Physical Education Lesson Plan Template
Name: Bre Snyder (lead) & Chris Colon (assist) Equipment (be specific, consider the whole lesson):
Content/Skill theme: Striking w/ Short Handled Implements (12) of each poly spot - green, yellow, red, blue, purple, (6) orange
(Pickleball) poly spots (12) pedometers, (12) name tags, (6) gator balls, (12) cones,
Lesson: 5 of 6 Date/Time: 4/13/18; (6) jump ropes (taped to tops of cones), (8) balloons w/ grocery bags,
9:30-10:20am (12) paddles, (12) pickleballs, (12) soft tennis balls/softballs,
Grade: 4th Grade Class Size: 12 students TeamShake App, (6) beach balls
Safety (be specific, consider the whole lesson):
Slippery floors, paddle safety, ball safety, working in self space w/o
hitting anyone else, head up/eyes up, stay on your feet
National Standards & Outcomes State Standards & Outcomes
Standard 1 - The physically literate individual Standard 1 - Movement Competence and
demonstrates competency in a variety of motor Understanding in Physical Education
skills and movement patterns. ● 1.4.1.g - Recognize and demonstrate
● Strikes an object with a short-handled agility, balance, coordination, power,
implement while demonstrating a mature speed, and reaction time in a variety of
pattern (S1.E24.4a) physical activities
Standard 3 - The physically literate individual Standard 2 - Physical and Personal Wellness
demonstrates the knowledge and skills to achieve ● 2.4.1.c - Demonstrate an exercise that
and maintain a health-enhancing level of physical positively impacts each component of
activity and fitness. health-related physical activity
● Engages actively in the activities of
physical education class, both
teacher-directed and independent.
(S3.E2.4)
Standard 4 - The physically literate individual
exhibits responsible personal and social behavior
that respects self and others.
● Works safely with peers and equipment in
physical activity settings (S4.E6.4)
Student Objectives (ESWBAT) Assessment
Work cooperatively with various partners throughout the lesson
as determined by randomizing partner groupings through the Observation by teacher throughout the lesson of various
Affective team shake app and looking for on-task behavior and partner pairings
communication during all activities.
Explain where they need to be positioned to successfully hit the
Cognitive ball during the 1v1 application activities. Ask a subsample of 3-4 kids during the closure
Successfully hit the object over the net, using all the cues, using Observation by teacher throughout the lesson and video
Psychomotor an underhand serve during the practice activity analysis after the lesson
Teacher Objectives Assessment
1. TTWBAT get students to achieve 50% or more MVPA during the
Assessment of pedometer data after class.
class time.
1. TTWBAT give specific feedback to students throughout the class
Video analysis and teacher feedback observation form
at a rate of at least 2 per minute.
2. TTWBAT effectively explain tasks/applications correctly the first
time around using demonstrations to maximize student Self analysis during class and video analysis for confirmation
understanding
Organizational Adaptations &
Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Potential adaptations to
Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
Intro/Pedometers/Name Tags Behavior Prompts Adaptations &
· Ss will grab their name tags and pedometers as they come “Alehah, thank you for Modifications
in the gym walking to get your
· Once Ss have their pedometers on, they can start skipping pedometer and name Ss who need help
or jogging around the gym tag.” putting their
· When all Ss have their pedometers, Ss will gather in a group pedometer on can ask
in front of the teacher to get instructions for the instant Teacher Actions a peer
activity/fitness activity Make sure Ss are
· Checks for Understanding attaching their safety Ss can jog or skip
5 · Are we going to be checking our pedometers during our strap for their pedometer around the cones
min Managerial Task Statements
class time together? (No) “When you are have put your
· Remind Ss that I want them to stay on their feet for the Make sure Ss have their pedometer and name tag on,
entire class period pedometers closed and you can start skipping or
· I’m going to have you all work with different people are ready for activity jogging around the cones.”
today than you normally do so you can show me that you can
work well with a lot of other people! Why do you think this is Remind students not to
important? (Have Ss explain) be checking their
--Transition to Instant Activity/Fitness Activity-- pedometers throughout
the class time.
