Student Teaching Example Lesson Plan

Name: Tyler Anderson

Lesson Title or Subject/Topic: Animal Balancing Act
Unit: Balance and Strength
Date: December 3rd, 2015
Estimated Time/Length of Lesson: 30 minutes
Grade Level: K-2
Central Focus

Be able to stay in a balancing position for a extended amount of time.

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

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

National P.E. Standards:

1. Spatial awareness, body awareness, balance, non-locomotor skills, and locomotor skills
2. Cardiovascular endurance, flexibility, muscular strength, and muscular endurance.
3. Participates, appreciates, enjoys movement, and respects others.

Wisconsin State Teacher Standards:

Include SHAPE
Standards and
WI Content
Standards.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?
Safety
Statement

Assessment of
Learning
Describe your
formative and
summative
assessments you
will use.

1. Achieves and maintains a high level of physical fitness.

LEARNING GOALS
OBJECTIVES
Psychomotor Students will perform animal positions while balancing.
Cognitive - Will understand what movement each animal does.
Affective Students will understand animal positions outside of class.

Students will watch where they are going and make sure that they arent bumping into other
students while they are performing each movement.

1. Will talk about what each animal move does and what animal does it. Students will need to
know what base of support means.

Learning
Environment/
Behavior
Expectations

Expectations:

What procedures
will you use to
ensure students
are safe, on task
and engaged?
What might
happen that you
might not
expect?

1. Students will listen to the directions that are given to them and will respect their classmates.
2. Students will perform each exercise until it is time for them to be done.

1. Students may not completely understand the directions that are given to them.
2. They might not know what animal does a certain movement.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity: Students will start off by doing basic stretches that we will
Motivational Set
do as a class and I will lead the group. Once we are done stretching each
___10_______
student will get a jump rope and we will jump rope for close to ten minutes
Minutes
for our instant activity.
How will you start the
lesson to engage and
motivate students in
learning?
Instruction: (Body of
the lesson)
_____30_____
Minutes

Tasks
(Extensions)
Will call an animal
walk, hold up a
card and students
will perform that
task.

Write the step by step

Teaching
procedure/progression
here.
Demonstration #1:

Cues
(refinements)
When music stops,
students will get
into a hula hoop
and pose the statue
of the animal that
is given.

Challenges
There are no
challenges for this
lesson today.

Modifications:
Modifications will
be made during the
class period if
needed.

What will you say and

do? What questions
will you ask?

Activity 1:. Hoops will be scattered throughout the one side of the
gym. There will be one hoop for each student.

How will you engage

students to help them
understand the
concepts?

Demonstration #2:

What will students do?

Activity 2: Ill call an animal walk, and hold up a card. When

the music starts, move within the boundaries and act like the
animal on the card.
Demonstration #3:
Activity 3: When the music stops quickly get in a hoop and pose

like a statue of the animal that is on the card that is being shown.
Ill pretend that Im a visitor at the zoo and pretend to take a
picture. I will call on another student to name a different animal and
then we will play again.

Closure
_______2___ Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)

1. Did you balance on any body parts other than your feet?
2. What body parts did you use to support your body?
3. The body parts you use to hold your balance are called your base of support

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?
What materials do the

1. 4 cones
2. 1 hoop per student
3. Music

1. Students dont need any materials for this lesson.

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.
EVALUATION OF
LESSON

1. The students need to know what base of support means .

1. The students wont need to do any writing or reading.

2. They will need to understand what type of movements each type of animal makes. If they do
them.

1. I will be encouraging the students to try different and creative animal poses during the activi

PRE-PLANNING There was none.

POST PLANNING: Assessment informs Teaching: what are future needs based on asses

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.

Spark Manual K-2