Lily Scott - Activity Plan (1)

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School

Western Governors University *

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Course

EBP2

Subject

English

Date

Apr 3, 2024

Type

pdf

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Uploaded by BaronRoseNightingale11

About your skin lesson plan A1. a. Effec’veness When reviewing the About your skin lesson plan I no’ced that their was not a an’cipatory set within this lesson. The teacher explains that the skin plays an important part in the body in a very short sentence and then immediately begins presen’ng the ac’vity. Although the lesson itself is engaging the build up for engagement is not there. This loses its a effec’veness leaving too much room for students to be confused or lack understanding of the ac’vity and topic. The lack of an an’cipatory set leaves the students without an introduc’on in the topic of skin. I felt that the presenta’on of procedures and new informa’on was successful. The teacher clearly lays out the direc’ons for the ac’vity and makes it fun and engaging by including how fun it is to try to say words about the about the skin giving some examples. The instruc’ons to research and play a game to learn about the names of skin with a peer is clearly stated and I believe will be effec’ve in the students having understanding and staying engaged. A]er reading over the lesson plan I see that the guided prac’ce and independent student prac’ce are present. The guided prac’ce is the game the children will play with their peers about the different names and parts of the skin. This is a great way to keep children engaged, and have the research to come up with clues about each word creates understanding. The individual student prac’ce corresponds with the classes culmina’ng ac’vity of comple’ng a crossword puzzle. This is a great individual prac’ce and culmina’ng ac’vity as it gives the students a chance to review what they have just learned. b. Differen’a’on I felt that the accommoda’ons for students with below grade level readers and English language learners was not effec’ve. The accommoda’ons listed focused only on the crossword puzzle and not the guided prac’ce ac’vity that requires assistance with research and understanding. The students have adequate accommoda’ons for the crossword puzzle but do not have adequate accommoda’ons for the class game. For the class game I would be sure to pair the English language learners and below grade level with one of my gi]ed or talented students together in a group of four so they can play on teams so they can help the English language learners research, come up with clues, and answer the clues together. This allows for the students to understand and gain social experiences. C. Standard 1 : Comprehend concepts related to health promo>on and disease preven>on to enhance health. This standard is demonstrated as incomplete in this lesson. The lesson does not provide opportunity to understand health promo’on or disease preven’on when talking about the skin. The students are alloIed ’me to research the names of different parts

of the skin but does not adequately give guided ques’ons or discuss with the class what is healthy for your skin and how to prevent skin diseases. Standard 3 : Demonstrate the ability to access valid informa>on and products and services to enhance health. Part of this standard is demonstrated in the ac’vity. Students will research informa’on about different parts of the skin and what they do. This is a great way to introduce this standard and build off of it as the students use the informa’on they discovered in the game. Standard 4 : Demonstrate the ability to use interpersonal communica>on skills to enhance health and avoid or reduce health risks. This standard is demonstrated well in the classroom through the use of the game, Super Skin Words, between the students. This game is interac>ve between students and has them prac>ce their communica>on skills about heath to give their clues about the skin name. D. This Lesson demonstrates having a posi’ve aftude towards the parts of the skin and health by crea’ng a fun and engaging game that keeps the students engaged. The teacher first makes it exci’ng by discussing how hard and fun it is to say the names of the parts of the skin. This makes it fun and engaging as the students try to say the names and starts the lesson off great promo’ng a posi’ve spin on learning about big scien’fic words. 2. One of the instruc’onal changes I would make would be to add an an’cipatory set to the lesson. This I believe would enhance the lesson by drawing my students into the new lesson. I would have the lesson start with ques’ons such as “what do you know about the different parts of the skin?” “Have you ever heard of the word epidermis? Do you know what it means?” This would be used to see where my students knowledge of skin is and guide me as the lesson goes on where to build off next. Then I would present a video about the different parts of the skin and their names. This would draw my students into the lesson by giving them a visual to see the terms we are going to be discussing and using that later on to build onto their research. The second instruc’onal change I would make would be to add a liIle more ’me to present informa’on with the class about what is healthy for your skin and how to prevent different skin diseases. This would allow me to meet Standard 1 which was missing from the lesson. I would discuss things like how washing your face and body with soaps help to keep your skin clean. I would discuss certain vitamins or things that help your skin stay tough and strong. I would also discuss how sunscreen helps prevent skin damage and can help us to keep healthy skin. These things would be added to help aid in teaching standard 1 to the class. The third instruc’onal change I would make is adding a liIle more ’me for independent prac’ce. I would add a second worksheet that they can label the different parts of the skin. I would have this be a ’me where they can label it and color it to help them visualize where these parts of the skin are. This is a great extra prac’ce to strengthen the understanding of the lesson.

Ac#vity Plan Template General Informa#on Lesson Title: Jump Rope For Heart Subject(s): Physical Educa#on Grade/Level/SeGng: 2nd grade Prerequisite Skills/Prior Knowledge: Basic Jump rope skills: how to hold the rope, and how to jump over it. The students will also need to know how to keep personal space. The students will need to know that movement increases heart rate, breathing, and that the heart grows stronger with physical activity. Standards and Objec#ves State/Na’onal Academic Standard(s): FPA.1.2 Iden’fies and par’cipates in physical ac’vi’es that increase heart rate. MS.20.2a Con’nuously jumps a self-turned rope with a mature paIern.* MS.20.2b Performs basic jump rope skills. TN State Physical Education Standards K- 12 Learning Objec#ve(s): Students will demonstrate the ability to jump rope continuously with their own self turned jump rope, and participate in activities such as running and jump roping to increase their heart rate. Students will identify what changes and how they feel when their heart rate increases with 100% accuracy. Materials Technology - 20 Jump ropes - Speakers - Computer - 8 Cones The teacher will use a computer connected to a speaker to play upbeat music while the students engage in the ac>vi>es. This helps to keep an upbeat and engaged environment as the students prac>ce exercise. Instruc#onal Strategies and Learning Tasks

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