Professional Documents
Culture Documents
Interns Name
Erica DellAngelo
Subject
Health
Grade
Class Size
1st
21
School
Joppa View Elementary School
Date / Time
2/12/2014
2:30pm-3:30pm
Mentor Initials
I. Purpose of the Lesson What will the students learn? How does this learning fit within broader
unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do
that will serve as evidence of learning?
Standard
Lesson Objective
Students will identify the benefits of exercise including how it can reduce stress.
Formative Assessment (planned for use in this lesson)
I Love Exercise Worksheet- to be completed at the conclusion of the lesson
(Students should mention that exercise helps you to feel better/less stressed in their explanation of why
exercise is important)
Vocabulary to be discussed/defined
-Exercise
-Stress
III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
every child is a successful learner?
Instructional Materials and Technologies
Instructional
Sequence
Planned
Beginning
Warm-up
Approximat
e
Time
Procedure
2:30pm-2:40
-Put your hands on your head if you know what exercise means,
or what it means to exercise.
-Call on a few students, and conclude with one definition of
exercise.
Motivation
Bridge
Development of
the New Learning
(Clearly explain
instructional activities in
sequence.)
2:40pm3:15pm
-Many of you have probably noticed the signs around the room.
Those signs tell us where each of the different stations where we
can work out.
-Call on teacher helper to demonstrate exercises.
-There are ten stations total.(stand at and explain each)
Highlighted words on station signs are safety tips!
1.Push Ups
2. Jog in Place
3. Jumping Jacks
4. Dancing
5. Weight Lifting
6. Sit Ups
7. Mountain Climbers
8. Burpies
9. Lunges
10. Wall Sits
-With the person who sits next to you, you are going to go to each
station. After each station you will write your results on your
Exercise Challenge Worksheet. Count how many of each task you
did during your time at that station. If you did 10 sit ups you just
write 10. For the dancing station, you can say how long you
danced for. If you dance the whole time you write 3 minutes.
-When the timer goes off, it is time to rotate and you will go to the
next station in order. For example, the group at number one will
go to number two, number two to number three, and so on. (Walk
from/to each station)
-Any questions?
-Assign each partner set to a station.
-Set timer for three minutes until all stations have been completed.
**As students do their exercises rotate around allowing pairs to
get a drink from the water fountain. **
n/a
Enrichment or
Remediation
(As appropriate to
lesson)
Planned Ending
(Closure)
3:15pm3:25pm
Summary
Homework
-Everyone put your hand over your heart again. What do you
notice about how your heart beat feels now? (Faster)
-Why do you think it is faster now than before?
(we were exercising)
-Now that everyone has had a nice workout, you are going to,
WHEN I CALL YOUR ROW, walk back to your seat to complete
this worksheet.
-On the worksheet you will draw which way you like the most to
exercise.
-Below your picture you will write why exercising is important.
When you do this part think back to our discussion earlier about
why people exercise.
-Once you have completed this sheet you can turn it into me and
then you may belly read on the carpet until everyone else is
finished.
- I know that since you all just exercised really hard it will be nice
and quiet while you rest and complete this worksheet.
IV. Analysis and Reflection To what extent are my students learning? How can I improve their
learning experience? How can I improve my professional skills? (complete after teaching)
Analysis:
What does the data from the
formative assessment indicate
about the extent to which students
acquired the intended learning?
(Cite specific numbers or
percentages of students.)
What trends or patterns do you
notice that indicate strengths
and/or areas of need for the class
as a whole, subgroups, or
individuals?
What will be your next steps
based on this analysis?
Reflection:
Prompts to consider:
What is working? What is not?
For whom? Why?
What multicultural considerations
emerged during this lesson that
you had not anticipated? How
would you address those in the
future?
How did you think on your feet
to make instructional decisions
while you were teaching the
lesson? What worked or did not
work about these decisions?
What changes would you make to
your instructional procedure that
would improve student learning?
How effective were your
assessment tools in helping you
monitor student progress? What
modifications would you make to
help students better demonstrate
their learning?
How did the oral or written
feedback you gave students help
address their needs in relation to
the instructional objectives? How
did you /will you give students an
opportunity to use this feedback to
grow?
What was surprising or
challenging during this lesson?
What did you learn through it?
How does that impact your future
decision-making?