Teacher Candidate: ____________________________

UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title: Other Activities for Parachutes
Unit : Parachute
Day# 5
Grade level(s)/Course: First Grade Physical Education
Textbook, Instructional Program, or Web Resource referenced to guide your instruction
Title: Dynamic Physical Education for Elementary School Children
Publisher: Pearson Education Inc.
Date of Publication: 2007
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
School Curriculum requirements
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
This lesson plan is a part of a 8 day unit plan that is taught for 20 minutes total.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
All students will be grouped together on one parachute. Students with similar abilities will be split up on teams to level the playing field.
List any other special features of your school or classroom that will affect the teaching of this lesson.
Type of parachutes the school owns.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total # of students___28____
# of Males____12____
# of Females_____16_____
Special Needs Students:
Number of
Accommodations and/or pertinent IEP Objectives
Category
Students
Students with IEPs
There will be one student with autism who is rather high up on the spectrum. They will have an aid
1
with them at all times helping them through the activities. I will also encourage their classmates to
help out in any way they can to make sure this student feels included.
English Language Learners
One Spanish speaker, I will make sure that for each cue sheet on the wall as well as assessments
1
will be written in Spanish as well.
Gifted and Talented

1
504

Autism or other special

needs (EmotionalBehavioral Disorders)

I will expect this student to help out with the students with ADHD and autism as much as possible.

There are two students with ADHD in my class. I will make sure not to spend a whole lot of time on
one activity in order to keep them focused and out of trouble

Check IEP for first child with autism, the second child has a mild case and will go into sensory
overload if there is too much going on around them. I will make sure that the gym doesnt get too
noisy so that he is able to focus on the task at hand so they can succeed.

Use information here to complete the DifferentiatedInstructionand Classroom Management prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON

Content Strand Wisconsin K-12 PHYSED Content Standards or NASPE K-12 PHYSED Content Standards
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of
physical activities.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Enduring Understanding and/or Essential Question
The main idea of this lesson is to get to the class to cooperate together as a whole in order to achieve a major goal set fourth or as a team competing
against their classmates in order to win the game. By the end of the lesson, the students should have a better understanding of how to effectively
work together as a team in order to achieve their goal.
GLE and Symbolic Notation
DOK = Depth of Knowledge
Grade Level Expectation (GLE)
Symbolic Notation = Wisconsin K-12 PHYSED Content
Standards
2
S1.PK- 2: Develops, refines and applies fundamental
motor patterns.
2
S2.PK-2: Develops a cognitive understanding of a skill
so as to improve performance

S5.PK-2: Applies safe practices, adherence to rules

and procedures, etiquette, cooperation and
teamwork, ethical behavior and positive social
interaction

Student Learning Outcomes (objectives) Specific, Measurable, Attainable, Realistic, Timely

Cognitive: During the lesson, the students will be able to recall how to make waves, mushrooms and travel around
the parachute by including them in each of the days activities.
Affective: At the end of the class, the students will be able to evaluate how hard they worked today by holding up 1-5
fingers based on how they feel.
Psychomotor: During the lesson, the students will be able to practice various parachute skills during the around the
world activity.

Academic Language
Content specific terms:
Process terms:
Levels of movement, speed, weight transfer, force, direction, balancing,
Demonstrate, recall, practice, split up, number off, three huge steps in,
pulling, bending, twisting, inflate, deflate, float, dome, mushroom, crawl, position
trap, raise, shake, hover
Prior Learning/Prior Thinking
Prior to this day, the students will have spent four days working on the many different skills that will be included into day five of the unit. The
students will have also gone through the unit on cooperative games before this unit.

ASSESSMENTBEFORETHELESSON
Pre-assessment
Gathering information about student knowledge
Cansomeoneexplainhowtomakesmallwavesintheparachute?
Idonotknowhowtomakeadomewiththeparachute,Canyouallshowmeusingthisparachutehowtomakeadome?

LESSON PLAN OBJECTIVES AND LIFE SKILLS

1.

Skill Development
BasicSkillInstruction

Thestudentswillrefinetheirbasicparachute
skillssuchaswaves,domes,elevatorsand
mushrooms

2. ApplicationofSkills
The students will incorporate these skills in the
planned activity around the world as well as a
few others.

Fitness Benefits
3. SkillRelatedFitness
The students will work on balance, coordination, power, speed,
agility, and reaction time during all of the planned activities.

5.

showing me 1-5 fingers based on how hard they think

they worked at the end of class. I will also observe their
effort during the lesson.

4. HealthRelatedFitness
The students will work on muscular strength, muscular endurance,
and cardiovascular endurance during all of the planned activities.

Introduction
Total time: 3minutes

Formations / Cues

Life Skills
Effort The students will be assessed on effort by

6.

GoalSettingThestudentswillhavecertain
expectationsthattheymustreachtocomplete
eachactivity.Thesewillbethestudentsgoals

7.

CommunicationThestudentswillcommunicate
duringeveryactivityinordertoworktogetheras
ateamandaccomplisheachgoal.

