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PE lesson plan - physical education methods for elementary
Elementary Physical Education and Health Methods (EDUC 4270)
Western Governors University
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Jayme Stepp C Task 1 A-D 12/8/ Task 1 A: I am evaluating a physical education lesson plan. The title of the lesson plan is “minnows tag”. This activity is for students in K-2nd grade.
A1:
In my opinion this lesson plan is not very effective. First there is no anticipatory set evident. Which means that the students previous experiences are not being brought up. In the presentation procedure the teacher does explain the how the game works to the students. Even though the teacher verbally explained the rules of the game, students in grades k-12 may understand better if the teacher did some modeling or guided practice. I think the students would understand the game a lot better if they were able to see how the game is played. For independent practice the students are asked to play the game using a specific locomotive motor skill. However, it is never explained to the students what locomotive motor skills are. The game does align perfectly with the given standard. There is no evidence of a closing procedure.
A1b: There is no differentiation for students with multiple disabilities present in this lesson plan. This would include students that are as ELL, gifted and talented, or students with disabilities.
A1c: The lesson plan is following the National standard that says “The Physically literate individual demonstrates competency in a variety of motor skills and movement patterns. The lesson plan aligns perfectly with the standard since the students are using different locomotive motor skills during each round of the game. Therefore, the game demonstrates competency of the National standard selected.
A1d: This lesson promotes being active and teaches students that they can be active through playing a game. By teaching the students about active play the lesson promotes a positive healthy lifestyle. Minnow tag also teaches the students that the game can be different during every round just by changing the locomotive motor skill. I believe that everyone not just students will enjoy physical activity more when they are having fun and enjoying themselves.
A2:
I would make three instructional changes to this lesson plan to make it more successful. The first thing I would change would be adding an anticipatory set. The anticipatory set lets students know what to expect and it allows the teacher to see what they already know about the activity. The second change that I would make is adding guided practice to the lesson. Even
though the lesson is explained verbally, some students learn better when they can see or visual the activity that is being done. The third and final change I would make to the lesson plan is adding differentiation. Some students may not be able to perform the task the same as other students. The lesson may require some changes for these students.
A2a: The first thing I would do to change the lesson plan would be to add an anticipatory set. Anticipatory sets rely on one of the most studied aspects of learning-the importance of engaging prior knowledge to facilitate new knowledge (West & Deutsch). To get students excited about playing a new game I will first ask them if they know what minnows are. Next, I would ask students to tell me what they know about minnows and where they live. After discussing with the students’ what minnows are I would ask them if they would like to play a game where they got to be a minnow. I would explain to the students that even though minnows get around the water by swimming, in the game we are playing they will be doing different movements to avoid the net. I will explain that they will move across the gym floor by walking, hopping, running, crawling or leaping. This will help the students engage in prior knowledge by remembering what each movement is and how to do it. As stated above engaging prior knowledge will facilitate new knowledge. However, according to research if existing knowledge is inactive, insufficient, inappropriate, or inaccurate it can actually impede learning (West & Deutsch). Therefore, I think it is important to have an anticipatory set in the lesson plan.
The second change that I would make the lesson plan would be to add a guided practice or modeling section. The purpose of guided practice is to serve as a bridge to being successful when students apply the strategy(ies) independently (2019). For this activity I will choose students to be minnows and students to be the net. I will start with the students that have been chosen to be minnows. I will select a movement skill such as skipping and show them how to “swim” across the gym. Next, I will work with the students that have been chosen to be the “net”. I will show the students how to keep their feet planted and how to tag a “minnow” in a safe way, so no one gets hurt.
The last instructional change that I would make to the lesson plan would be differentiation. For my students that have a physical disability I will give them the choice to be the minnow or the net. I will explain to my students that they can do as much movement as they are comfortable with and allow them to have breaks from the game as needed. Students that are in wheelchairs will be the “big fish” that eats the minnows. They will be able to move around the gym and try to tag the students that are minnows before they can escape. Adding differentiation instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction (Robb). In my opinion differentiation is extremely important in any lesson.
questions about washing their hands. Teacher will ask students to describe the steps of correctly washing their hands. Teacher will write correct steps on a white board.
group discussion with teacher
Guided Practice Activity Description/Teacher Student Actions Teacher will have students tell her the correct steps to hand washing while she demonstrates how to wash your hands correctly.
Students will tell teacher correct steps of washing her hands while she demonstrates.
Independent Student Practice Activity Description/Teacher Student Actions Teacher will have students break into small groups. Teacher will have student go in groups to the sink and wash their hands. Teacher will observe students washing their hands
Students will break into small groups. Students will go with their group to the sink and wash their hands. Students will observe other students in the group and make sure they are following the correct steps.
Culminating or Closing Procedure/Activity Activity Description/Teacher Student Actions Teacher will ask students question about washing their hands. Teacher will ask students how washing their hands can stop the spread of disease. Teacher will hand out blank handwashing worksheet.
Students will participate in whole group instruction. Students will label the hand washing steps in the correct chronological order on the worksheet provided.
Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content-specific accommodations that help to meet a variety of learning needs.
