ESS 360 Physical Education Lesson Plan
ESS 360 Physical Education Lesson Plan
Student Teacher Mr. Nave Grades K-1 Teacher #1 Ms. Jones #2 Mr. Nave
Teaching Date: March 4th Instructional Theme: Rhythmic Movement Skills Lesson Sequence # 1 of 3
|Physical Education Standards (A minimum of two standards): |
|Standard # 1 The students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. |
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|Standard # 2 The students will demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and |
|performance of physical activities. |
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|Standard # 5 Students exhibit responsible personal and social behavior that respects self and others in physical activity settings. |
|Physical Education Performance Objectives/Indicators: (2-3 psychomotor, 1 cognitive, 1 affective): |
|Psychomotor: K.1.4. The students will perform basic movements in a rhythmic manner 4 out of 5 times. |
|K.1.2. The students will perform basic nonlocomotor skills. |
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|Cognitive: K.2.2. The students will demonstrate an understanding of moving in variations with a spatial, directional, and temporal awareness. |
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|Affective: K.5.2. The students will exhibit a willingness to follow basic directions for an active class. |
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|Subject Area Standards (A minimum of one standard for each subject area included): |
|Dance Standard #1 The students will demonstrate knowledge and skills of dance elements. |
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|Subject Area Performance Objectives/Indicators: (One to two for cognitive domain): |
|Subject Area #1 K.1.4. The students will explore the elements of time through movement using tempo and rhythm. |
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|Equipment Needs (List all equipment, specific records, tapes, CD’s, etc.): |
|CD player, Dance CD (no preference), tambourine (drum type with stick if we have one), 17 polly dots. |
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|Assessment Needs (List all task sheets, assessment forms to be used that the student will supply) |
|Self Assessment: Students will complete an assessment form which consists of faces they have to complete. A face will be placed next to each activity that |
|occurred in class and I will read each activity and the students will finish the face by placing a smile or frown depending on how well they think they did at the |
|activity. |
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ASSESSMENT ACTIVITIES
|Type of Assessment |Description and Example Form to be Used |
|(How will you know what the student |(i.e., skill observation checklist, rubric, cognitive) |
|has learned in the lesson) |Three different resources must be used for your assessment choices |
| |***Two best may be submitted for the Applied Assessment: Skills, Attitude, Knowledge assignment |
| |Students will complete an assessment form which consists of faces they have to complete. A face will be placed next to each |
| |activity that occurred in class and I will read each activity and the students will finish the face by placing a smile or |
|Self Evaluation |frown depending on how well they think they did at the activity. |
| |(Pangrazi, R.P. Dynamic Physical Education for Elementary School Children 16th Edition) |
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ADAPTATIONS
|Type of Adaptations |For more advanced students, I will encourage them to try their own movements during the line dance and even |
|(Describe special needs of any students and how |encourage them to put their own style in the dance with arm movements, clapping, etc… |
|you will adapt instruction to their needs) |For students with special needs, I will adjust the number of counts of the line dance to what they can perform. |
| |For example I will allow their dance to be just the first 4-8 beats of the 16 count dance and they can just |
| |repeat the first 4-8 beats depending on their capability. I may also use slower music to adapt to the students |
| |who need extra help. |
LESSON FOCUS
|Introduction/Set Induction |Who here has ever seen a parade with a marching band? |
|(You may use bullet points |Let the students know that today will be learning to march. |
|rather than full sentences) |Who knows how to follow the beat to a song? |
| |Let the students know that we will be learning to find the beat to a song and then marching to it. We will have fast beats and slow |
| |beats to march to. |
| |Also let the students know that we will be performing our very own rhythmic activity at the end of class. |
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INSTRUCTIONAL PLAN & SCHEDULE
|TIME |Movement/Gymnastic Concepts to be |Instructional Activities (Detailed) Guiding Questions (Sequentially developed |Organizational Plan |
|(Real clock|Explored |questions to explore the concept or concepts for the lesson) |(How will students and equipment |
|time) | |AND/OR |be organized? There must be clear|
| | |Key Teaching Points/Learning Cues |descriptions for movement |
| | | |patterns) |
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| |Introduction/Set Induction (Text noted above) | |
| | |Who here has ever seen a parade with a marching band? |I will have the students sitting |
| | |Let the students know that today will be learning to march. |on the semi circle on the floor |
| | |Who knows how to follow the beat to a song? |for my introduction in which I |
| | |Let the students know that we will be learning to find the beat to a song and |will ask them questions that will |
|2-3 mins | |then marching to it. We will have fast beats and slow beats to march to. |try to connect the concepts in |
| | |Also let the students know that we will be performing our very own rhythmic |class to what they are familiar |
| | |activity at the end of class. |with in their own lives. |
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INSTRUCTIONAL PLAN & SCHEDULE Continued
|TIME |Movement/Gymnastic Concepts to be |Instructional Activities (Detailed) Guiding Questions (Sequentially developed |Organizational Plan |
| |Explored |questions to explore the concept or concepts for the lesson) |(How will students and equipment |
| | |AND/OR |be organized? There must be clear|
| | |Key Teaching Points/Learning Cues |descriptions for movement |
| | | |patterns) |
