This is the second part of the lesson. They are using their knowledge from the previous lesson to construct a poster with their partners. They will be learning more about the states and improving their cardio.
Educator/Group Names: Wes
Grade level: 3rd-5th
Subject: Integrated Lesson
Date of lesson: 3/8//2020
Length of lesson: 40 minutes
Lesson Topic: Integrate learning some of the 50 states in physical education class and have them make a poster with facts from the 50 states. They will be using the internet to find interesting facts to put onto their poster.
Overall Goal: (Broad action statement using non action verbs)
-Students will be able to work together to create a poster of the 50 states. They will be able to obtain interesting information about the states and put it on their poster board. They will also be working on cardio as they will be running to different states throughout the gym.
Learner Background: (This addresses why the lesson is being taught.) Describe the students’ prior knowledge or skill related to the learning objective(s). They have already learned the states in their classroom class, and also in my class we went through a similar activity. The students should know the general directions of the states, and if they don’t, they will be in partners so they can work together. The importance of this lesson is to get the students moving around while they are searching for facts on the web and for them to be able to work together as a team.
Curricular Standards: Identify the primary state standard(s) this lesson is designed to help students attain. (If required, include the national and/or local standards as well.)
-Cognitive domain – 2.1, 2.3, 3.1,3.2 Differentiates between movements in both personal space. Travels in general space with different speeds. Will identify active play opportunities outside of PE class. Actively engages in activity
-Affective domain- 4.1, 4.2,4.3,4.5, 5.1,5.2. Follows directions in a group setting. Acknowledges responsibility for behavior. Follows instructions and directions. Recognizes that physical activity is important. Knows that some activity is challenging
-Psychomotor domain-1.1. Performs the locomotor skill of running.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson. Use action verbs.
-Students will be able to move effectively through the gym. Students will be able to work together with their partners to achieve the designed goal of labeling facts from the 50 states. Students will be able to navigate the internet to find the information they choose to put onto their poster.
Assessment:
Part I: Describe how you will check for student understanding during the lesson.
-Throughout the lesson I will be able to check to see if the students are filling out their poster correctly. I be monitoring to see if they are getting stuck on something.
Part II: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria/rubric. (Formative or Summative)
Formative Assessment (Self evaluation, peer evaluation)
Self Evaluation/Questionnaire
- On scale 1-5 how much did you believe you contributed to gather information on the web
- Was the internet helpful with finding interesting facts about the states? Why?
- What state did you find to be the coolest? Why?
- List 3 states that snows during the winter?
- List 2 states that touch the Atlantic ocean.
Peer Evaluation
- Who was your partner?
- On a scale 1-5 did you and partner work well together?
- Would you be partners with them again? Why or why not?
- What did your partner do best at? Explain
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
-12 posters, pencils, chromebooks, paper, music
The Lesson
Initiation:
Part I – Briefly describe how you will introduce the lesson, engage students in the lesson and connect it to previous learning. (This is intended to motivate students.)
-I would tell them they are going to be going off their previous lesson, and this time they are going to make a poster. They will get to use the internet to search for interesting facts about the states and put it on a poster board. They will get to decorate their board however they like.
Part II – (This is intended to bridge to the lesson: set expectations for learning, articulate to learners what they will be learning in this lesson and why this is important).
-the expectation of this lesson is to learn facts about the states and work together with their partners. They will be constructing a poster board so it will be important to have enough facts to put onto it. They will also be possibly presenting this to the class and there will be questions at the end so they need to be paying attention to the states.
Lesson Development: Describe how you will develop the lesson: what you will do to model or guide practice and the learning activities students will be engaged in to gain the key knowledge and skills identified in the student learning objective(s). Include the questions you will ask, identify and explain the instructional grouping (whole class, small groups, pairs, individuals) for each lesson segment, and include the approximate times for each. Indicate how diversity will be included. Include reference to Bloom’s taxonomy to identify higher levels of thinking.
–This activity is designed for the whole class. They will be able to go to any states they choose to go to. I will keep encouraging them to try and get as many states covered as they can. This will help them develop the ability to work collectively to accomplish a goal. They will also have to possibly have a strategy because they do not want to have all the same facts as the rest of the class. It will allow them to be creative when finding the facts. This lesson will hit all of the different domains. They will have to use their cognitive skills to find information regarding the states. They will be using their affective skills to communicate with their partners. Lastly, they will be using their psychomotor skills when they are going from state to state.
Closure: Briefly describe how you will end the lesson, help students understand the purpose of the lesson, and show how it will connect to future learning. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)
-I will allow them to bring home the assessment so they can complete it as homework. I will make time for them to present their poster or have them present them next class. The students will be told the importance of knowing the states. They will also be told the importance of moving around and being active. I will also talk to them why it is good to be a good partner and ways to become a better partner and teammate.
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