lp_activity_plan_template (Repaired)
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Morehead State University *
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Health Science
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Feb 20, 2024
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docx
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Uploaded by BaronGalaxyOyster37
Kayleigh Thomas Elementary PE and Health methods January 9, 2023
A1. Instructional plan effectiveness: The throwing skills lesson plan looks to be well planned
and balanced. Students are not plunged into it all at once; instead, they study in stages. The
pupils are taught to utilize an imaginary ball first, then a lighter ball while focusing on the
foundations (form), and finally a heavier ball. They employed a variety of throwing targets.
This is all well and good, but there was no mention of past expertise to demonstrate mastery
of the skill. When the lecture is over, the teacher asks open-ended questions. Because the
teacher is not physically demonstrating what the pupils must do, the presenting technique is
ineffective. They are not receiving visible instructions, which is problematic. It is crucial for
children to learn, but they are only informed verbally, which may not always assist all pupils.
The guided practice is also ineffective because the teacher is only delivering verbal directions.
This does not cater to all pupils. The teacher is not showing to the students what is expected
of them. The autonomous student practice is effective since all of the pupils are given vocal
instructions step by step and are expected to throw accurately. Students will be instructed to
achieve the goal of "understanding the essential keys of underhand and overhand throwing
mechanics, identifying targets, and moving securely in personal space." 1b. Differentiation for varied abilities or interests: There are a few distinct types of abilities
and interests in this lesson plan. One version used in the class is when the teacher instructs
the pupils to hop, skip, leap, slide, and so on as they go back and forth from the targets. This
is fantastic; however, it does not give any modifications for individuals in the class who have
physical limitations.
1c. Standard 1. The physically literate person is capable of a wide range of motor abilities and
movement patterns.
Standard 2. The physically literate person utilizes knowledge of movement and performance
ideas, principles, methods, and tactics.
Standard 4. Physical literacy is characterized by appropriate personal and societal behavior
that respects oneself and others.
Standard 5. Physical literacy acknowledges the importance of physical exercise for health,
enjoyment, challenge, self-expression, and/or social engagement.
This lesson plan does not meet Level 1 since there is no evaluation to demonstrate mastery
for this standard. Standard 2 corresponds to the lesson because students are required to use
their understanding of ideas when asked to answer open-ended questions at the end of the
session. Lesson 4 is out of sync since it is not covered at all in the lesson. These criteria might
have been included by the instructor by having dialogues about good behavior while
activating past knowledge. Standard 5 is also out of sync since the instructor never discusses
with the pupils how vital physical activity is for them in a variety of ways.
1d. Promotion of healthy lifestyles or attitudes: This lesson plan promotes healthy lifestyles by
teaching kids various physical abilities that they may utilize in the future when participating
in sports. It also develops good attitudes since pupils are given a skill that allows them to
improve not only athletically but also behaviorally.
2. Three instructional improvements that I would apply in this lesson are: having the students
delve into their past knowledge at the beginning of the class, providing differentiated
teaching for the students, and implementing some form of evaluation so that the students
demonstrate mastery in this lesson.
2a. The instructional adjustment of activating past knowledge would be advantageous
because it would match with Standard 2 because it is critical for children to have a strong
foundation of learning. To do this, I would advise the kids at the start of the class that we will
begin working on our throwing talents, but we must ensure that we behave properly while
doing so. I will provide kids instances of material they already know, such as: make sure you
are not rushing about and disrupting others who are trying to learn, and always respect
others. When past knowledge of how to behave correctly during a class is awakened, pupils
have a clear idea of what is expected. expected of them. (Middle Web, 8 Strategies to Quickly
Assess Prior Knowledge). The instructional change of using differentiated instruction is
beneficial because the teacher will be including all students in the lesson plan. A form of
differentiated instruction that could be implemented into this lesson would be to add visual
aids when teaching this lesson. In this lesson it starts with the students being in one spot and
their focus is just to work on throwing. To add in some visual aid, at the beginning would
demonstrate to the students how to properly throw the ball. The teacher could also hang up
posters that have step by step instructions with pictures on how to throw in case the
students need a reminder. Using this visual instruction helps in the classroom because it is
beneficial to students that might not understand from verbal instruction. (Bowman,
2018).The instructional change of adding in an assessment into the lesson is beneficial
because it is ensuring that the students have actually learned the content. The students will
be expected to use proper form to throw under and overhand. This will ensure that the
students are focusing and working hard to properly learn the techniques that are expected of
them. The students do not have to throw hard or far, just ensure they are using the proper
form. Using an assessment in instruction helps because the students will then have mastered
the throwing skill (How Assessment Improves Learning 2020)
Activity Plan Template
General Information Lesson Title: Maintain a good sleep schedule and cleaning the hands.
Subject(s):Health/hygiene Grade/Level/Setting: Pre K 22 Students 12 girls and 10 boys. One student is ELL and one is gifted and talented. The learners will sit in a row in front of the PE instructor, who will be teaching a health lecture today. The teacher will begin by interrogating the pupils with questions such as, "How much sleep do you believe you are meant to receive every night? ", as well as "How many kids wash their hands after using the restroom? ”
Prerequisite Skills/Prior Knowledge:
Students should be aware that they should wash their hands often, especially after using the toilet. They should also be aware that they need to obtain plenty of sleep each night in order to study better.
