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00108/22/14

IntegratedLessonPlanSustainability

FirstName

Heather&Mia

LastName

UHEmail

hjg@hawaii.edu&
mbrandon@hawaii.edu

Date

Semester

1(Fall)

Year

2014

LessonDuration

30min.

Grade
Level/Subject

2nd/PhysicalEducation

Title

LeadmeCooperatively!

Grossman&Murray
October18,2014

LessonOverview
Brieflysummarizeyourlessonplaninafewsentences.
Thestudentswillexploreanessentialquestionthroughdiscussionabouthowcooperation
contributestosustainability.Thestudentswillparticipateinateambuildingactivityinwhich
theymustrelyononeanothertoachieveacommongoal.Eachteammembermustfinisheach
partofanobstaclecourse.Thestudentswillbeassessedonhowwellthestudentseffectively
communicate,cooperatewiththeirgroup,andusegrossmotorskillsindependentlyorwiththeir
partner.Aftercompletionofthemainactivity,studentswillreflectandorallyrespondaboutthe
successesandchallengesofthecooperationactivity.

CentralFocus(EnduringUnderstandings)
Abriefdescriptionoftheimportantunderstanding(s)orkeyconcept(s)

edTPARubric1PlanningforSubjectSpecificUnderstandings:Thecandidatesplans
buildoneachothertosupportlearningofessentialunderstandingsandconceptstolead
studentstomakeconnections.Thereisaclearconnectionbetweenconceptsandskills.
InTASCStandard4.ContentKnowledge

Studentswillunderstandthatcooperationandcommunicationareessentialfactorsincreating
andmaintainingasustainableenvironment.Therefore,wemustlearntocooperateandbe
effectivecommunicators.

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EssentialQuestion(s)
Thebigideaofthelessonstatedasaquestionorquestions

Howdoescooperationbuildstrongercommunities?

Howcancommunicationcontributetothesuccessofsustainability?

Howcancooperationcontributetosustainability?

ContentStandard(s)/Benchmark
TheCommonCoreStateStandards(CCSS)orHawaiiContent&PerformanceStandardsIII
(HCPSIII)thatalignwiththecentralfocusandaddressessentialunderstandings,concepts,and
skills

Standard1:MOVEMENTFORMS:Usemotorskillsandmovementpatternstoperforma
varietyofphysicalactivities

BenchmarkPE.K2.1.1
Usebasiclocomotorskillsininitial(immature)formalone,withapartner,andinsmallgroups.

PriorAcademicKnowledgeandStudentAssets
Thestudentsprioracademiclearningandpersonal/cultural/communityassetsthatwillsupport
theirlearning

edTPARubric3UsingKnowledgeofStudentstoInformTeachingandLearning:The
candidateusesknowledgeofhis/herstudentstojustifyinstructionalplans.

InTASCStandard1.LearnerDevelopment
Studentshavediscussedsustainabilityandhowrecyclingeffectsourenvironment.Theyhave
alsoidentifiedanddescribedcooperation.Studentshaveparticipatedinothercooperativeteam
gamesduringPhysicalEducationincludingsoccerandcapturetheflag.Todaywewillbe
includingandconnectingthoseconcepts.

Todaywewillwillfocusonteamwork&cooperation.Thestudentsarealsofamiliarwithour
attentiongetter/behavioralmanagementprocess:TeachersaysHandsontop.Studentsthenput
theirhandsontheirheadandsayEverybodystop.

Ver.4.00108/22/14

AcademicLanguageDemands
Thelanguagefunctionessentialforstudentlearning(verb),additionallanguagedemand(s)
(vocabularyorsymbols,syntax,discourse),andlanguagesupports(helpsthestudentunderstand
anduselanguage)

edTPARubric4:IdentifyingandSupportingLanguageDemands:Thecandidateidentifies
andsupportslanguagedemandsassociatedwithkeylearningtasks.
Thestudentswillhavetheopportunitytodiscusspriortothelessononhowcooperation
contributestosustainabilitythroughourPowerPointusingouressentialquestion.Inthisway,
thestudentswillseethequestion,thinkaboutthevocabulary,andrespondusingtheirnew
understanding.

Studentswillbeprovidedwithahandsonexperienceinwhichtheywilluseeffective
communicationtobuildteamwork.

