UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching All Levels

Learning Experience Plan

Teachers: R. Rosas Date: 10/14/17
st
Grade Level: Kinder and 1 & Time: 8:30am-9:15am / 9:15am-
nd
2 Grade 10:00am / 10:00am-10:45am
Activities: Exercise Science Number of Students: 30-40
(Circulatory System)
Equipment: Blue and Red Sponge Balls, Hula Hoops, Cones
Equipment provided by me: Paper Copy of circulatory system
Facility: Ramona Elementary Gymnasium

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will perform basic exercises to increase heart rate and feel their
heart rate increase and decrease.
2. Students will mimic the circulatory system in a game form.

Cognitive:
1. Students will be able to determine that when they are performing any type
of physical activity their heart rate increases.
2. Students will be able to determine how and why blood is moved through
their bodies and the benefits of physical exercise.

Affective:
1. Students will collaborate during the circulatory activity.
2. Students will display respect to their peers and teacher when discussing
the heart and circulatory system.

TEKS:
116.2
-(1)(A) travel in different ways in a large group without bumping into others or
falling;
-(1)(A) identify selected body parts such as head, back, chest, waist, hips, arms,
elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes; and
-(4)(A) observe and describe the immediate effect of physical activity on the
heart and breathing rate and perspiration;
-(7)(A) follow rules, procedures, and safe practices;
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UTEP PETE Learning Experience Template

116.3
-(1) (A) demonstrate an awareness of personal and general space while moving
at different directions and levels such as high, medium, and low;
-(4) (B) describe the location and function of the heart;
-(7) (A) follow directions and apply safe movement practices;
-(7) (B) interact, cooperate, and respect others;
116.4
-(1) (A) travel independently in a large group while safely and quickly changing
speed and direction;
-(4) (A) identify how regular physical activity strengthens the heart, lungs, and
muscular system;
-(4) (B) describe how the blood carries oxygen and nutrients through the body;

National Standards:
(S1.E3.K) Performs jumping and landing actions with balance
(S3.E3.K) Recognizes that when you move fast, your heart beats faster and you
breathe faster.
(S4.E6.K) Follows teacher directions for safe participation and proper use of
equipment with minimal reminders.
(S1.E4.1) Demonstrates 2 of the 5 critical elements for jumping and landing in a
vertical plane.
(S3.E3.1) Identifies the heart as a muscle that grows stronger with exercise, play
and physical activity.
(S4.E3.1) Responds appropriately to general feedback from the teacher.
(S1.E8.2) Transfers weight form feet to different body/parts bases of support for
balance
(S3.E2.2) Engages actively in physical education class in response to instruction
and practice.
(S4.E1.2) Practices skills with minimal teacher prompting.

DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Instant Warm Up: Students will enter the gym and perform various locomotor
exercises

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UTEP PETE Learning Experience Template

Skill Building: Students will perform jumping exercises after

discussing heart rate and then feel the increase in HR after physical
activity.

X X X X X X X X X X
X X X X X X X X X X
X X X X X X X X X X
X X X X X X X X X X
X X X X X X X X X X
X X X X X X X X X X
X X X X X X X X X X
X X X X X X X X X X

Skill Application: After discussing the heart students will go through

an activity that mimics the circulatory system and blood flow.

HEAD

HEART

LEGS

ARMS

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UTEP PETE Learning Experience Template

Lesson Plan Content

Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
8:30am- SET Induction/HOOK START SIGNAL:
8:35am Having Students find their One whistle
heart and feel their pulse.
9:15am- Attention Getter: STOP SIGNALS
9:20am Teacher says” All Set” clap, Two whistles
clap, clap
Students Respond “You Bet”
10:00am Transition 1:
clap, clap, clap
- Students will go CUES:
10:05am ORIENTATION around the gym Counting together
The main purpose of this Refinement:
lesson is to teach students Not passing anyone
SAFETY:
about the heart as a muscle Having students go around the gym.
and its purpose in the around equipment
circulatory system as a part that is set around
of exercise science. Students the gym.
will discuss and perform Possible Student
Clarification
exercises that will allow them
Staying on black
to understand the movement lines outside of
of blood through their bodies. equipment area.
WARM-UP(includes
purpose)
For the warm up students
will perform various
Transition 2:
8:35am- locomotor skills and count Students will go the
8:40am in sync with the teacher by home position CUES:
“2’s” and “3’s” “Square” Breathing and focusing
9:20am- LESSON FOCUS/SKILL
9:30am BUILDING ACTIVITY Refinement:
For the skill building students SAFETY: Staying within their
10:05am will be instructed from the Not bumping into own square
home position to feel their each other
- heart beat and be explained
10:15am briefly what the heart does. TASK ANALYSIS:
They will then spread out
Student should be
around the gym floor in their
perform the activities
personal space and perform
with proper mechanics
vertical jumps inside, and
Possible Student at a high speed to
horizontal jumps in and out
Clarification increase their HR.
of a tile. After the students Heart rate/pulse is
will return to the home constant not just
position and feel their when participating in
increased heart rate. physical activity.

DIFFERENTIATION

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UTEP PETE Learning Experience Template

For 2nd grade modification

I will have students
perform high knees and
arm circles for a child with
a lower body disability.

STUDENT EXPECTATIONS:
I expect to see the students
moving at a high rate so that
they can increase their heart
rate.
Psychomotor:
Performing the correct body
mechanics for a jump, high
knees, and arm circle.
Cognitive:
Discussing and determining the
slow and fast heart rates.
Affective:
Feeling their own heart rate and
maintaining mental control.

Time Content Development Management 1. Task Analysis

2. Teaching
Cues/Refinement
SKILL APPLICATION Transition 3: CUES:
8:40am- ACTIVITY Home Position List important cues for
9:05am Students will mimic the activity; for each skill
circulatory system by
9:30am- moving red and blue Refinement:
9:45am spongeballs which SAFETY: Things students need to be
represent oxygenated Making sure reminded of, pertaining to
and deoxygenated blood students do not rules or how to perform
10:15am- cells from the (HEART) run into each
10:30am hula hoop to the legs, activity. NOT cues
other
arms, and head hula
hoops. Students will be Possible
Student TASK ANALYSIS:
placed at a starting hula
Clarification
hoop and continuously By moving in a correct
Cannot go from
move the blood cells to legs, to arms or a pattern and switching from
the different parts of the body part to a blue to red ball.
body. Moving from a another body
body part to the heart, or part. Has to be in
the heart to a body part heart-body part-
order. heart order.

DIFFERENTIATION
ELLS will have difficulty
understanding complex
terms such as
oxygenated blood, so
the use of different

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UTEP PETE Learning Experience Template

colored spongeballs
will be useful.

STUDENT
EXPECTATIONS:
I expect to see students Transition 4:
moving in a correct P.E Lines
pattern, and switching
their ball color.
Psychomotor:
Moving in a pattern
Cognitive:
Determining if they need a
oxygen or deoxygenated
blood cell.
Affective:
9:05am- Encouraging their
9:15am teammates.

9:45am- Debrief/Closing/Cool
10:00am Down (what, so what,
now what):
10:30am- Psychomotor:
How does blood move
10:45am through our body?
Cognitive:
Why did our heart rate
increase?
Affective:
How do they feel after
exercising?
Insight/Preview:
A different aspect of
physical fitness.