Putting it All Together:

Planning an Elementary Physical Education Lesson from Beginning

to Endby Jeff Jacobs M.Ed.

MCIU Health and Physical Education ConferenceHatboro-Horsham High School

February 12, 2010

Participant Survey

• How many years of teaching experience?

• How many currently teach elementary physical education?

• How many have taught elementary physical education at some point?

Is this your recollection of gym class?

The Paradigm has shifted!

“Gym is a place, not a subject!”

It’s not gym class, it’s

Physical Education!

Things I Think About:(In no particular order)

• Standards (both State and NASPE)• Ideas from other workshops• Personal philosophy• Each student should get as much activity as

possible• Cardiovascular activities• Good lesson flow with smooth transitions• How much time is available• Age / Grade level of my students• Realities / practicalities / limitations • Number of students in the class• Learning through Movement

Standards-referenced vs.

Standards-based

Learning through Movement

• 80 – 85% of students are predominately kinesthetic learners.

• Howard Gardner has identified bodily-kinesthetic intelligence as one of the eight multiple intelligences.

• This has implications for student learning that we are just now beginning to fully understand.

Invaluable Resources

Lesson Plan Format

•Warm-up

•Skill

•Activity

•Closure

•Assessment

Considerations for this lesson

1.) State Standards10.5.3.A – Recognize and use basic movement skills and concepts. - locomotor movements (e.g., run, leap, hop) - non-locomotor movements (e.g., bend, stretch, twist) - manipulative movements (e.g., throw, catch, kick) - relationships (e.g., over, under, beside) - combination movements (e.g., locomotor, non-locomotor, manipulative) - space awareness (e.g., self-space, levels, pathways, directions) - effort (e.g., speed, force)

SAS Concept: There are differences between basic movement skills and movement concepts yet they work together.

10.5.3.C – Know the function of practice.

SAS Concept: Practice serves a purpose in learning.

Standards Aligned System

SAS Concept – Defines the content of the standards. They describe what students should know as a result of this instruction.

Considerations continued …

2.) Chose a piece of equipment:

Hula Hoops!

3.) Things that I’ve thought about:

The list from the previous slide !

Warm-up

NASCAR / Speedway / Race CarSetup: Hula hoops arranged in an oval (pit)

Students have a partner – one is in a hula hoop in the “pit”; the other is on the “track”.

When the music begins the partner in the pit performs an exercise while the one on the “race track” jogs/runs 2 laps.

Upon completion of 2 laps, the partner high 5’s his partner in the “pit” and they switch positions.

List for White Board

Movements Exercises

Jog JJ (any kind) Run Jump-ups Slide Arm Circles Power Skip Flamingo Str Gallop Butterfly Str Grapevine Line jumps

Skills

Can you………Jump in and out of your hoop ?Jump in and out N,S,E,W ?Balance on your hoop (static) ?Balance and walk on your hoop (dynamic) ?

Balance on your: finger tips, elbow, neck, knee, etc. ?

Hold the hoop and let it fall toward you ?

Jump through the hoop as it falls ?

Spin the giant coin ? Track the spin and catch it ?

Skills continued

Santa Claus up the chimney ?Magician – one side to the other ?

Skip rope while moving ?Jump rope while stationary ?

Spinning on armSpinning around waist

Lawnmower ?Walk the dog ?__________________________________________________

Hula hoop chase

Shuffling - Stay away ! - Bumper cars

Activities

Poison Hoops I

•One color is “poison”.

• If bumped – student leaves the activity and must earn his/her way back into the game.

What the ……….?

Poison Hoops II

•Students with bean bags are “poison”.

•Try to drop the bean bag in another student’s hoop so they are no longer “poison”.

Closure

• Which skill was your favorite?

• Were you able to perform a skill that you couldn’t do before?

• Did you learn any new skills?

• Of the two types of Poison Hoops, which did you like better? Why?

• Where could you practice some of the hula hoop skills?

Assessment

•Observation

•Feedback from students during closure

Resources

Standards Aligned Systems on PDE’s Ed Hub www.pde.state.pa.us/sas

Health Safety Physical Education

For a Copy of this Presentation

www.methacton.org

Select school (upper left) – Worcester

Under teacher – choose Jeff Jacobs

I absolutely believe that:

“You’re not fully educated until you’re physically educated.”