Concordia University Nebraska Education Department Lesson Plan Format

Name: Paige Borcherding Grade Level: 3rd

Topic/Central Focus Subject: Physical Education

Physical Education— Responsible Behaviors
Time Frame: 1 hour

Standard(s) to be met in the lesson:

• Content Standards: PE.3.4.3a (NE Physical Education Standards)
• English Language Arts Standards: LA 3.2.1.a (NE English Language Arts standards)

Learning Objectives: Assessment Tool(s) and Procedures:

• Content Learning Objective: I will formatively assess the students by
Students will be able to work walking around and observing how well
cooperatively with others. each student is cooperatively working with
their group.
• English Language Learning
Objective: Students will be able to use Students will also be assessed by writing a
prewriting activities to generate ideas one page reflection on their experience of
and organize information. the activity that we perform in class.

Research-Based Best Practice used in lesson and why it is appropriate/useful

1. Cooperative Group Work: Students will be put into groups for the activity which will build
cooperative learning strategies.

2. Group Discussion: Students will be discussing and problem solving with each other to
effectively create a structure that will prevent the egg from cracking.

3. Academic Vocabulary: Students will be using academic vocabulary when writing about their
experience from the activity.

4. Realia: Using real objects (see materials) to teach/demonstrate vocabulary.

Student Engagement used throughout the lesson

1. Students will be engaged by working together in small groups to create a structure that will
protect a 10 foot drop of a raw egg.

2. Students will be engaged after the activity by working independently on writing a reflection
of their experience on the activity.
Concordia University Nebraska Education Department Lesson Plan Format

Key Vocabulary:
• Content Vocabulary:
1. Cooperate
2. Generate
• Academic Vocabulary:
1. Cooperate
2. Structure
3. Generate
4. Sturdy

Materials: Technology:
Raw eggs
Duct Tape —I will use an iPad to take pictures of the
Newspapers students participating in the activity.
Cotton Balls —I will also use a computer and projector to
Popsicle Sticks project a timer on the screen so that
Ladder (for teacher) students can see how much time they have
for the activity and writing.
Supplementary Materials for ELLs:
Worksheet that lists the materials out so that
they can put a name with the materials (also
used to help them learn spelling). Also on this
worksheet will be a list of the vocabulary words
listed above along with their definitions.

Faith/Values Integration:

n/a

Assets (Knowledge of Students: personal, cultural, community)

• Links to students’ background experiences:
• 1. Students are aware that eggs are fragile and will need to build a structure sturdy
enough to keep an egg from cracking.
• 2. Using and not wasting resources that they have.

• Links to students’ prior learning:

• Students will know how to respond to feedback given by peers (useful for taking ideas
when building the structure)
• Students will know how to work independently (useful for writing their reflections)
• Students will know that writing is another form of communication along with verbal
communication.
Concordia University Nebraska Education Department Lesson Plan Format

Differentiating Instruction (English Language Learners)

How do you differentiate by attending to the following components of the SIOP Lesson?
Lesson Preparation: I will make sure that I have the content and language standards and
post objectives for my students to view.
Building Background: It’s possible that my ELL students lived in homes where they didn’t
have a lot of money or resources to live on. They probably had to use every resource that
they had and couldn’t waste anything. During my lesson, I will connect to these students’
lives by telling them that they should use all of the resources they’re given for the egg
structures, just like they would use all of their resources at home.
Comprehensible Input: When it’s time for the students to move from the whole group to
their small groups, I will type my instructions in a PowerPoint so that students can visually see
the instructions. I will also provide a worksheet for the ELL students that includes a written
list of the materials I am providing for the activity. During small group time, students will
experience guided practice so that I can move around and check that they are cooperatively
working together. While giving my lesson, I will make my concepts clear and easy to
understand.
Strategies: In this lesson, I will use cooperative group work, group discussion, academic
vocabulary, and realia to most effectively teach my students. When it comes to writing the
reflections, I will get my students to think at higher levels by asking them various questions
that they can answer in their reflections.
Interaction: Students will interact with their peers by working together in small groups to
create a structure that supports a raw egg as well. They will also work independently by
writing a reflection on the activity they completed. During this time, I will allow student to
teacher interaction when the student needs help with their writing.
Practice & Application: I will be providing hands-on materials for students in order for
them to learn vocabulary and put an image to the words, as well as hands-on activities for the
students to apply language knowledge in my classroom. The group activity and writing
reflection will allow the students to use a variety of language skills such as speaking, listening,
and writing.
Lesson Delivery: I will clearly state my content objectives and language objectives to the
class. My goal is to keep my students engaged 95-100% of the class time, and I will keep the
pacing of the lesson appropriate to the students’ ability level.
Review & Assessment: I will be walking around the classroom observing the interaction
and cooperation between students and their peers as they do the group activity. I will also
listen in on the language to make sure their verbal English is grammatically correct. Finally, I
will read the reflections to assess the students’ written English. I will offer feedback to
students when needed for both assessments.
Concordia University Nebraska Education Department Lesson Plan Format

