Lesson Plan
Grade/Subject:
SPECIFIC
OUTCOMES
FROM
ALBERTA
PROGRAM OF
STUDIES
-Students will
perform locomotor
skills through a
variety of activities
-Students will
demonstrate body
and space
awareness when
performing space
awareness games
-Students will
demonstrate an
understanding of
basic rules and fair
play for simple
games.
One/Physical Education
Lesson Duration:
LEARNING OBJECTIVES
(2-3, clear, and measurable)
Students will:
- Develop their locomotor skills through both the
beanies warm up and Continuous freeze tag
game.
- Demonstrate body and space awareness
through both the beanies warm up and
Continuous freeze tag game.
- Demonstrate sportsmanship while playing the
beanies warm up and Continuous freeze tag
game.
- Participate in both the beanies warm up and
Continuous freeze tag game.
-Students will
identify and
demonstrate
etiquette and fair
play
-Students will
show a willingness
to participate
regularly in short
periods of activity
with frequent rest
intervals
MATERIALS/ EQUIPMENT/ SET UP
* Four red colour dodge balls and two yellow dodge balls.
30 minutes
Formative & Summative
ASSESSMENTS (How will
you know they met learning
objectives?)
(Observations, Key
Questions,
Products/Performances)
Formative:
Observations
PROCEDURE
Warm Up (6 min.):
I will ask that all students join me in the middle. I will ask them do you want to learn a fun new warm
up!? I will then explain the warm up the Beanies. There are five Beanies: running, lazing, star, pencil,
and silly. I will call out one of the Beanies and with each one there is associated action that the students
perform. When I shout running beanie the students will run in a circle the gym. Star beanie is when
the students make the shape of a star. Pencil beanie is when the students reach upward looking like a
pencil. The lazy beanie requires the students to get down and lie on their backs. Finally the silly beanie
is when the students can make any movement they want (they usually shake). I will explain each one
of these beanies and model them to the students. I then just call out one beanie at a time. The point of
this is to warm the students up. The running gets the heart rate up and starts blood to flow. The rest of
the beanies are types of dynamic stretches and it gives the students a break from running allowing them
to catch their breath (changing between the anaerobic and aerobic energy systems).
Body (22 min.):
Learning Activity #1: Continuous freeze tag. There will be four students that are the taggers who will
be referred as freezers. They will be tagging with the red colour balls. When a student gets tagged by a
freezer they must freeze. There will then be two heaters which will receive yellow balls. These students
can tag students that are frozen. I will let a round go for about 3-4 minutes and then I will pick new
freezers and heaters. Tag is an excellent way to build locomotor skills. Having to avoid the taggers,
other students, and frozen students is a challenge for a grade one. 3-4 minutes is a good duration for a
round. Grade one students do not have that high of cardiovascular endurance so they can only run for
this long. Only having six students in actual roles serves two main purposes. First the time it takes to
pick new roles gives the students time to catch their breath. Second if a student has not been a role yet
this will keep them engaged in the activity. The different colour of balls makes it easy for a student to
identify what kind of tagger the student is.
Formative & Summative Assessments: I will constantly be observing the students, making sure they are
participating, following the rules, and performing proper locomotor skills.
Specific Learner Considerations: For the autistic student in the class (from the grade two class) she
will not be able to follow the rules of the game as well. The goal for her is to have her participating and
developing her locomotor skills.
Transition to Closure: I will tell the students when it is the last round. After the last round I will ask
the taggers to give me their balls.
Closure (2 min.):
Once they have given the dodge balls back the entire class will do two cooldown laps. There is a lot of
running involved with this activity making it very high energy. The cooldown allows for students to
come down from that high. After their cooldown laps I will ask them to line up. When they are ready
we will leave the gym, they may stop for a drink of water on the way back to the classroom.
