Elementary Physical Education and Health Methods
Performance Task
Western Governors University
Part A: Health lesson plan attached separately
A1a.
, I would be very confused if I came in as a substitute teacher and this was the lesson plan
left for me because it is lacking several key components found in a competent lesson plan. The
lesson plan does not have a three-part measurable objective, an instructional setting, and pre-
requisite skills the students should have from previous learning. There is not an adequate
explanation of presentation procedures or modeling. The teacher also does not give information
about how they will guide the students learning. Plus, the teacher gives no information about
their role in the lesson; he/she has skipped the vital “I Do” step in the “I Do, We Do, You Do”
model. In addition to all of this there is no mention of when or what type of assessment is given.
Overall this is not an effective lesson plan and I would be concerned the students would not
retain enough information to be found proficient in the listed standards.
A1b.
The teacher does a good job of differentiating the lesson to accommodate the ELL
students and students with a lower reading level. For students that are below grade level readers
the teacher offers an answer word bank for the students to use while completing the crossword
puzzle. For the ELL students the teacher adds pictures next to the words in found in the word
bank. This will help the ELL students identify the words in the word bank, even if they cannot
read the words.
A1c.
The teacher does align the lesson to Standard 3 (Demonstrate the ability to access valid
information and products and services to enhance health) by having the students use the internet
as a research tool to discover five skin associated words and five words the students will use as
clues with their partner. The game used by the teacher aligns with Standard 4 (Demonstrate the
ability to use interpersonal communication skills to enhance health and avoid or reduce health
risks) because the students have to use their interpersonal communication skills while playing
Performance Task
Western Governors University
Part A: Health lesson plan attached separately
A1a.
, I would be very confused if I came in as a substitute teacher and this was the lesson plan
left for me because it is lacking several key components found in a competent lesson plan. The
lesson plan does not have a three-part measurable objective, an instructional setting, and pre-
requisite skills the students should have from previous learning. There is not an adequate
explanation of presentation procedures or modeling. The teacher also does not give information
about how they will guide the students learning. Plus, the teacher gives no information about
their role in the lesson; he/she has skipped the vital “I Do” step in the “I Do, We Do, You Do”
model. In addition to all of this there is no mention of when or what type of assessment is given.
Overall this is not an effective lesson plan and I would be concerned the students would not
retain enough information to be found proficient in the listed standards.
A1b.
The teacher does a good job of differentiating the lesson to accommodate the ELL
students and students with a lower reading level. For students that are below grade level readers
the teacher offers an answer word bank for the students to use while completing the crossword
puzzle. For the ELL students the teacher adds pictures next to the words in found in the word
bank. This will help the ELL students identify the words in the word bank, even if they cannot
read the words.
A1c.
The teacher does align the lesson to Standard 3 (Demonstrate the ability to access valid
information and products and services to enhance health) by having the students use the internet
as a research tool to discover five skin associated words and five words the students will use as
clues with their partner. The game used by the teacher aligns with Standard 4 (Demonstrate the
ability to use interpersonal communication skills to enhance health and avoid or reduce health
risks) because the students have to use their interpersonal communication skills while playing
