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Make physical education lesson plans for elementary school and High schoolPart 1 1. Find a lesson an existing PE lesson plan and transfer information onto the provided  lesson plan template 2018. Use the Grade level outcomes document to identify  Standards and student Learning objectives for that lesson plan. https://aamu.blackboard.com/bbcswebdav/pid-1278797-dt-content-rid-18023333_1/xid-18023333_1 Part 2 1. Design  three assessments for lesson plan 1 previously completed. Assesment to measure  1. Psychomotor domain 2. Cognitive domain 3. Affective domain *Remember, assessments must be aligned to the student leranung objectives. https://aamu.blackboard.com/bbcswebdav/pid-1287100-dt-content-rid-18220281_1/xid-18220281_1 https://aamu.blackboard.com/bbcswebdav/pid-1278802-dt-content-rid-18023328_1/xid-18023328_1 So you do part one and two then make 3 higher school lesson plans on a physical activity and 3 elementary school lessons plan on physical activity. So there is 6 lesson plans and the part 1 & 2. The 3 lesson plans on high school should be on same document just different pages. Same for the elementary school. There’s two template that can be used.Lesson plan for the 3 elementary  -This will  earn you no points. Find a complete lesson plan as is in the textbook Children Moving Lesson plan for the 3 high school  -This is wrong. There is hardly any information here.  Use the template you used for the first lesson plan Assessment for lesson plan  -Need to develop 3 assessments for this section that are aligned to this lesson plan. Psychomotor domain assessment Cognitive  domain assessment  Affective domain assessment© 2013, SHAPE America. All rights reserved. For individual use only. For permission to reprint, visit www.shapeamerica.org/permissions or e-mail [email protected] Grade-Level Outcomes for K-12 Physical Education http://www.shapeamerica.org/permissions mailto:[email protected] Grade-Level Outcomes for K-12 Physical Education Created by: Curriculum Framework Task Force Lynn Couturier, Task Force Chair, State University of New York College at Cortland Stevie Chepko, Rock Hill, SC Shirley Holt/Hale, Oak Ridge, TN Dan Persse, Blaine, WA Brad Rettig, Lincoln, NE Georgi Roberts, Fort Worth, TX Principal Writers: Lynn Couturier Stevie Chepko Shirley Holt/Hale 1 © 2013, SHAPE America. All rights reserved. For individual use only. For permission to reprint, visit www.shapeamerica.org/permissions or e-mail [email protected] Acknowledgments The task force is indebted to the many professionals who reviewed drafts of the standards and outcomes and made valuable contributions that strengthened this document. Among these professionals, several deserve special recognition for the thoroughness of their work, including Nancy Schmitz, John Kruse, Tina Hall, Chuck Corbin, and Missy Parker and her graduate students at Northern Colorado University. The task force also appreciates and acknowledges the exceptional foundation for this document built by previous task forces and committees, with the support of the Board of Directors of the National Association for Sport and Physical Education. These groups include the 1995 Standards and Assessment Task Force, the Second Edition Writing Committee and the 2010 Exploratory Curriculum Framework Task Force: Derrick Mears, Chair, Western Washington University Meggin DeMoss, Rose Hill, KS Shaunna McGhie, Utah Valley University Peter Rattigan, Rowan University Suggested citation for this document: SHAPE America — Society of Health and Physical Educators. (2013). Grade-level outcomes for K-12 physical education. Reston, VA: Author. © 2013, SHAPE America. All rights reserved. For individual use only. Reproducing this work in any form by any electronic, mechanical or other means — including photocopying or storing in any information-retrieval system — is expressly forbidden without written permission from SHAPE America. To request permission to reprint or copy all or portions of this work, visit www.shapeamerica.org/permissions or e-mail [email protected] National Standards & Grade-Level Outcomes for K-12 Physical Education Find even more guidance on using the new National Standards in National Standards & Grade-Level Outcomes for K-12 Physical Education (SHAPE America, 2014). Designed as a tool for physical educators at all levels, this book offers guidance on planning curricula, designing units and lessons, tracking student progress across grades and more. Purchase your copy at www.humankinetics.com/shapeamerica-online-storAlabama A & M University College of Education, Humanities, and Behavioral Sciences Educator Preparation Program (EPP) Lesson Plan Template · Lesson plans are tailored to the specific content area. Sections of the lesson plan template will include elements for different content areas. Before you begin, here are some reminders: · Lessons should not exceed four pages · Identify learning segment to plan, teach, and analyze · Provide detailed and specific content information · Your lesson should be detailed enough that a substitute or other teachers could understand them well enough to use them. · The italicized material included in this template is for your learning purposes; make sure to delete the highlighted content before any submissions. Teacher (Candidate) Name: Grade Level: Date of Lesson: Subject: Select a Class: Whole Class or Group (4 students minimum) Central Focus: The Central Focus is a description of what the lesson or unit is trying to accomplish. It conveys the core concepts that you want students to develop in the learning section of the lesson plan. It is not simply listing skills students will acquire. Academic Content Standards (ALCOS; include number and text): Use the Alabama Course of Study/College & Career Ready Standards Lesson Title: Student Learning Objective (s): Objectives are written in behavioral terms (e.g., What do you want to see/hear students do/say so that you know that they have mastered the standard?). They should also be aligned to the CCRS/ALCOS Standards. List the related IEP goals for today’s lesson. “I can” statement for students. These statements should be written in ‘student-friendly’ language Essential Question(s) for the Lesson: These questions are non-judgmental, open-ended, meaningful and purposeful. They readily invite the exploration of ideas. These are questions that ask students to develop their own thoughts and provoke inquiry. 