Day 6

Student Teaching Day 6
Name: Amanda Oebser

Lesson Title or Subject/Topic: Animal Fun Obstacle Course
Unit: Jumping and Landing
Date: December 7th, 2015
Estimated Time/Length of Lesson: 30 minutes
Central
Focus
Test the students to see if they can corporate the eight kinds of jumps and lands into a obstacle
course style.
What is the
Central Focus
for the content
in the learning
segment?
Content
Standards
What
standard(s)
are most
relevant to the
learning
goals?
Include
SHAPE
Standards
and WI
Content
Standards.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific
learning
goal(s) for
student in this
lesson?
National P.E. Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 5: The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Wisconsin State Teacher Standards:
Standard 2: The teacher understands how children with broad ranges of ability learn and
provides instruction that supports their intellectual, social, and personal development.
Standard 3: The teacher understands how pupils differ in their approaches to learning and the
barriers that impede learning and can adapt instruction to meet the diverse needs of pupils,
including those with disabilities and exceptionalities.
Standard 5: The teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
Standard 7: The teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community, and curriculum goals.
Standard 8: The teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
LEARNING GOALS
OBJECTIVES
Psychomotor Students will challenge themselves by going through
an obstacle course style in testing themselves with the eight kinds of
jumps Star Jump, Jack-in-the-Box, Frog Jump, Kangaroo Jump, and
Rabbit Jump, Two feet jumping, One foot hopping, and leaping
Students will be able to demonstrate how to correct landing while
doing this activity
Cognitive Students will be able to demonstrate how to correct land
and show the all eight of the jumps they have learned
Affective
Students will be able to teach a peer what they learned.

Students with disabilities will be able to participate fully
because they can be partnered up with a peer or get some
assistants with a teacher.
Make objects easy enough so that students can step over
objects
Students in wheelchairs can still be the animals and weave in
and out of the obstacles
Safety
Statement
Assessment
of Learning
Describe your
formative and
summative
assessments
you will use.
Learning
Environment
/
Behavior
Expectations
What
procedures
will you use
to ensure
students are
safe, on task
and engaged?
Students must have tennis shoes on

Students must be able to work in pairs for this activity
Understand how to jump over the objects safely
Are the students able to do an activity for a challenge, and be able to work in pairs.
Will the students remember how to do all eight different kinds of jumps and landings properly?
Expectations:
Students will be able to control their own body

Students will be able to remember how to jump and land properly
Be careful of what they are jumping over
What might
happen that
you might not
expect?
Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Instant Activity: Jog around the gym twice
Launch/
Motivational Set
- Have the students carefully jog around the outside of the
3 Minutes
gymnasium twice
How will you start the
- Since the obstacle course is all set up and will take some time
lesson to engage and
to explain I will have them jog quickly so we can get started
motivate students in
as soon as possible.
learning?
Instruction: (Body of
the lesson)
17-25 Minutes
Write the step by step
Teaching
procedure/progression
here.
What will you say and
do? What questions
will you ask?
How will you engage

students to help them
understand the
concepts?
What will students do?
Tasks
(Extensions)
Students will
challenge their
partner to see
how far they
can jump with
two feet
Cues
(refinements
) Have the
students
remember the
correct way to
jump and land
Challenges :
(Applications)
The students
will get
different
challenges
through out
the activity
Modifications
:
Students with
disabilities will
be able to
participate.
.
Demonstration #1:
Question: With the eight jumps we learned all week what are some kind of
animals that jump like that?
Activity 1 Obstacle Course

Demonstrate
minutes)
Station 1- Frog Jump

Scatter poly spots (lily pads) on the ground so the students can use
the frog jump and be frogs.
Crab walk to the next station
Station 2- Star Jumps
K-2 will do 10 Star Jumps in order to go to the next station
3-5 will do 15 Star Jumps in order to go to the next station
Bear walk to the next station
Station 3- Kangaroo Jump
Set-up domes (giant rocks) to jump over like Kangaroos jumping
across the desert
Turkey walk to the next station
Station 4- Jack-in-the-Box Jumps
K-2 will do 8 Jack-in-the-Box jumps in order to get to the next
station
3-5 will do 15 Jack-in-the-Box jumps in order to get to the next
station
Turtle Crawl to the next station
Station 5- Rabbit Jump
Set-up cones (tree and bushes) around the activity area
The students are pretending to be rabbits that have scurry across
the field (jump fast around the cones)
Gorilla walk to the next station
(25
Closure
3-5 Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation
Station 6- One Foot Hop

