ED688 Student Teaching Simplified Lesson Design Template

Name Allison Miller Date 2-25-19

Topic/Name of Lesson
PE- Dance

Alaska Content Standard: (One standard for the lesson)

PE Standard B

Apply movement concepts to the learning and performance of physical

activities
Materials: Include all materials including types of technology used:
none

Objectives/Learning Targets (Acquisition) Assessments/Acceptable Evidence Of Learning

Knowledge and Skills: Sources of Evidence:

Students will know the value of determining their pulse Student verification of finding pulse and determining pulse
rates rate in both resting and active modes.
Students will be able to find their pulse
Students will know that dance is a valuable component Class choreography of simple synchronized dance steps
of a PE curriculum
Students will be able to follow directions to move in
rhythmic, synchronized dance steps

Lesson
Overview/Introduction/Main Hook

Resting Pulse: Students will begin by lining up on base line. Teacher will direct alternating students to step forward to
accommodate space needed for stretching movements. Teacher will ask students how their heart beats let them know
how hard their body is working. Teacher will guide discussion to the idea that faster heart beats mean that their bodies
are using more energy. Why is it important that their bodies have the chance to work harder?
Teacher will instruct students to find their own pulse on either their wrists or neck. Teacher will assist where needed.
Once students have found pulse, teacher will ask students to begin counting their pulses for 30 seconds. For younger
students, expectations will be that they are able to find their heart beat. Older students (grade 3 and up) will be expected
to count their heart rate and double it to determine their resting heart rate. Older students can help younger calculate.
Students will be asked to remember this number.

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Process: Product(s): Specific Strategies
Stretching: Teacher will guide students through a series of stretches. Neck
stretches, arm rolls, front lunges, side lunges, toe touches. Student Teacher will gently
Warm up: Students will line back up on base line and teacher will direct verification of suggest corrections to
students to power walk to other side of gym and back, followed by jogging, heart rate stretches, warm ups,
skipping, galloping. Students will shuffle to center line and back facing one and dance steps for
way, grape vine facing the other, dab and lunge one way, and run synchronized students who are not
performing accurately,
backwards. class dance
demonstrating as much
Active Heart Rate: Students will find their pulse again, count their beats as possible.
for 30 seconds, and double. Older students can help younger calculate.
Teacher will ask students how this number compares to their resting heart Teacher will assist
rate. Teacher will instruct students to calculate their maximum heart rate by younger students in
subtracting their age from the number 220. They will be asked how this finding their heart
number compares to the active heart rate they just calculated. Their target beats, and direct older
heart rate should fall somewhere between their resting and maximum heart students to help the
rate, and this is what they should aim to work their heart at to be sure their younger calculate
bodies are working at their best. doubled heart rate.
Dance: Teacher will line students up again with alternating students
stepping forward to allow room for movement. Teacher will ask students Teacher will be sure to
point to the direction
how they think that group dancing can be an activity for PE. Rhythm,
the class will be
coordination, movement, team work, effort, participation, fun, can be some stepping, and when left
of the answers. and right are used as
Teacher will tell students that they will begin to learn some basic rhythmic directions, they will
dance steps together that they will later add other movements to. Why might indicate the students’
basic foot steps be an important first lesson for learning dance? Rhythm, left and right.
movement, moving together as a group.
Teacher will begin by addressing stance: students should be relaxed and Teacher will be
have their knees slightly bent so that they can easily bounce while they are encouraging, energetic,
moving. Teacher will demonstrate the difference between dancing with stiff and enthusiastic.
and relaxed knees. Teacher will tell students that we will be doing dance
steps to the count of eight. The first simple dance move is the side step. Teacher will assure
students that they will
Teacher will step left, then bring the other leg to meet. Then step right, and
eventually be dancing
bring the left to meet. Pace will begin as slow until class is moving together, to music, but first we
then teacher will speed pace. need to get the basic
The next step will be the out step. With both feet beginning together, teacher rhythms mastered.
will demonstrate alternating outward steps to the left and to the right.
Students should step out with their toes, never shifting their weight to the
outward step, but keeping their weight centered.
The third step is the slide step. This is a lot like the side step, but instead of
bouncing from side to side, we will slide our feet to bring them together.
Teacher will review each step for counts of eight until each step is
synchronized as a class, putting them together until all three sets of steps are
completed in succession.
If time allows, teacher will encourage students to add arm movements to
steps: pushing down, up, to the side, etc.

Closure: Students will take their final heart rate after dance to see where it falls in between resting and active.

Examples of questions for prior to the lesson:

• What is the objective of the lesson? How will you know if the students have met the

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 objective?
• What provisions are you making for faster and slower learners?
• How do you integrate local knowledge and cultural content?
• How do you use (or not use) technology wisely?
• How does this lesson fit into the overall curriculum?
• Have you changed the lesson plan at all?

Examples of questions for reflection after the lesson:

• How did the lesson go?
• Did the students meet the objective? How do you know?
• Were there any unexpected events? How effectively did you respond?
• Comment on one student who did particularly well and one who did not meet your
expectations. Why did this happen? What can you do to follow up with the student who
did not do well?
• Are there any changes you would make in this lesson if you could do it again? Why?