Whenstudentscompletetheiractivity,theteacherwillusethenewvocabularywhilequestioning
studentsduringthereflection.Thiswillhelpthestudentsbeabletorespondusingthe
vocabulary.

InstructionalStrategiesandLearningTasks
Adescriptionofwhattheteacherwillbedoingandwhatthestudentswillbedoingthat1)uses
clearstepsthatconveytheuseofmultiplestrategies,resources,andtechnologyand2)offers
opportunitiesofferedforinquiry,activelearning,individualwork,andpairs/smallgroup
interactions

edTPARubric6LearningEnvironment:Thecandidatedemonstratesrapportwithand
respectforstudents.Candidateprovidesachallenginglearningenvironmentthatprovides
opportunitiestoexpressvariedperspectivesandpromotesmutualrespectamongstudents.

edTPARubric7EngagingStudentsinLearning:Thecandidateactivelyengagesstudentsin
learningtasksthataddresstheirunderstandingofkeycontent.Candidatepromptsstudentsto
linkprioracademiclearningandpersonal,cultural,orcommunityassetstonewlearning.

edTPARubric8DeepeningStudentLearning:Thecandidateelicitsstudentresponsesto
promotethinkingandtoapplystrategiesandskills.Candidatefacilitatesinteractionsamong
studentssotheycanevaluatetheirownabilitiestoapplytheessentialstrategyinmeaningful
readingorwritingcontexts.

edTPARubric9SubjectSpecificPedagogy:Thecandidatesupportsstudentstolearn,
practice,andapplystrategiesandskills.Candidateexplicitlyteachesstudentswhentoapplythe
strategyinmeaningfulcontexts.

Ver.4.00108/22/14

InTASCStandard1.LearnerDevelopment
InTASCStandard2.LearnerDifferences
InTASCStandard3.LearningEnvironments
InTASCStandard5.ApplicationofContent
InTASCStandard7.PlanningforInstruction
InTASCStandard8.InstructionalStrategies

Givedetailed,stepbystepinstructionsonhowyouwillimplementtheinstructionalplan.
Describeexactlywhatstudentswilldoduringthelesson.

Ver.4.00108/22/14

WarmupActivity(Heather)
(5minutes)

1. Teacherpresentsathoughtquestionontheoverheadprojectorandsays,Iwouldlikefor
youtothinkaboutthisquestionquietlyfirstforaminuteandthenIwillcallonafew
volunteerstosharethoughts.
a. Howcancooperationcontributetosustainability?
2. Teachercallsonavolunteertoreadthethoughtquestionaloudtotheclass.
3. Studentsraisetheirhandstobecalledontoread.Ifnoonevolunteers,astudentwillbe
calledonatrandom.
4. TeacherasksstudentsThink,pair,share.
5. Teacherthenasksforupto3volunteerstoexplaintheirthoughtsaboutthequestion.
6. Studentsrespondtothethoughtquestion.
7. Teacherpraisesstudentcommentsthoughtfully.
8. Teachercallsonthenextstudentbynamesaying,Whatdoyouthink?orWouldyou
liketoaddtothelastcomment?.
a. Thisquestionandanswerdialoguecontinuesfor5minutestime.
9. Teachertellsstudents,Wewillbegoingoutsideforagroupactivitywhichwillhelpus
developcooperationandtheteacherwillgiveusinstructions.Sopleaselineupatthe
doorandwellwalkoutasagroup
10. Studentstofollowteachertotheareafortheoutsideactivity.

TeamBuildingActivity
(20minutes)

1.Teacherwillthentellthestudentsthattheywillbesplitintotwogroups.Theteacherwillsay
ImgoingtopointtoyouandsayeithertheletterAortheletterB.IfyougetA,please
gostandonthisside(pointstoleft).IfyougetB,pleasegostandonthisside(pointsto
right).

2.Teachersaystoeachgroup,Youarenoweachgoingtobepairedupwithapartner.Teacher
thensays,Imgoingtocountoff1&2andyoutwowillbepartners.Shethenpartnersupthe
studentsasdescribed.

3.Teacher:WearegoingtoplayagamecalledLeadingtheblindfolded.Partner1is
blindfoldedandgivenanemptywaterbottleorotherrecyclableitemwhichtheymustplaceinto
therecyclingbinattheendofthecourse.Theblindfoldedpersonmustlistentotheirpartnerto
makeitthroughthecoursewhilestayingwithinthecones.Studentswillthenswitchrolesand
repeat.

