UNIVERSITY OF LA VERNE

EDUC 330 LESSON PLAN FORMAT

TEACHER:
Ms. Campbell

COURSE: EDUC 330

GRADE: 2

CRN: 1253

INTEGRATED AREAS:
PE/Science

DATE OF
PRESENTATION:
April 19th

LESSON TITLE:
Movement In the Jungle
SOURCE:
PECentral.org
http://www.pecentral.org/lesson
ideas/ViewLesson.asp?
ID=11739 - .VwLI8RMrJE4

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARDS:

GOAL OF UNIT:
To increase students aerobic capacity and coordination.

PE:
1.2
Transfer weight from feet to hands and from hands to
feet, landing with control.
3.1
Participate in enjoyable and challenging physical
activities for increasing periods of time.
4.8
Compareandcontrastchangesinheartratebefore,
during,andafterphysicalactivity.
5.1
Participateinavarietyofgroupsettings(e.g.,partners,
smallgroups,largegroups)withoutinterferingwith
others.

MAIN OBJECTIVE OF LESSON:

Students will demonstrate their knowledge of animal
movement by performing 5 designated aerobic activities
that correspond with specified animals, and verbally
identify the affect of the aerobic exercises on their heart
rates.

MULTIPLE INTELLIGENCES ADDRESSED:

Bodily/Kinesthetic:
Students will be using their bodies to move in specified
ways to enhance learning and understanding.
Interpersonal:
Students will be working small groups to achieve goals.
Visual/Spatial:
Students will be utilizing their awareness of space to
move safely amongst their group.
Music:
Students will be listening to music as activities are
completed.

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES

COGNITIVE OBJECTIVES:

Students will verbally

identify the effect of the
six aerobic activities on
their heart rate.- list
activities

Students will identify and

execute the characteristic
physical movement of
each animal pictured at the
six stations.

AFFECTIVE OBJECTIVES:

Students will demonstrate

their ability to collaborate
with their peers by
working in small groups at
each station without
interfering with one
anothers progress.

PSYCHOMOTOR OBJECTIVES:

Students will participate in

a variety of locomotor and
axial activities requiring
them to jump, balance,
gallop, and perform
movements involving
coordination and flexibility
in order to contrast the
effects on heart rate.

ASSESSMENT
STRATEGIES FOR ASSESSMENT:

Students will demonstrate their understanding of each animal by performing movements that resemble the

animal in question, and identify and explain how each activity influenced their heart rate within their small
groups. (Were some activities harder than others? Did their heart beat faster during easy or hard activities?
Etc.)

Teacher will circulate during the activity and at the conclusion, and circulate during the group discussion
of heart rates.

Each group will then share with the class what activity they felt made their heart rate beat the fastest, and
the slowest, and why they think that this was so.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS:

Students will be working in small groups to help bridge understanding gap about the specified movements
and interpretation of heart rate.

Activities requiring complex movement will have modified instructions for those with extra physical
needs.
MATERIALS, EQUIPMENT, and/or TECHNOLOGY NEEDED:

Hula hoops
Jump ropes
Poly spots
Cones
Yoga mat
Music

STEPS THROUGH THE LESSON

INTO (set the stage; the hook, lesson objectives)

Teacher will take children to the gym where

the equipment has been arranged into six
stations, and lead the students in some warm
up stretches

Teacher will then show students pictures of six

different animals (kangaroo, frog, fish,
caterpillar, flamingo, and a horse) and asked
how each animal moves

Teacher will place students into small groups

and ask the groups to compare/contrast which
animal movements look the most tiring

Teacher will ask students to place their hands

over their heart until they feel their heart beat,
and ask them to decide if it is fast or slow.

Teacher will then ask students to discuss with

their groups if they think that moving the way
that these animals do would change their own
heart rates.

RATIONALE (why are you doing this?)

Showing students the animals that they will be

mimicking will generate interest in the activity
while also serving to frontload the students
with the appropriate vocabulary and behavior
that they will be expected to demonstrate

Placing the students in groups will help them to

question and hypothesize in a non-threatening
environment about the difficulty of the
different movements

Identifying their resting heart rate will provide

the students with a baseline with which to
compare their heart rate after exertion

Asking students to contemplate the cause of

changes in heart rate will help them focus on
how the activities they perform change their
own.

THROUGH (instructional input, modeling, checking

for understanding, guided practice)

Teacher will assign each small group to one of

the five stations that has the corresponding
equipment for each animal pictured

Teacher will move through each station and

ask the class what movement that animal
makes, and then model how to use the
equipment to move in the specified way
1. Horse Station- Teacher will model how to
gallop from one cone to the next cone
2. Fish Station- Teach will lay stomach-down on

RATIONALE (why are you doing this?)

Working in small groups to complete the

designated movement will help students learn
from each other as they attempt to perform the
designated movement

Rotating stations are easier to supervise safely,

and allow for maximum use of time as students
are always in motion

Modeling the movements will help students

understand the behavior that is expected of them

Rotating stations will provide all students with

3.

4.
5.

a mat and move their arms and legs to swim

Caterpillar Station- Teacher will place hands
on the ground, making a triangle with their
body, then walk their feet towards their hands,
then extend their hands out and repeat
Flamingo Station- Teacher will demonstrate
standing on one foot
Kangaroo Station- Teacher will demonstrate
how to use a jump rope
Teacher will play music, then pause the music
after a one-minute interval. When the music is
paused, the teacher will instruct the students to
feel for their heart rate, and then to rotate to
the next station.
Teacher will circulate and assist as needed

BEYOND (independent practice, further research)

Students will be asked to place their hands on

their chests immediately following the
conclusion of their last station to feel their
heart rate.

Students will then sit in their groups and

discuss how their heart rate felt compared to
how it felt at the beginning of the activity

Students will be asked to then discuss what

they liked and didnt like about the different
movements. Were some hard? Were some too
easy?

Students will then be asked to share with the

class, the activity that they think made their
heart beat the fastest and which made their
heart beat the slowest, and why they think this
is so.

the opportunity to complete each activity

Teacher circulation improves supervision, safety,
and also serves as support if students are
struggling with a movement

RATIONALE (why are you doing this?)

Asking the students to feel their heart rate at

the conclusion of exertion will help them
identify the cause of the change in their heart
rate

Allowing the students to discuss their findings

in groups will help them to increase the amount
of data that they will base their conclusions off
of, and to help increase understanding through
peer support

Asking students to identify the source of the

heart rate increase will help them realize how
exercise changes the body, and that more
difficult exercises increase their heart rate