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: David Huerta Date: 11-9-20
Grade Level: 5th Time: 9:30-10:15 am
Activities: Target Practice Number of Students: 50
Equipment: Paper ball/ Sock ball, plastic cup/water bottle
Facility: Home
OBJECTIVES (2-3 per domain):
Psychomotor:
1. Students will participate in a series of challenges relating to the Laws of
Motion.
2. Students will practice various striking and catching techniques.
Cognitive:
1. Students will think of how Newton’s Laws of Motion relate to physical
activity.
2. Students will create a strategy to achieve the goals during each challenge.
Affective:
1. Students will display respect towards their classmates and their ability.
2. Students will reflect on the relevancy/importance of Newton’s Laws of
Motions within their everyday life.
TEKS:
§116.7. Physical Education, Grade 5.
(b) Knowledge and skills.
(1) Movement. The student demonstrates competency in movement
patterns and proficiency in a few specialized movement forms. The
student is expected to:
(C) demonstrate attention to form, power, accuracy, and follow-
through in performing movement skills;
(K) demonstrate competence in manipulative skills in dynamic
situations such as overhand throw, catch, shooting, hand dribble,
foot dribble, kick, and striking activities such as hitting a softball;
and
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UTEP PETE Learning Experience Template
National Standards:
S1.E13: Manipulative: Throws underhand using a mature pattern in nondynamic
environments (closed skills), with different sizes and types of objects.
(S1.E13.5a)
S2.E2: Movement Concepts: Combines movement concepts with skills in small-
sided practice tasks in game environments, gymnastics and dance with self-
direction.
(S2.E2.5)
S2. E3: Movement Concepts: Analyzes movement situations and applies
movement concepts (e.g., force, direction, speed, pathways, extensions) in
small-sided practice tasks in game environments, dance and gymnastics.
(S2.E3.5c)
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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
9:30- Waiting for students to log START SIGNAL:
9:32 in. I will countdown
from 5, 4, 3, 2, 1,
BEGIN!
9:32- SET Induction/HOOK
9:37 Does anyone know who Sir
Isaac Newton is? What about STOP SIGNALS
You will hear a
the Laws of Motion? Today, we
buzzer and will then
are going to watch a few videos return to the
about Sir Isaac Newton and his camera.
philosophy based on motion.
What we will do afterwards is
complete a few challenges that Transition 1:
relate to the Laws of Motion. Students will move
towards their open
Attention Getter: space
I will say eyes and ears,
students will point at their eyes
and ears and then at the
camera.
ORIENTATION
The overall purpose of this
lesson is to introduce the
principles of motion as they
relate to physical activity. We
are wanting to practice and
understand the philosophy that
Sir Isaac Newton has put into
place.
SAFETY: CUES:
9:37- WARM-UP(includes Arm Circles: Wide rotations
Be sure to have
9:44 purpose) enough space to
Helicopters: Opposite arm to
opposite foot.
Students will participate in an more around without Jumping Jacks: Arms and legs
Among Us: Fitness activity. bumping or breaking go outwards on each jump
High Knees: Bring your knees
Students will get to choose anything. as high as possible.
which character, hat, pet, tasks, Pop Turns: 3 small jumps
and who they believe is the Possible Student before turning,
Clarification Ski Jumps: Jump side to side.
imposter. For each decision, Squats: Lower your hips.
they will have 2 or 3 options to Students may not Lunges: Step out and lower
know which exercise yourself slowly.
choose from and each option
to do. I will use the Buttkicks: Heels touch your
will have an exercise attached to cursor to show glutes.
it that the students will do for 1 which exercise Butterflies: Sit down, bring feet
together.
minute each. Exercises include: belongs to which Picking Up Cherries: 1, 2, 3,
Arm Circles: Extend arms outwards to the
choice. up (clap)
side, wide rotations
Helicopters: Wide base, opposite arm to
opposite foot.
