Student Teaching Example Lesson Plan

Name: Tyler Anderson

Lesson Title or Subject/Topic: Balance Stations
Unit: Balance and Strength
Date: December 3rd, 2015
Estimated Time/Length of Lesson: 30 minutes
Grade Level: K-2
Central Focus

To help students understand the skill of balancing.

What is the
Central Focus for
the content in the
learning segment?

Content
Standards
What standard(s)
are most relevant
to the learning
goals?

National P.E. Standards:

1. Spatial awareness, body awareness, balance, non-locomotor skills, and locomotor skills
2. Cardiovascular endurance, flexibility, muscular strength, and muscular endurance.
3. Participates, appreciates, enjoys movement, and respects others.

Wisconsin State Teacher Standards:

Include SHAPE
Standards and
WI Content
Standards.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

1. Achieves and maintains a high level of physical fitness.

LEARNING GOALS
1. Learn the skill of balance and understand what it does.

OBJECTIVES
Psychomotor Students will move station to station doing balance activities at each
station.
Cognitive - Students will be able to explain what each exercise is doing
Affective Students will try and do balance activities outside of class.

Safety
Statement

1. The students will be careful when moving from station to station. They will also be aware of
their surroundings while they are at each station.

Assessment of
Learning

1.
2.
3.
4.

Describe your
formative and
summative
assessments you
will use.

What do you have to do to balance an object?

Which station was the hardest?
Which station was the easiest?
What does balance mean?

Learning
Environment/
Behavior
Expectations

Expectations:

What procedures
will you use to
ensure students
are safe, on task
and engaged?
What might
happen that you
might not
expect?

1. Students will listen to the directions that they are given.

2. Students will respect their classmates and give everything that they have for the whole class
period.
3. Students will perform each balance activity at each station for the whole time that is being
asked.

1. Students may not understand the directions completely.

2. Students may get tired and wont be able to participate for the whole time that is being
asked.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity: We will start out by doing some simple stretches that I will
Motivational Set
help lead the class through them. Once we complete the stretching we will
____10-15______
play a game of blob tag. Will have one person being the tagger, students will
Minutes
be skipping. Once they are tagged they will hold hands with the tagger and
will continue until the whole class has been tagged.
How will you start the
lesson to engage and
motivate students in
learning?
Instruction: (Body of
Tasks
Cues
Challenges Kind
Modifications:
the lesson)
(Extensions)
(refinements)
of a easy challenge Modifications may
Students will be
Once the music
but students will
be made
_______30___
going from station stops that is
be asked to try and throughout the
Minutes
to station
playing the
do the activity for class if I find it
performing
students will
the whole 3
necessary to do
Write the step by step
balancing
automatically
minutes at each
that.
Teaching
activities. 3-5
switch to the next
station.
procedure/progression minutes at each
station.
here.
station. 6 total
stations.
What will you say and
do? What questions
Demonstration #1:
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?

Activity 1:. (3 minutes) Station 1

WRITE OUT TRANSITION DESCRIPTION Tennis: Balance a tennis

ball on the racket. Challenge yourself by walking, spinning, and
maybe even jumping.
Demonstration #2:

Activity 2:

( 3 minutes) Station 2

WRITE OUT TRANSITION DESCRIPTION Balance Boards:

Students will try and balance themselves on a board that is

somewhat similar to a snowboard.

(1 minute)
Demonstration #3:
Station 3: Bean Bag Body Balance- Balance bean bags on your
body, place as many bean bags on yourself while moving trying to
keep them from falling.
Station 4: Balance Beam- walk across the balance team, forward
and backwards. Try and balance on 1 foot.
Station 5: Frisbee Balance- try and balance a Frisbee that is placed
on your head.
Station 6: Dont Fall in- use various objects that students can step
on as river rocks. Tell the students to not fall in the water.

Closure
_____2_____ Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

Will end the lesson by asking the four questions that I have stated earlier in the lesson
plan.

Students with IEPs or 504 plans or students requiring other accommodations:

Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual demonstrations, and
putting words on board to read and visually see.

Materials
What specific
materials/equipment
does the teacher need
for this lesson?

1. Tennis rackets, tennis balls, bean bags, balance boards, balance beam, anything that
can be used as river rocks.

What materials do the

students need for this
lesson?

Academic Language Demand(s):

What content specific
terms (vocabulary) do
students need to support
learning of the learning
objective for this lesson
What specific way(s)
will students need to use
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON

1. Need to know what balance means and why it is good to have good balance.

1. They wont need to do any kind of reading or writing.

2. Will have to listen to directions and have to listen when the music stops so they can switch to

1. Will give them praise throughout the whole entire lesson.

PRE-PLANNING: Explain if their was previous instruction in this activity (or earlier grade

POST PLANNING: Will be done after the lesson is taught.

TEACHER REFLECTION NOTES:

ATTACHMENTS

Include any assessment, task cards, exit slips you used): Describe and numbered.

Resources:
List references and Character Education by: Donald R. Glover; Leigh Ann Anderson
Other Resources
used to support or LIVESTRONG.com
develop the lesson.
40 Years In the Gym by: Donald R. Glover