Student Teaching Day 5

Name: Amanda Oebser

Lesson Title or Subject/Topic: Athletics Challenge Long Jump
Unit: Jumping and Landing
Date: December 4th, 2015
Estimated Time/Length of Lesson: 30 minutes
Central
Focus

See how far the students can jump in a challenge setting

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.

Student
Learning
Goal(s)/
Objective(s)
What are the
specific
learning
goal(s) for
student in this
lesson?

National P.E. Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns
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.
Wisconsin State Teacher Standards:
Standard 2: The teacher understands how children with broad ranges of ability learn and
provides instruction that supports their intellectual, social, and personal development.
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 7: The teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community, and curriculum goals.
Standard 8: The teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
LEARNING GOALS
OBJECTIVES
Psychomotor Students will challenge themselves by seeing how
far they can jump by using the two foot jump and land.
Cognitive
Students will be able to demonstrate how to correct landing while
doing this activity
Affective
Students will be able to teach a peer what they learned.
Students with disabilities will be able to participate fully
because they can be partnered up with a peer or get some

assistants with a teacher.

Safety
Statement
Assessment
of Learning
Describe your
formative and
summative
assessments
you will use.
Learning
Environment
/
Behavior
Expectations

Students must have tennis shoes on

Students will have to spread out into their own space
Students must be able to work in pairs for this activity
Are the students able to do an activity for a challenge, and be able to work in pairs.
Will the students know how to be a good sportsmanship?

Expectations:

Students will be able to control their own body

Students will be able to remember how to jump and land properly

What
procedures
will you use
to ensure
students are
safe, on task
and engaged?
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: Blog Tag
Launch/
Motivational Set
- One student will wear a penny and be it
5 Minutes
- The tagger has to tag their peers
How will you start the
- Once the tagger tags a peer that peer and the tagger will
lesson to engage and
work together to tag another person
motivate students in
- Repeat this step until everyone is tagged
learning?

Instruction: (Body of
the lesson)
18-20 Minutes

Tasks
(Extensions)
Students will
challenge their
partner to see

Cues
(refinements
) Have the
students
remember the

Challenges :
(Applications)
The students
will get
different

Modifications
:
Students with
disabilities will
be able to

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?

how far they

can jump with
two feet

correct way to
jump and land

challenges
through out
the activity

participate.
.

Demonstration #1:
Question: Does anyone know what a long jump is?

1)
2)
3)
4)
5)
6)

Activity 1 Challenge Number 1

Demonstrate
(10
minutes)
I will pick a student to be my partner
One partner will have the measuring stick while the other partner
stands by the cone
The partner jumping first will remember the steps in how to jump with
two feet and land with two feet.
After the partner that jumps they will stand still so the partner with
the measuring stick will measure how far they got with the one end of
the measuring stick at the cone to the back of the heel of their partner
Then switch partners and do the same thing until the I switch the
challenge
3-5 will write down all there jumps then at the end of the class they
will circle there farthest jump

Demonstration #2:

1)
2)
3)
4)
5)

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)
Hook to next lesson

Activity 2 Challenge Number 2

Demonstrate
(10
minutes)
Partners will grab two cones
Set the two cones 5/10 meters apart (or where the tape is)
The goal is to see which partner can jump with two feet and land
with two feet with the least number of jumps
Then switch it to one foot hop and one foot land
3-5 will also record there best attempt

K-2 I will have them talk to me what they did in class? And see if
they remember the correct steps to jump and land
3-5 Have the students turn in their sheets so I can look over them
Questions:
1) Do you know what a long jump is again?
2) Where would you see someone doing this?
3) Where could you do this activity besides here at school?

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?

Tape, measuring stick, penny, cones, paper, pencils

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
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?
Describe the language
function and demands
required a how you will
support your students
during the lesson.

Long Jump: an athletic event in which competitors jump as far as possible

in one leap.

They will need to be able to listen, watch, and be able to participate what I am demonstratin
able to work in pairs for a little challenge against one another

EVALUATION OF
LESSON

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

levels)
I had to look up this lesson plan because I had some idea what to do but t
fun

POST PLANNING: Assessment informs Teaching: what are future need

assessment results.

Have enough time to do some more challenges. Also somehow make a lo

students can practice just like a Long Jumper would.

TEACHER REFLECTION NOTES:

ATTACHMENTS

ATTACHED BEHIND
Recorder Sheet

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

Saskatchewan Physical Education. "Jumping & Landing on Feet on the Spot." Funda
Skills (n.d.): 25+. Fundamental Movement Skills. Saskatchewan Physical EducationFive. Web. 28 Nov. 2015. <http://growingyoungmovers.com/
+pub/document/initiative/Movementskillsonepagereference.pdf>.

Long Jump Challenge

Name:

Date:

Class:

Challenge #1 Distance for Jumps

Two Foot

Best Jump

Challenge #2 How many Jumps?

Two Foot
Jump

Least Number

Hop on One
Foot
Name:

Date:

Class:

Challenge #1 Distance for Jumps

Two Foot

Best Jump

Challenge #2 How many Jumps?

Two Foot
Jump

Least Number

Hop on One
Foot