Lesson: K-2 Team-Building and Loco-motor skills

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Lesson Objective

Monday/Tuesday • TSWBAT explain the importance of team building by answer 2/3 cues when called upon. • TSWBAT maintain a safe group learning environment 100% of the time Thursday/Friday • TSWBAT explain ¾ loco-motor skills when called upon. • TSWBAT maintain a safe group learning environment 100% of the time

Lesson Plan




 

 


 

Monday/Tuesday

Instant Activity /warm up
 

Pick Em up Card exercises


Thursday/Friday
 

Instant Activity/Warm up

Pick Em up Card exercises
 

 


 

 


 

 


 
Music
  playing instant activity; during parts of the lesson

 

J factor –
  Taibo video


 

 

Monday/Tuesday

Teacher goes over previous lesson of movement, directions,
  pathways. (I DO).
 

Teacher asks scholars questions about movement, directions, and
  pathways and asks scholars to demonstrate for the class (WE DO).


 Teacher goes over boundaries ( I DO)
 

Teacher introduces team-building and explains its importance (I DO)


 Goes over
  cues of share, care, and together.

 Teacher asks scholars questions regarding team activities and
  what they think it means to work as a team (WE DO)
 

Teacher splits class into 4 different groups ( I DO)


 Teacher explains to class why groups are picked for them (I DO)
 

Teacher explains exactly how puzzle goes together ( I DO)


 Teacher and scholars demonstrate how a puzzle goes together ( WE
  DO)
 

Scholars demonstrate putting a puzzle together ( THEY DO)
 

Teacher explains group activity. Scholars are to piece together
  the INCREDICBLES puzzle as a group. (THEY DO)


 The group will pick 1 person who will raise his/her hand when everyone is 
  seated scholarly when the puzzle is completed. The designated person will
 then explain to the class what the puzzle is and how they worked as a team
 to complete the puzzle.
 

Teacher reinforces the meaning of team-building. Reinforces cues
  of share, care, and together. (I DO)


 Teacher has scholars redo INCREDIBLES puzzle, but this time, the
  activity is timed.
 

Teacher engages conversation with each group to ensure full
  participation (I DO)


 If time persists, scholars will do SHREK puzzle as a group (THEY
  DO)
 

If class earns J-Factor, last 10 minutes of class will be for
  Taibo and assessment of lesson.
 

 Thursday/Friday
 

Teacher goes over lesson from previous day. Goes over
  team-building and why it’s important. (I DO)
 

Teacher asks scholars to explain each of the 3 cues from the
  lesson (THEY DO)


 Teacher introduces day’s activity of learning loco-motor skills
  of skipping, hopping, jumping, and galloping. Students will learn about
  following and leading. (I DO).
 

Teacher explains the cues of: eyes forward, feet forward, and
  personal space. (I DO)


 Teacher will demonstrate what skipping correctly is (I DO)
 

Teacher and scholars demonstrate what skipping correctly is ( WE
  DO)


Scholars demonstrate skipping correctly (THEY DO)
 

Teacher will demonstrate what hopping correctly is (I DO)


Teacher and scholars demonstrate what hopping correctly is ( WE
  DO)
 

Scholars demonstrate hopping correctly (THEY DO)
 

Teacher will demonstrate what jumping correctly is (I DO)


Teacher and scholars demonstrate what jumping correctly is ( WE
  DO)
 

Scholars demonstrate jumping correctly (THEY DO)


Teacher will demonstrate what galloping correctly is (I DO)
 

Teacher and scholars demonstrate what galloping correctly is (
  WE DO)


 Scholars demonstrate galloping correctly (THEY DO)
 

Teacher and scholars will demonstrate skipping at a low, medium,
  high levels (WE DO)


Scholars will demonstrate skipping at a low, medium, high levels
  (THEY DO)
 

Teacher and scholars will demonstrate galloping at a low,
  medium, high levels (WE DO)


Scholars will demonstrate galloping at a low, medium, high
  levels (THEY DO)
 

Teacher and scholars will demonstrate hopping at a low, medium,
  high levels (WE DO)
 

Scholars will demonstrate hopping at a low, medium, high levels
  (THEY DO)
 

Teacher and scholars will demonstrate jumping at a low, medium,
  high levels (WE DO)
 

Scholars will demonstrate jumping at a low, medium, high levels
  (THEY DO)
 

Teacher explains what following the leader is (I DO)


Teacher and scholars demonstrate following the leader (WE DO)
 

Scholars demonstrate following the leader (THEY DO)
 

Teacher explains how the leader is now the follower ( I DO)


Scholars switch positions and the follower is now the leader
 

Scholars perform following the leader (THEY DO)
 

If time in class, J Factor with wiidancemoves.com


Assessment/Exit ticket

 

Checks for
  Understanding and Exemplar Student Responses

Informal observations
 

 

Checks for Understanding, Questions I Will Ask, and Exemplar Student Responses

Agree/Disagree
  – When you work together as a group, should one person do all of the work?

 

Agree/Disagree
  – 3 loco-motor skills we learned are skipping, galloping, and jumping?


 

Checks for Understanding, Questions I Will Ask, and Exemplar Student Responses

The three cues we use when working together are what?
 

When in the PE classroom, should we always be safe when
  performing each loco-motor skill?
 

Assessment printout
 

Exit ticket

Lesson Resources

No resources at this time.

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