Seesaw Assignment 5: Health Lesson Unit Phase 2 - Physical Education Lesson

As we get continue to build health-related lessons, we will get specific with tools and ideas that can help students make better choices. Our objectives include:

Discuss the choices that face students and their families related to healthy behaviors.
Develop a short lesson plan that allows students to explore healthy exercise and fitness behaviors through active, problem-based learning methods.

How to Complete

In this Seesaw, you're going to continue what we worked on in the last unit and build on your lesson. Now that you have introduced the assignment to students, what comes next?

Lesson Unit Phase 2 - Physical Education

There are lots of ways to help students toward setting their health goals and showing them how to adopt healthy habits that get them up out of their chairs and moving. Whether you are asking students to help themselves or an entire community, there are likely to be decisions made along the way to help students understand what we need to strive for and how we will get there. So, goal-setting might be at the heart of your PE lesson, or there might be another angle you'd like to go with to fit physical education into your overall thematic unit.

Examples of what you might do at this stage include things like:

An introduction to the importance of physical fitness with a GoNoodle activity related to your lesson's theme
A discussion and activity on the relationship between mind and body (particularly for mental health topics)
A guided meditation or yoga routine designed to help kids develop mindfulness related to the lesson theme
Engaging kids in developing a skit or exercise routine related to the lesson theme

The resources at the following sites (also listed below) can be helpful in identifying the best ways to implement an effective lesson that incorporates physical education.

Kids and exercise
Teaching strategies in physical education
Resources from SHAPE (Society of Health and Physical Educators)
Indiana Physical Education Standards (remember to use the same grade level as you focused on in the last lesson)

Turning It All In

You'll return to your lesson plan template and use the same techniques you used for your Health Lesson Plan to develop the PE lesson plan. You may wish to review Seesaw 4's assignment description to help you with this. You should also look at your feedback from your submission for Seesaw 4 to see what you can do overall better with regard to lesson plan development.

Again, this is not intended to be a long activity necessarily, as you're still leading into an overall culminating activity for Phase 3.

Like in the previous lesson, you will use a fresh copy of the same lesson plan template and include:

Objectives and standards for your PE lesson
Materials that you would use to introduce the lesson (links, additional documents you design, etc.)
Thoughts on teaching strategies and differentiation thoughts for the activity (the latter is particularly important for physical education!)
A description of what you would do to lead students through the activity
Assessment information - how will you know students met the objectives?
Classroom management stratgies - how will you keep things going in a positive direction?

Maintaining separate documents for each of your lesson plans is fine, but if you want to combine them or put them into a Google folder to share with me, that's fine as well.

Don't forget to include any materials that students might use in the lesson, as well as some audio/video narration to introduce your lesson in Seesaw.

How to Turn It In

Once you're posted, you're in. There's no need for you to do send anything through BlackBoard. Your grade, however, will be tracked and posted in BlackBoard. You'll see comments from me in both Seesaw and BlackBoard.

If you have questions or need more tutorials on how to post things in Seesaw, check out this help guide.

How You're Graded

This assignment and other lesson plan phases you will go through will use the standards-based Lesson Plan rubric for our Education programs. Note that you may earn extra credit on this rubric if you score "exceeds standards" marks in any row. While BlackBoard may show you the Exceeds column is worth 3 points, it is actually worth 4, and the extra credit will be awarded accordingly.