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UTEP PETE Learning Experience Template
Jumping Jacks: Arms and legs go Refinement:
outwards on each jump Possible Modification
High Knees: Stand straight upwards, bring
Needed
Do as many as you
your knees as high as possible. can in 1 minute. Go
Pop Turns: 3 small jumps before turning, Students that need
Ski Jumps: Keep your feet together, jump modifications will be at your own pace.
side to side. allowed to do an
Squats: Wide base, lower your hips.
alternate exercise
Lunges: Step out and lower down to get a
90-degree angle at the knee. that is similar to the
Buttkicks: Stand straight up, like running in initial exercise. EX:
place but heels touch your glutes. High slow steps
Butterflies: Sit down, bring feet together.
instead of high
Picking Up Cherries: Feet spread out wide,
bend forward, reach far between legs, knees.
middle, and front of legs, stand up and clap Step out jacks
before repeating. instead of jumping
jacks.
Transition 2: CUES:
9:44- LESSON FOCUS/SKILL Students will come
Newton’s 1st Law:
9:54 BUILDING ACTIVITY back to the camera
Swing through with
We will watch a video about Sir to watch the video
and listen to the your leg to kick the
Isaac Newton and then will get
rules of the 1st ball.
to apply the concepts that were
challenge. Newton’s 2nd Law:
discussed into action.
Keep your eye on the
After Newton’s first law, law of
SAFETY: ball. Don’t hit upwards,
inertia, Get to a spot where aim down. Rotate your
([Link] you have open arm forward.
? space. Newton’s 3rd Law:
v=OHw80HXSuAQ&feature=em 1st law: Do not kick
Don’t throw the ball too
b_title)students will then get 1 the sock ball
high.
minute to review the law with a upwards, keep it on
ball being at rest prior to kicking the floor aiming
it towards a water bottle that towards your target.
they are trying to knock over. 2nd law: Aim to hit Refinement:
the sock ball Don’t rush each try.
This demonstrates how an
downwards towards You don’t have to be
object at rest or in motion will your target.
stay in that same state unless so far back from your
3rd law: Don’t throw
an external force is applied to your sock ball too target each time.
create change. high so that it
After Newton’s second law, doesn’t hit the
law of acceleration, ceiling or fan or
([Link] anything around.
?
v=nO7XeYPi2FU&feature=emb
_title) students will then get 1
TASK ANALYSIS:
minute to practice the use of Possible Student Students will be
force and acceleration on their Clarification informally evaluated on
sock ball/paper ball by Students may not their participation for
simulating their arm as a bat quite understand each activity for each
while trying to hit the sock ball what and how we
law of motion and
and knock over the water are doing each mini
challenge. To clarify, whether or not they will
bottle/cup. This demonstrates
I will provide a be able to hit the target
how acceleration of your arm
demonstration for or come close to it
which strikes the ball (mass),
the class before consistently.
creates force to knock over the
they get started. Law 1: Students will be
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UTEP PETE Learning Experience Template
target. evaluated on their
After Newton’s third law, law of ability to kick the sock
action-reaction, ball towards their
Possible Modification
([Link] Needed
target.
? If needed, a student Law 2: Students will be
v=MUgFT1hRTE4&feature=emb can get close to their evaluated on their
_title) students will then use target to prevent ability to apply the
their sock ball to practice from having to move concepts of
catching for 1 minute. To show around so much. acceleration of striking
that what goes up, must come the ball with their
down, students will toss the ball swinging arm.
up and try to catch it before it Law 3: Students will be
hits the ground as many times evaluated on their
as possible. This demonstrates ability to apply the
that the action of throwing a ball concepts of action-
up is countered by the reaction reaction when tossing
of gravity which brings objects their ball up and
downwards. catching it.
DIFFERENTIATION
To respond to all diverse
learners, students will be
encouraged to participate
from a distance that they feel
is a challenge to them. I do
not want a student being so
close just so that they can get
“points” for being on target
rather than them practicing
their skills. Vice versa, I do
not want a student being too
far where they don’t
experience success during
these mini challenges.
STUDENT EXPECTATIONS:
During this activity, students are
expected to be practicing their
aim. I expect to see students
participating in each mini
challenge.
Psychomotor:
This domain will be addressed as
students are demonstrating specific
movements while attempting each
challenge for each respective law of
motion.
Cognitive:
This domain will be addressed as
students will have to recall the rules
for each challenge and create a
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UTEP PETE Learning Experience Template
strategy towards success.
