Student Teaching Example Lesson Plan

Name: Tyler Anderson

Lesson Title or Subject/Topic: Static Balances
Unit: Balance and Strength
Date: December 3rd, 2015
Estimated Time/Length of Lesson: 30 minutes
Grade Level: K-2
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?

1. The central focus for todays class is balancing without movement, which is called static
balance.

National P.E. Standards:

1. Spatial awareness, body awareness, balance, non-locomotor skills, and locomotor skills
2. Cardiovascular endurance, flexibility, muscular strength, and muscular endurance.
3. Participates, appreciates, enjoys movement, and respects others.

Wisconsin State Teacher Standards:

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?
Safety
Statement

1. Achieves and maintains a high level of physical fitness.

LEARNING GOALS
OBJECTIVES
Psychomotor Students will be doing balance activities with static movement,
which is no movement.
Cognitive - Students will be able to tell the difference between static balance and
dynamic balance.
Affective Students will treat their classmates with respect and make sure that they
are aware of their surroundings during todays activities.
1. Same as always with balance activities, students will constantly be aware of their
surroundings while doing all the different activities.

Assessment of
Learning
Describe your
formative and
summative
assessments you
will use.

1. Which is easier to keep your balance a wide base support or narrow?

2. Who knows what the K in spark stands for?

Learning
Environment/
Behavior
Expectations

Expectations:

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

1. The students will listen to the directions clearly and they will also give full participation for
the whole class period.
2. The students will also be very respectful to me and to thie classmates.

1. Students may not participate for the whole time.

2. A student may end up getting injury.

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: Like always we will be doing stretching to get our muscles
Motivational Set
loose and ready to go. After that we will do some footwork. We will be doing
____10______
front and back agility on a line. One foot forward and back. One foot
Minutes
sideways. And then we will do criss cross on a line which I will show the
students how to perform.
How will you start the
lesson to engage and
motivate students in
learning?
Instruction: (Body of
Tasks
Cues
Challenges I will
Modifications:
the lesson)
(Extensions)
(refinements)
be talking about all Modifications will
Students will be
The students will
of the different
be made during the
______30____
trying to different
know when to stop challenges during
class period if
Minutes
balancing tasks by and when to start
the lesson.
modifications are
using multiple
when the music
needed.
Write the step by step
different body
starts playing.
Teaching
parts.
procedure/progression
here.
Demonstration #1:
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?

Activity 1: I will start off by giving the students challenges. First

one will be can you balance on 1 body part. Then I will tell them to
try a different body part. Then they will try to balance two body
parts, two different ones. We will go all the way up to trying five
different body parts.

Demonstration #2:

Activity 2: The next activity will be animal walk and static

balances. In the area we have marked off I will call out a animal and
the students will be able to remember the movement since we did
it a few lessons prior to this one.

Demonstration #3:

Activity 3: The last thing that I will talk about to the class is how
using a wider base is much better than a narrow one and show an
example of why it is better for you.

Closure
____3______ 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
Differentiation

1. Which is easier to keep your balance a wide base support or narrow?

2. Who knows what the K in spark stands for?
-

The k in spark stands for keep water the way to go.

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?

1. 4 cones
2. 1 spot for each student
3. Music

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.
EVALUATION OF
LESSON

1. The students need to be able to tell the difference between dynamic balances and static balan

1. They will just have to listen to me and the music so they know when to start the activity and

1. Like always will tell the students that they are doing a good job so I know that they have hig
activity.

PRE-PLANNING: None

POST PLANNING: Assessment informs Teaching: what are future needs based on asses

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.

Spark Manual K-2