Running Head: MINI LESSON

Jessica Vasquez
PPE 310: Health Literacy for Schools
Vance Miller
October 18, 2015

MINI LESSON

Name of Activity: How much sugar does my drink have? Modified for hydration lesson in
Physical Education.
Grade: 9-12 Grade
Lesson: Evaluate the amount of sugar in drinks.
Set Up: Partner work in the gym.
Equipment: None; different beverages provided for the students to find the sugar intake.
Directions: Students will get with a partner to find out the amount of sugar in the various
beverages that will be provided for them. The students will have a worksheet with them
that will have them find the number of servings and the grams of sugar per serving to find
the total amount of sugar.
The students will work on this for one to two minutes recording what they find with the
drinks.
The teacher will walk the gym to ensure that they are staying on tasks and helping out
any students who are not sure where to look.
Safety/Management:
The teacher will provide clear and simple instructions for the students to do the activity.
While the students are working, the teacher will walk around the room to check the
students progress and help if any are unsure.
After some time has passed, the teacher will gather the students back to go over what
they have found.
The teacher will provide feedback to the students who are participating in the discussion.
Since the students will be in the gym and spread out, the teacher will just remind the
students to focus on working on their worksheet and not mess around with the drinks.
This will create a safe activity.
Modifications
Students with physical disabilities:
Since the drinks will be on the floor and students will walk around going to the floor, the
teacher will have some stations with the drinks on a table that will be easy to access.
Students with intellectual disabilities:
There will be a paper for the students that will have all the drinks listed with their sugar
information. This will help assist the students who arent sure what they are supposed to
be doing. They will have a paper to pick one of the drinks and write down how much
sugar is in the drink.
Name of Activity: Fastest Tag in the West, physical activity lesson in Physical Education.
Grade: 9-12 Grade

MINI LESSON

Set Up: Students will work individually to play this simple tag game.
Equipment: None
Directions: Students will be spread out around the gym and try to tag the other students
around them. If they get tagged they must do 5 jumping jacks before coming back into the
game.
The teacher will make sure the students are playing safe and are in the boundaries for the
game.
The teacher will walk around the gym to make sure the students are doing their jumping
jacks if they get tagged.
After some time has passed, the teacher will blow the whistle to get the students to freeze
and stop playing.
Safety/Management:
The teacher will demonstrate the rules of the game and state the rules clearly.
The teacher will also make sure to discuss the safety of the game by demonstrating what
is acceptable for them during the game.
Once the safety has been discussed the students can start. After some time the teacher
will signal for the game to be over.
The teacher will provide praise to the ones who followed directions and stop right away.
The teacher will also talk to those who are still trying to play after the signal was given.
Modifications
Students with intellectual disabilities:
The teacher will demonstrate how the game is played for those who might need extra
help.
The teacher will also allow for any of the aides to work with the students to help them be
involved in the game.
The game will be modified to a walking game if needed.
Students with physical disabilities:
Students with physical disabilities can play this game with a foam piece of equipment to
help tag students.
For the jumping jacks part of the game, students (if in a wheelchair) can clap their hands
above their head, jog or walk in place if they cant perform the locomotive movement.

MINI LESSON

Reflection
The lessons went well. The first lesson about hydration was very informative with the
students learning about the amount of sugar they drink. It was very eye opening for them to see
why it is important to stay hydrated, but more importantly, why water is the best choice for them
to stay hydrated. The second mini lesson was great for the students as well. A simple tag game
is always entertaining for students no matter what the age group is. All of the students were
engaged with the game and knew exactly what to do as well as have fun playing the activity.
They were also helpful with the students who needed extra help.
Managing behavior is one of tool teachers need to have in order to keep their class on
task. During the mini lessons, the students were on task and well behaved. They were quiet
when directions were being discussed and they followed directions when they were on their own
to do the activities. When the activities were taking place, the directions were consistent and
demonstrated clearly so the students were able to understand what was being asked. The teacher
used cues such as when I say go to help the students know when they can begin their activity.
During the second mini lesson, the teacher made sure to discipline any students who were not
following directions.
Another type of practice that makes an effective teacher would be the way the teacher
moves around the class. During the mini lessons, the teacher was able to walk around and
engage with the students. In the first mini lesson, the teacher was able to walk around the gym to
check on the students progress when looking at the sugar amount in the beverages. This allowed
for the teacher to also hear what the students were talking about when they were finding their
answers. As a teacher, it is important to move around and not stand in one area. This lesson was