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students— 3 minutes

1. “I want you to think about a time where you were working with someone and it
wasn’t going well. What happened? Why did that happen? Was there anything that
you could have done to make the situation better?”
2. “Today we are going to do an activity that involves you working together with
others.”

B) Communicate the purpose of the lesson to students (objective/assessment)

— 2 minutes

1. I will state that the purpose of this lesson is for students to learn how to work
cooperatively with others. “Cooperate means to work together in a positive manner for
a common purpose.” I will assess this objective formatively by walking around the
classroom to see how students are cooperating with each other.
2. I will also state that the purpose of this lesson is that the students will be also able
to use prewriting activities (the egg drop activity) to generate ideas and organize information.
“Generate means to produce, or create.” I will assess this objective by having the students
write a reflection about the activity they completed. This will also be formative and graded for
completion, but I will also offer feedback on the students’ writing if needed.

C) Instructional Sequence— total 40 mins 


1. First I will put the students into groups of four.
2. I will hand out the materials that they need for the activity.
3. “With your groups, you will create a structure (a structure is something you build)
that is able to protect an egg from a ten foot drop. The goal is to keep the egg from breaking,
so you have to make your structure sturdy (firmly built). You can, and should, use all of the
materials and resources I have placed in front of you. You must cooperate as a group in
order to successfully create a structure that will hold the egg.”
4. I will give the students 15 minutes to create the structure for the egg. I will give
them a five minute warning as well. During this time I will be walking around the class,
observing how the students are cooperating with each other. I will also be taking pictures of
students working as a way for the parents to stay connected and see what their child is doing
in my classroom. After the 15 minutes, we will take the structures outside and I will step on a
ladder and drop the structures that contain the raw egg in them from ten feet above the
ground. We will go through each group to see whose eggs survived the drop. Once we finish
the testing, we will head back inside.
5. Once the students are seated (still with their groups), we will have a large group
discussion on the activity. I will ask them various questions about the experience. I will ask
each group:
—“What worked/didn’t work with your structure?”
—“What strategies did you feel helped your group in this activity?”
—“Did you come across any problems while working together?”
—“Is there anything you would change if you could do this activity again?”
Concordia University Nebraska Education Department Lesson Plan Format

D) Closure:
After going through these questions with the class, I will close the class time by having the
students pull out a piece of paper and pencil. 

“I want you to write your own reflection about your experience with this activity.
You can talk about what we just discussed in class, and you can add your own thoughts about
how you felt the activity went. Were there any emotions that you felt as you were doing this
activity? Maybe you felt excited, maybe you felt nervous, maybe even a mix of both. This
reflection only has to be one page, but feel free to write more if you’d like.”
I will give the students 15 minutes to write their reflections, along with a five minute
warning. I will remind them to put their name on their paper and turn it in when they finish.
“When you are all done, you can sit quietly until we get ready for math.”


Analyzing Teaching (Reflection):


Completed after the lesson is taught.

Give evidence that the lesson was successful for students meeting the learning
objective(s).

If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.

Clearly state each change you would Explain why and how you would change
make. it.