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4.Teachermodelswalkingthroughthecourseblindfoldedwhilefollowingthedirectionofher
seeingpartner,whilestayingwithinconesandputtingtherecyclableinthebin.

5.Teacher:Leaders,youwillneedtocarefullydirectyourpartnerthroughthecourseby
communicatingclearly.Followers,youwillneedtolistenverycloselytotoyourpartners
directions.Letsallencourageeachotherandusepositivewords.

6.Teacher:Anyquestions?Allowstimesforstudentstothinkofquestions.

7.Teacher:Eachgroupwillbetimedonhowlongittakeseverymemberofthegroupto
completethecoursehavingplayedroleofbothleaderandfollower.

8.Teacherinstructsstudentstolineupwiththeirpartnersatthebeginningofthecourse.Shethen
placestheblindfoldonthestudentthatwillbegoingfirst.

9.Teacher:Ready,set,go!(startstimer)

10.Aftereveryonehascompletedtheactivity,teacherwillsay,Handsontop,andmodelby
puttingherhandsonherhead.Studentswillrespondbyputtingtheirhandsontheirheadsand
sayingEverybodystop.Greatjob.Allofyoudidreallywell.

11.Teacherwillaskchildrentolineupandwalkinsideandhaveaseat.

Wrapup/Homework
(25minutes)

1. Teachersasksthestudentstowalkinsideandsitdownsowecandiscussouractivity.
2. Studentsreentertheclassroomandsitdownquietlyattheirdesks.
3. Teacheraskstheclasstoreflectonwhatwentwell(Teachershowsthumbsup)orwhat
yourteamcouldhavedonedifferentlytomaketheactivitymorecooperative.
4. Teachersays,Pleaseberespectfulbycommentinginahelpfulway.
5. Afterapause,theteachercallsonstudentsforresponses.
6. Studentsofferfeedback.
7. TeacherwritessuggestionsonthewhiteboardorPowerPointslide
8. Teachergiveshomework.ThisafternoonortonightIwouldlikeforyoutotryto
participateinacooperativeorteamworkactivitysuchasdoingthedisheswithafamily
memberorwithyourteamifyouplayasport.Tomorrowduringmorningcircletime,
youwillhavetheopportunitytosharehowyoucooperated.

Assessment
Thetools/procedurestomonitorstudentslearningoflessonobjective(s)toincludeformative

Ver.4.00108/22/14

assessmentsappliedthroughoutthelessonandasummativeassessmentofwhatstudents
learnedbytheendofthelesson(includechecklistorrubric)

edTPARubric5:PlanningAssessmentstoMonitorandSupportStudentLearning:The
candidateselectsanddesignsinformalandformalassessmentstomonitorstudentsuseof
essentialconceptsandskills.Theassessmentsarestrategicallydesignedtoallowindividualsor
groupswithspecificneedstodemonstratetheirlearning.

edTPARubric12ProvidingFeedbacktoGuideFurtherLearning:Thecandidategives
specificfeedbacktoaddressstudentsstrengthsandneedsrelatedtothelearningobjectives.

edTPARubric13StudentUseofFeedback:Thecandidateprovidesopportunitiesfor
studentstousethefeedbacktoguidetheirfurtherlearning.

InTASCStandard6.Assessment
StudentName:
Criteria

Advanced

Effective
Consistentlylistens
Communicator
respectfullyto
others
Consistentlyshares
ideas
Consistentlyasks
questionsfordeeper
understanding
Consistently
contributes
respectfully

Proficient
Listens
respectfullyto
others

Sharesideas

Asksquestions
relatedtothe
activity

Novice
Needsreminders
tolisten
respectfullyto
others
Needs
encouragementto
shareideas
Needstoask
theirpartner
questionsto
completethe
tasks

TeamWork& Consistently
Cooperation
encouragesother
teammembers

Consistently
maintainsapositive
andenthusiastic
attitude
Completesalltasks

Encouragesother
Needsreminders
teammembers
toencourage

otherteam
Maintainsapositive
members
attitude
Needshelp

stayingpositive
Completesmost
duringthetasks
tasks
Needs

encouragementto

completetasks

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Locomotor
Skills

Demonstratesthe
useofadvanced
locomotorskills
alone

Demonstratesthe
useofadvanced
locomotorskills
withapartner

Demonstratesthe
useofbasic
locomotorskills
alone

Demonstratesthe
useofbasic
locomotorskills
withapartner

Needshelpusing
basiclocomotor
skillsalone

Needsreminders
toworkwith
partnertouse
basiclocomotor
skills.

