Lesson Plan Six

Name: Eric Liegel

Lesson Title or Subject/Topic: Mario Kart
Unit: Brining Games into Limited Space
Date:
Estimated Time/Length of Lesson: 45 minutes
Grade Level: 6th
Central Focus

Students will be able to use skills and strategies taught to get the most coins in Mario Kart.

What is the
Central Focus for
the content in the
learning segment?

Content
Standards
What standard(s)
are most relevant
to the learning
goals?
Include SHAPE
Standards and
WI Content
Standards.

National P.E. Standards:

Standard 3- The physically literate individual demonstrates the
knowledge and skills to achieve and maintain a health-enhancing level of
physical activity and fitness.

Standard 4- The physically literate individual exhibits responsible personal

and social behavior that respects self and others.

Wisconsin State Teacher Standards:

Teachers know how to manage a classroom.

The teacher uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.

Teachers are able to plan different kinds of lessons.

The teacher organizes and plans systematic instruction based upon
knowledge of subject matter, pupils, the community, and curriculum
goals.

Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

LEARNING GOALS
-Students are able to hit targets from various distances away.
-Students will use strategies and guided discovery to complete tasks.
-Students will work together as a team, and demonstrate proper personal and social
behavior.
OBJECTIVES
Psychomotor The student will be able to move around, hit targets, protect their
target, and collect coins in Mario Kart. The objective is to not let your balloon get
knocked off your vehicle, while you go around and collect as many coins as you can.
Students while demonstrate skills and strategies throughout the activity.
Cognitive - Students will be able to explain and demonstrate how to protect their
balloon in the game of Mario Kart. To each student, their strategies might be
different. They also will be able to point to what muscle groups they are working
while moving around on the scooters.
Affective - Students will stay on task and actively participate throughout the lesson.
They will take care of the equipment and use it for only what it is intended for.
Finally students will demonstrate proper personal and social behavior to self and
others.
1

Safety
Statement

Assessment of
Learning
Describe your
formative and
summative
assessments you
will use.
Learning
Environment/
Behavior
Expectations
What procedures
will you use to
ensure students
are safe, on task
and engaged?

Students will always be safe to their self and others around them. Before each activity we
will go over safety protocol and concerns that students will follow. If they arent, I will stop
and take care of it before the lesson goes on. Students also will only use the equipment for
what it is intended for. Finally, groups and games will be spread out enough so that they
dont interfere or cause a safety concern for others. We will go over safety on the scooters,
and to aim at the balloons, and not people.
Observation
Exit Slip

Expectations: I expect my students to participate and try their best in

every activity. I also expect that my students take care of the equipment
and only use it for what I tell them to. They are expected to demonstrate
proper personal and social behavior at all times, and when working in
groups, they work together, cooperate, and demonstrate good
sportsmanship.

What might
happen that you
might not
expect?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Instant Activity: Rock, Paper, Scissor Fitness Circuit- there
Launch/
Motivational Set
are six cones around the outside of the gym. Students will
5-8 Minutes
start at one of the cones and run to the next cone. There they
will play rock, paper, scissors with one person at the cone. If
How will you start the
they win they run to the next cone, if they loss, they have to
lesson to engage and
do 10 reps of an exercise at that cone and then wait to play
motivate students in
someone different.
learning?

Instruction: (Body of
the lesson)
35 Minutes
Write the step by step
Teaching
procedure/progression
here.
What will you say and
do? What questions
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?

Tasks
(Extensions)
Get the most
coins for your
team

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Cues
(refinements
) Think about
strategy

Challenges :
(Applications)Can only grab
one coin
before
switching with
a team
member

Modifications
: Modifications
to meet
students
individual
needs both to
challenge and
make easier.

Greet Students
Explain to them what the day looks like.
Explain to them the warm up rock, paper, scissors fitness.
Rock, paper, scissors fitness
Gather students back up in the middle.
Explain Mario Kart
Go over Safety
Get students in 5 teams of 6
Mario Kart
Closure

Mario Kart- There will be 5 teams of 6. Four of them will be out looking for coins,
while two of them wait. Once someones balloon gets knocked off, they stand up and
switch with their teammates waiting. While playing, students look for coins and try to
knock other people balloons off using objects out in the court. The students sitting out
can communicate and work on encouraging their teammates.
More attached from handouts.

Closure
5 Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

-Ask the students what the focus of the day was.

-Ask the students about strategy they used.
-Ask the students the challenges that they faced.
-Ask the students how they can use these skills outside of class.

Students with IEPs or 504 plans or students requiring other

accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A
3

Learning Styles/Preferences: Will be giving verbal cues, visual

demonstrations, and putting words on board to read and visually
see.

Materials
What specific
materials/equipment
does the teacher need
for this lesson?

Scooters
Cones
Little gator balls
Buckets
Pennys
Other objects that can use

What materials do the

students need for this
lesson?

Academic Language Demand(s):

What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson
What specific way(s)
Students will use skills and strategies learned in culminating activities.
will students need to use
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.

EVALUATION OF
LESSON

PRE-PLANNING: Explain if their was previous instruction in this activity (

levels)

POST PLANNING: Assessment informs Teaching: what are future need

assessment results.
TEACHER REFLECTION NOTES:

ATTACHMENTS

Include any assessment, task cards, exit slips you used): Describe and numbered.

Resources:
List references and
Other Resources
used to support or
develop the lesson.

SHAPE St. Louis

Minnesota PE Summit Stillwater, MN