Student Teacher Mr. Nave
ESS 360 Physical Education Lesson Plan
Grades K-1
Teacher #1 Mr. Nave
Teaching Date 3/11 Instructional Theme Gymnastics Skills
Lesson Sequence # 2 of 3
Physical Education Standards (A minimum of two standards):
Standard # 1 The students will demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities.
Standard # 2 The students will demonstrate an understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities.
Standard # 5 The students exhibit responsible personal and social behavior that respects self and others in
physical activity settings.
Physical Education Performance Objectives/Indicators: (2-3 psychomotor, 1 cognitive, 1 affective):
Psychomotor: K.1.2 The students will perform basic nonlocomotor skills 4 out of 5 times.
K.1.1 The students will perform gymnastics stunts with body control 2 out of 3 times.
Cognitive: K.2.2 The students will demonstrate an understanding of how the teaching cues of the skills by
answering 2 out of 3 questions correctly during the closure.
Affective: K.5.2 The students will work with a partner to perform
Subject Area Standards (A minimum of one standard for each subject area included):
Math Standard # 1 The students understand the relationship between numbers and quantities up to 10, and
that a set of objects has the same number in all situations regardless of the position or arrangements of the
objects.
Subject Area Performance Objectives/Indicators: (One to two for cognitive domain):
Subject Area #1 K.1.6 The students will count, recognize, represent, name, and order a number of objects up
to 10.
Equipment Needs (List all equipment, specific records, tapes, CD’s, etc.):
CD player, Dance CD (“All Time Favorite Dances”), Gymnastics Equipment (bench balance board, cheese
mats, trapezoid), 6 floor mats.
Assessment Needs (List all task sheets, assessment forms to be used that the student will supply)
Skill Observation Checklist: Students will be assessed on the different gymnastics skills they learned during
the lesson according to a specific criterion.
Type of Assessment
(How will you know
what the student has
learned in the lesson)
Skill Observation
Checklist
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
Students will be assessed on the different gymnastics skills they learned during the
lesson according to a specific criterion. I will assess the students on their animal
movements, balance stunts, tumbling, and individual stunts. I will be assessing
according to a certain criterion for each movement. For example some criteria would
be that the students have adequate body control, they move smoothly, or they are
able to hold the balance for a period of time.
(Darst P.W., Pangrazi, R.P. Dynamic Physical Education for Secondary School Students 5th
Edition)
Type of Adaptations
(Describe special needs of any
students and how you will adapt
instruction to their needs)
ADAPTATIONS
For more advanced students, I will encourage them to perform the
gymnastics skills not only on the mats but also to try it on the equipment. I
will also challenge them to come up with as many gymnastics skills as they
can perform on each piece of equipment.
For the students that need extra practice, I will allow them to perform the
skills they can on the mats. I will allow them to do easier skills on the mats
and I will also allow them to do variations that decreases the difficulty (i.e.
balancing with 2 feet instead of 1)
LESSON FOCUS
 Who here has ever been to the zoo?
 Has anyone here ever seen gymnastics on tv?
(You may use bullet
 Has anyone here ever done gymnastics skills before?
points rather than full
 Let the students know that we will be learning some new animal movements like
sentences)
animals that are in the zoo.
 Stress to the students how easily and controlled the animals in the zoo move
because that is the criteria that I am assessing for them.
 I will also introduce to the students how safe gymnasts are and how well they
control their bodies, because again this is what I am assessing at the end.
 Let the students know that we will also be learning new gymnastics skills and that
we will use the skills to play a tag game at the end of the lesson.
INSTRUCTIONAL PLAN & SCHEDULE
TIME Movement/Gymnastic Instructional Activities (Detailed) Guiding
Organizational Plan
(How will students and
(Real
Concepts to be
Questions (Sequentially developed questions to
equipment be organized?
explore the concept or concepts for the lesson)
clock
Explored
There must be clear
AND/OR
time)
descriptions for movement
Key Teaching Points/Learning Cues
patterns)
Introduction/Set
Induction
Introduction/Set Induction (Text noted above)
12:5012:53
INSTRUCTIONAL PLAN & SCHEDULE Continued
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
Warm Up - Fitness
Sharks and Minnows
Activity
12:53In this activity the students will stand on one side
1:00
(An activity to begin
of the playing area and they will be designated as
class and to get the
minnows. One student will be named the shark and
students active before stand in the middle of the playing area. The
TIME
I will have the
students sitting on
the semi circle on the
floor for my
introduction in which I
will ask them
questions that will try
to connect the
concepts in class to
what they are familiar
with in their own lives.