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DifferentiationandAccommodations
Instructionalstrategiesandplannedsupportsforindividuals,and/orgroupsofstudentswith
specificlearningneedsthatprovideadaptationsconnectedtoinstructionalstrategies,the
learningenvironment,content,and/orassessment/performancetaskforindividualsand/orsmall
groups(e.g.,ELL/MLL,struggling,accelerated,504/IEP,etc.)

edTPARubric2PlanningtoSupportVariedStudentLearningNeeds:Thecandidateuses
knowledgeofhis/herstudentstotargetsupportforstudentslearning.Supportsincludespecific
strategiestoidentifyandrespondtocommondevelopmentalapproximationsormisconceptions.
ThediverselearnersinourclassroomincludeoneELLstudent,oneADHDstudent,aswellas
studentswholearninavarietyofways.Wehaveusedourunderstandingofthevariouslearning
stylestoguidethislesson.AnELLstudentmaybeabletobetterunderstandtheinstructionwhen
wemodeltheactivityaswellasgiveverbalinstruction.Thisalsoencouragesthosewhoare
visualandauditorylearners.AnADHDstudentwillhasbeensupportedbybeingpairedwitha
studetntwhoisagoodcommunicator.Becausethenatureofouractivityiskinesthetic,this
activitynaturallysupportsthisstudentsneedtomove.Wehavealsoprovidedanopportunityfor
studentswhoareinterpersonallearners.Thegroupactivityallowsthemtosharetheirideas,take
leadershiproles,andlearnhowtodealwithvariations.

TYPEOFLEARNER

Listthetypeofaccommodationordifferentiation(learning
environment,content,process,orperformancetask)anddescribe
howyouwilldifferentiate.

ELL/MLL

Modelwhileprovidingverbalinstructionsothattheyreputting
wordsandconceptsofthelessonintocontexttomakethecontent
moreunderstandable.

Struggling

ADHD

504/IEP

Others(describe)

Wewillpairthisstudentwithapartnerwhocommunicatesclearly
andstaysfocusedontasks,followingdirections.
Wewillthereforepairupallpartnersoneachteam.

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Materials(Optional)
Pleasenoteand/orpasteanysupportingmaterials(i.e.,teachingmaterials,customlessonplans,
etc.)intothespacebelow.Youmayuseasmanypagesasneededbeyondthespacebelowto
pasteyourmaterials.
PowerPointQuestion
Wideopenspace
Conesorsimilaritem
blindfolds/Material
recyclables
recyclebin/trashcan

Sidewalkchalkforextensionactivity

LessonPlanReflection
Ananalysisofwhatworked,whatcouldbechanged,andthenextstepsforteaching.

edTPARubric10AnalyzingTeachingEffectiveness:Thecandidateusesevidenceto
evaluateandchangeteachingpracticetomeetstudentsvariedlearningneeds.

edTPARubric15UsingAssessmenttoInformInstruction:Thecandidateusesthe
analysisofwhatstudentsknowandareabletodotoplannextstepsininstruction.

InTASCStandard9.ProfessionalLearningandEthicalPractice

Whatchangeswouldyoumaketoyourinstructionforthewholeclassand/orfor
studentswhoneedgreatersupportorchallengetobettersupportstudentlearningof
thecentralfocus(e.g.,missedopportunities)?
Basedonyourreflectionandyourassessmentofstudentlearning,describethenext
stepstosupportstudentslearningrelatedtothecentralfocusandstudentlearning
objectives.

ExtensionActivity:ShrinkingVessel.DescriptionEachteamarrangestheirbodiestofit
intoashapethatisdrawnontheground.Theshapecontinuallyshrinksasweshadein
theouterportionsandtheymustcontinuetokeepallbodypartsofeachteammember
insidethelineswithoutfallingorsteppingout.