MINI LESSON

successful because the students were able to know where the teacher was to get help or check
their answers during the activity.
The response latency is another way to determine if you are being an effective teacher.
The time it takes the students to get started is important to know how much time is being spent
for the activities. During the mini lessons, the students, because they had simple and quick
directions, were able to get started right away. One way for this to be effective is by mentioning
to the students a cue so they know when to begin. The teacher, for example, can use a cue such
as when I say go to help them get started on the activity. For the mini lessons to begin, the
teacher used the cue so the students can start. The teacher also kept it short and simple so the
students did not have to wait long to start the activity.
When doing the mini lessons, the students names were called on often. In the first
lesson, the teacher, while walking around, called out names to see what they were finding about
the beverages. Once the discussion came around, the teacher called on some students to check
for understanding. In the second mini lesson, the teacher gave out praises to those that played
the game correctly. The teacher made sure during the game that most if not all names were
called out so the students knew they were being recognized. Incorporating names in the lessons
help keep the students engaged and involved in the activities.

MINI LESSON
Criteria
Modification
of Sample
Physical
Activity
Break
SCORE:
x2

SelfReflection

Exemplary (10)

Proficient (7)

Needs Impr

Instructional plans include:

All modifications are
grade/subject appropriate.
Safety issues for physical activity
break are well thought out and
described in detail and
highlighted appropriately.
Classroom management
techniques for a physical activity
break are clearly defined and
highlighted appropriately.
There is evidence that the plan
provides regular opportunities to
accommodate students with
physical and cognitive
disabilities in the physical
activity break and are highlighted
appropriately.
Both a Health Topic and a
Physical Activity Mini Lesson
were completed

Instructional plans include:

Most modifications are
grade/subject appropriate.
Safety issues for physical activity
break are somewhat well thought
out and described in detail and not
highlighted appropriately.
Classroom management techniques
for a physical activity break are
somewhat defined
There is evidence that the plan
provides some opportunities to
accommodate students with
physical and cognitive disabilities
in the physical activity break, or
only address one type of disability
2 Mini Lessons were used,
however they were both were
either Health or Physical Activity

Instructional plan
Few modificat
appropriate.
Plan activities
descriptions fo
performing a p
Classroom ma
for a physical
vague
There is little e
provides some
accommodate
needs in the ph
The aforement
not highlighted
Only one mini

SCORE:
x2

Self-reflection was well thought

out and included at least 5
specific examples from the
teaching experience on:
managing classroom behavior,
teacher movement, response
latency, using student names, and
providing positive praise.
Self-reflection was the
appropriate length for the
assignment (1-2 pages).
Document was saved with last
name, course # and assignment
number.
Rubric was attached at the end of
the assignment.
Assignment was written in third
person, APA, including title page.

Self-reflection was somewhat

thought out and included 3 specific
examples from the teaching
experience on: managing
classroom behavior, teacher
movement, response latency, using
student names, and providing
positive praise.
Self-reflection was the appropriate
length for the assignment (1-2
pages).
Document was saved with only 1
or 2 of the following criteria last
name, course # and assignment
number.
Rubric was attached but not at the
end of the assignment.
Assignment was in a question and
answer format, in APA and
included a title page.

PPE 310 Evaluation Rubric for Modification of a Sample Physical Activity Break

Self-reflection
out and did no
specific examp
experience on:
behavior, teach
response laten
names, and pro
Self-reflection
Assignment (n
Document was
name, course #
number.
Rubric was no
the assignmen
Assignment w
answer format
APA and didn

MINI LESSON