Name(s) : Emily Kelly, Matt Gillis, Chelsea Kaulback, Zachary Williams

Focus (topic) of the Lesson Plan : Movement in Education

Universal Outcomes Required

Design for Materials, Tools
Learning GCO: Functions in the and Technology
brain in relation to
Representation education. Chart paper,
SCO: Movements impact markers,
1.1 Vary the on cognitive function. Computer,
display of SWBAT: Students will be Microphone and
information able to understand how sound system,
- - A powerpoint movement impacts PowerPoint slide
presentation will be learning. show, a ball,
available for puzzles, chairs,
https://www.youtube
students to follow
.com/watch?v=rTyN
the information Assessment
-vvFIkE
visually (formative/summative,
- 1.2 Offer self/peer)
information via
auditory What prior data is
alternative informing your instruction?
- - The teachers
Before starting, ensure Special
should speak loud
that the puzzle pieces are Concerns
and clear so that the
on each of the three tables
students can
and ask students to sit Ensure that the
understand
with their PLCs. (Chelsea) computer
instruction. Use a
Matt explains our attention microphone and
mic if possible.
getter: one of us says sound system all
- 2.1 Clarify
Brain the class replies properly work prior
vocabulary and
Power! explain and then to the
symbols
practice. presentation.
- -The teachers must
Emily will go over the Establish an
ensure that students
agenda and outcome. attention getter to
understand the
APK - Carousel Activity led assist with
terms that are used
by Zack transitions. All
in the presentation.
Hang 4 pieces of chart students should
To do this, C4Us
paper around the room be attentive at all
can be used.
with the following titles: In times.The
- 3.1 Activate
public school, were some perimeter of the
background
classes more active than room must be
knowledge
others? Which ones? cleared of any
- - the teachers will
What are some ways that obstacles in order
access the
background students could be more for the students to
knowledge of the active in the classroom? move around the
students through How is movement room with ease for
the use of a beneficial to learning? the Carousel
carousel activity on How is movement Activity. Move
the benefits of disadvantageous to tables to each
movement to learning? In groups of 3 side of the room
learning (by numbering students 1- so that the chairs
4 and sending all the 1s to can be placed in a
Action and one page, 2s to the next circular formation
Expression one, etc.) have students for the Musical
4.1 Vary the move from one piece of Chairs Activity.
chart paper to the next, The chairs must
methods of
physical action writing their answers on then be moved to
the page as they go. They the sides of the
-The ball toss
will be given 30 sec at first classroom so that
activity will allow the
students to use two stations, 45 sec at students can form
third, 1 min at the last a circle and
physical activity
while stating what station. Have students successfully
return to their seats with perform the Ball
they have learned
their PLCs and read out Toss Activity. The
about the lesson.
-Musical chairs some of the ideas written room temperature
on the paper. Then start should be set
5.1 Use multiple
the PowerPoint portion of between 68-72F,
media
the presentation. to provide a
-Slideshows will be
comfortable
present in the
presentation along learning
What assessment environment.
with the visuals that strategies will measure the
the students make learning from the
themselves in the outcomes?
carousel activity.
6.1 Goal setting End of class ball toss Differentiation
-The goals of the (formative)
class will be clearly Have each table push their Nobody in class is
presented on the tables to the side so on a special
board, so that the students can make a circle in education
students know what the middle. Students remain program (SEP).
is expected of them standing in the circle, and We do however
in the class. there will be 1 ball. One have students of
6.2 Planning student starts with the ball seven out of eight
-An agenda of the and says one thing theyve intelligences.
class will be present learned about movements Visual-Spatial:
on the board so that impact on cognitive carousel, building
the students functioning. Once they have blocks
understand what said it, they gently throw the Bodily-Kinesthetic:
sort of activities will ball to anyone else in the carousel,
occur in the class. circle. That person catches stretching, musical
6.4 Monitor the ball, and comes up with (vestibular nuclei)
progress what theyve learned about chairs