Organizational Plan
(How will students and
equipment be organized?
There must be clear
descriptions for movement
patterns)
The students will use
the opposite side of
the gymnasium
where the mats are
not on the floor. The
the lesson)
minnows will have to cross to the other side of the
playing area without being tagged by the shark. If a
minnow is tagged by a shark then they also become
a shark. Now they are in the middle of the playing
area and they are doing the tagging of the minnows.
Different variations of the activity will be used such
as the students only being able to move in certain
locomotor patterns.
students will line up
on the baseline with
the sharks being in
the middle of the
floor.
I will explain and demonstrate each animal movement,
balance stunt, tumbling and inverted balance, and
individual stunt I want the students to perform and then I
will play music and allow the students to perform the
movements around the general space of the mats. After
some practice I will challenge the students to do some of
the skills on a piece of equipment.
1:001:14
Animal Movements
Animal Movements: Bear Walk, Gorilla Walk, Puppy
Dog Run/Cat Walk/Monkey Run, Siamese Twin Walk,
Lame Dog Walk.
1:151:30
Balance Stunts
Balance Stunts: Single-Knee Balance, Hand-and-Knee
Balance, Single-Leg Balances
1:301:35
Bathroom and Drink Break
1:351:45
Tumbling and
Inverted Balances
1:451:52
Individual Stunts
Tumbling and Inverted Balances: Log Roll, Side Roll,
Forward Roll, Back Roller, Mountain Climber.
Individual Stunts: Rubber Band, Pumping Up the
Balloon, Rising Sun, Heel Click.





Teaching Cues for Gymnastics Skills
Listen and watch carefully to the teacher when
demonstrating the skills.
Keep a good center of gravity to keep your
balance
Stay spread out so you’re not running into other
students.
Try and balance using one foot.
Use hands and feet together when doing the
animal movements.
The students will
perform the
gymnastics skills
inside the boundaries
of the mats with their
shoes off. I will
regroup the students
after each skill to
explain and
demonstrate the next
skill.
I will have the
students line up in a
single file line at the
door.
The students will use
the general space of
the wrestling mats to
Students will do animal movements around the
general space and when they are tagged they must play the tag game.
They will have their
freeze and do a balance stunt and count to 10.
shoes off which will
When they count to 10 they must perform an
mean they must stay
individual stunt before returning to the game.
inside the boundaries
of the mats.
List two questions that explore the concepts covered in the lesson.
When we are doing our stunts, what is our number 1 concern? (Safety)
When we are doing stunts on the mats what is something we need to keep
in mind? (Don’t run into anyone, stay spread apart, etc…)
Gymnastics Tag
1:522:00
Culminating Project
or Activity
Closure
2:002:03
Describe one activity, movement pattern, etc. students can practice for the
next week. I will challenge the students to practice the one skill that they
had the most trouble with during the lesson. I will challenge the students to
practice this skill throughout the week in their homes and to also work on
their body control.
Suggest how the next lesson will build on what the students practiced in this
lesson.
I will let the students know that the next lesson of gymnastic skills will
incorporate the same skill plus a few new ones, but also they will be learning
to combine the skills. They will learn to do skill combinations that
incorporate up to 3 skills.
H:\Gymn & Rhythms\Lesson Plan Format_08.doc
Skill Observation Checklist
Animal Movements
X= not proficient
at the skill
Student’s
Name
Olivia Hutton
Gabriel Barton
Noah Callaway
Grace Hanes
Ella Pearson
Karissa Cook
Tyler Eakright
Marcus Haynes
Jeremiah
Halderman
Karissa Hanes
Tabitha Harris
Ethan Haynes
Layne Blocher
Jayden Harris
Quinn Haynes
Jason Mcintyre
Jackson Perry
Able to
perform
Skill
Moves
with ease
and
control
Balance Stunts
Able to
hold
balance
Able to
do one
leg
balances
Tumbling
Controls
body well
Keeps
movement
safe
Individual Stunts
Able to
perform
stunt
Keeps
stunt
safe