Teacher Candidate: ____________________________

UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title: Game day #4 Treadmill Program
Unit: Treadmill Program Day# 29
Grade level(s)/Course: second and third grade
Date taught December 10th, 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.
This will be achieved through performing different activities such as balancing a lacrosse ball on a PVC pipe, spelling out words on the treadmill and
solving math problems.
GLE and Symbolic Notation
DOK = Depth of Knowledge
Grade Level Expectation (GLE)
2- Basic application of skills/concepts
2:1:A2- Recognizes appropriate safety
practices with and without physical
education equipment.
2:1:A8- Participates in games and
activities that use academic and health
skills to enhance learning; for example,
math, reading, nutrition, etc.
2:2:A2- Locates heart rate and describes
how it is used to measure intensity
2:2:B2- Corrects movement errors in
response to corrective feedback given
by a teacher or peer

2-Basic application of skills/concepts

1-Recall and reproduction

1-Recall and reproduction

Student Learning Outcomes (objectives) Specific, Measurable, Attainable, Realistic, Timely

By the end of this lesson, the students should walk away much more attentive and ready to learn. The students will
show off both their math and spelling skills. By the end they will have become more knowledgeable in both of these
areas. The students will also improve their balance by focusing on the lacrosse ball, making sure that it does not fall
while moving around.
Academic Language - The language of education and specifically physical education that is different from everyday
spoken language. This language needs to be taught, and used by both the instructor and the K-12 students for
students to be successful in the classroom.
Content specific terms:
Process terms:
Elbows bent, thumbs loose, eyes forward, heel to toe, soft feet, switch
Actively engaged, consecutive, demonstrate, transition, assessment,
hands, focus, balance, bend, lift, lower, solve, spell,
evaluate
Prior Learning/Prior Thinking
I predict that my students will have a tough time balancing the lacrosse ball. I believe that they will rush themselves and drop it several times or take
their focus from the ball to another area in the cafeteria. During the spelling bee and math spectacular, my students will have an easy time at first but
will struggle near the end when the problems and words get tougher.

ASSESSMENTBEFORETHELESSON
Pre-assessment We have gone over these activities before so this is nothing new for my students. The students have also encountered math and
spelling in their classrooms so this should all be review for them.

LESSON PLAN OBJECTIVES AND LIFE SKILLS

1.

Skill Development
BasicSkillInstruction

2. ApplicationofSkills
The students will apply their math and spelling
skills to the spelling bee and math spectacular in
order to prevent the treadmill from getting faster.

3.

Fitness Benefits
SkillRelatedFitness

5.

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

4. HealthRelatedFitness
The students will work on cardiovascular endurance throughout the
lesson

6.

GoalSetting

7.

Communication

Introduction
Total time: 3 minutes

Formations / Cues

Assessment

TheStudentsknowexactlywhattodowhentheyarrive After the warm up, I will have them check their
heart rate. Their heart rate should be around the
fortheirsession.Whentheystartrunning,Iremind
themtokeepelbowsbent,loosethumbsandtoalways 125-130 range.
Planned Transitions- The students will get on lookforward.Iftheycanlookaroundthentheyarenot
the treadmill clip in and start the treadmill
goingfastenough.
LessonObjective(s):4,5

up.

The students will run at a fast pace for the

majority of the warm-up.

Dontlettheicecreamfall
Eyesforward

Main Activities /
Total time: 10 minutes

Formations / Cues

Assessment

Lessonobjective(s):2,4,5
Planned Transitions- The students will spin
around and I will hand them the PVC pipe and
lacrosse ball.
Balancing act
The students will perform many different tasks
while balancing a lacrosse ball on the PVC pipe
1)
2)
3)
4)
5)
6)

Switch hands
Turn right
Turn left
Spin
Bend knees
Raise pipe in air

Balancing act will be assessed strictly through

observation.

Eyesonball
Stabilizearms
Focus
Slowandsteadywinstherace
Useonhand
Keephandatbottomofpipe

If they complete all 6 easily then I will speed up

the treadmill up half a mile.
Spelling Bee
Starting speed

Spelling Bee will have a assessment form to go

along with it (see attached files). Students will be

James- 4 MPH
Claire- 3 MPH
Gavin- 1.5 MPH
Juan- 2 MPH

Soundthewordout
Usecorrectrunningform

given a check mark if they get it correct and an X

if they get it wrong.

The students will be asked to spell certain

words while running on the treadmill. For
each correctly spelled word, I will lower the
treadmill. If the incorrectly spell a word then
I will speed the treadmill up.
The goal is to stop the treadmill.
Math Spectacular
Everyone will start at 3 MPH
I will give students addition, subtraction,
multiplication and division problems to answer,
if they answer incorrectly then they will have to
do 10 aerobic activities
Aerobic activities
Lunges
Jumping jacks
Bear crawl
High knees
Butt kickers
Karaoke
Gallop
Backwards run
Sliding.

Planned Transitions- The students will face

forward

The Math Spectacular will be assessed exactly

the same as the Spelling Bee

Useyourhandstocount

Claphandsandfeettogether,bringthemapart

Backstraight,kneesbentat90degrees,bring
kneestowaist

Crossfeet,alternatefrontfoot

Downonallfours,walklikeabear

Frontlegforwardasfaraspossibleandtouch
backkneedown

Formations/AssessmentStrategy

Cooldown /
Totaltime:2minutes
Lessonobjective(s):
4,5

Iwillaskthestudentsquestionspertainingtotheirexperienceinthetreadmillprogram.Thisistheir
chancetogivemefeedbackonhowtheyfeltthesemesterhasgoneallyear.

Thestudentswillrunontreadmillfor2
minutesandanswerquestions

Attheendofthe2minutesIwillhavethemchecktheirheartrate,itshouldreadsomewherearound130
BPM

Assessment at the end of the lesson Formative- Observation

Summative- Questions/worksheets
Assessment will take place throughout the entire 15 minute session. Students will be assessed on both their math and spelling skills during the lesson
as well as correct form while running. Observation will take place throughout the entire lesson with corrective feedback being given when ever
appropriate.

Equipment needs

Treadmill
PVCpipe
Lacrosseball

Safety Considerations

Students must be clipped in

No horseplay
Do not push buttons
Follow directions and safety procedures

DifferentiatedInstruction
ModifyequipmentSubstitutealargerballtobalance.
Modifytaskmovehandclosertotheobjectbeingbalanced,adjustingthespeedofthetreadmilltomakeiteasierormorechallengingforthestudents
ModifyinstructionThestudentswillbeshownthemathproblemswhenfiguringthemout.

ClassroomManagement/DemocraticPractices
Ifthestudentsarenotlisteningorarehorseplaying,Iwillspeedupthetreadmillsotheyhavetofocus.ThetreadmillprogramisveryrepetitivesoI
havetomakesureIkeepthingsnewandexcitingsothatIdonotlosetheirattention.Iwillhidetherestoftheequipmentthatwearenotusingjustso
thestudentswillnotbecomedistractedbythem.

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: Spelling Tests, Math Quiz

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.)