-During the activity movements impact on Musical: musical
the teachers should cognitive function. This (vestibular nuclei)
be monitoring the continues until every student chairs
classroom to ensure has gotten the ball. This Interpersonal:
that the students should take about 5 min. carousel in teams
remain on task and Intrapersonal:
help if needed. carousel
Linguistic:powerpo
Engagement Timeline / Elaboration
int
Before 7m Logical-
7.2 Relevance,
value and (APK) mathematical:
puzzle
authenticity
Focus Question
-Every activity that is Why should movement be
done in this lesson
included in the classroom?
relates to the topic of
- Carousel Activity,
movement and how In-Class Support
explained above (10
it benefits learning.
min)
7.3 Minimize At any time during
distractions During 28 m the presentation,
-Teachers should be there will be 2-4
monitoring the Matt introduces attention teachers available
students using close getter (1 min) to help students
proximity in order to Emily goes over agenda (1 with any questions
minimize behavioral min) or concerns
issues. Stretch led by Emily (2 min) regarding the
-They should make APK led by Zack (7 min) information and
sure that the PowerPoint presentation the activities. We
students remain on (7 min): Chelsea leads Intro will be facilitating
task so that time is + Evidence for Movement the learning of the
not wasted during -musical (vestibular nuclei) individual students
activities. chairs led by Matt by one- on-one
8.1 Optimize goals Musical Chairs (10 min): support, whole-
-students must be Vestibular nuclei is the class support, and
constantly reminded main part of the brain that by a clear and
what they are doing. puts what we want to do concise
C4Us can ensure physically into the action. explanation of the
that students To practice using our topics and
understand the vestibular nuclei were activities being
instructions that going to play musical presented. The
have been given to chairs, but instead of teachers will
them. stopping the music Matt maximize their
8.3 Foster will say Vestibular nuclei. instruction time by
collaboration and Have everyone except setting up their
community (name a person) place
The Carousel their chair in a circle and
activity allows all stand around them. Play
students to have musical chairs to the
their own input on music of jeopardy. Matt
the questions that will call the stop by saying
are posed to them at vestibular nuclei
their own station. PowerPoint presentation
Their answers will (4 min): Zack leads
help other students Evidence of Mind-Body
form an Links
understanding of the Active Activity (5 min):
topic. Lead by Matt Puzzle of
8.4 Give Positive neuron growth. The first
Feedback group that finishes tell us
-The teachers whats going on in the
should give positive puzzle, after all groups
feedback and have completed the
reinforcement to all image.
the students in the PowerPoint presentation
class in order to (7 min): Emily reads
make sure that all Education in different
students feel cultures
included.
Opportunity for
individual/small group
instruction
The puzzle will incorporate
group learning as they will
work together to complete
the puzzle and understand
the image.
After 5m
Ball Toss Activity led by
Chelsea (5 min)
Everyone standing in a
circle around the room,
when the ball gets to them
they need to try and say
something they learned
from the class, then pass
the ball to the next person.
PowerPoint slide
show ahead of
time, writing any
necessary
information or
instructions on the
board. The
teachers will
monitor the
groups throughout
the presentation
and activities.
Cross-curricular
Connections
Science: Functions
in the brain related
to movement.
Language Arts:
Reading and
viewing, PowerPoint
presentation, writing
and other ways of
representing,
listening, oral
sharing, comparing
and contrasting
ideas, listening and
responding,
organization of
thoughts.
Art: Effectively
completing a puzzle
Physical Education:
Walking around the
room, arm lifts,
stretches, ball toss
activity, hand-eye
coordination,
movement of
classroom furniture.
You cannot pass the ball
to the immediate right or
left of you. Saying names
and making eye contact is
also required before
tossing the ball. The
leading group can also
participate, except they will
reflect on their teaching
experience.
Social Studies:
Cultural differences
and beliefs
regarding the
importance of how
movement impacts
learning (both in and
outside of the school
setting).

Music: Musical
chairs activity

Math: puzzle

Reflection

We will do this
while doing the
ball toss with the
rest of the class.