1. Putting it All Together: Planning an Elementary Physical Education Lesson from Beginning to End by Jeff Jacobs M.Ed. MCIU Health and Physical Education Conference Hatboro-Horsham High School February 12, 2010

2. Participant Survey How many years of teaching experience? How many currently teach elementary physical education? How many have taught elementary physical education at some point?

3. Disclaimer! This is one person’s way of doing things. It happens to work for me. I’m willing to share it with you. You are welcome to permanently borrow anything in this presentation. However, I can’t be held liable!

4. Is this your recollection of gym class?

5. The Paradigm has shifted! “Gym is a place, not a subject!”

6. It’s not gym class, it’s Physical Education !

7. Things I Think About: (In no particular order) Standards (both State and NASPE) Ideas from other workshops Personal philosophy Each student should get as much activity as possible Cardiovascular activities Good lesson flow with smooth transitions How much time is available Age / Grade level of my students Realities / practicalities / limitations Number of students in the class Learning through Movement

8. Standards-referenced vs. Standards-based

9. Learning through Movement 80 – 85% of students are predominately kinesthetic learners. Howard Gardner has identified bodily- kinesthetic intelligence as one of the eight multiple intelligences. This has implications for student learning that we are just now beginning to fully understand.

10. Invaluable Resources

11. Lesson Plan Format Warm-up Skill Activity Closure Assessment

12. Considerations for this lesson 1.) State Standards 10.5.3.A – Recognize and use basic movement skills and concepts. - locomotor movements (e.g., run, leap, hop) - non-locomotor movements (e.g., bend, stretch, twist) - manipulative movements (e.g., throw, catch, kick) - relationships (e.g., over, under, beside) - combination movements (e.g., locomotor, non-locomotor, manipulative) - space awareness (e.g., self-space, levels, pathways, directions) - effort (e.g., speed, force) SAS Concept: There are differences between basic movement skills and movement concepts yet they work together. 10.5.3.C – Know the function of practice. SAS Concept: Practice serves a purpose in learning.

13. Standards Aligned System SAS Concept – Defines the content of the standards. They describe what students should know as a result of this instruction.

14. Considerations continued … 2.) Chose a piece of equipment: Hula Hoops! 3.) Things that I’ve thought about: The list from the previous slide !

15. Warm-up NASCAR / Speedway / Race Car Setup: Hula hoops arranged in an oval (pit) Students have a partner – one is in a hula hoop in the “pit”; the other is on the “track”. When the music begins the partner in the pit performs an exercise while the one on the “race track” jogs/runs 2 laps. Upon completion of 2 laps, the partner high 5’s his partner in the “pit” and they switch positions.

16. List for White Board Movements Exercises JogJJ (any kind) RunJump-ups SlideArm Circles Power SkipFlamingo Str GallopButterfly Str GrapevineLine jumps

17. Skills Can you……… Jump in and out of your hoop ? Jump in and out N,S,E,W ? Balance on your hoop (static) ? Balance and walk on your hoop (dynamic) ? Balance on your: finger tips, elbow, neck, knee, etc. ? Hold the hoop and let it fall toward you ? Jump through the hoop as it falls ? Spin the giant coin ? Track the spin and catch it ?

18. Skills continued Santa Claus up the chimney ? Magician – one side to the other ? Skip rope while moving ? Jump rope while stationary ? Spinning on arm Spinning around waist Lawnmower ? Walk the dog ? __________________________________________________ Hula hoop chase Shuffling - Stay away ! - Bumper cars

19. Activities Poison Hoops I One color is “poison”. If bumped – student leaves the activity and must earn his/her way back into the game.

20. What the ……….?

21. Poison Hoops II Students with bean bags are “poison”. Try to drop the bean bag in another student’s hoop so they are no longer “poison”.

22. Closure Which skill was your favorite? Were you able to perform a skill that you couldn’t do before? Did you learn any new skills? Of the two types of Poison Hoops, which did you like better? Why? Where could you practice some of the hula hoop skills?

23. Assessment Observation Feedback from students during closure

24. Resources Standards Aligned Systems on PDE’s Ed Hub www.pde.state.pa.us/sas www.pde.state.pa.us/sas Health Safety Physical Education

25. For a Copy of this Presentation www.methacton.org Select school (upper left) – Worcester Under teacher – choose Jeff Jacobs

26. I absolutely believe that: “You’re not fully educated until you’re physically educated.”