ESS 360 Physical Education Lesson Plan Student Teacher Miss Bush Grades 2-3 Teacher #1 Miss Bush #2 Miss Bush Teaching Date 3-10-11 Instructional Theme Gymnastics Skills and Rhythmic Movements Lesson Sequence # 1 of 3 Physical Education Standards (A minimum of two standards): Standard # 2.1 Motor Skills and Movement Patterns: Students demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard # 2.2 Movement Concepts: Students demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard # 2.4 Health-Enhancing Physical Fitness: Students achieve and maintain a health-enhancing level of physical fitness. Standard # 2.6 Value of Physical Activity: Students value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Physical Education Performance Objectives/Indicators: (2-3 psychomotor, 1 cognitive, 1 affective): Psychomotor: TSWBAT use creative rhythmic movements while listening to various songs matching their movements with the speed of the music at least 80% of the time. (2.1.4) TSWBAT demonstrate efficient movement skills with various objects that present balance, spatial awareness, and change of direction while traveling through an obstacle course, 100% of the time. (2.1.1, 2.2.1) Cognitive: TSWBAT identify different movement skills most efficient to perform various tasks within the challenge course. (2.2.1) TSWBAT to recognize the speed at which to move in relation to the speed of the music that will be playing at least 80% of the time. (2.4.3) Affective: TSWBAT express their enthusiasm and interest in learning in a fun and interactive way 100% of the time. (2.6.3) Subject Area Standards (A minimum of one standard for each subject area included): Standard # 2.1-Health: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Standard # 2.7-Health: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Subject Area Performance Objectives/Indicators: (One to two for cognitive domain): Subject Area #1 Health: TSWBAT to understand the importance of maintaining a health active lifestyle 100% of the time.(2.1.1, 2.7.1) TSWBAT to understand how the heart functions by following the path of blood flow from the heart to the rest of the body accurately at least 50% of the time. (2.1.1, 2.7.1) TSWBAT to look at and label the 4 chambers of the heart by using a heart flow chart as their guide at least 8
out of 10 times. (2.1.1) Equipment Needs (List all equipment, specific records, tapes, CD s, etc.): - Poster board for visual heart chart - 15 hula hoops - CD player - Music CD: The Top 100 Kids Songs of All Time - Heart Course Equipment: 3 or 4 fold up mats (right atrium), 4 arches or bridges the kids can go under (valves), vaulting box or the pyramid stacker (right ventricle), various objects like hula-hoops, chickens, rings that the students have to maneuver through using fast feet (left atrium), 5 to 8 mini hurdles (left ventricle), and 1 giant tunnel or tube for the students to crawl through (aorta), 8 blue and 8 red soft cushy balls (red and blue blood cells) - Stethoscope - Box of fun trivia questions and challenges to complete relating to heart - Directional signs and locations for course - Clothes pins Assessment Needs (List all task sheets, assessment forms to be used that the student will supply) - 16 heart sheets - 16 red crayons - 16 blue crayons Type of Assessment (How will you know what the student has learned in the lesson) Heart picture flow chart worksheet ASSESSMENT ACTIVITIES Description and Example Form to be Used (i.e., skill observation checklist, rubric, cognitive) Three different resources must be used for your assessment choices ***Two best may be submitted for the Applied Assessment: Skills, Attitude, Knowledge assignment I will assess the students knowledge on the direction and the flow of blood through the heart. The students will have to be able to look at a picture of the heart and label the four chambers using either a red crayon or a blue crayon to indicate whether or not the blood is oxygenated. Type of Adaptations (Describe special needs of any students and how you will adapt instruction to their needs) I will use this worksheet to see if the students are able to understand and folllow the direction of blood flow throughout the heart. Example is Attached ADAPTATIONS Blind- If a student is visually impaired I will partner them up with another student who will be their guide and help lead them through the challenge course. I will also be sure to set up alternative obstacles that may be less challenging. Deaf- If a student is hearing impaired I will be sure to provide more visual demonstrations. ADD- If a student struggles with an attention disorder, I will be sure to find some hand motion or gesture to use that will help them stay on task or signal them to direct their attention back on me.
