MODULE 2

LESSON PLANNING FOR

TEACHING PE AND
HEALTH IN THE K-12
CURRICULUM
COURSE OUTCOME

Prepare lesson plans and instructional materials

employing suitable methods and techniques,
strategies in teaching PE, and health in the key
stages of the K-12 curriculum.
LESSON 1
COMPONENTS OF A GOOD LESSON PLAN

SPECIFIC LEARNING OUTCOMES

1. Determine the different steps, phases, and parts of

a lesson plan.

2. Construct outcomes-based learning objectives,

learning tasks, and assessments that are consistently
aligned with the content.
ACTIVATE

Activity 1: Question Wall

Instruction: This questioning strategy allows you to

write questions related to your prior knowledge
about the lesson. The question wall is provided for
you to write your expressions freely. Your answers
will be our point of discussion in class.
ACQUIRE

A lesson plan is an instructor's everyday guide for

what students need to learn, how it will be taught,
and how learning will be assessed. Lesson plans
assist educators to be more effective in class by
giving a structured outline to follow each class
period.
 EFFECTIVE LESSON PLANNING

• Incorporate student interests into your lessons.

• Select purposeful activities and assignments

• Make your lessons relevant

• Share lessons with your colleagues

• Refine lessons based on feedback

 COMPONENTS OF A GOOD LESSON PLAN

When you write a lesson, you must consider some key elements to ensure the
lesson plan is focused and designed to meet all your students' needs.

Author Salyer (2016) says that good teaching begins with a well-designed lesson
plan. Good lesson plans are vital for positive student learning outcomes.

There are three components that you should include in a lesson plan to ensure
that it is solid and effective:
LEARNING OBJECTIVES

Ask yourself what you want to see

students accomplish by the end of the
lesson and what you want them to be
able to do with the information they will
learn.
ACTIVITIES

• This will be the most significant part of the

lesson, which takes up the time mostly.

• It would be best if you plan on using a

variety of activities to explain what is being
taught in the lesson.

• This part will apply the different

approaches, methods, techniques, and
strategies, which will also be applied to
real-world situations whenever possible.
TOOLS TO CHECK FOR UNDERSTANDING

• This part of the lesson is essential for the

students and the teacher.

• This part will help you measure what

students will take away from the lesson and
how much they could retain.
• It includes an assessment that can be
formal or informal.
 HOW TO WRITE LEARNING OBJECTIVES USING BLOOM’S
TAXONOMY
What is Bloom’s Taxonomy?

Bloom’s Taxonomy is a classification of the different objectives and skills

that educators set for their student’s learning outcomes. The taxonomy
was proposed in 1956 by Benjamin Bloom, an educational psychologist
at the University of Chicago.

The terminology has been recently updated to include the following six
levels of learning. These 6 levels can be used to structure the learning
objectives, lessons, and assessment.
1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from
long‐term memory.
2. Understanding: Constructing meaning from oral, written, and graphic messages
through interpreting,
exemplifying, classifying, summarizing, inferring, comparing, and explaining.
3. Applying: Carrying out or using a procedure for executing or implementing.
4. Analyzing: Breaking material into constituent parts, determining how the parts
relate to one another and to an overall structure or purpose through differentiating,
organizing, and attributing.
5. Evaluating: Making judgments based on criteria and standards through
checking and critiquing.
6. Creating: Combining elements to form a coherent or functional
whole; reorganizing elements into a new pattern or structure through generating,
planning, or producing.
 How Bloom’s works with learning outcomes?

Some of the verbs on the table below are associated with multiple Bloom’s
Taxonomy levels. These “multilevel-verbs” are actions that could apply to
different activities.

For example, you could have an outcome that states “At the end of this lesson,
students will be able to explain the difference between Fitness and Wellness.
This would be an understanding level objective. However, if you wanted the
students to be able to”….explain the inclusion of fitness and wellness into your
daily lifestyle for the purpose of improving your health conditions.” This would be
an analyzing level verb.

Just keep in mind that it is the skill, action or activity you need to teach using the
verb that determines the Bloom’s Taxonomy Level.
 Steps Towards Writing Effective Learning Outcomes

1. Make sure there is one measurable verb in each objective.

2. Each outcome needs one verb. Either a student can master the objective, or
they fail to master it. If an outcome has two verbs (say, define and apply), what
happens if a student can define, but not apply? Are they demonstrating
mastery?

3. Ensure that the verbs in the course level outcomes are at least at the highest
Bloom’s Taxonomy as the highest lesson level outcomes that support
it. (Because we can’t verify, they can evaluate if our lessons only taught them
(and assessed) to define.)

4. Strive to keep all your learning outcomes measurable, clear and concise.
Bloom’s Level Key Verbs (keywords) Example Learning Objective
Create design, formulate, build, invent, create, compose, By the end of this lesson, the student will be able to design an
generate, derive, modify, develop. original homework problem dealing with the
principle of conservation of energy.
Evaluate choose, support, relate, determine, defend, judge, By the end of this lesson, the student
grade, compare, contrast, argue, justify, support, will be able to determine whether using conservation of energy
convince, select, evaluate. or conservation of momentum would be more
appropriate for solving a dynamics problem.

Analyze classify, break down, categorize, analyze, diagram, By the end of this lesson, the student will be able to differentiate
illustrate, criticize, simplify, associate. between potential and kinetic energy.

Apply calculate, predict, apply, solve, illustrate, use, By the end of this lesson, the student will be able to calculate
demonstrate, determine, model, perform, present the kinetic energy of a projectile.

Understand describe, explain, paraphrase, restate, give original By the end of this lesson, the student will be able to describe
examples of, summarize, contrast, interpret, Newton’s three laws of motion to in her/his own words
discuss.
Remember list, recite, outline, define, name, By the end of this lesson, the student will be able to recite
match, quote, recall, identify, label, recognize. Newton’s three laws of motion.
Mix Objectives
 Mix
Objectives
For example:

Course level outcome 1. (apply) Demonstrate how transportation

is a critical link in the supply chain.

1.1 (understand) Discuss the changing global landscape for

businesses and other organizations that are driving change in the global
environment.

1.2 (apply) Demonstrate the special nature of transportation

demand and the influence of transportation on companies and
their supply chains operating in a global economy.
 APPLY

Activity 2: Understanding through Infographic!

Instruction: In an infographic, describe the components of a good lesson plan

in physical education and health. Focus on the three components. Use the
space provided for your layout or a separate paper for a better output. Be
creative. Good luck!

Click link here for a sample template

https://www.storyboardthat.com/create/blank-infographic-templates
 APPLY

Activity 3: Learning the Outcomes Verb!

Instruction: Explain how "multilevel-verbs" are applied to different activities

by giving a concrete example.
 ASSESS

Activity 4: Constructing learning objectives, tasks and assessment

Instruction: Construct outcomes-based learning objectives (at least 3), learning

tasks, and assessments consistently aligned with the content. The output will be in
a matrix form. Just make sure that all elements are present.
 ASSESS

Activity 5: Writing effective learning outcomes

Instruction: Construct multilevel-verbs learning outcomes that could apply to

different activities. Make sure that the verb in each outcome is measurable, clear,
and concise.
Content:

Bloom’s Level Example Learning outcome

Create

Evaluate

Analyze

Apply

Understand

Remember
THANK YOU!