Standards and Objectives State/National Academic Standard(s):
27.2.1 Demonstrate healthy activities and behaviors to maintain or improve personal health. 7.2.2 Exhibit actions that minimize or lessen health hazards. (2019 Standards)
Learning Objective(s): Following the instruction on appropriate hand washing and healthy sleep, the children will choose a quiet spot to sit. Students will be given a worksheet to complete, and they must score at least 80% to demonstrate that they understand healthy sleeping and hand washing practices.
Materials
Technology
Pencil/pen. Glue, scissors, and hand washing worksheet. I want to use technology to teach the pupils a hand
washing song via YouTube and urge them to sing along.
Instructional Strategies and Learning Tasks
Anticipatory Set:
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Activity Description/Teacher
Student Actions
The instructor will share one information about hand washing with the kids. This is only to attract the students attention and prepare them for the lecture.
The children will sit still and listen to the teacher's information, as well as discuss any facts they may have.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
The teacher will begin the session by asking several questions to the pupils. The teacher will begin by asking questions such, "How much sleep do you believe you should receive each night?" "What is the significance of sleeping at night?" "When do we have to wash our hands?" "Why is good hand washing hygiene so important?"
When the pupils are asked questions, they will sit on the ground in front of the teacher and answer them loudly to
the best of their ability.
Guided Practice:
Activity Description/Teacher
Student Actions
The teacher will demonstrate how to
properly wash your hands. The teacher will count the seconds of hand washing aloud.
The students will sit on the floor as the
teacher models hand washing and ask any questions they may have of hand washing
Independent Student Practice:
Activity Description/Teacher
Student Actions
The instructor will stroll around the class to ensure that every student is on track and working on their project. To complete the worksheet, kids will need scissors, glue, construction paper, and a pencil.
Students will pick their own space on the gym floor and work on their hand washing worksheets independently. They will concentrate on achieving at least an 80% on the worksheet.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
When pupils begin working on their
Students will work quietly and alone on their
assignments, the instructor will rise to the
front of the room. As pupils turn in their
assignments, the teacher will collect them.
homework before handing them in to the teacher
at the front of the room.
Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
Peer tutoring will be available to ELL kids. This will not only allow them to practice the content, but it will also allow them to connect with other students.
ELL:
To best accommodate the ELL student, a visual illustration of the course will be provided, as well as the lesson in their original language.
Students with Other Special Needs:
One of the students has a hearing issue. This student will receive one-on-one visual training as well as extensive textual instruction to ensure that the lesson is understood.
Assessment
Formative
Throughout the session, the teacher will answer any questions that the pupils may have and encourage them to ask more. While the pupils are working, the instructor will stroll around the room to check they do not require any assistance.
Summative
Students will be handed a hand washing quiz and will be graded on an 80% scale.
C. a. New information presentation or modeling: The instructor is teaching the children how to properly wash their hands. This allows children to observe what appropriate hand washing looks like. "The goal is to model in such a manner that they can imagine themselves on the same path you build for them." (Linsin, Nassar, Nichols, & Courtney, 2018) b. Differentiated education: The teacher differentiates instruction for students with hearing impairments
by creating a visual representation and providing the content on paper for the student to keep as a reference guide. (Teaching Strategies for Students Who Are Deaf). Peer tutoring will be available to ELL kids. This will not only allow them to practice the content, but it will also allow them to connect with other students. 2020 (Ferlazzo). To best accommodate the ELL student, a visual illustration of the course
will be provided, as well as the lesson in their original language. 2020 (Ferlazzo)
d. The evaluation utilized in this session is a worksheet on which students are asked to cut out and arrange the hand washing stages. Because it is provided at the end of the class, this is a summative
evaluation, and students must score at least 80% on this worksheet. (Assessment Types)
Works Cited
J. Bowman. Making Use of Visual Aids. https://www.edutopia.org/article/making-the-most-visual-aids
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(accessed December 18, 2020).
L. Ferlazzo. Response: Differentiating Instruction for ELLs Retrieved on December 21, 2020, from https://www.edweek.org/teaching-learning/opinion-response-ways-to-differentiate-instruction-for-
ells/2018/12
. How Assessment Helps Students Learn. (January 11, 2020). https://eddata.com/2018/03/assessment-
improves-learning/ (accessed December 18, 2020). M. Linsin, H. Nassar, M. Nichols, and Courtney. (November 26th, 2020). Why Is Student Modeling Important? https://www.smartclassroommanagement.com/2015/01/10/why-
student-modeling-is-so-important/ (accessed December 18, 2020). MiddleWeb. (n.d.). 8 Techniques for Quickly Assessing Prior Knowledge. https://www.middleweb.com/36652/8-strategies-
to-quickly-assess-prior-knowledge/ (accessed December 18, 2020). Norms 7. (2019, May 29). https://www.cdc.gov/healthyschools/sher/standards/7.htm (accessed December 18, 2020).
Teaching Strategies for Students Who Are Deaf. (n.d.). https://www.ferris.edu/RSS/disability/faculty-
staff/classroom-issues/hearing/hearing-strategy.htm (accessed December 18, 2020). Assessment Types. (n.d.). Retrieved from https://tkcalifornia.org/teaching-tools/classroom-instructional-
planning/assessment/types-of-assessment/10+ on December 18, 2020. Examples and Templates of Physical Education Lesson palns