RU Teacher Education Lesson Plan Format

Candidate Name: Megan VanGorder Date: 2/18/17 Grade

Level: Kindergarten

Lesson Title/Topic: Physical Education with Math - Math-ercise

Standards: Math
K.4 - The student will
a) count forward to 100 and backward from 10

PE
K.1 The student will demonstrate progress toward the mature form of
selected locomotor, nonlocomotor, and manipulative skills.
a) Demonstrate the locomotor skills of walking, running, hopping,
and jumping and landing.
e) Demonstrate moving to a beat, using basic locomotor and non-
locomotor rhythmic patterns.

Specific Observable Objective(s):

I can count by ones as I do an exercise
I can do push ups, sit ups, jumping jacks, jump, and hop.
I can clap to the rhythm of my counting.

Essential Vocabulary:
N/A

Assessment:
Students will be assessed through observations made by the teacher. The
observations will be based on the students counting (usually 1-20), counting their
exercises as they do them, and counting their classmates exercises while clapping
along. A checklist may also be used to document students progress on counting.

Student Considerations:
Some students are not as strong counters as others, so this activity will be done in
pairs. Two students will go in the middle of the circle at a time to count/do their
exercises. The students sitting in the circle will count along as well, this way, no
student will feel singled out and embarrassed about their counting. Counting as a
group will aid students who have a difficult time. Also, students may not be as
physically able as others - which is why each individual student will have a choice as
to what exercise they would like to do while they count.

Instructional Resources, Materials, and Technology:

 - index cards with numbers written on them (2 per number)
- space for children to sit in a wide circle

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (4 minutes)

Okay friends, today we are gonna practice our counting but we are gonna do
it a little differently - we are gonna get a chance to count while we do some
exercises, does that sound fun? Teacher will arrange the students in a large
enough circle so that two students can exercise in the middle at a time.
Teacher will then explain the rules. I am going to hand each of you a card
with a number on it, when the number on that card is called you will go in the
middle of the circle! There will be two of you at a time. You and your partner
can then decide if you want to jump, hop, do push ups, sit ups, jumping jacks,
or whatever exercise you want! You can do the same exercise or different
ones, but you have to do as many as the number on your card. Those of us
sitting in the circle are going to count your exercises out loud and clap along.
This way we can practice our counting and stay in shape!

The Middle: (10 minutes)

Teacher will hand out index cards to the students. Number ten you are up!
The students will go in the middle of the circle and choose their exercises. The
students will perform their exercises and count out loud to the number written
on their card, by ones. The students in the circle will clap 1 to 1
correspondence and count along. This will repeat until each student has had
their turn.

The End (a.k.a. Closing): (4 minutes)

Wow, great exercises and counting class! You all did a wonderful job. The
more we practice this and the better we get, the more challenging we can try
to make it. Do you have any ideas? The class could talk about counting by 2s
or 5s, switching exercises, running for the amount of seconds on their card,
etc. to tie up the lesson.

Teacher Reflection on Practice (following the lesson):

1. What evidence did you collect to show your students attained
todays objective(s)? Please explain how you know which students
did and did not master your objectives. Use formative assessment
data to support your claims regarding the portion of students who
did and did not master the learning objective(s).
- Through observations I was able to see that most of my students were
able to clap/count at the same time or exercise/count at the same time. Some
students struggled with the counting, as they sometimes do, but were able to
look at their friends counting for assistance and go along with them. I saw
some confusion with students counting and exercising at the same time when
they didnt stop at their assigned number, but I think they just got distracted
by the actual exercise.

2. Based on the result of your assessment, what will you do

tomorrow? Can you go ahead as planned or will you need to reteach
concepts from todays lesson? (Explain how you will reteach and/or
connect and feed forward.)
- I think that it was such a unique math activity for the students that it
would be a good idea to repeat the same lesson a second time to give them
another chance at doing it without the activity being brand new in their head.
A few of them struggled with the multi-tasking but they all said they enjoyed
it, so I would reteach the lesson again before moving forward.

3. If you have to teach this lesson again, what might you do the
same and what might you do differently?
- If I did this lesson again, I would have at least two rounds to make sure
the students who had the lower number the first time would have another
opportunity to get a card with a higher number on it and vice versa. I think
this would make the activity more fair to everyone. I would also brainstorm
ideas of exercises with the students before we began, so that they didnt have
to think about it right when it was their turn.
 -
- RU LESSON PLAN RUBRIC
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Teacher Candidate: __________ Date of Lesson: _________ Time of Lesson: _____ Grade Level:
_____ Subject(s): _______
- Cooperating Teacher: ______________ University Supervisor: _______________ If needed, Date
of Revised Lesson Scoring: _______
The candidate

Lesson N/ Unsatisfacto Emerging Satisfactory Proficient Comments

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