1-3 Big ideas! How can these questions be used to guide your instruction? Prior Knowledge: What pertinent objectives did you already teach before beginning this lesson? What should your students already know before being taught this lesson? Academic Language 1. Language Function: Identify the purpose for which the language is being used, with attention to goal and audience. What are the Key Communication Skills related to the learning objectives (e.g., reading, writing, listening, re-telling, answering, selecting, responding, demonstrating/performing, collaboration, etc use BLOOMS TAXONOMY chart for active verbs).)? 2. Language Vocabulary: What Vocabulary/or symbols will you teach or develop (key words specific to the content you are teaching)? What opportunities will you provide for students to practice the communication skills and vocabulary? What are your Planned Supports for assisting students (e.g., vocabulary development, modeling, guided practice,PHYSICAL EDUCATION LESSON PLAN TEMPLATE Teacher Candidate Name: __________________________________________ Lesson Focus ________________________________ Grade:______________________ Number of Students: ______________ ____________ # IEP/504____________________ Lesson #: ___________________________________ Date:_______________________ STUDENT LEARNING OBJECTIVES: RUBRIC#1 Assessment ( e.g. Rubrics, checklists, journals, self & peer assessments) RURIC #5 1. Psychomotor: SWBA to demonstrate the correct form while throwing at a target. 2. Cognitive : The student will identify cues words for throwing at targets SWBA to recall the various cues for throwing and catching 3. Affective: SWBA to demonstrate respect, participating with others, caring and self-direction in class. 1. Peer observation List – Critical elements for throwing as taught 2. Pen and paper- identify cues for throwing at targets or True –False questions 3. Observation rubric on personal and social responsibility or levels of responsibility checklist for each student Grade level Outcomes & National / State Standards Met In This Lesson : Throws underhand to a large target with accuracy ( S. 1 E13. 5b) Recognizes locomotor skills used for a wide variety of physical activities ( S2.E2.3) Reflects on personal and social responsibility in physical activity (S4. E2.4) Equipment & Materials Nerf balls, balls of various sizes and materials, hula hoops, cones Strategies To Promote Safety Student to follow rules- observe start and stop cues, spacing out students for safety , use of various balls that are appropriate for various learners, constant observation by teacher to ensure student are on task at all times. Provide student with activities that are suitable to their various skill and ability levels. Academic Language Demands RUBRIC# 4 Vocabulary : underhand throw, overhand throw, side throw, side, arm, step., follow Language function : SWBA to demonstrate the correct form while throwing at a target The student will identify cues words for throwing at targets SWBA to recall the various cues for throwing and catching Syntax: CUES for Throwing underhand to target: Eyes on target; face, arm, step, follow Students Prior knowledge RUBRIC# 3 In the previous lesson student have already learned how to throw the ball at pre-control level. Some of the student play on the youth sports teams and can be able to throw and catch at various levels. INSTRUCTIONAL ACTIVITIES Progression Levels Activity Segment Task Presentation ( instructional, cues, strategies, tasks) Task Structure ( organization of students, equipment, space) Assessment ( Write the question, task, or informal assessment you will use to document student understanding of this task) RUBRILesson Plan #10 Select a Class: Gold Blocks 1&2 Central Focus: To learn the rules, skills, and game concepts to successfully play team handball. NASPE Standards: S1.H1.L1: Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games). S2.H1.L1: Applies the terminology associated with exercise and participation in selected individual-performance activities, dance, net and wall games, target games, aquatics and/or outdoor pursuits appropriately. S4.H3.L1: Uses communication skills and strategies that promote team or group dynamics. Date of Lesson: April 16, 2018 Learning Objective: By the end of the lesson, the student will be able to demonstrate the ability to defend the goal and to shoot on goal. By the end of the lesson, the student will be able to define the vocabulary words using technology as a resource. By the end of the lesson, the student will be able to communicate with peers in order to successfully participate in team handball practice tasks. “I can” statement for students. I can shoot the ball into the goal and defend my peers’ shots into the goal. Essential Question(s) for the Lesson: Will students be able to defend the goal in the game of team handball? Will students be able to shoot the ball into the goal during a game of team handball? Will students be able to communicate effectively in order to have success in a game of team handball? Academic Language Demand (Language Function and Vocabulary): Vocabulary: Penalty throw: the penalty shot is thrown from a mark at a distance of 7 meters from the goal after an infraction of the rules has been committed Goal: a pair of posts linked by a crossbar, with a net attached behind it, forming a space into which the ball has to be sent into in order to score Throw-off: throw taken by the team that wins the coin toss and chooses to start the game with the ball; player starting at center court passes the ball to a teammate once the whistle is blow to start play; repeated after every goal scored and after half-time Throw-in: player throws the ball back into the court after it has crossed one of the side lines Function: Students will be able to demonstrate the ability to defend the goal and to shoot on goal. Students will be able to define the vocabulary words using technology as a resource. Students will be able to communicate with peers in order to successfully participate in team handball practice tasks. Syntax: The diamond shapes represent the players of each team, six court players and one goalie (inside the crease). The crease is designated by the blue semi-circle on each end of the court, represented by the black box. Prior Knowledge: Students know how to use technology to complete their “Do Now” activity. Students know the basic rules to team handball. Students know how to pass.