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Student Teaching Day 2

Name: Amanda Oebser


Lesson Title or Subject/Topic: Jumping and Landing Patterns
Unit: Jumping and Landing
Date: December 1st, 2015
Estimated Time/Length of Lesson: 30 minutes
Central
Focus

Learn five new ways to jump and land


Can students apply all eight jumps and know how to land properly?

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.

National P.E. Standards:


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.


Standard 5: The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Standard 6: The teacher uses effective verbal and nonverbal communication techniques as
well as instructional media and technology to foster active inquiry, collaboration, and
supportive interaction in the classroom.
Standard 7: The teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community, and curriculum goals.
Wisconsin State Teacher Standards:
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3: The teacher understands how pupils differ in their approaches to learning and the
barriers that impede learning and can adapt instruction to meet the diverse needs of pupils,
including those with disabilities and exceptionalities.
Standard 5: 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.
Standard 6: The teacher uses effective verbal and nonverbal communication techniques as
well as instructional media and technology to foster active inquiry, collaboration, and
supportive interaction in the classroom.

Student
Learning
Goal(s)/
Objective(s)

LEARNING GOALS

What are the


specific
learning
goal(s) for
student in
this lesson?

OBJECTIVES
Psychomotor Students will be able to improve the skills they learned from Day 1.
Students will be able to expand their knowledge with learning five more jumps, such as
Star Jump, Jack-in-the-Box, Frog Jump, Kangaroo Jump, and Rabbit Jump
Students will able to to improve their landing by practicing the proper way
Cognitive
Students will be able to demonstrate how to correct land and show the all eight of the
jumps they have learned
Affective
Students will be able to teach a peer what they learned.

Safety
Statement

Students must have tennis shoes on


Students will have to spread out into their own space

Assessment
of Learning

K-2 Will demonstrate what they learn

3-5 Will have to explain step by step what they learned. Also will have to
Describe
show me their groups iPad taping job to see if they correctly did the jumps
your
and landings.
formative
and
summative
assessments
you will use.
Learning
Environmen
t/
Expectations:
Behavior
Students will be able to control their own body
Expectations
Students will have their watching and listening skills on

What
procedures
will you use
to ensure
students are
safe, on task
and engaged?
What might
happen that
you might
not expect?

Students will be able to remember the eight different jumps and how to land
properly

Instructional Strategies and Learning Tasks


Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity: Jumping and Landing Challenge
Motivational Set
Ask the students if they remember the differences were
3-5 Minutes
between jumping, hopping, and leaping.
How will you start the
Students will grab a poly dot and spread out around the
lesson to engage and
gymnasium.
motivate students in
Challenge the students with three jumps they learned earlier
learning?

Instruction: (Body of
the lesson)
18-20 Minutes
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?
What will students do?

Ask the students to put two feet on the poly dots and have them
jump up and down on their poly dots.
- See if they can do that like 3-5x in a row with out falling off their
poly dots
Ask the students if they Jump off two feet and land on one foot.
- See if they do that and balance on the foot they landed on for 3-5
seconds
Ask the students jump up off one foot and land on one foot.
Ask students if they can remember what jump have we done that
is like this.
Ask the students to jump off one foot and land on the other.
See if they can name this kind of a jump

Tasks
(Extensions)
Students will
be able to
know to do the
five new jumps
Star Jump,
Jack-in-theBox, Frog
Jump,
Kangaroo
Jump, Rabbit
Jump

Cues
(refinements
) Have the
students
remember
step by step
and go slow
with each
jump. Will not
move on until
at least
majority of the
class
understands
each jump

Challenges :
(Applications)Do different
kind of activity
and a game
that will help
them practice
each jump.

Modifications
:
K-2: Go slow
and make sure
80% of the
class is
understanding
how to perform
each task and
how to land
proper.
3-5: If they are
getting the
main idea
create a
challenge for
them

Demonstration #1:

Activity 1: Teach each Jump and do an activity with each one


Demonstrate each one
(5-15 minutes)
1) Star Jump-

Jump up with raising your arms above your head and your feet
spread out.
- Can the students to it 3x in a row?
2) Jack-in-the-Box- Begin in a squat position, then jump up, and land back into
squat position.
- Challenge them and see how many they can do for 15 seconds
3) Frog Jump- Begin in a squat; reach forward and shift your weight to your
hands. Then to jump your feet forward and close to you hands.
(Repeat it)
- See if the students can do it 2-3x in a row in a straight line
4) Kangaroo Jump- Using a 2 foot-take off and 2 foot-landing, do slow, long jumps
forward, keeping your feet together
- See if the students can do it in a zigzag 2-3x
5) Rabbit Jump
- Quick, short jumps forward with feet together
- See how many rabbit jumps the students can do in 10 seconds
- See if they can rabbit jump over 5 spots and get back to their
bunny hole

WRITE OUT TRANSITION DESCRIPTION Students will go into a


game using at least one of these jumps
(1 minutes)
Demonstration #2:

Activity 2: Frogs and Lily Pads K-2


(5-10 minutes)
- Set up an area where the pond would be with cones
- Spread poly spots out inside the pond
- The students must land on a poly spot when they are doing each
of the jumps
- Go through all five jumps again (Star Jump, Jack-in-the-Box,
Kangaroo, Jump, Rabbit Jump, and Frog Jump.

Activity: IPads 3-5


Have the students be in groups of no more than four
Each group will have to tape and become the teacher and
demonstrate the steps and the proper form of the eight jumps
they have learned the past two days and then teach how to land
properly.

Closure
3-5 Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)

Have the students explain what where the five new jumps they
learned and demonstrate how to them.
Questions:
1) What one do you think is more challenging then the others?
2) What does any of the three jumps you did today remind you of any
animal?
3) What muscles groups are you using while jumping and landing?

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?

cones, poly spots, iPads

What materials do the


students need for this
lesson?

Academic Language Demand(s):


What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson

Star Jump: Jump up with raising your arms above your head and your feet

Jack-in-the-Box-: Begin in a squat position, then jump up, and land back in

Frog Jump: Begin in a squat; reach forward and shift your weight to your h
your feet forward and close to you hands.

Kangaroo Jump: Using a 2 foot-take off and 2 foot-landing, do slow, long ju


keeping your feet together

Rabbit Jump: Quick, short jumps forward with feet together

What specific way(s)


They will need to be able to listen, watch, and be able to participate what I am demonstratin
will students need to use jumps.
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON

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


levels)
I had to look up to make sure I knew what each of the jumps where

POST PLANNING: Assessment informs Teaching: what are future need


assessment results.

TEACHER REFLECTION NOTES:


ATTACHMENTS

ATTACHED BEHIND

Resources:
List references
and
Other Resources
used to support
or develop the
lesson.

Rosengard, Paul F. "Jumping and Landing Patterns SPARK: Physical Education Gra
Kathryn Short, Kathleen Berkson, Mary Lou Baranowski, BJ Williston, and Thom M
CA: SPARK Programs, 2013. . Print. 1-3

"PEC: Lesson Plans for Physical Education." PEC: Lesson Plans for Physical Educa
27 Nov. 2015. <http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=963#.

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