Teacher Candidate: Trae Mohr

UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title: Game Day #2-Treadmill Program
Unit: Treadmill Program Day#: 16
Grade level(s)/Course : Second and third grade
Date taught October- 29th 2014
Textbook, Instructional Program, or Web Resource referenced to guide your instruction
Title: Lesson taught from the information given to me by Scott Woodworth as well as the equipment available to me
Publisher
Date of Publication
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
Platteville School District
Cooperating teacher- Scott Woodworth

Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
15 minutes a day for 3 days a week
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
All 4 of my students are at the same ability level. I would say they are on an intermediate level. They have progressed a lot on many of the activities
since the first lesson.
List any other special features of your school or classroom that will affect the teaching of this lesson.
Program is held in the cafeteria so there is a lot of traffic that comes through while I am working with the students. My students become very
distracted by everything going on so it becomes tougher to keep them focused on what to do. James feels like he has to entertain the crowd. Once in
a while there are teachers who work one on one with students in the cafeteria, so it restricts some of our activities as well as noise level.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total # of students_________
# of Males__________
Special Needs Students:
Number of
Category
Students

# of Females__________
Accommodations and/or pertinent IEP Objectives

Students with IEPs

English Language Learners

Gifted and Talented

504

James- Behavioral. He does not follow instructions easily and will do whatever
he feels like. I try not to give him any negative attention unless he has is
putting himself or Claire in danger
Claire- Asthma. I have to keep an eye on her heart rate and make sure I do not
over work her.
Gavin-Minor Autism. He works very hard but has to be given verbal reminders
to stay on task.
Juan- Behavioral. He is very quiet and has to be encouraged to work. He may
refuse to get on the treadmill. He has seizures every now and then.
Use information here to complete the DifferentiatedInstructionand Classroom Management prompt within actual lesson plan.
Autism or other special
needs (EmotionalBehavioral Disorders)

INFORMATION ABOUT THE LESSON

Content Strand Standard 2- Demonstrates understanding of movement concepts, principles, strategies and tactics
as they apply to the learning and performance of physical activities
Enduring Understanding and/or Essential Question
Students will continue to work on both hand eye coordination and attentiveness through a variety of different activities that will performed while on
a treadmill. The Students will achieve this through manipulating a foam ball and birdie with a foam paddle, Playing catch with a Frisbee, and
performing many routines with weighted balls.
GLE and Symbolic Notation
DOK = Depth of Knowledge
2:2:A2- Locates heart rate and describes
how it is used in exercise to monitor
exercise intensity

1-Recall and Reproduction

1-Recall and Reproduction

2:2:B2-Corrects movement errors in

response to correct feedback given by
the teacher or a peer

1-Recall and Reproduction

2:1:A2- Recognizes appropriate safety

practices with and without equipment

2-Basic Application of Skills/Concepts

2:1:A4- Repeats cue words being taught

and demonstrates/explains what is
meant by each
Student Learning Outcomes (objectives) Specific, Measurable, Attainable, Realistic, Timely
By the end of this lesson, the students should be able to walk away much more attentive and ready to learn. The
students should be able to demonstrate and explain how to properly manipulate an object with a foam paddle. The
students should also have a better understanding of catching and throwing an object (ex: Frisbee). The students will

be able to demonstrate how to find their current heart rate on the treadmill.
Academic Language
Content specific terms:
Process terms:
Elbows bent, loose thumbs, eyes forward, heel to toe, soft feet, side to
Actively engaged, Halloween, circuit training, slow, fast, transition
side, hands together, eyes on target, heart rate, strike, swing, shoulders
square, flip hips, flick wrist, extend arm, contract arm, chest pass, push,
Prior Learning/Prior Thinking
I predict that my students will have a tough time grasping the cues for how to strike an object because they are set in their ways and I have to help
prevent some of their bad habits. They may not keep their eyes on the target they are striking or wont take a correct path towards striking the ball.
My students will have the easiest time with the Frisbee and will have a tough time with the different workouts associated with the weighted balls.
They may not use correct form during this so I will have to use this opportunity for a teaching moment.

ASSESSMENTBEFORETHELESSON
Pre-assessment
Students will have encountered these activities before so this should all be review where they can practice these skills. Perfect practice makes perfect

LESSON PLAN OBJECTIVES AND LIFE SKILLS

Fitness Benefits
3. SkillRelatedFitness
TSWdevelopthebasicskillsofstrikinganobject TSW work on balance, coordination, reaction time, and power all
while working on the treadmill
duringtheactivitySwattheBat.TheStudents
willrefinetheirthrowingandcatchingskillsand
4. HealthRelatedFitness
developtheirdifferentweightedballtosses.

2. ApplicationofSkills
1.

Skill Development
BasicSkillInstruction

Introduction
Total time: 3 Minutes

Formations / Cues

5.

Life Skills
Effort - TSW give 110% during the warm-up, main
activity and cool down of this lesson. See assessment
portion of planning

6.

GoalSetting

7.

Communication

Assessment

LessonObjective(s):5
Planned Transitions- TSW set their feet on
the sides while I start the treadmill
TSW build up speed on the treadmill until
they reach a moderate jog.

TheStudentsknowexactlywhattodowhentheyarrive
fortheirsession.Whentheystartrunning,Iremind
themtokeepelbowsbent,loosethumbsandtoalways
lookforward.Iftheycanlookaroundthentheyarenot
goingfastenough.
Dontlettheicecreamfall
Eyesforward
Thumbsup

Main Activities /
Total time: 10 minutes
Lessonobjective(s):1,3,5

As the students begin the warm up, I will have

them check their heart rate. I will then speed up
the treadmill for a moderate jog. The students
will then check their heart rate to see that it has
improved.