Assessment

Duck,DuckGoose
duck
goose
Planned Transitions
Jogincircle
Chasecaller
The students will come in and sit in front of
a handle on the parachute. They should be a
Taglightlyfromshouldertowaist
legs width away and wait for my signal to
Racetotaggersspot.
LessonObjective(s):3,4,5

I will observe the students to check for

understanding of the activity.

touch the chute.

Duck,Duck,GooseThestudentswill
standaroundtheparachuteandraiseitin
theair.Theywillthenjoginacircle.One
personwillbeitandtheywillstandinone
spotsayingduckforeveryperson.They
willthenhavetopicksomeoneandsay
goose.Thegoosethenchasesthecaller
aroundthecircle.Thecallermustmakeit
backtothegoosesspotbeforeheorshe
getstagged.

Main Activities /
Total time: 15 minutes
Lessonobjective(s):1,2,3,4,5,6,7

Formations / Cues

Planned Transitions
Students will sit back down where they are
After each activity.
Mousetrap- Hold parachute high above heads.
I will number off the kids and when I call
their number they will crawl back and forth
underneath the parachute. When I blow my
whistle, the students my pull the chute down
to the floor to see how many mice they can

Assessment
Iwillobservethestudentsprogressfromdayto
daytocheckforimprovement.IfIfeelthatthey
arenotimprovingthenIwillreteachtheskills
over.

catch.
Jaws- two students are sharks, they start
underneath the chute and in the middle. On
go the remaining players shake the chute to
make waves. The sharks go around and touch
other students ankles. They just switch spots
Mousetrap
and the game continues.
Space Ship- Lift up chute. Pull down
together to the top of shoes. On "Go",
everyone should let go of the chute
together. If done properly, the chute will
hover off the ground like a space ship.
Tug of War- Divide class into two teams.
One signal, students pull against each
other and try to reach a line located behind
them.

Highabovehead
Crawllikeamouse
Trapmiceunderchute

Jaws
Makewaves
Crawllikeashark
Touchankleslightly
Donotgrabankles

Around the WorldSouth American Rainforest- raise chute up

and walk underneath to a new spot.
SpaceShip
Antarctica- cross the ocean first with waves,
Liftchuteup
then make an igloo.
Pulldowntogether
African Caves- raise the chute and bring
down only poking their heads inside.
Letgo
France/Eiffel Tower- raise chute and take three
huge steps toward the center.
Tugofwar
Mountains- raise chute and then put it under
Pullagainstotherteam
knees. Crawl to different place while chute
Crossline
is up
Australia- Lay down and pull chute up to
chin with eyes closed. I will choose a
Aroundtheworld
student to be the shark. They will crawl
Raisechute
underneath the chute and pull on students
Shakewaves
feet. That student must scream as loud as
Pulldownoverself
they can then they become a shark too.
Kansas- Run in a circle and shake the chute
Pokeheadsinside
rapidly simulating a tornado.
Threehugesteps

Crawloverchute

Laydown
Chutetochinlikeblanket
Grabfoot
Scream
Runandshakeliketornado

Planned Transitions
The students will set the chute down, take 2
steps back and sit down.

Formations/AssessmentStrategy

Cooldown /
Totaltime:2minutes
Lessonobjective(s):3,4,5

Whyisitimportantthatwefocusonhowhardweworkwhenplayingwithaparachute?

Studentswillperformtoetouches,good
morning,goodnightandelevatorswhile
answeringquestionsIaskthem.

Everyonewillfeeltheirheart.
15howharddoyoufeelyouworkedtoday?

Assessment at the end of the lesson

Who can tell me one health component we worked on today?
What was the main goal of todays parachute activities?
What is one cue used for making a mushroom?
Equipment needs
Parachute

Safety Considerations
Closter phobia- students may not like being trapped. They will have a choice
to go under the chute or stay out.
Special awareness- when running around chute or inside of chute, they should
be aware of others so that they do not run into each other

DifferentiatedInstruction
Tugofwar
Studentscanplayindividuallybypullingintheirowndirection

Cuesheetswillbepostedupallaroundthegym.
ClassroomManagement/DemocraticPractices
Iwillplanmanydifferentactivitiessothatthestudentsdonotgetboredwithoneactivity.

Activity Formations and or field diagrams: See above formation

Possible Community Resources: students can use the skills they used outside of class anytime without needing a parachute
Supplemental materials: *this is where you need to place any information or document that a substitute would need access to teach this lesson.
(i.e. student worksheets, checklists, rubrics, station instructions)
LESSON PLANNING CHECKLIST
Does the plan logically lay out what you will say and do?
Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson?
What strategies will you use?
Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work
time; listening behaviors, moving from one place to the next, etc.)?
If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs?
Have you specified how you will ensure students understand the academic language needed to succeed during this lesson?
What content-specific vocabulary will be introduced and how will you introduce it?
Do you plan for guided work so that students must use the ideas/skills they learn?
Do you plan for students to independently work with or apply the ideas/skills?
Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)?
How will you collect evidence of students thinking and learning (formative assessments) during the lesson?

 Did you address all of the components within this template?

Did you add or hyperlink supplemental materials? (i.e. student worksheets, checklists, rubrics, station instructions)

Instructor Reflection:
1. As I reflect on the lesson, to what extent were students/clients productively engaged? (Brief description of how they were or were not
productively engaged.)