Lesson Plan Template1

Lesson Title/#: Classroom Physical Exercise

Grade Level: 1st Grade
Learning Central Focus
Central Focus
Exercise in the Elementary School
What is the central focus for the
content in the learning segment?

Content Standard

Participate daily in moderate to vigorous physical activity while performing basic movement patterns.

What standard(s) are most

relevant to the learning goals?

http://www.isbe.net/ils/pdh/pdf/goal19.pdf

Student Learning
Goal(s)/ Objective(s)

The specific goals for this lesson are to teach children how to implement exercise in their daily lives and
incorporate into daily lessons to give students the exercise they need.

Skills/procedures
What are the specific learning
goal(s) for student in this lesson?

The concept goals are to show the students that everyone needs exercise and how they can go about it at school
or at home. They are also going to be taught the benefits of being fit and the harm it can do on your body if you
are not.

Concepts and
reasoning/problem
solving/thinking/strategies2
What are the specific learning
goal(s) for students in this lesson?

Prior Academic
Knowledge and
Conceptions

N/A

What knowledge, skills, and

concepts must students already
know to be successful with this
lesson?
What prior knowledge and/or
gaps in knowledge do these

1 The lesson plan template is intended to be used as a formative process prior to a candidates submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking
when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare
candidates to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts
2 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the Making Good Choices resource for
subject specific components.

students have that are necessary

to support the learning of the
skills and concepts for this lesson?

Common errors,
developmental
approximations,
misconceptions, partial
understandings, or
misunderstandings

Students do not realize that they need to exercise. Some of them also believe that exervise it is too hard. We will
address this by doing simple everyday tasks. This can be walking up the stairs or playing an active game. Our
activites get them involved and help them forget they are exercising.

What are common errors or

misunderstandings of students
related to the central focus of this
lesson?
How will you address them for
this group of students?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch
4 Minutes
How will you start
the lesson to engage
and motivate
students in learning?

Instruction
5-10 Minutes
What will you do to
engage students in
developing
understanding of the
lesson objective(s)?
How will you link
the new content
(skills and concepts)
to students prior
academic learning
and their

Start off with all the students surrounding the smartboard/projector. Everyone needs to be standing at least arms length
away from each other, where they can move. Explain to the students that exercise is good because it keeps us healthy.
Exercise can be so many different things; dancing, playing football or basketball, swimming, stretching, playing tag, etc. So
to start off the exercise today, were going to do a little dance called the Sid Shuffle. So just follow along with the video!
http://www.youtube.com/watch?v=uMuJxd2Gpxo
After the Sid Shuffle, students will begin by taking a breather and sitting on the carpet. Explain to the students why they
were doing that exercise and how it got their heart beating and blood going. Then discuss why it is important to have
fitness in the classroom as well as outside of the classroom. This can be done on the board with a short powerpoint or
even through simply asking why they think it is important and adding details along the way. Students will then be given
the opportunity to get up and get moving by participating in a number of activities. There will be a number of activities to
choose from such as a game similar to a board game where they roll a die and whatever number they land on will have a
specific exercise to do based on a sheet that is given to them indicating which numbers corresponds to which exercise.
Another activity, if the weather is appropriate, will be a series of sports each child can participate in. If there is bad
weather, there will be another dancing activity, but one where the students will be able to move around freely and as they
please. Lastly, conduct a milkshake shop where they will follow the instructor (you) on how to make a milkshake by
pretending to make it. For example, to begin instruct the children to get the ice cubes, then slowly walk to a pretend
freezer as if you were really going to make one and keep going from there.

personal/cultural
and community
assets?
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?
How will you
determine if
students are
meeting the
intended learning
objectives?

N/A No prior knowlegde

N/A

Many first grade students dislike having to sit in their desks for a long time so it wont be a difficult task to have them get
up and participate in these activities. Explain to them how fun it is to exercise, but also keep adding information about
how it is good for their health and how it affects them along the way.
Students will respond to questions as they are being asked throughout their activities as well as fully participate in the
activities.
There is no set way to tell whether a student is fit at their age, but as long as the student is trying their best and being able
to recall the information from the powerpoint and activities then the learning objectives are met.

Structured
Practice and
Application
20 Minutes

Students will be able to conduct all the activities listed above for the allotted amount of time. As long as the student is
participating and remembering to be responsible, respectful, and safe then the student will be told they are doing a great
job. If a student seems like they are not putting their best effort or dont want to try, remind them of the importance of the
activity.

How will you give

students the
opportunity to
practice so you can
provide feedback?

Students will apply what they have learned about fitness by implementing it in their daily lives. The instructions on how
to do some of the activities will be sent home, a log on how much exercise the student gets will also be sent home, and
reminders to parents to ask their child what they know will be another way they will apply what they know.

How will students

apply what they
have learned?
How will you
determine if
students are
meeting the

As long as the students are fully participating, parents give good feedback on how their child has expressed their interest
in participating in activities that will make them fit, and are able to do well on the assessment the student will be meeting
the learning objectives.

intended learning
objectives?

Closure
5 Minutes
How will you end
the lesson?

