ID Number
SECTION 1: LESSON INFORMATION
Estimated level of development: Are very Social and emotional although, understanding when it comes to instruction.
Fundamental skill to be taught: The students will learn how to perform balancing, jumping rope, leaping, hopping, pushups, and crunches
NASPE Standards
This lesson plan will make use of NASPE’s standard 2 and standard 3
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
SECTION 2: LESSON INTRODUCTION
Rationale: This lesson plan is meaningful and significant to the students because each learner in the class has a need to remain physically healthy. This lesson plan will be collaborative because it forms some of the courses that the students have already obtained such as basic writing and reading and application of concepts. This lesson plan will be filled with values because all through the classroom discussions, the learners will be taught on the importance of being skilled and physically well. This lesson plan will be thought-provoking to the learners because they will be required to reason, contribute, and demonstrate awareness and actions during the discussions. Moreover, this lesson plan will be dynamic because it necessitates the learners to think contemplatively and to create relations between exercise and physical health.
GSE’s/GLE’s/Frameworks:
- The students will be able to read and understand the meaning of the words balance, leap, hop, jump, crunches, and push-ups.
- The students will be able to write their understanding about physical health and exercise
- The students will be able to talk about their knowledge concerning physical health and exercise
Objectives:
The students will be able to
- Talk about their daily physical activities
- Familiarize themselves with the common physical exercises that they do in their daily lives
- Form connections to various types of basic exercises such as balancing, jumping, leaping, and hopping, pushups, and crunches.
- Create an album about the different form of exercises.
- Apply the different form of exercises.
Materials:
Different obstacles such as jumping ropes, cave miniatures, picnic tables, hula hoops
Pictures of different exercises and ways on how to keep the body healthy
SECTION 3: LESSON PROCEDURE
A. Anticipatory Set
Ask the students to take active participation in the discussion by raising their hands. To introduce the word physical health to the students, the teacher will begin by showing pictures of the different forms of exercises. State: “Physical health is about having the right mind and body condition in order to perform well in all types of activities. Exercises are the best tools to keep the mind and body healthy.” Write down on the blackboard the ideas that learners are contributing concerning physical health. This activity is to evaluate how deep their knowledge about physical health is. Inform the learners about the significance of learning physical health and exercises.
B. Procedures
In starting the lesson, the following steps will be implemented.
1. The teacher shall begin the activity by providing each learner a piece of paper and writing material such as a pen or pencil.
2. The teacher shall ask the learners to begin a two minute writing activity or brainstorming activity that will enable them to write words or phrases to briefly describe what exercises they do.
3. After two minutes, the teacher shall ask the learners to put down their pencils and prepare for a brief sharing of what they have written.
4. The teacher shall guide the learners in sharing their responses. The responses will serve as a guide in teaching about physical health and exercises. Furthermore, the teacher should inform the students that there are other more complex exercises.
5. After sharing responses, ask the learners to get their writing material and a piece of paper.
6. The teacher shall ask the students to do writing or brainstorming activity. Let the learners write down activities they hope to perform in their physical education class.
7. After five minutes, the students are expected to have already completed the task. The teacher shall then ask the learners to share what they have written in front of the class and why they came up with those ideas. Ask the students whether the ideas they have written would benefit their health or not.
8. The teachers shall pass around construction paper with cutouts of the different form of exercises.
C. Activity: The Mountain Climb”
1. Let the students sit in a circle quietly outside and inform the students about the activity. Always have the children pumped full of excitement!
2. Let the students know that in order to climb the mountain, there will be many obstacles to encounter and surpass.
3. The students will have to perform basic physical exercises prior to the start of the adventure. Balancing, jumping rope, leaping, and hopping will all be performed. Inform the students that these exercises are usually performed for warm-up purposes because just like a car engine, it needs to feel the heat before it runs to the street.
4. Let the students perform ten push-ups to scare the bears away and clear a path.
5. The students will then continue to climb until they reach the “hot stones” where they will need to use their jumping skills and use jump ropes to get across the hot stones to get to the other side. The students must perform 20 jump ropes and then run to the small alligator swamp.
6. Once at the alligator swamp, there will be hula-hoops set up in two rows. Students will run with their back straight, opposite knees up high “high knees” so they do not get stuck in the sticky swamp or caught by the alligators!
7. The students will then cross the rocking bridge of the fast river which will consist of two long jump ropes on each side of the students for them to hold on to.
8. Next is the creek where the student does balancing and hopping from rock to rock in order to cross the creek.
9. The students will then run to the playground picnic area (the caves) where they will do 15 crunches to scare away the bats that sleep in the cave (under the picnic tables).
10. Once out of the cave, the students will run to the boulders. Students will jump over hurdles (boulders) then run over to the zigzag orange cones which are used as a “steep trail”
11. After making it up the steep trail, the students finally reach the top of the mountain that is the school side walk.
12. At the end of the class period, I will have the students begin to “climb back down the mountain” and pick up the pieces of equipment.
Many teachers find that at the end of an instant activity, students feel energized but are actually more likely to listen to the teacher's instructions. All children perform this activity in many ways depending on their age. The activities in this lesson plan can be modified according to the students’ age level and capabilities.
D. Closure
E. Assessment
The teacher can assess the success of this lesson through the group discussion contribution as well as a completed activity on physical health and exercises album. The teacher may likewise assess the efficacy of the lesson by reading the learners brainstorming as well as essay papers unfolding the definition of what a physical exercises are and why physical health is important. Furthermore, the teacher may ask questions about the students’ observation concerning physical exercises.
SECTION 4: HOME-SCHOOL CONNECTION
The students will be encouraged to take morning walks with their parents at least 15-20 minutes each day. The students may also invite their parents to engage in sports activities as a form of family bonding.
SECTION 5: LESSON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
If there are any learners in the class that required assistance, give special attention to them in a way that would create another physical activity that would best suit their physical needs. If necessary, spend time working one-on-one with the learner or assign the learner with a “buddy”. I can sense that in making use of these kinds of support, I will be giving the best probable and least limiting learning situation for a learner who has a mild to moderate disability. Children with mild to moderate disability will still be encouraged to engage in physical activities. Any difficulty perceived by the teacher should be prevented.
References
Fogelman, Y., Bloch, B., & Kahan, E. (2004). Assessment of participation in physical activities and relationship to socioeconomic and health factors: The controversial value of self-perception. Patient Education And Counseling, 53(1), 95--99.
Green, D., & Maiorana, A. (2012). Why exercise is an important component of risk reduction in obesity management. Med J Aust, 3, 165--166.
McIntosh, R., Vaughn, S., Schumm, J., Haager, D., & others,. (1994). Observations of students with learning disabilities in general education classrooms. Exceptional Children.
Mosston, M., & Ashworth, S. (2002). Teaching physical education. B. Cummings San Francisco, CA.
Rink, J. (1993). < em> Teaching Physical Education for Learning</em>.
Shapeamerica.org,. (2014). National PE Standards. Retrieved 10 June 2014, from http://www.shapeamerica.org/standards/pe/index.cfm
