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1.) Activity of The Lesson (2.) The End of The Lesson (3.) Observed by The Teacher (

This lesson plan is for a 40 minute kindergarten and first grade physical education class focused on partner balancing skills. The lesson will have students explore different partner balances, play a game of Simon Says using balances, and line up in rows to practice counterbalances and counter tensions while moving to music. The teacher objectives are to provide feedback to 5 students using their names correctly and focus on intra-task variation in teaching.

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77 views4 pages

1.) Activity of The Lesson (2.) The End of The Lesson (3.) Observed by The Teacher (

This lesson plan is for a 40 minute kindergarten and first grade physical education class focused on partner balancing skills. The lesson will have students explore different partner balances, play a game of Simon Says using balances, and line up in rows to practice counterbalances and counter tensions while moving to music. The teacher objectives are to provide feedback to 5 students using their names correctly and focus on intra-task variation in teaching.

Uploaded by

api-273084829
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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NAME: Colleen Mistler DATE TAUGHT: Week of February 13 SCHOOL: Munger Hill Elementary

TIME: 40 minute lesson CLASS SIZE: 18 students GRADE LEVEL: K,1

FACILITIES: gymnasium LESSON #: 4 / 4 PROFICIENCY LEVEL: control

EQUIPMENT NEEDS (#):


Music and speaker
20 hotspots

LESSON FOCUS: Balancing (partner balances) UNIT: Locomotor skills

STUDENT PERFORMANCE OBJECTIVES: By the end of this lesson, the students should be able to:
1.) Psychomotor: demonstrate any balancing technique with a partner while observed by the teacher during the circle
activity of the lesson (National # S1.E7.1, MACF 2.1)
2.) Cognitive: Identify one difference between counter tension and counter balance when speaking with a partner at
the end of the lesson (National # S1.E8.1, MACF 2.4)
3.) Affective: Interact and communicate with peers during the circle activity by agreeing on one method of balancing as
observed by the teacher (National # S4.E2.1, MACF 2.7)
Teacher Performance Objectives: during the lesson the teacher will:
1. Provide feedback to five students, using their name correctly
2. Focus on intra-task variation style of teaching

REFERENCES:

SHAPE America, 2014, National Standards and Grade Level Outcomes. (Champaign, IL: Human Kinetics).
Springfield College 2016-2017 Physical Education Health Education Supplement for Practicum Handbook

Massachusetts Comprehensive Health Curriculum Framework, 1999

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

introduction/Review- review wide, narrow, and twisted balances


1-8 with students.
min.
Take Attendance /Check Sneakers

Stop and Go Signals: 3,2,1, Freeze! Ready Go!

Boundaries and Safety the students should stay within the


boundaries for the entire lesson, and need to be aware of personal
space.

Set Induction: introduce partner balances to the students, the


purpose in weight transfer and body control. Did you know
standing on two feet is technically balancing? We balance every
day of our lives, when we bend over on one foot to pick up a
pencil, when we hop over a puddle, and even when a waitress
brings a tray of food to your table at a restaurant!

8-15
min Activity 1: Explore partner balance
Students will spend a few minutes exploring partner balances. The
teacher will help demonstrate some balances
Transition: ask students on a scale of 1-5 how challenged they
feel performing partner balances

15-25 Activity 2: Simon Says


min The teacher will ask the students to perform specific
balances...only if simon says!

Transition: talk to the students about the difference between


balancing alone and balancing with a partner. Ask the students to
gives a thumbs up if they like partner balances, or thumbs down if
they would rather perform balancing alone

place hot spots in two lines, then


have the students find a hot spot to stand on. Hot spots on the
same plane should be the same color
25-35
min
Activity 3 Line Activity
The students will be arranged in two even rows, racing each other.
Hot Spots will be placed to help manage students.
1. Face the person in front of you and make a
counterbalance
2. Face the person in front of you and make a counter
tension balance
35-40 3. Face the person in front of you and choose your balance
min
Have the students move in a circle to the music and stop when the
music stops to have a different student in front of them

Closure: review the different types of balancing and traveling.


Debrief the show and tell activity and ask the students questions
about mirror balancing

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