| |Locomotor Skills, Animal Movements |To start off with learning a beat I will clap my hands and have the students | |
|15 mins | |follow me with clapping their hands at the same time. Then from there I will |The students will be spread out |
| | |clap my hands and have them move around the room with the beat of the clap. |around the playing area so that |
| | | |they can move around the playing |
| | |Now I will use a tambourine and do the same thing as before only using a |space. |
| | |tambourine for the students to move around the room. | |
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| | |Give each of the students’ two sticks. Have them walk around the room making a | |
| | |beat. Now have them follow you around the room following your beat. | |
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| | |Now to music to a fun and easy beat using the sticks and doing the routine | |
| | |around the room. | |
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| | |To music: | |
| | |Pattern #1 (32 counts) -- music: “If everybody had an ocean…” | |
| | |* Walk forward into the circle x8 counts, hitting the sticks in the air from a | |
| | |low level to a high level. | |
| | |* March in place x8 counts, hitting the sticks together at a high level. | |
|10 mins |Locomotor Movements |* Walk backwards out of the inner circle x8 counts, hitting the sticks in the |Bring the students to the center |
| | |air from a high level to a low level. |and go over how you can also you |
| | |* March in place x8 counts, hitting the sticks together at a low level. |objects such as sticks to make a |
| | |Repeat Pattern #1 (32 counts) -- music: “You see 'em wearing their baggies…” |beat. Then hand out each of the |
| | |Pattern #2 (64 counts) -- music: “Inside, outside, USA…” |students two sticks and spread |
| | |* Walk CCW x16 counts, circling the sticks with one hand over the other. |them out and let them explore |
| | |* Walk CW x16 counts, circling the sticks with one hand over the other. |using the sticks. Then after they |
| | |* March in place x16 counts, performing a crawl swim stroke with the right arm |are successful with that move on |
| | |forward then the left arm forward – x8 strokes (RLRLRLRL) |to using music. |
| | |* March in place x16 counts, performing a backstroke with the right arm | |
| | |backwards then the left arm backwards – x8 strokes (RLRLRLRL) | |
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| | |Bathroom Break | |
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| | |In this activity the students will crouch down in a small tuck position and I | |
| | |will be drumming the tambourine. Every time I strike the tambourine the | |
| | |students must get larger and larger like a balloon blowing up. When I yell | |
| | |“Pop” the students must float around the room like a balloon is deflating and | |
| | |while they are floating around the room I will be hitting the tambourine very | |
| | |fast then I will gradually slow down the beat which allows for the student to | |
| | |slow down gradually and float back to their home base like a balloon floating | |
| | |to the ground. | |
|3-5 mins | | | |
| | |Teaching Cues for Balloon Beat: | |
| | |Follow the beat and make sure to get larger every time the drum is struck | |
| | |Make sure to gradually slow down and come back into the home position. |Polly dots will be used for a home|
| | | |base for the students in both |
|2-3 mins | |I will use clapping, a tambourine, and music to make a beat for the students to|activities. No matter where they |
| |Balloon Beat |try and follow with their marching. They will march in different directions, |move in the room they must always |
| | |different paces, march high, march low, loudly, quietly. They will try and |start and finish at their polly |
| | |follow the beat of the tambourine when they march. I will speed up the beat |dot and that will help manage the |
| | |and I will slow it down. I will also play music and help find the beat for the|class. |
| | |students and I will also encourage them to find the beat to the song and try | |
| | |and march to it. | |
| | |Teaching Cues for Marching: | |
| | |Make sure to march to the beat | |
| | |Go faster when the beat is faster and slower when the beat slows down | |
| | |Make sure to listen carefully to find the beat in the song | |
| | |Clap it out | |
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|10 mins | | | |
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| |Marching to a Beat | | |
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|10-12 mins | |16 Count Rhythmic Activity (Line Dance) |Polly dots will be placed on the |
| |Culminating Project or Activity |The students will perform a very basic “line dance” or rhythmic activity for up|floor and these will indicate |
| | |to 16 counts for the students that are capable. |where “home” is for the students. |
| | |The activity will be learned 4 counts at a time and it will be practiced |These are where they should begin |
| | |without music to start. After the students become familiar with the activity |and finish after every 8 count. |
| | |through all 16 counts they will perform the activity to a song. | |
|3-4 mins |Closure |List two questions that explore the concepts covered in the lesson. |
| | |What part of a song are we listening for when we dance to it? (The Beat) |
| | |Since there are so many people when doing a line dance, what is something we want to remember? (return to “home” |
| | |after each 8 count, stay spread apart, etc…) |
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| | |Describe one activity, movement pattern, etc. students can practice for the next week. I will encourage the |
| | |students to try to find the beat in any song that they hear throughout the week. I will encourage them to try and|
| | |march the beat or try and clap it out. |
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| | |Suggest how the next lesson will build on what the students practiced in this lesson. Let the students know that |
| | |the next lesson of rhythmic activities will incorporate the fundamental locomotor skills that they learned last |
| | |semester and that if a line dance is in the next lesson, that it will be for more counts and then repeated |
| | |throughout the song. |
Self Assessment
1. How good were you at the balloon beat ?
2. Did you keep the beat when marching ?
3. How good were you at rhythmic activity at the end ?
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