Teacher Candidate: ___Jake Bauscher_________________________

UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title ___Visual Attention Walking___________________________________________________________
Unit _____Treadmill Program_______________________________________ Day# _______4___________
Grade level(s)/Course ___2nd, 3rd and 4th ________________________
Date taught )____December 12th 2014______________________
Textbook, Instructional Program, or Web Resource referenced to guide your instruction
Title: Treadmill Program
Publisher : Mr. Woodworth
Date of Publication: 2014
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
Westview Elementary School. Throughout the lesson I will be using cooperative learning while the students participate in a variety of movements
and exercises on the treadmill.
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
One day unit with the lesson being 20 minutes
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
All students in the classroom have trouble with focusing in the classroom, I will plan to split the boys up from the girls and give them space for a
better learning environment.
List any other special features of your school or classroom that will affect the teaching of this lesson.
The classroom setup is three treadmills side by side

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total # of students___3______
# of Males____2_____
# of Females____1______
Special Needs Students:
Number of
Accommodations and/or pertinent IEP Objectives
Category
Students
Students with IEPs
All the students in the class have an IEP and will be able to participate in the treadmill activities
some will be more attentive then others. The students will be provided incentives to look forward
3
and stay on task with the activity.
English Language Learners

Gifted and Talented

504

Autism or other special

needs (EmotionalBehavioral Disorders)

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
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Enduring Understanding and/or Essential Question
The students will apply the skill of walking and sliding to complete a variety of movement patterns as well as increase hand eye coordination.
GLE and Symbolic Notation

DOK = Depth of Knowledge

1:4:A2 Demonstrates balance and body

control while moving at different speeds
while manipulating a ball of different
sizes.

Level 2 = Basic Application of Skills/Concepts( Modify, Interpret,

Compare)

1:2:B1 Performs a combination of

movement, sport or leisure skills.

Level 2 = Basic Application of Skills/Concepts( Modify, Interpret,

Compare)

1:2:A5 Balances while moving in control

through locomotor and non locomotor..

Level 2 = Basic Application of Skills/Concepts( Modify, Interpret,

Compare)

Student Learning Outcomes

The student will be able to apply the basic principles of passing and catching during a variety of walking backwards, sideways and frontward. The
student will also incorporate a variety of different weight exercises while walking. The students will meet their goal of 20 minutes in their target
heart rate zone by the end of the class period, after the lesson on visual attention walking.
Academic Language Content specific terms:
Treadmill, Toss, Scan, React, Heart Rate

Process terms:
Visually prepared, actively engaged, actively listening, quick
localization, visual tracking, Body Integration

Prior Learning/Prior Thinking

I expect to see my students demonstrate a variety of walking skills as well as catching and throwing skills. Some may struggle with focus and
balance but this lesson is designed to help improve the students awareness skills.

ASSESSMENTBEFORETHELESSON
Pre-assessment
InthebeginningofthelessonIwillaskthestudentsafewquestionsrelatingtowalking
Whydoesmultitaskinghelpdevelopfocusskills?
Whyisitimportanttopracticeactivitieswithyouroppositehand?
Whatdoesyourtargetheartratehelpyouunderstandaboutwalkingonthetreadmill?
ByansweringthesequestionsIwillbeabletounderstandmystudentsknowledgeonthesubjectandhowitcanhelpthembemoreproductiveinthe
classroom.

LESSON PLAN OBJECTIVES AND LIFE SKILLS

1.

Skill Development
BasicSkillInstruction

TSWrefinetheirwalkingskillsduringavarietyofflatroadand
uphillwalking.Whilealsoexecutingproperthrowingandcatching
techniques.
2. ApplicationofSkills
TSW use the proper walking technique to stay focused on the task of
catching or throwing a variety of items while manipulating different
walking speeds.

Introduction
Total time: 1-2minutes

Fitness Benefits

Life Skills
5. Effort
TSW need to focus on specific tasks and put towards an
effort to multitask while finishing with proper form.

