Lesson Plan Four

Name: Eric Liegel

Lesson Title or Subject/Topic: Angry Birds
Unit: Brining Games into Limited Space
Date:
Estimated Time/Length of Lesson: 45 minutes
Grade Level: 6th
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.

Students will be able to hit targets from various distances using proper overhand throwing, a
sling shot, or cannon launcher.

National P.E. Standards:

Standard 3- The physically literate individual demonstrates the
knowledge and skills to achieve and maintain a health-enhancing level of
physical activity and fitness.

Standard 4- The physically literate individual exhibits responsible personal

and social behavior that respects self and others.

Standard 5- The physically literate individual recognizes the value of

physical activity for health, enjoyment, challenge, self-expression and/ or
social interaction.
Wisconsin State Teacher Standards:

Teachers know how to manage a classroom.

The teacher uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.

Teachers know how children grow.

The teacher understands how children with broad ranges of ability learn
and provides instruction that supports their intellectual, social, and
personal development.

Teachers are able to plan different kinds of lessons.

The teacher organizes and plans systematic instruction based upon
knowledge of subject matter, pupils, the community, and curriculum
goals.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

LEARNING GOALS
-Students are able to hit targets from various distances away.
-Students will use strategies and guided discovery to complete tasks.
-Students will work together as a team, and demonstrate proper personal and social
behavior.
OBJECTIVES
Psychomotor The student will be able to hit different targets from various
distances using the overhand throw, cannon launchers, and team sling shot. For the
overhand throw, they will start in a T position, elbow bent, step at their target with
their non-throwing foot, release, and follow through at their target and opposite
pocket. The cannon launcher, students will load it, and step on the back of it to shoot
out an object. When using the sling shot, two people will hold the end, and one
1

Safety
Statement

Assessment of
Learning
Describe your
formative and
summative
assessments you
will use.
Learning
Environment/
Behavior
Expectations
What procedures
will you use to
ensure students
are safe, on task
and engaged?

person will pull back and release when ready.

Cognitive - Students will be able to explain and demonstrate how to properly hit
their targets using different techniques. For the overhand throw, they will start in a T
position, elbow bent, step at their target with their non-throwing foot, release, and
follow through at their target and opposite pocket. The cannon launcher, students
will load it, and step on the back of it to shoot out an object. When using the sling
shot, two people will hold the end, and one person will pull back and release when
ready. They also will be able to describe velocity, force, and a parabola.
Affective - Students will stay on task and actively participate throughout the lesson.
They will take care of the equipment and use it for only what it is intended for.
Finally students will demonstrate proper personal and social behavior to self and
others.

Students will always be safe to their self and others around them. Before each activity we
will go over safety protocol and concerns that students will follow. If they arent, I will stop
and take care of it before the lesson goes on. Students also will only use the equipment for
what it is intended for. Finally, groups and games will be spread out enough so that they
dont interfere or cause a safety concern for others. We will go over safety with the cannons,
and how we are going to collect the items before we start. If there is any breaking the rules
or not following the directions, the students will understand that we will stop.
Observation
Exit Slip

Expectations: I expect my students to participate and try their best in

every activity. I also expect that my students take care of the equipment
and only use it for what I tell them to. They are expected to demonstrate
proper personal and social behavior at all times, and when working in
groups, they work together, cooperate, and demonstrate good
sportsmanship.

What might
happen that you
might not
expect?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Instant Activity: Fast Food Quiz- Students will get a
Launch/
Motivational Set
worksheet, and go around to different stations to complete
2

their worksheet. They may use a partner if they want and

work together.

15 Minutes
How will you start the
lesson to engage and
motivate students in
learning?
Instruction: (Body of
the lesson)
25 Minutes

Tasks
(Extensions)
Hit down all
the targets

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?

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Cues
(refinements
) Think about
where you are
aiming and
force

Challenges :
(Applications)How many can
you hit with 10
balls.

Modifications
: Modifications
to meet
students
individual
needs both to
challenge and
make easier.

Greet Students
Explain to them what the day looks like.
Explain to them the warm up Fast Food Quiz.
Fast Food Quiz
Allow students to fill out the end of activity worksheet.
Gather students back up in the middle.
Explain Angry Birds
Go over Safety
Angry Birds
Closure

What will students do?

Angry Birds- Students will work as small groups of 5, and use the overhand throw,
sling shot, and cannon launcher to try to knock down tennis balls and different
animals. Each group will have to stay behind the shooting line until all groups are out
of objects. We then will retrieve them, and go again after teams switch roles. If they
hit an object, they put a tally on their white board. More information is attached.

Closure
5 Minutes

-Ask the students what the focus of the day was.

-Ask the students to explain velocity, force, and parabola.
-Ask the students the challenges that they faced.
-Ask the students how they can use these skills outside of class.

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

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?

Tennis balls
Little gator balls
Buckets
Cannon Launchers
Sling shots
Stuffed animals
And anything else that you might think of.

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?

Velocity
Force
Parabola

Students will use skills and strategies learned in culminating activities.

Describe the language

function and demands
required a how you will
support your students
during the lesson.
4

EVALUATION OF
LESSON

PRE-PLANNING: Explain if their was previous instruction in this activity (

levels)

POST PLANNING: Assessment informs Teaching: what are future need

assessment results.
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
develop the lesson.

Jo Baily WHPE and MNAHPERD

*Resources are attached*