Student Teaching Example Lesson Plan

Name: Tyler Anderson

Lesson Title or Subject/Topic: Beanbag Balances
Unit: Balance and Strength
Date: December 3rd, 2015
Estimated Time/Length of Lesson: 30 minutes
Grade Level: K-2
Central Focus
What is the
Central Focus for
the content in the
learning segment?

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

The central focus is following signals while still being able to balance an object on your
body.

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:

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

LEARNING GOALS
OBJECTIVES
Psychomotor Students will be able to balance an object on their head while
making different body movements.
Cognitive Students will be able to describe why practicing balancing will make
them overall better and many things.
Affective The students will work well with their classmates and give full
participation for the whole class period.

Safety
Statement

1. Students will watch where they are moving and make sure that they are not bumping into
their classmates while they are balancing the bean bags on top of their head.

Assessment of
Learning

1.
2.
3.
4.

Describe your
formative and
summative
assessments you
will use.

Was one leg easier to balance on than the other?

Why do you think that is?
Would practicing help improve your balance?
Where and when could you practice?

Learning
Environment/
Behavior
Expectations
What procedures
will you use to
ensure students
are safe, on task
and engaged?

Expectations: Students will listen to the directions clearly and will participate during the
activity for the whole class period. Students will be aware of their surroundings so nobody
is getting injured.

What might
happen that you
might not
expect?

1. Students may not clearly understand the directions and what completely know what they are
doing.
2. A student may get injured because they were not paying attention.

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: Today we are going to have a very simple instant activity
Motivational Set
that includes stretching and jogging. We will start out by having me lead the
______10____
class in simple stretches. After that we will complete a five minute jog or
Minutes
brisk walk to complete our warm-ups.
How will you start the
lesson to engage and
motivate students in
learning?
Instruction: (Body of
the lesson)
____30______
Minutes
Write the step by step
Teaching
procedure/progression
here.
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?

Tasks
(Extensions)
Students will start
by moving around
with bean bag on
head. After that I
will give different
signals to move
and keep the bean
bag balanced on
top of their heads.

Cues
(refinements)
Just to stop when
the music stops
and start the
activity when the
music starts to
play.

Challenges I will
give many
challenges
throughout the
lesson which I will
explain later here
in the lesson plan.

Modifications:
Modifications will
be made during the
lesson if I find it
necessary to do so.

Demonstration #1:

Activity 1:. The students will try and get a feel for the beanbag on
top of their heads. They will walk around the home base which will
be marked off by cones. I will yell freeze and the students will stop.

Demonstration #2:

Activity 2: Now is when I will start to give out some challenges

for the students to try. If the bean bag falls simply place the bean
bag back on top of their head. First walk slowly, head high, chest
out, and shoulders back. Walk at a medium speed making turns
while you are walking. Walk at a medium speed making zig zag

movements every few steps. Have your left shoulder face the left
side of the gym. Have your right shoulder face the left side of the
gym. Go down into the squat positon and rise back up.

Closure
_____3-5_____
Minutes
1. Ask the questions that I have listed earlier in the lesson plan

How will you end the

lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

Was one leg easier to balance on than the other?

Why do you think that is?
Would practicing help improve your balance?
Where and when could you practice?
1. Ask them how they enjoyed the activity and if they would like to do it again.

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
students need for this
lesson?

1. 4 cones
2. 1 beanbag per student
3. Music
1. The students will use the material above

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 only word that the students will need to know in this lesson that they probably dont kno

1. The students will only need to pay attention at me at all times because I will be telling them
where they should be moving to.

1. I will be giving the students praise and confidence throughout the whole entire lesson so they
during class.

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

Spark Manual K-2

develop the lesson.