Tennessee Wesleyan College

Lesson Plan (With P.E. Specific Additions)

Teachers Name: Alyssa Maddron

Lesson Title:

Bucket Run

Subject/Grade:

Date:

2-25-16

Class Period:
(circle one)

4th

6th__________________

Observation:

Standard(s): Identify what you want to teach. Reference State, Common Core (if
applicable), ACT College Readiness Standards and/or State Competencies.
Standard 1- Balance, Running

Standard 2- Communication
Standard 5- For Challenge
Big Idea(s)/Essential Question(s): What question(s), big idea(s), and/or goals drive
your instruction?

Why will these skills of this game be helpful for the future? The big idea is to help
students learn these skills for further grades.
Academic Language-- Physical activity, Physical education, and Fitness.
ConceptsYou use balance to take the cup from one bucket to the other.
SkillsYou will use skills such as teamwork and balance.
ApplicationsStudents will apply teamwork to cheer on their teammates while
running back and forth.
Lesson Objective(s): Clear, specific, and measurable.
The students should be able to work well with others, while the student is learning to
balance with speed.
Assessment/Evaluation: Formative: Students will perform the task of taking a cup of

water from a bucket to another to assess the balancing skill.

Summative: At the end of the course, students will have to replay the game to compare their
results. Formal/Informal: I will gather data on how well the students was engaged in the
game, their attitude throughout the game, and how much they improved balance.

Instructional Strategies/Activities:
Divide the children into three or four groups (do not let them
choose their own groups) and give each group a full bucket of
water, an empty bucket of water, and every child a solo cup. Then
you set the buckets at least three feet away from each other in a
relay race form so that every child has to scoop water in his/her
cup and run from the full bucket of water to the empty bucket with
his/her water. The team who poured the most water into the empty
bucket over time period, wins!

Coaching
Cues:
Make sure
teams are
even and do
not give a
specific
time. I think

you can just

tell when
the game is
getting
tiring.

Materials and Resources:

Six to Eight buckets (three or four of them need to be filled with
water)
Water
Solo cup for each empty bucket

Safety
Reminders
:
Make sure
buckets are
far away
enough
from each
that they
will not run
into each
other and
the water is
made just
for the
buckets, not
to be
thrown.

INSTRUCTION (STEP-BY-STEP PROCEDURES) PAGE 2

BEGINNING
Activating Strategy: By playing this game,
students will develop more communication
skills and balance that will help them in
further grades and in other subjects.

Assessm
ent

Modifications and Strategies to

Diverse Learners

I
will
asses
the
underst
anding
of
commu
nicatio
n and
balance
while
playing
the
game
at this
point.

Modifications will be
made by adding
cones to make it
more of an obstacle
course and relay
race to challenge
themselves
and
teammates
to
succeed.

MIDDLE

STEP BY STEP
PROCEDURES SEQUENCE
DISCOVER/EXPLAIN DIRECT
INSTRUCTION
QUESTIONING/ENCOURAGES HIGHER
ORDER THINKING
GROUPING STRATEGIES
DIFFERENTIATED INSTRUCTIONAL
STRATEGIES FOR
INTERVENTION/EXTENSION

Modeling Content Expectations

( I do activities): I will show
the student show the game is
played. The students will then
play the game after the
directions.
Guided Practice (We do):
After the demonstration the
students will play the game
with teams, which they will
learn and succeed with.
Independent Practice (You
do; may include Homework): I
will have the students play the
game and grade them on effort
and attitude. I will even switch
up the teams so that I can
grade
students
on
their
teamwork
with
different
students.

Asse
ssm
ent

At
this
poi
nt, I
will
see
ho
w
stu
den
ts
foll
ow
the
dire
ctio
ns.
At
this
poi
nt, I
will
see
ho
w
the
y
app
ly
the
inst
ruct
ions
.
At
this
poi
nt, I
will
gra
de

Modifications
and Strategies
to Address the
Diverse
Learners

Modifications
will be made
if
students
are not clear
of
the
instructions.
If a student
or
students
are not able
to play the
planned way,
I will modify
so that the
student
or
students can
play.

effo
rt
and
imp
rov
em
ent.

CLOSURE

Summarizing, Reminding, Reflecting, Restating, Connecting

Students should be able to perform their communication skills during the game, but further
their balance skills. Formative assignment: Students will have to answer the question of
what the objectives were of the game. Summative Assignment: Students will be required to
prove their balancing skills by standing on one foot for thirty seconds and walking across a
balance beam with a cup of water at the end of the semester.

TEACHER REFLECTION/FUTURE MODIFICATIONS

Reflection on the Lesson Plan and Delivery to include: To what extent did the students learn
the concepts? What will be your next instructional steps? What did you learn about
yourself and your students concerning this lesson?