Introduction/Set Induction (You may use bullet points rather than full sentences) LESSON FOCUS Hello class my name is Miss Bush. To start off today, we are going to review some of the class room rules. Who can raise their hand and share with the class at least one rule? (Talk to the students for a minute about my class expectations and allow them to get to know me for a minute) Talk about the importance of staying on task and having fun. Alright, now that we have all gotten to know each other a little bit better we are going to start today off with a fun warm up activity to get your hearts pumping. (Warm-up Activity: Escape from the Zoo- hula hoops will be spread randomly throughout the space of the gym and there will be on less hula-hoop than there are number of students. The students can start from any where in the gym outside the hula-hoops, when the music starts playing they must move around the gym using various rhythmic motions of their choice that match up with the speed of the music (if it is a fast song they can move more quickly) When the music stops the students must find a hula-hoop as fast as they can and stand inside of it with both feet. The last student to find a hula-hoop must go to the zoo where the zoo keeper (me) will instruct them to perform an animal motion during the next song that plays. When the music stops again everyone must find another hula-hoop to stand in, including the zoo animal. If the zoo animal gets to a hula-hoop before someone else they are free to perform their own rhythmic movements again for the next song and the person left outside the hula-hoop has to go visit the zoo keeper and they then become the new animal.) TIME (Real clock time) After the warm-up is complete and the students have had time to get their heart rates up, I will have them meet back in the center circle where we will begin the lesson for the day. Start by having everyone put their hand over their heart to see whose heart is racing and beating faster than it was before we did the warm-up. Did you know that your heart is continuously working to pump blood throughout your body at all times, even when you sleep? Our hearts are constantly pumping blood around and through every part of our bodies from our heads to our toes. Trivia Question: How many chambers does the human heart have? Raise your hand if you think the answer is 2, 5, or 4? If you said 4, turn to your neighbor and give them a high-five. There are 4 chambers that make up the human heart, the right atrium, left atrium, and the right ventricle and left ventricle. In order for our hearts to pump blood throughout our entire bodies our blood must travel through a specific path starting in the right atrium. (Use the flow chart to demonstrate how blood travels through the heart.) Walk the students through the process starting in the right atrium, then moving to the right ventricle pumping blood from your heart to your lungs by way of the pulmonary artery. It then moves to the left atrium and travels to the left ventricle pumping blood away from the heart to the rest of our body like our arms, legs, feet, etc. through the aorta. Now that we know the direction and the path that our blood flows through our hearts, we are going to apply this to the Healthy Heart Challenge Course. To move through the challenge course you must use various gymnastic skills to flow from one chamber of the heart to the next. In this course you are going to be the blood cells. Some of the skills you will be working on throughout this course include upper body strength, adnominal strength, flexibility, vaulting, foot speed, and leaping over hurdles. INSTRUCTIONAL PLAN & SCHEDULE Movement/Gymnastic Concepts to be Explored Instructional Activities (Detailed) Guiding Questions (Sequentially developed questions to explore the concept or concepts for the lesson) AND/OR Key Teaching Points/Learning Cues Organizational Plan (How will students and equipment be organized? There must be clear descriptions for movement patterns) Introduction/Set Induction (Text noted above) 12:55-1:10 Teacher introduction and Introductory Introduce myself to the class: - Review classroom rules and expectations Students will start out by sitting around the
Activity - Transition into warm-up by explaining the importance of a warm-up (to increase your heart-rate and get your body warmed up before performing any physical activity) - Have students feel their heart beats before the warm-up so that they can compare it to after the warm-up center circle. They will then spread out using the gym space to perform the warmup activity. 1:10-1:20 Lesson Introduction Have students compare their heart rates after the warm-up to their resting heart rate before the warmup. Ask them about what changes they feel (faster heart beat, warmer body temp, starting to sweat etc.) - Transition with Trivia Question - Talk about the 4 chambers of the heart - Flow Chart (demonstration) - Introduce the Healthy Heart Challenge Course by walking the students through the course to make sure they understand the path and flow before starting the activity Have the students center circle. The students will then get in a line and follow me through the heart course stations (chambers). 1:20-1:25 Assessment Worksheet Once we have reviewed the heart flow chart and have walked through the course and all the students questions have been answered, I will give them a heart flow worksheet that they must complete before the break. (if I find that they are having trouble I will allow them to work together in small groups) I will also leave the big flow chart poster up so they can use it as a guide if needed. The students will circle and will space themselves out once the worksheet assessment is handed out. 1:25-1:30 Break 1:30-2:00 Healthy Heart Challenge Course I will divide the students up into partners or small groups to start out and from there I will play the music as they challenge themselves to travel through heart as many times as they can before the end of class. They may go at their own pace speeding up and slowing down whenever they feel like it. Their goal is to try and collect as many clothes pins as they can, (they will pick these up during the Great Exchange part of the course where oxygenated blood is transferred to cells and then becomes carbon dioxide as it travels back to the heart). They can attach the clothes pins to their clothes. The students will be moving around the gym. 2:00-2:05 Closure Review the 4 chambers of the heart and use the flow chart to have the students talk me through the direction of blood flow. The students will center circle. Introduce next week s lesson: - Long-Rope Jumping Skills
TIME INSTRUCTIONAL PLAN & SCHEDULE Continued Movement/Gymnastic Instructional Activities (Detailed) Guiding Concepts to be Questions (Sequentially developed questions to explore Explored the concept or concepts for the lesson) AND/OR Key Teaching Points/Learning Cues Organizational Plan (How will students and equipment be organized? There must be clear descriptions for movement patterns) Culminating Project or Activity Closure The culminating activity of this lesson is the Healthy Heart Challenge Course. The students must travel through the Right Atrium Mat Maze obstacle course using Valves Noodle Arches the entire gym space. Right Ventricle Vaulting box and Pyramid Lungs workout area working on strength, flexibility, and abdominal strength Left Atrium Fast feet through hula-hoops while trying to avoid the chickens Left Ventricle Mini Hurdles Aorta Tunnel leading either the artery to the brain or to the rest of the body Brain listen to heart beat with stethoscope or do a brain workout at the trivia treasure chest Rest of the Body go pick up a blue beanbag from the bucket and run around the gym one time, when you get back put exchange the blue bean-bag for a red ball and skip another full lap. After completing the lap you have to shoot the red ball back into the basket before re-entering the heart. List two questions that explore the concepts covered in the lesson. 1. Who can tell me the name of at least one of the 4 chambers of the heart? Right atrium, Left atrium, Right ventricle, Left ventricle 2. As a class can you all tell me what the name of the chamber is that I am pointing to on the flow chart? 3. What are some ways we can keep our hearts healthy? Exercise regularly, eat healthy foods, etc. Describe one activity, movement pattern, etc. students can practice for the next week. What are some things you can do at home to get your rate up? Walk the dog, jump rope, skip, run, etc. Jump rope is one activity that will get your heart beat pumping and that is the skill we will be working on next week, so that would be good activity to practice for next week. Suggest how the next lesson will build on what the students practiced in this lesson. Jump roping is a great cardiovascular workout that gets your heart beating and is a great way to strengthen your heart. H:\Gymn & Rhythms\Lesson Plan Format_08.doc