Jackson Elementary Lesson Plan 1
Jackson Elementary Lesson Plan 1
Jackson Elementary Lesson Plan 1
Name: Kendra Holtcamp Equipment (be specific, consider the whole lesson):
Content/Skill theme: 7 large cones
Lesson: 1 Date/Time: March 26th, 2018 Around the World Continent/Station Cards
Grade: K-5th Grade Class Size: 24 24-48 small cones
12 pinnies
12 Rubber Band Balls
12 Jump Ropes
24 beanbags/soft medium sized balls
24 Plickers with Student Assigned to One
Plickers App and Questions
Smartphone or Tablet
Music
Digital Timer on Phone/Tablet
Speakers
The Builders are to rebuild the fallen cones by standing the
fallen cones back up. All students will have to travel from
cone to cone using a predetermined locomotor movement
(walk, hop, jump, etc.). Have the students switch groups
midway through the instant activity.
Walk- 1 minute
Skip- 1 minute
Gallop- 1 minute
ROTATE! Students who have a pinnie give it to the closest
person to you.
Jog- 1 minute
Slide- 1 minute
Run- 1 minute
Lob- Lob the ball where it lands right in front of partner (one Snap wrist down
bounce).
Same as above but
Lob the ball to catch without a bounce. above head
Lob- Lob the ball where it lands right in front of partner (one Contact below waist
bounce).
Step in opposition
Non-dominant hand.
Paddle motion going up
With Implement- Squish the Worms!
-Students will each have a paddle and a ball. Diagonal side of
opponent’s court
-The lines on the basketball court are the “worms”.
Teaching Cues
-Students will try to squish the worms by hitting the ball
downward to the ground, and in control. Back to wall
-Worms may not be hit more than three times in a row, so Correct form
encourage for movement and have students count out loud demonstrating
how many worms they were able to squish!
SAFETY
-Teacher may throw a few poly spots out and students will be
able to hit those random “Bugs”! Feedback to every
Serve student
Serve cross-court.
One foot behind the baseline. Proximity control
Hit Below waist.
Paddle moving upward.
Transition- One partner per group will grab both paddles, and Paper and pencil
walk placing them on the outside of the boundaries, the other assessment sheet with
will grab the jump rope and ball/beanbag and place them on same questions
the out side of the boundaries as well. Have students help
collect any other type of equipment that is close to them and Partner testing
place it outside of the boundaries. Students will then meet by Plickers questions displayed
the television and grab the Plickers card laid out on the stands on screen Informal assessment
with their name on it. where students talk
Cards laid out with room in about answer to new
Plickers assessment will be displayed on television for between them on the front set question with each
N/A
5 min students to reference, teacher should also read the question of stands in the gym closest to other each time they
out loud and talk about possible answers. Students hold the the television make a lap around
Plicker side up in relation to the answer they think is correct they gym
and teacher records it using the Plickers app on their Students walk/run on the
tablet/phone. Students will run a lap to “confirm their boundary lines, watch out for If time doesn’t allow,
answer”. They may also do a walk and talk depending on equipment outside let students relax,
how the class is acting that day and if they need more energy wind down, and stand
or to calm down. while answering the
questions
Talk about questions and answers, then have all Plicker Cards
placed nicely on the front row stand where they received
them in the first place.
Teacher collects from stands at end of class time.
Iceberg! The partner with the darkest shirt, pick up the paddles and place them on the outside of the boundary lines, the other partner please pick up
the jump rope and your ball or beanbag and place the ball in the buckets and jump rope right next to them, go! Thank you for doing that so quickly.
On the front stand you will see a Plicker card with your name on it, they are placed alphabetically by first name so be aware of that when you are
looking for yours, grab yours and meet me around the television. We all know how to use Plickers correct? YES we do we use them with Mr.
Reliford! Awesome, well just make sure that whatever answer we choose, that is the answer that we have facing up. (Give them a silly practice
question to make sure they understand) There will be 5 questions, please answer to the best of your ability, once you have answered, walk to the
baseline and back to submit your answer. Where are we walking after we answer? The baseline Great, here we go. (Give all 5 questions and help
Script where is needed. Read the questions and answers out loud for students.) (Review questions and answers.) Thank you all for being so cooperative,
please place your Plicker card back where you found it on the stands, 5,4,3,2,1. Now is the time if you would like to look at the amount of steps
you took today, you may open your pedometers and look. We are only looking and our fingers are not going to touch the inside of the pedometers
or buttons right? Right Great, I’ll give you about 10 seconds to do so and when you are done, close your pedometer and look at the back. There
will be a number, place your pedometer in the case with your number matching up to the number in the square, Blaze can you show us how you
would do that? Yes I can! Great, what number do you have? 5 So Blaze already closed his pedometer, and is going to walk and place it in the
number 5 slot, thank you Blaze. After that you may get in line for Ms. Hoxmeier. Thank you all so much for a great class today! Ill see you again
on Tuesday!