Student Teaching Day 4

Name: Amanda Oebser

Lesson Title or Subject/Topic: Jumping and Landing Patterns
Unit: Jumping and Landing
Date: December 3rd, 2015
Estimated Time/Length of Lesson: 30 minutes
Central
Focus

Students can do the all the jumps they learned following the beat to the music they will be
listening too.

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

Content
Standards
What
standard(s)
are most
relevant to
the learning
goals?
Include
SHAPE
Standards
and WI
Content
Standards.

National P.E. Standards:

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies
and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve

and maintain a health-enhancing level of physical activity and fitness.

Standard 5: The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Standard 6: The teacher uses effective verbal and nonverbal communication techniques as
well as instructional media and technology to foster active inquiry, collaboration, and
supportive interaction in the classroom.
Standard 7: The teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community, and curriculum goals.
Wisconsin State Teacher Standards:
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3: The teacher understands how pupils differ in their approaches to learning and the
barriers that impede learning and can adapt instruction to meet the diverse needs of pupils,
including those with disabilities and exceptionalities.
Standard 5: The teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
Standard 6: The teacher uses effective verbal and nonverbal communication techniques as
well as instructional media and technology to foster active inquiry, collaboration, and
supportive interaction in the classroom.

Student
Learning
Goal(s)/
Objective(s)

LEARNING GOALS

What are the

specific
learning
goal(s) for
student in
this lesson?

OBJECTIVES
Psychomotor Students will be able to improve the how they can do all the eight different kinds of
jumps while following beat to the music. They will do the Star Jump, Jack-in-the-Box,
Frog Jump, Kangaroo Jump, and Rabbit Jump, Two foot Jump, One foot hop, and
leaping.
Cognitive
Students will be able to demonstrate how to correct land and show the all eight of the
jumps they have learned while following the beat of the music
Affective
Students will be able to teach a peer what they learned.

Safety
Statement

Students must have tennis shoes on

Students must have control of there body while doing the activity

Assessment
of Learning

K-2 Will be able to tell me what kind of jumps they did and tell me what
jump was harder to follow the beat too.

Describe
3-5 Will have to explain what was difficult about this activity.
your
formative
and
summative
assessments
you will use.
Learning
Environmen
t/
Expectations:
Behavior
Students will be able to control their own body
Expectations
Students will have their watching and listening skills on
What
procedures
will you use
to ensure
students are
safe, on task
and engaged?
What might
happen that
you might
not expect?

Students will be able to remember the eight different jumps and how to land
properly

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: Animal Tag
Motivational Set
Remind students how to do each jump
3-5 Minutes

How will you start the

lesson to engage and
motivate students in
learning?

Instruction: (Body of
the lesson)
18-20 Minutes
Write the step by step
Teaching
procedure/progression
here.

Two students will become taggers and will were pennies to show
they are it
Once the taggers tag a peer they have to give a card of one of the
jumps
The peer that is doing the what is on the card will have to do that
action until they reach the safe zone
Once they hit the safe zone they are back in the game

Tasks
(Extensions)
Students will
be able to
know to do the
eight jumps
while following
the beat to the
music

What will you say and

do? What questions
will you ask?

How will you engage

students to help them
understand the
concepts?
What will students do?

Cues
(refinements
) Focus on
the jump they
are doing then
follow the
music beat

Challenges :
(Applications)Have the beat
to the music
go faster

Modifications
:
K-2: Go slow
and make sure
80% of the
class is
understanding
how to perform
each task and
how to land
proper.
3-5: If they are
getting the
main idea
create a
challenge for
them

Demonstration #1:

Activity 1: Jumping Rhythmically

Demonstrate
(5-15 minutes)
- The students will stand on a poly dot that is in a circle from
- I will play a song and while the song is play the students are
supposed to do one of the eight jumps that I give around the
circle on the poly dots follow the beat
- The songs I will play will be Pop Goes the Weasel, Jumpin Joe,
Bingo, and some songs that the students listen to at home

Closure
3-5 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

Have the students let me know what kind of jumps were harder to
follow the music beat compared to others?
Questions:
1) What jump do you think was more challenging then the others?
2) What muscle group do you think you used more of?
3) What was challenging about this whole activity with having listen
and focus on what your doing.

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?

Poly spots, pennies, hula hoops, music

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

Star Jump: Jump up with raising your arms above your head and your feet

Jack-in-the-Box-: Begin in a squat position, then jump up, and land back in

Frog Jump: Begin in a squat; reach forward and shift your weight to your h
your feet forward and close to you hands.

Kangaroo Jump: Using a 2 foot-take off and 2 foot-landing, do slow, long ju

keeping your feet together

Rabbit Jump: Quick, short jumps forward with feet together

What specific way(s)

They will need to be able to listen, watch, and be able to participate what I am demonstratin
will students need to use jumps.
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

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

levels)
I had to look up what music has good beats to follow to

POST PLANNING: Assessment informs Teaching: what are future need

assessment results.

TEACHER REFLECTION NOTES:

ATTACHMENTS

ATTACHED BEHIND

Resources:
List references
and
Other Resources
used to support
or develop the
lesson.

Rosengard, Paul F. "Jumping and Landing Patterns SPARK: Physical Education Gra
Kathryn Short, Kathleen Berkson, Mary Lou Baranowski, BJ Williston, and Thom M
CA: SPARK Programs, 2013. . Print. 11-13

" "Animal Tag." Instant Activities. N.p., n.d. Web. 29 Nov. 2015.
<http://www.cwu.edu/~jefferis/unitplans/mountainbiking/instantactivities.html>.

Frog Jump
Begin in a squat; reach forward and shift your weight to your hands. Then to jump your
feet forward and close to you hands.

Star Jump
Jump up with raising your arms above your head and your feet spread out

Kangaroo Jump
Using a 2 foot-take off and 2 foot-landing, do slow, long jumps forward, keeping your
feet together

Jack-in-the-Box
Begin in a squat position, then jump up, and land back into squat
position.

Rabbit Jump
Quick, short jumps forward with feet together

One Foot Hop

Leaping
off one foot, onto the other

Two Foot
Jump