.52.c.1A,B |
|115.32.b.4A,B |
|Lesson objective(s): |
|TLW demonstrate the basic exercises taught in class. |
|TLW collect data to create an excel graph. |
|TLW analyze if an exercise is being performed properly. |
| |
|Differentiation strategies to meet diverse learner needs: |
|In order to reach the variety of different learning styles in the classes, there will be pictures posted of each individual exercise along with a written |
|description of how that particular exercise is supposed to be executed. The teacher will be walking around to add any additional demonstrations if needed by |
|any student. |
|ENGAGEMENT |
|To introduce the lesson students will complete their focus question “What is your definition of Physical Fitness?” Students will answer their question in |
|their daily journal and turn that in at the end of class. Next, students will view the TEASe prepared by the teacher to further introduce the lesson. |
|EXPLORATION |
|After the students answer their focus question and view the TEASe, the teacher will have a class survey. In the survey the teacher will ask the following |
|questions. “How many crunches, sit ups, push-ups, lunges, squats, crunches and pull ups can you do in one minute?” Students will write down this information |
|in their daily journals. |
|Students will be shown by the teacher how to properly execute sit ups, push-ups, crunches, lunges, squats and pull ups. After the demonstration, students will|
|be placed in their groups (which were previously chosen by the teacher) and the groups will choose an exercise station to begin with. For one minute two |
|students at a time will try to complete as many of the designated exercises as possible. After the first two group members go, the next two group members will|
|go for their minute. After all the group members have gone, the groups will rotate clockwise to the next exercise station. Each group member should keep a |
|tally of how many reps of the designated exercise because after all the exercise stations have been visited, the group is going create an excel graph of the |
|number of reps completed in a minute for each group member. |
| |
|EXPLANATION |
|While the two group members are doing their one minute of the designated exercise, the other two group members will try and see if there is anything that |
|their group members can change to make sure that they are executing the exercise properly. |
|While the group members are critiquing their group member’s exercise, the teacher will help guide the group members responses by continuing to introduce and |
|use exercise vocabulary that may or may not be prior knowledge to the students. |
| |
| |
|ELABORATION |
|In future lessons, students can try and execute more difficult exercises that will push them and give them more opportunities to enhance their physical |
|fitness level. |
|Students can also try to create more elaborate excel graphs that will show what their beginning rep number was compared to their rep number after many days of|
|practice of the exercise. (This will be done further into the unit.) |
| |
| |
|EVALUATION. |
|Students will be graded by the graphic the groups create through Excel. Students should be able to clearly communicate their graphs created both orally and |
|graphically. |
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