ESS 360 Physical Education Lesson Plan
Student Teacher Chelsea Bower Grades 2-3 Teacher #1 Mr. Smith #2 Chelsea Bower
Teaching Date March 5
Instructional Theme Gymnastic Skills
Lesson Sequence # 1 of 3
Physical Education Standards (A minimum of two standards):
Standard # 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of
physical activities
Standard # 5 Exhibit responsible personal and social behavior that respects self and others in physical activity
settings
Standard # 6 Students value physical activity for health, enjoyment, challenge, self- expression, and/or social
interaction.
Physical Education Performance Objectives/Indicators: (2-3 psychomotor, 1 cognitive, 1 affective):
Psychomotor:
2.1.2 The students will demonstrate two animal movements by using the correct technique with 95% accuracy.
2.1.4 The students will demonstrate two partner stunts by using the correct technique with 90% accuracy.
Cognitive:
2.5.1 The students will understand and identify the correct technique and safety rules when doing tumbling,
animal movements, and stunts by explaining the skills with 90% accuracy.
Affective:
2.6.2 The students will respond to and apply the skills learned in class, given by the teacher, for the learning
and development of other skills with 100% accuracy.
2.6.3 The students will express enthusiasm in class with participation in all activities 100% of the time.
Subject Area Standards (A minimum of one standard for each subject area included):
Standard # 3 for Science
Investigate by observing and then describing how animals and plants sometimes cause changes in their
surroundings
Standard # 1 for Dance
Students demonstrate knowledge and skills of dance elements.
Subject Area Performance Objectives/Indicators: (One to two for cognitive domain):
Subject Area #1
2.3.4
The students will describe and demonstrate how 2 different animals move by demonstrating with 90%
accuracy.
2.3.1
The students will understand the different patterns of the movements we will do by making up a pattern of the
skills we have learned with 95% accuracy.
Subject Area #2
2.1.1
The students will identify and demonstrate the correct range of motion for 2 gymnastics skills with 90%
accuracy.
Equipment Needs (List all equipment, specific records, tapes, CD’s, etc.):
Tumbling mats, CD player with remote, huge beach ball or soft ball
Assessment Needs (List all task sheets, assessment forms to be used that the student will supply)
Assessment sheet and clipboard. I will mainly assess throughout the fitness activity and lesson focus. If
something occurs with a student’s behavior, I will record it then.
ASSESSMENT ACTIVITIES
Description and Example Form to be Used
(i.e., skill observation checklist, rubric, cognitive)
Three different resources must be used for your assessment choices
***Two best may be submitted for the Applied Assessment: Skills, Attitude,
Knowledge assignment
Type of Assessment
(How will you know
what the student has
learned in the lesson)
This type of assessment assesses the student’s behavior. It will give me a look at
students who have a behavior problem since I am not too close to them yet. It is also
good to use this one because it is too early to assess their skills. I will mainly assess
during the lesson focus because Mr. Smith will be teaching first.
(Dynamic Physical Education)
Anecdotal Record
Sheet
Type of Adaptations
(Describe special needs of any
students and how you will adapt
instruction to their needs)
ADAPTATIONS
If a student has a visual problem I will make sure to put them in the front of
the class so they can see. If a student has a behavior issue they will be
placed closely to me.
Introduction/Set
Induction
-
LESSON FOCUS
Introduce new gymnastics skills
(You may use bullet
points rather than full
sentences)
-
Teach us new ways to move our body
-
Will help to become a better gymnast
-
Learn about animal movements
TIME
(Real
clock
time)
INSTRUCTIONAL PLAN & SCHEDULE
Movement/Gymnastic Instructional Activities (Detailed) Guiding
Concepts to be
Questions (Sequentially developed questions to
explore
the concept or concepts for the lesson)
Explored
AND/OR
Key Teaching Points/Learning Cues
Organizational Plan
(How will students and
equipment be organized?
There must be clear
descriptions for movement
patterns)
Introduction/Set Induction (Text noted above)
12:4512:50
I will go over and review the skills learned last week
then introduce our fitness activity and introductory
activity. I will also explain why it is important to do
these skills.
The students will be
in the center circle in
the auxiliary gym.
INSTRUCTIONAL PLAN & SCHEDULE Continued
TIME Movement/Gymnastic Instructional Activities (Detailed) Guiding
Questions (Sequentially developed questions to
Concepts to be
explore the concept or concepts for the lesson)
Explored
AND/OR
Key Teaching Points/Learning Cues
General/personal
Introductory activity- Addition tag
Two couples are it, and each stands with inside
12:50- space, qualities of
hands joined. These are the taggers. The other
movement
1:00
students run by themselves. The couples move
around the gym trying to tag with the free hands.
The first person tagged joins the couple, making a
trio. The three then chase until they catch a fourth
and so on.
1:001:30
General/ personal
space, qualitites of
movement, body
awareness ( shapes
the body can make,
weight transfer)
1:301:35
1:231:55
1:552:07
Fitness Activity- Challenge Course
There will be a course around the perimeter of the
gym using some of the following ideas:
1. Step on jumping box, dismount, tumble to a
forward roll
2. Run and weave through cones
3. Agility run through hoops
4. Perform jump turns
5. Hop on one foot
6. Log roll across mat
Etc.
Break Time
Personal/general
space, qualities of
movement ( changing
shapes)
Culminating Project
or Activity
Lesson Focus- Gymnastic skills
Animal movements
- Measuring worm
- Mule kick
- Walrus walk
Tumbling and inverted balance
- Frog handstand
- Half teeter- totter
- Cartwheel
Balance stunts
- Leg dip
- Balance jump
- Seat balance
Individual stunts
- Heel stand
- Wicket walk
- Knee jump to standing
Partner and group stunts
- Rowboat
- Leapfrog
- wheelbarrow
Moving the world- using a large ball, the world is
transported to different locations in the gym. The
ball cannot be kicked or thrown, and each student
Organizational Plan
(How will students and
equipment be organized?
There must be clear
descriptions for movement
patterns)
The students will be
spread out around
the gym in the
general space.
The students will be
spread out around
the gym in different
starting points so that
everyone is not in the
same starting spot.
Students will get a
drink in the gym
The students will be
spread out among
the general space
The whole class will
be scattered around
the gym.
must be involved.
2:072:10
Closure
List two questions that explore the concepts covered in the lesson.
Why is it important to learn these skills, animal movements, and tumbling?
(If someone wants to be a gymnast, to strengthen their muscles, and to
make our body into different shapes).
What is something important to remember when doing a cartwheel?
( the body should be straight and extended)
Describe one activity, movement pattern, etc. students can practice for the
next week.
I will challenge the students to come back next week with a sequence of 2
skills that we learned today to show the class.
Suggest how the next lesson will build on what the students practiced in this
lesson.
Our lesson was about different ways our body can move and how we can
do gymnastics skills and the next couple weeks we will be using those skills
to make rhythms and patterns into movements.
H:\Gymn & Rhythms\Lesson Plan Format_08.doc