Teacher Candidates: Reagan, Randy, Eric

PHYSICAL EDUCATION LESSON PLAN TEMPLATE

Introductory Material:

Date of Lesson: 04/26/2021 Class Time: 9:15 – 10:08

School Name and Grade: Palmer Middle School, 7th Grade Technology Use: Zoom

Length of Lesson (Time): 50 min Number of Students: 15 - 20

Equipment/Supplies (be complete): N/A at home without equipment. Description of Facility: Zoom

Lesson Number in the Unit: 3 Safety Considerations: 1. Safety Considerations: Home environment may/may
not be safe and adequate for physical activity.
2. Heart rate needs to be monitored to ensure safe BPM.
3. Students emotional state may be unstable when performing on camera

Behavioral/Performance Objectives:

Cognitive: By the end of the lesson, 80% of the students will be able to recall at least 3 out of 5 steps that will be demonstrated during the assessment checklist.

Psychomotor: At the end of the lesson students will perform the Zumba dance all the way through getting 80% of the moves correct with little to no cues from
the professor.

Affective: During the closure at least 80% of the students will be at least a (3) on the confident scale for Zumba.

National Standards:

Central Focus of Lesson: Zumba and Aerobic Dance

National Standards Addressed: Standard 1: Demonstrates competency GPS Assessed: PE7.1.B Creates
rhythm sequences that combine
in motor skills and patterns needed to perform a variety of complex movement concepts and skills.
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 activities.
Standard 5: The physically literate individual recognizes the value of PE7.3.l Explains the importance of the aerobic capacity in
physical activity for health, enjoyment, challenge, self-expression overall health.
and/or social interaction.

Lesson Considerations:

Prior Academic Knowledge & Prerequisite Skills:

PE6.1.c Performs advanced rhythm sequences that combine movement, complex concepts, and skills.
PE6.2. d Identifies steps correctly to perform a rhythmic pattern.

Lesson Plan Details: Write a detailed outline of your class session including your instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them enough to use them.
Include what you will do as a teacher and what your students will be doing during each lesson phase. Note: the statements and scaffolding questions in red below
are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plant. Delete them before typing your
lesson outline.

TIME ALLOCATIONS
LESSON INTRODUCTION
(for each activity)
(Instant/Motivational Activity; Warm-Up & Review; Set Induction)
5-10 Minutes
Introductory (Warm-Up) Activity:
Lead the students in a fitness dynamic warm up.
March in place, 5 Jumping jacks, 5 Squats, 5 Frankenstein's each leg, Opposite toe touches.

This is to get students loose and ready to dance.

This is to get students warmed up and ready to dance. to dan

We will go over the history of Zumba as well as who can do it, where you can do it, and why we should participate in it. I will
emphasize the health benefits of aerobic dance as well as the cultural importance. This will all be in the PowerPoint.

Set Induction:
PowerPoint on Zumba! What Zumba is, the benefits of Zumba, and where you can find a Zumba Dance class.

TIME ALLOCATIONS
LESSON BODY
(for each activity)
(Specific and detailed plan to facilitate student learning and skill development)

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Lesson Focus, Games, Activities: 10 – 20 minutes
After we review what is in the PowerPoint, we will begin learning the steps of Zumba. We will go over one step at a time without
music, then all five steps together without music, then the entire dance with the song Mi Gente.

Step One- Up and Out Arms

Students will march in place and extend both their arms out to the sides and then both arms up toward the sky on the next beat.
They will repeat this for eight counts.
Cues: Arms all the way out, arms all the way up
25-30 minutes
Step Two- X Step
Students will cross their arms over their chest in an ‘X’ formation on the first beat, on the second beat they will uncross them and
drive their knee up and across their body. They will repeat this for eight counts, alternating knees.
Cues: Across, extend

We will then repeat steps one and two together.

Step Three- Cross Pump

Students will bring one arm across their body and bend their arm at a 90-degree angle while pumping their elbow down. They will
cross over and switch arms/sides. They will repeat this for eight counts.
Cues: Cross, pump, switch

We will then repeat steps one, two, and three together.

Step Four- Reach Up

Students will reach up with one arm while the other hand is on their hip. They will then pull down and switch arms. They will do
this for eight counts.
Cues: Reach, Pull, Place

We will then repeat steps one, two, three, and four together.

Step Five- Step Arm Roll

Students will turn to one side and step with their outside foot as they roll their arms in a circle. They will then switch sides and do
the same on the opposite foot. They will repeat this for eight counts.
Cues: Turn, Step, Roll

We will then repeat all of the steps together without music.

After we review these steps without music, we will turn on the music (Mi Gente – Kidz Bop) to practice the dance together. I will
count each eight count loudly and say the cues as they practice the first few times. Next, I will only say the cues.

At this time students who are participating in flip grid will be sent out.

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Then, we will do the whole song through with little cues and counting to see if the students are familiar with the dance and the
music.

TIME ALLOCATIONS
CLOSURE ACTIVITIES
(for each activity)
(Wrap Up, Review, Transition)
Wrap up by asking the students if they enjoyed the activity more with our without water weights? Ask the students on a scale from 5 minutes
1-5 how confident they now are with their Zumba dance skills? 1 is the least 5 is the most.

ASSESSMENT DESCRIPTION
(explain how you will informally or formally assess each objective)
Students will have a checklist for assessment that grades them on a 1 – 9 scale for each skill.

The checklist will list the dance moves students are completing, beats they should be hitting, and behavior during the dance. This will mainly be a
psychomotor assessment as it analyzes their physical moves, but affective and cognitive are slightly assessed in relation to memorization and behavior.

Students will receive a number of checks (____ out of 9) to see their competency in the skill (aerobic dance).

Cognitive will be if they are on beat with the song and to do the move correctly the students will need to follow the cues which is cognitive as well.
Psychomotor- Up and arms out, X-step, Cross Pump, Reach Up Jump, Step Arm Roll, Swim Step, and March. These will be done by the students with weights
and these moves will be assessed to see if they do them correctly.
Affective will be asked at the end with the likert scale.

DIFFERENTIATION BASED ON STUDENT CHARACTERISTICS

(Specific and detailed plan to modify lesson to meet learning needs of all students)
English Language Learners: English language learners will be able to follow the video physically. The steps are clear and repeated many times, so these students
will still be able to see what we are doing.

Students below Grade Level: Students will be able to do modifications and if students are confused with a dance move, we will go over it again.

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Students above Grade Level: Students can double time the movement to get a better workout.

STUDENT EXCEPTIONALITIES
(Specific and detailed plan to modify lesson to meet learning needs of all students)
Physical Conditions: Students can do a modification if a physical condition prevents them from doing a move.

Behavioral Conditions: Ask the students to stop and if they continue, they will be removed from the zoom by Mr. Maier

RESOURCES AND ACKNOWLEDGEMENTS:

Sources:
Zumba.com