Formations / Cues

Correctformwillbeassessedthrough
observation.Studentswillalsobeasked
questionsaboutcuesthroughoutthelesson.

Planned Transitions-TSW grab a foam paddle

and get in the ready to strike position
3 minutes
Swat the Bat- For this activity, TSW need
a foam paddle and a birdie. The instructor will
toss the birdie at the student so that they can
strike it back. Students will perform 4 different
strikes. First they will perform the baseball
swing, then the tennis swing, then the underhand
shot and finally the spike. The students goal
is to hit the birdie as far as they can.

Assessment

Striking
Shoulderssquare
Eyesontarget
Kneesbent,handshighinreadyposition
Followthrough
Squashthebug

What are the cues for striking an object

Can you demonstrate a spike and tell me
what cue you are performing
What is squash the bug

A learning support will be provided for the

students to see and review the different cues to
striking an object.

P.S. Students and teachers may be working in

the cafeteria so the goal may need to be
adapted depending on the space.
Planned Transitions- Students will set paddles
down, grab a weighted ball and return to the
treadmill.

Curls
Extendelbowfully
Palmsfacingforward
Contractelbow
Slowlybringballupandtouchshoulder

Demonstrate a correct form of arm curls

What does extension mean- extension of

3 minutes
Jack-O-Lantern Toss-TSW use a 2 or 3
lbs ball and perform many different tosses
and lifts.
1.
2.
3.
4.
5.

5 curls each for arm

5 shoulder press for each shoulder
5 chest passes
5 granny passes
5 shot put passes for each arm

Planned Transitions- TSW will set their

weighted balls down and return to the
treadmill.
3 minutes
Haunted Frisbee Toss- TSW review the
cues for catching an object as well as review the
cues for throwing a Frisbee. They will then
play catch with the instructor.

ShoulderPress
Holdballnexttoshoulderwithelbowcontracted
Extendelbowinair
Contractelbow

your arm is when you straighten the your

bicep
What is the starting position in a granny
pass

Chestpass
Holdwith2hands
Touchchestwithball
Pushorextendelbowstowardspartner
GrannyPass

Kneesbent
Holdballwith2hands
Tossballasifyouwerecurlingit
Extendyourkneesformorepower

Catching
Crabclawhands
EyesonFrisbee
Squeezewithfingers
NosetoFrisbee

What are the 3 types of Frisbee throws

- Forehand
- Backhand
- Hammer

Demonstrate the correct way to catch a

Frisbee

Throwing
Shakehands
Graspwithfingertips
Contractelbowtowardchest
Extendelbow
Flickwrist
Pointatpartner
Cooldown /
Totaltime:3Minutes

Formations/AssessmentStrategy

PlannedTransitionsTSWfaceforwardandclip

backinonthetreadmill
Lessonobjective(s):
5

Whatwasyourfavoritepartofthesession
Canyoushowmeanextensionofyourelbow
Whatwaschallengingaboutthissession
Whatarethreecuesforstrikinganobject

StudentswillwalkontreadmillwhileIaskthem
questionsaboutthelesson.

Assessment at the end of the lesson Formative-Observation

Summative- Questions/Demonstrations
Assessment will take place throughout the entire 15 minute session. Students will go over the basics of striking an object and are expected to show
competency in these areas by the end of the semester. Observation will be taking place for the majority of the lesson but the students are expected to
demonstrate the skills they learned during the lesson.

Equipment needs

Treadmill
FoamPaddle
Birdie
Weightedballs
Medicineball
Frisbee

Safety Considerations

Students must be clipped in

No horseplay
Do not push buttons
Follow directions and safety procedures

DifferentiatedInstruction
ModifyequipmentSubstitutelargemedicineballforsmallweightedballs,usealargerballtostrikeratherthenbirdie
ModifytaskSpeedandslowtreadmillbasedonstudentperformance

ClassroomManagement/DemocraticPractices
Ifthestudentsarenotlisteningorarehorseplaying,Iwillspeedupthetreadmillsotheyhavetofocus.ThetreadmillprogramisveryrepetitivesoI
havetomakesureIkeepthingsnewandexcitingsothatIdonotlosetheirattention

Activity Formations and or field diagrams: add additional text boxes as needed

Possible Community Resources: Indicate how students can use the information taught to be used in their own time in and around the
community.

Supplemental materials: Swat the Bat learning support

LESSON PLANNING CHECKLIST
Does the plan logically lay out what you will say and do?
Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson?
What strategies will you use?
Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work
time; listening behaviors, moving from one place to the next, etc.)?

 If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs?
Have you specified how you will ensure students understand the academic language needed to succeed during this lesson?
What content-specific vocabulary will be introduced and how will you introduce it?
Do you plan for guided work so that students must use the ideas/skills they learn?
Do you plan for students to independently work with or apply the ideas/skills?
Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)?
How will you collect evidence of students thinking and learning (formative assessments) during the lesson?
Did you address all of the components within this template?
Did you add or hyperlink supplemental materials? (i.e. student worksheets, checklists, rubrics, station instructions)

Instructor Reflection:
1. As I reflect on the lesson, to what extent were students/clients productively engaged? (Brief description of how they were or were not
productively engaged.)