3. SkillRelatedFitness
TSW practice the skills of coordination, reaction
time, agility, and speed throughout the lesson by
6. GoalSetting
visual tracking items while in constant motion
TSW set a goal to see how many successful catches of the
to catch them. This will demonstrate their
ball they have in a row.
ability of hand eye coordination and reaction
7. Communication
time.
TSWneedtocommunicatewiththeteachertoknowwhen
theobjectsarebeingtossed,theywillalsoneedto
communicatewiththeirpartnerinordertobesuccessful
4. HealthRelatedFitness
duringvisualattentionwalking.
TSW improve their cardiovascular and muscular
endurance by staying in their THR during the
15-20 minutes on the treadmill.

Formations / Cues

Assessment

LessonObjective(s):1,2,3,5

Warmupwalkinguphillorrunningtoreachtargetheart
rate.

Boy/Girl/BoyOntreadmills

Assessment of warm up will be done through

observation.
What is the students THR?
What should their heart rate be close to?

Planned Transitions TSW will be given a ball and while

walking backwards will focus on passing back and forth with
the teacher. The teacher will demonstrate the basic technique
of passing underhand and overhand to provide successful
repetition.

Main Activities /
Total time: 16 minutes
Lessonobjective(s):
1. StudentStriking:studentswillhitabirdiebackand
forthtotheteacher.
2. Walkingbackwardswhilecatchingaballattachedto
astring.
3. Scan:Studentswillwalkforwardsasdifferentcolored
scarfsaredroppedbehindthem.
4. Catchingfoamfrisbee:Studentswilltoss
andcatchfoamfrisbees.

Planned Transitions : Cool down walking

Formations / Cues

Assessment

Hitbadmintonbirdiebackandforth
Students will be observed by walking with proper
underhandwhilewalkingbackwardsor form. As well as throwing and catching with
proper form.
sideways.
Whenwalkingbackwardsthestudents Students will try to refrain from using side rails
willfocusonnotusingtherailsonthe while walking to encourage common movements
treadmillforsupport.Theywillattempt in arms while walking.
tocatchtheballonastring5to10times
inarow.
Locatescarfsusingperipheralsand
executepropersinglehandcatchingand
twohandcatching.Thestudentswill
alsobeaskedtocatchwithonlyrightor
onlylefthand,toencouragemutlitask Heart Rate Observation
andfocusskills.

Learning Support Studentswillcatchandthrowback

foamfrisbeewhiletryingtorefrainfrom
holdingthesiderailsonthetreadmill. Target Heart Rate Chart
http://workoutplanz.com/wp.
content/uploads/2013/01/heart-rate-trainingchart.jpg

Cooldown /
Totaltime:2minutes
Lessonobjective(s):
Pickupequipmentanddiscusswhatwas
Themainfocusfortodayssession.

Formations/AssessmentStrategy
Questionstodiscusswhilecoolingdown
Whichfrisbeewaseasiertocatch?
Whydoyouthinkitishardertocatchwithyournondominanthand?
Whichlevelonthetargetheartratechartdidyoureach?Anddoyouthinkyour
concentrationlevelwashighatthispoint?

Assessment at the end of the lesson - Assessment will take place throughout the entire lesson. Students will learn the proper skills used to catch and throw
while maintaining a constant walking speed. Students will be assessed through question and answer at the end of the lesson. Students will be assessed on activity
level by observation and by the use of heart rate monitors on treadmill.

Equipment needs

Safety Considerations

3treadmills,3weightedballs,3foamballs,Frisbee,foamfrisbee,3 List any and all safety concerns that you need to make the students aware
*this need to be spoken to the class before the activity begin!!
scarves,lacrossesticks,
During treadmill sessions students should have head up and looking
forward to insure they do not fall off.
Pay attention to walking patterns to avoid tripping.
During the catching activities students need to be paying attention to
their partner when passing.
Pay attention while passing and receiving the weighted ball.
DifferentiatedInstruction
ModifyequipmentLargerballsforincreasedcatchingskills
ModifytaskPartnerisclosertoinsuremorereceivedcatches
Modifyinstructionstudentwilldemonstratebasicwalking,catchingandthrowingskills

ClassroomManagement/DemocraticPractices
To create an encouraging learning atmosphere the student will be asked to focus on looking forward while walking on the treadmill, unless instructed
to walk sideways or backwards.

Activity Formations and or field diagrams:

Possible Community Resources: by practicing the skills of walking, catching and throwing will focus on other tasks the students can be more
prepared for multiple activities outside of class as well as increase their overall reaction time for hand or ball skills.

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.)