Gifted and Talented: Gifted and talented students will be asked to write an example of what a communicable disease is on the back of their worksheet.
ELL: Students will be provided with a worksheet in their native language. Teacher will check with students to make sure they understand the lesson ELL students will be provided a chrome book to help with translating the lesson to their native language.
Students with Other Special Needs: Students with special needs will be given one on one assistance by teacher to check for understanding. Students may provide verbal answers for the worksheet.
Students in wheelchairs will be taken to a sink that is accommodating to their needs. All IEP accommodations and modifications will be followed.
Assessment
Formative Teacher will observe and monitor students while they wash their hands. Teacher will observe conversations within small groups. Teacher will ask students questions individually while they are in small groups and while they are washing their hands to check for understanding.
Summative Students will label the handwashing steps in the correct chronological order on the worksheet provided with 80% accuracy.
Part C: Justification In this lesson I used the task and performance modelling strategy “This strategy is used so that students can first observe what is expected of them, and so they feel more comfortable in engaging in a new task or activity” (Effective modeling). While I was performing the task of washing my hands the students had to tell me the each step in the correct order. Therefore, students were not only watching what I was doing they had to verbalize each individual step that I had written down. I believe that having them see visually and having to say the steps out loud will help with their ability to remember each step in the correct order. Modeling is a great way to help students learn the task at hand. Differentiation in instruction is important in any lesson. Every student is different in their own way and every student learns differently. According to Carol Ann Tomlinson “differentiation means tailoring instruction to meet individual needs” (Tomlinson, 2019). The idea of differentiated instruction is to modify the assignment to meet the students’ needs while still achieving the same outcome or result as the other students. In my lesson I have differentiated instruction for gifted and talented learners, ELL students and students with special needs. For my gifted and talented students, I enhanced the lesson to include the question “what is one example of a communicable disease” to add a little more of a challenge to the assignment. The ELL students will be provided a copy of the handout and lesson plan in their native language if needed. I will also check with ELL students to make sure they understand the lesson. My special needs students will be given the option to give verbal answers to the worksheet. Any students in wheelchairs will be provided a sink to accommodate their needs. Even though I have differentiated instruction all of the students in the class have the same expected goal. Ben Johnson states “The best teachers throughout time have always found ways to reach individual students” (Johnson, 2009). A formative assessment is a great way to check students understanding. There are several different ways to perform a formative assessment. For this lesson I used observation as my formative assessment. I moved around the room while students were in their small groups and observed their conversations. I wanted to listen and make sure the students were understanding what was expected for the assignment and to see if students had any problems they were trying to solve in their small groups. I also observed students as they washed their hands to make sure they were following the steps that were provided during the lesson. In the article Why Formative Assessments are Important Rebecca Alber says, “Simply observing the actions, behaviors, and words of students can provide a wealth of valuable data and serve as a formative assessment” (Alber, 2014) supporting my use of observation for formative assessment. “The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark” (University). In order meet this goal I used a worksheet for my summative assessment. Students are asked to put the pictures in chronological order according to the steps of handwashing discussed earlier. This assessment allows me to check the knowledge of each student on the given standard.
References
Alber, R. (2014, January 15). Why formative assessments matter. Edutopia. Retrieved December 12, 2021, from edutopia/blog/formative-assessments-importance-of-rebecca- alber.
Coloriage how to wash my hands worksheet for kids. Coloring Pages. (n.). Retrieved December 12, 2021, from coloring-pages/how-to-wash-my-hands-worksheet-for-kids- printable-coloring-pages-book-24638.
Effective modelling - chaucer school, Sheffield. (n.). Retrieved December 12, 2021, from chaucer.sheffield.sch/images/schoolimprovement/tla/modelling.pdf.
Guided practice. theme header. (2019). Retrieved December 9, 2021, from readingrecovery.clemson/home/reading-comprehension/lesson-structure/guided- practice/.
Johnson, B. (2009, March 3). Differentiated instruction allows students to succeed. Edutopia. Retrieved December 12, 2021, from edutopia/blog/differentiated-instruction- student-success.
Robb, L. (n.). What is differentiated instruction? Scholastic. Retrieved December 9, 2021, from scholastic/teachers/articles/teaching-content/what-differentiated- instruction/.
Tomlinson, C. A. (2019, September 25). What is differentiated instruction? Reading Rockets. Retrieved December 12, 2021, from readingrockets/article/what- differentiated-instruction.
University, C. M. (n.). Formative vs summative assessment - eberly center - carnegie Mellon University. Formative vs Summative Assessment - Eberly Center - Carnegie Mellon University. Retrieved December 12, 2021, from cmu/teaching/assessment/basics/formative-summative.html.
West, B., & Deutsch, A. (n.). DigitalCommons@EMU. Commons.emich. Retrieved December 8, 2021, from commons.emich/cgi/viewcontent.cgi? article=1310&context=loexquarterly#:~:text=One%20of%20the%20most%20useful,collect %20valuable%20information%20about%20students.
PE lesson plan - physical education methods for elementary
Course: Elementary Physical Education and Health Methods (EDUC 4270)
University: Western Governors University
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