Student Teaching Example Lesson Plan

Name: Grant Erickson

Lesson Title or Subject/Topic: 8.11 Marvelous Muscles For Summer
Unit:
Date: October 13th, 2014
Estimated Time/Length of Lesson: 20 minutes
Grade Level: K-2
Central Focus

Students will be able to list exercises or activities that develop specific muscle groups.

What is the
Central Focus for
the content in the
learning segment?

Content
Standards

National P.E. Standards:

What standard(s)
are most relevant
to the learning
goals?

Physical education standard 4: Achieves and maintains a health-enhancing level of

physical fitness
Health education standard 3: Students will demonstrate the ability to practice healthenhancing behaviors and reduce health risks

Include SHAPE
Standards and
WI Content
Standards.

Wisconsin State Teacher Standards:

Standard 6- Values physical activity for health, enjoyment, challenge, self-expression
and/or social interaction

Student
Learning
Goal(s)/
Objective(s)

LEARNING GOALS
Learn what muscles are being used at which station
Learn ways to produce your own stations to assess these muscle groups
Learn how to cooperate with each other to come to one common goal
OBJECTIVES
Psychomotor Students will complete all six stations and at the end of the lesson
will be asked upon which muscle groups were being used at what particular station.
Cognitive Students will complete an instant activity and will have to assess
verbally the goal of the instant activity and what things they learned from it.
Affective The students at one of the stations will have to use each other and
cooperate with each other on completing a certain activity, that allows all of them to
succeed.

What are the

specific learning
goal(s) for
student in this
lesson?

Safety
Statement

The teacher will closely monitor the students at each station, and the stations will be spaced
appropriately for maximum safety upon the students.

Assessment of
Learning

Students will have to identify the main goals of the lesson by reading the key words are the
board.
What muscle groups were used at each station?
What was the most challenging station?
What was the easiest station?
In what ways can you use these activities outside of the classroom?

Describe your
formative and
summative
assessments you
will use.

Learning
Environment/
Behavior
Expectations

Students will have all different skill levels when completing these activities. Make sure you
can challenge each student in different ways and adapt to students who are struggling more
than others. The teacher will always will be going around giving encouragement to students
and making sure they are on task.

What procedures
will you use to
ensure students
are safe, on task
and engaged?

Expectations: If students start to get off task or start creating problems for others, you may
have to switch the groups up or make them to an alternative less fun activity by themselves
still working on the same muscle groups.

What might
happen that you
might not
expect?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Instant Activity:
Launch/
Freeze tag- whenever you are tagged you must do one of 6
Motivational Set
different muscle activities, and then you are allowed back in the
__________ Minutes
How will you start the
lesson to engage and
motivate students in
learning?
Instruction: (Body of
the lesson)
__________ Minutes
Write the step by step
Teaching
procedure/progression
here.

game.
Make sure students switch off who is it and switch off what type of
muscles they are working.

Tasks
(Extensions)
activities for
the whole
class.
Example: Hit
the ball over to
your partner
10 times.

What will you say and

do? What questions
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?

Cues
(refinements
) Simple
secrets to
improve
performance.
Example: Hand
in the cookie
jar.

Challenges :
(Applications)More game like
chances to
practice the
same tasks at
the same
difficulty level.
Example: In 90
seconds see
how many
times you can
hit the ball to
your partner.

Modifications
: Add
modifications
to make the
tasks easier
and harder
according to
the skill level
of the
students.

Demonstration #1:

Activity 1: First station will focus on shoulders, the group

will conduct a wheel barrel race around a certain number of
cones and will have to pick up and hand their partners bean
bags at each stop.
(2 minutes)

WRITE OUT TRANSITION DESCRIPTION going into and out of

each of the Tasks:

(30 seconds)
Demonstration #2:

Activity 2: Second station will focus on arms and more

specifically biceps, bear crawl races and holds.
(2 minutes)

WRITE OUT TRANSITION DESCRIPTION going into and out of each of

the Tasks:
(30 seconds)
Demonstration #3:
Activity 3: Third station will focus on chest, for the first minute
there will be a push up competition and the second minute will
focus on doing a push up and then grabbing a beanbag off the
ground.
WRITE OUT TRANSITION DESCRIPTION going into and out of each of
the Tasks:
(30 seconds)
Activity 4: Fourth station will focus on the abdominals; each
student will pick one ab activity to do for 30 seconds each.
(2 minutes)
WRITE OUT TRANSITION DESCRIPTION going into and out of each of
the Tasks:
(30 seconds)
Activity 5: Fifth station will focus on legs and more specifically
quadriceps they will be using jump ropes and doing relays in
partners with a variety of different jumps.
(2 minutes)

Closure
__________ Minutes

Once students have went to each station they will gather around in a circle and
answer the three questions that I presented at the beginning of the lesson.

How will you end the

lesson?
Write out the questions
that relate to your
learning goals and

What was the easiest/hardest part of the lesson?

What muscles were used at each specific station?

objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

Students with IEPs or 504 plans or students requiring other

accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual
demonstrations, and putting words on board to read and visually
see.

Materials
What specific
materials/equipment
does the teacher need
for this lesson?

4 Jumps ropes
20 beanbags
10 cones
2 mats

What materials do the

students need for this
lesson?

Academic Language Demand(s):

What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson
What specific way(s)
will students need to use
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.

Specificity- Specificity refers to the kind of activity that you do. When wo
the muscles that you exercise are specific to the activity.

Cooperation- working together in a group in the most efficient way poss

Communicating in getting in groups and figuring out how to complete the tasks.
Understanding the different muscle groups that are being used.
Working in pairs and cooperating to do the most efficient work.

Explaining the Specificity of each station and by cooperating in groups to complete these dif
tasks.

EVALUATION OF
LESSON

PRE-PLANNING: Explain if their was previous instruction in this activity (

levels)

POST PLANNING: Assessment informs Teaching: what are future need

assessment results.

TEACHER REFLECTION NOTES:

ATTACHMENTS

Include any assessment, task cards, exit slips you used): Describe and numbered.

Resources:
List references and
Other Resources
used to support or
develop the lesson.

Physical Best Activity Guide Third edition by Laura L.