Lesson Planning Rubric
Criterion	Distinguished: 4	Proficient: 3	Emerging: 2	Underdeveloped: 1
Content Knowledge
Health Education Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. ACEI 2.6	Plans lessons that integrate extensive knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons address multiple facets of the dangers of diseases and activities that may contribute to disease, and lead students to habits and goal-setting behaviors that recognize potentially dangerous situations, clarify misconceptions, and find reliable sources of information.	Plans lessons that integrate some knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons address some dangers of diseases and activities that may contribute to disease, and lead students to habits and goal-setting behaviors that recognize potentially dangerous situations, clarify misconceptions, and find reliable sources of information.	Plans lessons that do not fully integrate knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons provide some explanation but fail to address the dangers of diseases and activities that may contribute to disease, healthy habits and goal-setting behaviors, misconceptions, and/or reliable sources of information.	Does not plan lessons that integrate knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons fail to address multiple important issues related to healthy lifestyle and goal-setting behaviors.
Physical Education Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. ACEI 2.7	Plans lessons that integrate extensive knowledge of the value and benefits associated with physical activity. Lessons provide for activities that allow both teachers and students to model the critical importance of physically active lifestyles, and sensitivity to physical movement as a key component to a healthy body and mind.	Plans lessons that integrate some knowledge of the value and benefits associated with physical activity. Lessons provide for activities that allow either teachers or students to model the critical importance of physically active lifestyles, and sensitivity to physical movement as a key component to a healthy body and mind.	Plans lessons that do not fully integrate knowledge of the value and benefits associated with physical activity. Lessons provide some activities that allow teachers or students to serve as models for the importance of physically active lifestyles. Little sensitivity expressed for physical movement as a key component to a healthy body and mind.	Does not plan lessons that integrate knowledge of the value and benefits associated with physical activity. Lessons fail to address the modeling of physically active lifestyles. No sensitivity is expressed for physical movement as a component for healthy body and mind.
Summary ACEI 1	Plans lessons that integrate learning theories. Provides convincing evidence to demonstrate and clearly explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.	Appropriate learning theories are selected to support decisions of planning instruction. Provides sufficient evidence to demonstrate and explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.	Provides some explanation but limited evidence to demonstrate how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.	Displays no knowledge of how children learn and develop. Provides no evidence to demonstrate or clearly explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.
Objectives based on state and/or national standards ACEI 3.1	All learning outcomes stated in specific, measurable, observable terms and appropriate for content and time. Objectives aligned with assessment.	Most learning outcomes stated in measurable and observable terms and appropriate for content and time. Objectives aligned with assessment.	Inappropriate for content or time. Learning outcomes not stated in specific, measurable and observable terms.	Student characteristics not considered. Terminology not specific, measurable, and observable.
Content Knowledge: Evidence Based Instruction ACEI 2	Provides evidence-based and developmentally appropriate assessment, instruction, interventions, and extensions, related to the disciplinary content.	Uses some evidence-based and developmentally appropriate assessments, instructional strategies, or interventions related to the disciplinary content.	Provides few evidence-based or developmentally appropriate assessments or instructional strategies related to the disciplinary content.	Provides no evidence-based nor developmentally appropriate assessments or instructional strategies related to the disciplinary content.
Differentiated Instruction and Adaptations ACEI 3.2	Thoughtful and appropriate instructional adaptation for individual needs based on discipline. Plan is realistic and explained clearly and thoroughly. All learners’ needs are considered in the plan.	Appropriate adaptations for a particular classroom setting in the discipline. Plan is realistic and explained clearly.	The adaptation plan is not clearly explained or not practical based on the discipline, or draws unwanted attention to certain learners.	No instructional adaptation for individual needs.
Lesson Planning Competencies
Integrating and applying knowledge for instruction—Candidate plans instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community. ACEI 3.1	Candidate designs and/or implements an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that meet the needs of all students. The lesson is student-centered, engaging, and meaningful. The lesson includes the appropriate use of technology.	Candidate designs an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that meet the needs of all students. The lesson is student-centered, engaging, and meaningful. The lesson includes the appropriate use of technology.	Candidate designs an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that are student-centered, engaging, and meaningful. Candidate does not use technology.	Candidate designs an integrated lesson plan that is missing one or more of the following: using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development and knowledge of students and community.
Development of critical thinking and problem solving—Candidate uses a variety of teaching strategies that encourage elementary students’ development of critical thinking, problem solving, and performance skills. ACEI 3.3	Candidate successfully designs and/or implements a variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.	Candidate successfully designs and/or implements a variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.	Candidate successfully designs and/or implements a limited variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.	Candidate implements few or no instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.
Candidate uses knowledge of individual and group motivation and behavior among K-6 students to foster active engagement in learning, self-motivation, and positive social interaction. ACEI 3.4	Candidate demonstrates and/or plans for effective classroom management by using a variety of strategies to promote active learning, self-motivation, and a positive classroom environment. There is consistent evidence of use of behavior management strategies that promote positive social interactions. Candidate shows evidence of modification and accommodation strategies for all students.	Candidate demonstrates and/or plans for effective classroom management by using a variety of strategies to promote active learning, self-motivation, and a positive classroom environment. There is consistent evidence of use of behavior management strategies that promote positive social interactions.	Candidate demonstrates and/or plans for inconsistent use of management strategies.	Candidate does not design or create a positive, supportive learning environment in the classroom.
Candidate demonstrates knowledge of and ability to use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, emotional and physical development of each elementary student. ACEI 4.0	Candidate uses and/or plans for formative and summative assessments to plan, adapt, evaluate, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives. Strategies for re-teaching are included. Summative assessments are project-based. Rubrics are used on summative assessments. There is clear evidence of differentiation with respect to assessments for ALL learners.	Candidate uses and/or plans for formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives. Strategies for re-teaching are included. Summative assessments are project-based. Rubrics are used on summative assessments. There is clear evidence of differentiation with respect to assessments for ALL learners.	Candidate uses and/or plans for formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives.	Candidate does not plan for and/or use both formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. Or, assessments are not aligned to standard and lesson objective.

Due Date