Differentiation
/ Planned
support
How will you
provide students
access to learning
based on individual
and group needs?
How will you
support students
with gaps in the
prior knowledge
that is necessary to
be successful in this
lesson?

Students will be asked to return to their seats, after getting a drink of water and going to the bathroom, and the lights will
be turned off. This will give the students a more calming environment and help them ease all their energy down. A slow
moving song will be played and the students will be asked to write down in their fitness journal one important thing they
learned about fitness.
Whole Class:
If the whole class is having trouble with the concepts they are being taught, then a change in how it is presented must
changed as well as how it is being related to their lives. Most of the children will be able to understand the activities
because they are simple games, but if the class is not able to work together safely and respectfully, then the setting must
change and the rules on how to act during this time must be rediscussed.
Groups of students with similar needs:
If a group of students have some disability or a just limited on what they can do then they will be worked with closely and
make sure they dont feel like they are not able to participate and that it is still important for them.
Individual students:
Working one on one with students who do not want to participate or are not grasping the terminology and information
will be the best way to help them as well as speaking to their parents for underlying problem.
Students with IEPs or 504 plans:
N/A
Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial
understandings, and/or misunderstandings: N/A

Student
interactions
How will you
structure

Students will be encouraged to work in groups and with partners. They will be working in groups with each activity and
these will be chosen at random there is no real gap in their abilities on what physical things they can do since they are all
the same age. If there are students who are limited in what they can do because of their health, then they will be put
together and will be doing similar activities as everyone else, but to their level. As far as partners go, this type of lesson is
good to teach students how to work together and the idea of sportsmanship so the students will have new partners

opportunities for
students to work
with partners or in
groups? What
criteria will you use
when forming
groups?

everytime chosen at random.

What ifs

The students may not be engaged or enjoy the activities planned. Our goal is that the exercise carries over into their
everyday lives but some students may not be active. The last thing that may not go as planned is that the kids may not
understand the exercise. At that point we would change the directions to accomodate the kids.

What might not go

as planned and how
can you be ready to
make adjustment?

Theoretical
The learning tasks are appropriate for elementary age because they are engaging and active. We have designed our lesson
principles
plan to fit the needs of their age. The activities are short but keep the students very active. We also designed our lesson
and/or
plan for the activites to carry over into their everyday lives.
researchbased
best practices
Why are the learning
tasks for this lesson
appropriate for your
students?

Materials
What materials does
the teacher need for
this lesson?

The teacher will need a smart board with a computer to play the video.
There are no materials needed for the students.

What materials do
the students need
for this lesson?

Academic Language Demand(s):

What language function do you
want students to develop in this
lesson? What must students
understand in order to be
intellectually engaged in the
lesson?

N/A

What content specific terms

(vocabulary) do students need to
support learning of the learning
objective for this lesson

The student need to understand basic exercise terminology. This would be running, walking, jumping, jumping
jacks, ect...

What specific way(s) will students

need to use language (reading,
writing, listening and/or
speaking) to participate in
learning tasks and demonstrate
their learning for this lesson?

Students will need to be able to listen to directions in order to complete the activity.

What are your students abilities

with regard to the oral and
written language associated with
this lesson?

The directions will be given orally but we will also be demonstrating the activity for them.

How will you support students so

they can understand and use the
language associated with the
language function and other
demands in meeting the learning
objectives of the lesson?

We will be teaching basic exercise activities so if they do not understand the terms we are using we will
physically show them how to complete it

Assessments:

Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the
resources section at the end of the lesson plan.

Type of assessment
(Informal or Formal)

Description of assessment

Modifications to the assessment so

that all students could demonstrate
their learning.

Informal

Students will either be

asked verbally or in a
written assessment simple
questions on fitness and
their health.

The assessment can be restricted to

just written so it can be shown who
understands why fitness is important
rather than conducting an oral exam
where not everyone will be show
what they really know.

Evaluation Criteria - What evidence of

student learning (related to the learning
objectives and central focus) does the
assessment provide?
The learning assessment allows us to see if
the students can recall information that they
were taught. If they can remember they will
have a better chance of implementing it into
their everyday lives.

Analyzing teaching

To be completed after the lesson has be taught

What worked?
What didnt?
For whom?

N/A

Adjustments

N/A

What instructional
changes do you
need to make as you
prepare for the
lesson tomorrow?

Proposed
Changes.

Whole class:
N/A

If you could teach

this lesson again to
this group of
students what
changes would you
make to your
instruction?

Groups of students:
N/A

Justification

N/A

Why will these

changes improve
student learning?
What research/
theory supports
these changes?

Resources:

Individual students:
N/A

Attach each assessment and associated evaluation criteria/rubric.

1. What can happen to you if you dont exercise?
2. How could good fitness help you with school?
3. What are some exercises you can do at home?
4. What is better for you, being inside playing video games or playing tag outside with your friends?
5. Circle what is good for your body:
Doing jumping jacks
Watching tv for a long time
Playing soccer
Pass: If they can answer 3 or more correctly
If only 2 or less are answered correctly, the student might need to work independently with teacher