Affective:
This domain will be addressed as
students will think about how they
may encounter these laws of
motion in their everyday life.
Time Content Development Management 1. Task
Analysis
2. Teaching
Cues/Refine
ment
9:54- SKILL APPLICATION Transition 3: CUES:
10:06 ACTIVITY Students can return Newton’s 1st Law:
to their camera to Swing through with
Challenge #1: Newton’s first
see the challenge
law, law of inertia, students will your leg to kick the
again and how their
have 2 rounds with each being 1 points will work. ball.
minute long to put the law into Newton’s 2nd Law:
place by having a ball being at Keep your eye on the
rest prior to kicking it towards a ball. Don’t hit
water bottle that they are trying to upwards, aim down.
knock over. This demonstrates SAFETY: Newton’s 3rd Law:
how an object at rest or in motion Get to a spot where Don’t throw the ball
will stay in that same state unless you have open too high.
space.
an external force is applied to
Do not kick the sock
create change. Each time the ball upwards, keep it Refinement:
bottle is knocked over, the on the floor. Don’t rush each try.
student will get 1 point. Aim to hit the sock You don’t have to be
Challenge #2: Newton’s ball downwards so far back from your
second law, law of acceleration, towards your target. target each time.
students will have 2 rounds with Don’t throw your
each being 1 minute to put the sock ball too high so
that it doesn’t hit the TASK ANALYSIS:
law into place by use of force and Students will be
acceleration of their arm (bat) on ceiling or fan or
anything around. informally evaluated on
their sock ball/paper ball by trying their participation for
to hit the sock ball and knock Possible Student each activity for each
over the water bottle/cup. This Clarification law of motion and
demonstrates how acceleration Students may not whether or not they will
of your arm which strikes the ball quite understand be able to hit the target
(mass), creates force to knock what and how we or come close to it
consistently.
over the target. are doing each mini
challenge. To clarify, Law 1: Students will be
Challenge #3: Newton’s third evaluated on their ability
law, law of action-reaction, I will provide a
demonstration for to kick the sock ball
students will have 2 rounds with towards their target.
the class before
each being 1 minute. To show Law 2: Students will be
they get started.
that what goes up, must come evaluated on their ability
down (gravity), students will toss Possible Modification to apply the concepts of
the ball up and try to catch it Needed acceleration of striking
before it hits the ground as many If needed, a student the ball with their
times as possible. Each catch is can get close to their swinging arm.
target to prevent Law 3: Students will be
1 point. This demonstrates that
from having to move evaluated on their ability
the action of throwing a ball up is to apply the concepts of
around so much.
countered by the reaction of action-reaction when
gravity which brings objects tossing their ball up and
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UTEP PETE Learning Experience Template
downwards. catching it.
DIFFERENTIATION
Challenge #1: Students can
get closer or further to Transition 4:
challenge themselves. Students will return
Challenge #2: Students can to their camera
get closer of further to
challenge themselves.
Challenge #3: Students can try
to catch the ball as close to
the ground as possible. Try to
toss the ball up and catch
behind you back. Or, toss and
catch the ball with your
opposite hand or eyes closed.
STUDENT EXPECTATIONS:
My expectations for these
challenges is that students will be
active and participating in them.
While some may have a harder
time than others, I expect all
student to keep trying their best.
Psychomotor:
This domain will be addressed as
students are demonstrating specific
movements while attempting each
challenge for each respective law of
motion.
Cognitive:
This domain will be addressed as
students will have to recall the rules
for each challenge and create a
strategy towards success.
Affective:
This domain will be addressed as
students will think about how they
may encounter these laws of motion
in their everyday life.
Debrief/Closing/Cool Down
10:06- (what, so what, now what):
10:10
Psychomotor
Which challenge was the hardest
and why?
Which challenge was the easiest
and why?
Cognitive:
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UTEP PETE Learning Experience Template
What is an example of the 3rd law
(action-reaction)?
What was your strategy to score
points?
Affective:
How can you use the laws of motion
that we went over today, in your
home?
Insight/Preview:
Tomorrow, we will need you all to
have your chalk ready for hopscotch.
BREAK TIME
10:10-
10:15