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UNIVERSITY OF LA VERNE

EDUC 330 LESSON PLAN FORMAT


TEACHER (your name)
Ms. Haus
DATE OF
PRESENTATION:
26 April, 2016

COURSE: EDUC 330

GRADE 3rd

CRN: 1253

INTEGRATED AREAS
Anatomy

LESSON TITLE
Body Building Challenge
SOURCE

http://petoday.wee
bly.com/uploads/2/
6/4/8/2648049/rain
y_day_pe_anyway.
pdf

CONTENT STANDARDS AND CONTENT OBJECTIVES


SUBJECT STANDARDS

1.17 Demonstrate a smooth transition between


even-beat locomotor skills and unevenbeat locomotor skills in response to
music or an external beat.
2.6 Identify opportunities to use underhand and
overhand movement throw
patterns.
5.3 Acknowledge ones opponent or partner
before, during, and aer an activity or
game and give positive feedback on the
opponents or partners performance.

5.4 Encourage others by using verbal and


nonverbal communication.
5.5 Demonstrate respect for self, others,
and equipment during physical
activities.
5.6 Demonstrate how to solve a problem
with another person during physical
activity.
MULTIPLE INTELLIGENCES ADDRESSED
Bodily-Kinesthetic Intelligence: Students are using
their motions to gently toss the the bean bag into the
bucket.
Linguistic Intelligence: The teacher will demonstrate
the instructions of how to play, which are simple
enough to follow. Students will encourage one another
to get the body parts in place before the song runs
out!
Interpersonal Intelligence: This rainy day activity will
show if students can work as a class or not.
Spatial Intelligence:Teacher demonstrates the
directions before hand so the visual learners will also
be able to comprehend what the activity is about.

GOAL OF UNIT
Students will use their ability to throw at a
target, practice group participation and retain
where their body parts are.
MAIN OBJECTIVE OF LESSON
As a class, students will work together to place
the body parts in the right place, while practicing
coordination.

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES


COGNITIVE OBJECTIVES
-Students will be able to practice
what they are learning with this
activity and place them into other
subjects lesson activities.
-Students will understand how to
gently toss the bean bag into the
bucket and also know how to
strategize on tossing the ball

AFFECTIVE OBJECTIVES
-Students will work as a class
effectively in a positive manner.
-Students will encourage one
another to toss positively.

PSYCHOMOTOR OBJECTIVES
-Students will toss a bean bag into
a bucket and if successfully making
it into the bucket, they will then
slide to the body building board
and place a body part in the right
sport.

ASSESSMENT
STRATEGIES FOR ASSESSMENT
-Teacher is constantly observing the students and activity if negative comments or errors occur.
-Demonstration before the activity begins is to visually show students how to game is supposed to be ran.
-Practice round is used to show that the students can do it and that if the students are paying attention I can
quickly adjust the problem.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
-Teacher will show a quick demonstration to the class for the visual learners and also English Learners.
MATERIALS, EQUIPMENT, and/or TECHNOLOGY NEEDED
-A bucket
-One Cone
-Bean bags
-Body Building Challenge Board with attached body parts.
-Music, PA system

STEPS THROUGH THE LESSON


INTO (set the stage; the hook, lesson objectives)
-Set up the bucket, cone and body building board with
music set up but not playing.
Hook :Today class we are learning about our bodies
and what organs we need to survive. We are going to be
working as a team to get as many bean bags as we can
into the bucket and place the body building board parts
into place
-Get students into a single filed line, by having their
number order roster in hand. (they should know it by
now)
-Teacher will demonstrate how the activity is affectively
played with any questions that need to be answered.

RATIONALE (why are you doing this?)


-Having things set up before hand, will let the
teacher have some extra time and also for the
students to be focused.
-The hook usually gets the students attention,
teacher is needed to be loud enough for students
to know that something important is being said
and that they need to settle down and listen.
-Teacher calls out that they needed to be in
number order by last name, so that there is not
any controversy with who is first.
-I want to have the students to actually see what
the activity is actually about, I want the students
to have a demonstration to see a visual of how the
activity is played.

THROUGH (instructional input, modeling, checking


for understanding, guided practice)
-After the demonstration, teacher will explain the
activity rules: Stay behind the cones, toss underhand,
when you make the bean bag into the bucket run up to the
body building board and place a body part into the
correct spot, after the place the body part correctly, slide
to the end of the line. When the song ends, that is the end
of the game. I
The game ends when the song is over and if the body is
put together before the song ends, the students are
brilliant!

RATIONALE (why are you doing this?)


-Going over the rules is important, because it
should run smoothly and be fun!
-I want this activity to be fun and educational at
the same time.
-Things will run more quickly and smoothly if
everything is explained and questions answered
before hand.
-Adding the game to this activity helps the
students engage in the activity, and makes them
work as a team.

BEYOND (independent practice, further research)


-When the activity starts, starting with the music,
students will start tossing the bean bags into the bucket,
the teacher will start to observe how things are running,
and to see on how each student is able to throw and slide.
-After the music stops, I will create a clapping sound to
get the students attention to come back to the center of
the room and discuss what we just learned about of our
internal body parts.
-Drink water after the cold down discussion.

RATIONALE (why are you doing this?)


-It is vital to observe how each student is capable
of bodily motions and how they work as a team.
Also, observing to see what students know about
the human body to see if we need to work on that
in the other subjects.
-I Create the clapping sound to get the students
attention because they need to come and focus on
what we just learned.
-Also, drinking water after our cool down
discussion is important to keep them hydrated.