[2015]

Cooperative Lesson
CASSIE MAYER
EDUG 520

Common Core Aligned Lesson Plan Template

Subject(s):Physical Education Grade: Third
Teacher(s): Cassie Mayer School: Cox Elementary Date: November 30, 2015
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
2.1.16- Jump a rope turned repeatedly.
3.1.5- Jump continuously a forward-turning rope and a backward-turning rope.
2.1.17- Demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in
response to music or an external beat.
3.1.15- Perform a line dance, a circle dance, and a folk dance with a partner.
2.1.9- Catch a gently thrown ball above the waist, reducing the impact force.
3.1.10- Throw and catch an object with a partner, increasing the distance from the partner and maintaining an
accurate throw that can be easily caught.
2.3.3- Perform abdominal curl-ups, modified push-ups, oblique curl-ups, forward and side lunges, squats, and triceps
push-ups from a chair or bench to enhance endurance and increase muscle efficiency.
3.3.4- Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modified push-ups or
traditional push-ups with hands on a bench, forward lunges, side lunges, and triceps push-ups from a chair.
2.5.1- Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with
others.
3.5.6- Work in pairs or small groups to achieve an agreed-upon goal.
1. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and

Performing Arts):
N/A

1. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

STUDENT-FRIENDLY
TRANSLATION
The students will be able to identify three physical affects the activities had on their Students will recognize three
bodies.
different affects the activities
had on their bodies.
1. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish the
goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

EL students will be exposed to vocabulary related to physical activity and exercise.

1. Relevance/Rationale: (Why are the outcomes of this lesson important in the real
world? Why are these outcomes essential for future learning?)

It is important for students to understand the need for physical activity to maintain
a healthy lifestyle.
1. Essential Questions:

How does cardio affect ones heart rate?

What are the overall benefits of daily exercise?
Part II STUDENTS INFORMATION

STUDENT-FRIENDLY
TRANSLATION
Students will understand it is
important to exercise to stay
healthy.

1. Class Information:

a. Total number 28: 15 Boys and 13 Girls

b. EL 16 EL: 11 Vietnamese, 1 Romanian, 1 Turkish, 1 French, 1 Russian, 1 Urdu
Special Needs- 3 Students with IEP: 1 with Autism Add and RSP and Speech, 1 Learning Disability and RSP
and Speech, and 1 Behavior and social issues with Speech
a. Academic background in content area - Some exposure to physical activity. Their teacher takes them outside

for 20 minutes of P.E. every school day.

c. Linguistic May vary greatly from others in reading abilities and language skills Using language to
exchange ideas; much time spent in talk and discussion Beginning to use more abstract words Slang and
profanity common
d. Cultural/Health In these years many children place great emphasis on the development of their own
physical ability. Being able to do handstands, hit the ball, ride fast, etc often carries considerable status within
the peer group, particularly for boys. Children of this age will really appreciate an adult watching their efforts
with a realistic and encouraging attitude.
e. Physical Physically, this is the age when the amount of practice and play done in the earlier years begins to
manifest itself in skillfulness and in what might be called "athleticism. This year is also the time when
children frequently begin to identify themselves as "athletic" or "unathletic," thereby influencing their future
involvement in sports and physical activity. Note: During this period of development, children's actual skill
levels will vary based on their amount of physical activity. Sedentary children will not mature as quickly as
those who participate in activities like dance lessons, team sports or backyard play.
f. Social When interacting with others, eight-year-olds enjoy sharing their viewpoints on a variety of topics.
They have a clearly developed sense of self-worth and may express frustration in response to activities that

1. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

I anticipate that some of the students will have trouble staying on task. The fact that the majority of the lesson is
outside and a very interactive lesson as well, I worry that the students will begin to act chaotic.
Part III - LESSON ADAPTATIONS
1. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

To make sure that the students remain on task, they will be assigned specific jobs to help facilitate the lessons activity.
Because they are given a responsibility, I believe they will remain more engaged if they think they are helping execute
a lesson.
1. 21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
1. Technology - How will you incorporate technology into your lesson?
We will use a stereo to play music.

Part IV - ASSESSMENT OF STUDENT LEARNING

1. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What
specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative: The students will be recording their data from each circuit station and I will be collecting them at the end of
the lesson. I will also monitor students as they go through the circuit to help prevent injuries, make sure students are on
task, or provide assistance as needed.
b. Summative (if applicable): N/A

c. (Attach rubric here, if applicable): RUBRIC ATTACHED

Part V - INSTRUCTIONAL PROCEDURE

1. Instructional Method: Circle one Direct Instruction
Inquiry
Cooperative Learning
1. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Four cones
Five balls

Five jump ropes

Five mats

White board

Paper

Pencil

Timer

Music player

All of these materials will be used if available at the school site.

1. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning

to ask.):
OPEN:
We will introduce the lesson by discussing physical activity and its various components. Components that may be
discussed are aerobics (cardio,) muscle strengthening, and stretching. We will break the students into four groups. In
each group we will assign a group captain, recorder, cone keeper, supplier, and collector. We will explain their jobs. We
will give explicit instructions to transition outside.

BODY:
Once the students are in a central location outside, we will give instructions verbally regarding set-up and activity.
They will also have instructions with pictures at each station. We will allow five minutes for students to set up the
circuit stations. The four stations will be:
jump rope station
ball toss station
muscle strengthening station
dance station.
The groups will wait for further instruction at their stations after set up is complete. Well play music for 30 seconds
while they complete the stations task. They will then have 30 seconds to record, and another 30 seconds to rotate to
the next station. Each group will get a turn at each station. After the circuit has been completed with each group
working through each station, the students will meet again as a class in a central location.
CLOSE:
We will then lead the students in a series of stretches for about five minutes, and ask students questions about what
muscles they are stretching. We may also include questions about what physical affects they noticed from each
activity. After stretching has finished, we will provide instructions to the students to collect all materials and transition
back to the classroom.
Part VI - REFLECTION

1. What instructional strategies did you use to help students achieve the lesson objective?

I used whole group instruction and group activities. Each student had a job in this lesson, and so every person was
included and held value to the teams.

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence.

Most students were successful in achieving the goals for this lesson. Some students struggled with doing sit ups, while
others showed difficulty jump roping. All students enjoyed the activities, they all made comments about doing the
circuit again with me. Most students met their goals, or we made accommodations for students who were struggling
and they too met their goals.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?

The students who were not able to meet the objective were because of coordination and physical difficulties, but it
seemed that each student tried their best and gave great effort. Students were very interactive during stretching, as
we discussed the importance of stretching and which muscles they were stretching. One thing we can improve on in
the future would be to focus on each activity individually then bring a circuit in later. Giving students the opportunity to
master the activity before having them do it in a circuit.
3. What would you change about the lesson and why?

If I could change something about the lesson it would to be to bring a louder stereo so all students could hear the
music, and after modeling each activity, give students the opportunity to practice before the circuit. Before we began
we discussed the characteristics of teamwork, if I were to do the lesson again I would have written those
characteristics on the board for them to refer to later, and debrief about our teams and if all students met those
characteristics. Another thing was I forgot to give the job of recorder paper to record on, so therefore students
continued to run up to me to tell me their scores, but it all became confusing and overwhelming.

Master Teacher Notes:

Mrs. Carrassco said that my lesson went great and the students all enjoyed it. She complimented me on my
improvement of classroom management and transition from inside to outside. She said my lesson was engaging and
met the third grade common core state standards. She said one thing I could improve on would be to ensure each
station was thoroughly explained and to check for understanding with the students.