Students will hop on one foot over a tape line 10 times
Inchworm walk to the next station
Station 7- Leaping
Set-up 2 cones and but a yard stick laying across the top (3
different sizes)
The students will use the leaping approach and leap over the
obstacle
K-2 hold an Alligator Plank for 10
seconds
3-5 hold an Alligator Plank for 20
seconds
Station 8- Two feet jumping
Lay a jump rope on the floor
Students will have to jump with two feet over the river
Students have to walk over to the first station to do
the course again
Have the students identify what animal they were during the
obstacle course
Questions:
1) Which obstacle was harder than others?
2) What muscle groups did you use during this activity?
Students with IEPs or 504 plans or students requiring other

accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual
demonstrations, and putting words on board to read and visually
see.
Materials
What specific
materials/equipment
does the teacher need
for this lesson?
Poly spots, dome cones, cones, yard stick, jump rope
What materials do the

students need for this
lesson?
Academic Language Demand(s):

What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson
Jumping- Jump off two feet and landing on two feet

Hopping- on one foot
Leaping- off one foot, onto the other
Star Jump: Jump up with raising your arms above your head and your feet
Jack-in-the-Box-: Begin in a squat position, then jump up, and land back in
Frog Jump: Begin in a squat; reach forward and shift your weight to your h
your feet forward and close to you hands.
Kangaroo Jump: Using a 2 foot-take off and 2 foot-landing, do slow, long ju
keeping your feet together
Rabbit Jump: Quick, short jumps forward with feet together
What specific way(s)

They will need to be able to listen, watch, and be able to participate what I am demonstratin
will students need to use Students will be able to do all eight jumps and landings correctly
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON
PRE-PLANNING: Explain if their was previous instruction in this activity (

levels)
I had to look up this lesson plan because I had some idea what to do but t
fun
POST PLANNING: Assessment informs Teaching: what are future need

assessment results.
TEACHER REFLECTION NOTES:
ATTACHMENTS
ATTACHED BEHIND
Sheets that will be on the cones to show the students what they are doing
Resources:
List references
S"PEC: Lesson Plans for Physical Education." PEC: Lesson Plans for Physical Edu
and
Web. 28 Nov. 2015. <http://www.pecentral.org/lessonideas/ViewLesson.asp?ID
Other Resources
used to support or
develop the
lesson.
Frog Jump
Begin in a squat; reach forward and shift your weight to your hands. Then to jump your
feet forward and close to you hands.
Crab Walk
Star Jump
Jump up with raising your arms above your head and your feet spread out
Bear Walk
Kangaroo Jump
Using a 2 foot-take off and 2 foot-landing, do slow, long jumps forward, keeping your
feet together
Turkey Walk
Jack-in-the-Box
Begin in a squat position, then jump up, and land back into squat
position.
Turtle Walk
Rabbit Jump
Quick, short jumps forward with feet together
Gorilla Walk
One Foot Hop
Inchworm walk
Leaping
off one foot, onto the other
Alligator Plank
K-2 10 seconds
3-5 20 seconds
Two Foot
Jump

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Student Teaching Day 6

Name: Amanda Oebser

National P.E. Standards:

Students will be able to teach a peer what they learned.

Students must have tennis shoes on

Students will be able to control their own body

Instructional Strategies and Learning Tasks

How will you engage

Activity 1 Obstacle Course

Station 1- Frog Jump

Station 6- One Foot Hop

Students with IEPs or 504 plans or students requiring other

Poly spots, dome cones, cones, yard stick, jump rope

What materials do the

Academic Language Demand(s):

Jumping- Jump off two feet and landing on two feet

What specific way(s)

PRE-PLANNING: Explain if their was previous instruction in this activity (

POST PLANNING: Assessment informs Teaching: what are future need

TEACHER REFLECTION NOTES:

One Foot Hop

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