Instant Activity/Fitness Activity Behavior Prompts Adaptations &
· Teacher will explain the poly spot fitness game “Jason, thank you for Modifications
· Different colored poly spots will be scattered throughout the keeping your head up Walk around the play
gym and Ss will be instructed to speed walk, skip or jog when you’re traveling space for Ss who
around the play space between poly spots.” cannot perform more
· Checks for Understanding advanced locomotor
10 · If we get to a poly spot at the same time as someone else, “Mohamed, I like how skills
min can we share the spot? (Yes) you’re following
· If we finish our exercise, can we move on to the next directions by bear Provide Ss with
one? (Yes) crawling to the next opportunities to do
· Ss will listen for the teacher’s directions and if they finish spot.” Managerial Task Statements different locomotor
the task, they can continue to speed walk, skip or jog “When I say go, you can start skills
Teaching Cues moving around our space and
·T ouch 10 red spots with your left hand, crab walk to the Head Up, Eyes Up: keep working on your first task,
next spot your head up and eyes which is touching 10 red
·T ouch 10 green spots with your right hand up to avoid collisions spots with your left hand!”
· Go to a purple spot and show me what a forehand strike with your classmates
looks like with your invisible paddle
·T ouch 10 yellow spots with both hands Push Ups: Keep your
·M eet a partner at an orange spot and tell them body nice and flat,
something nice elbows at a 45 degree
·D o 5 push-ups with one hand touching a red spot angle
·D o 10 squats with one foot touching a green spot, bear
crawl to the next spot Squat: Make sure you
· Do 15 curl ups while sitting on a yellow spot are sitting back into
· Do 10 lunges with one foot touching a blue spot your heels with your
· Jump (two feet) on 5 different red spots without touching chest tall, feet shoulder
the floor width apart
· Hop (one foot) on 10 different yellow spots without
touching the floor Curl Ups: keep your
· When finished, walk the perimeter of the cones heels and fingers on the
ground and curl your
--When all Ss are finished, bring them in and transition to upper body up
skill development activities--
Locomotor Skills: Keep
your eyes up and be
aware of your own space
Specific Feedback
“I like how Feteh is
keeping his back flat for
his push-ups.”
“Alenah, way to keep
your feet shoulder width
apart on those squats.”
Teacher Actions
· Keep moving the whole
time
· Loud voice so Ss can
hear you
Skill Development Adaptations &
· Teacher will explain the 2 stations and demonstrate how to Behavior Prompts Modifications
do each one “Jason, thank you for
· Station 1: striking an object and sending it over a net walking your equipment Ss can change their
· Partner A hits ball over net, Partner B catches and back to your area.” equipment if they need
throws back to partner A 10 times, then they switch more/less challenge
· Partner A will underhand serve the ball to partner B “Itzel, I like how you’re including a beach
over a “net” following directions and ball, wiffle ball or
· Station 2: striking to a wall with a partner (partner A catching the ball when balloon with bag on it
throws at the wall, partner B strikes back to the wall), 10 your partner strikes to
times and then switch roles you.” If Ss are having a hard
· Partners will be determined with the TeamShake App, have time working with one
Ss stand with partner and then do checks for understanding, Teaching Cues another, teacher can
have partners determine who is partner A and who is partner Head Up, Eyes Up: keep shake up teams (using
B your head up and eyes TeamShake App) in
10-15 · Checks for Understanding up to avoid collisions Managerial Task Statements between station 1 and
min · Can someone explain to me what self-control looks like? with your classmates “When I say go, Partner A 2 switch
Why do we need to show self control? will get a paddle and ball and
· How many strikes do you get before you switch roles? Flat Paddle: Keep the both partners will move to
(10) face of your paddle their first station.”
· Should we try to throw the ball as hard as we can? (No) facing your target
· Teacher will tell Ss which partner groupings are on station (wall/partner) “When I say freeze, Ss will
1 first and station 2 first; Ss will switch after they get plenty put their equipment on the
of practice. Stiff Wrist: keep your ground gently, and skip 2
· Teacher dismisses partner A to get 1 paddle and 1 ball and wrist stiff and not floppy victory laps.”
go to their station so you can control your
· After ~5-8 minutes: have Ss put equipment on the ground paddle
and do 2 skipping victory laps
· Then, Ss will switch stations, Station 1→ Station 2, Station Forehand: palm faces
2→ Station 1 your ball/target
--Have Ss freeze and bring it in for a team huddle, transition
to next activity--
Eyes on the ball: k eep
your eyes on the ball
when striking
Specific Feedback
“I like how Penelope
throwing the ball to wall
so her partner can hit it
perfectly.”
“Alenah, thank you for
encouraging your
partner to keep
practicing.”
“I like how Nisha is
facing the flat part of her
paddle to her target.”
Teacher Actions
· Keep moving the whole
time
· Loud voice so Ss can
hear you
Game Skill Practice/Application Behavior Prompts Adaptations &
· Teacher will explain the 2 stations and demonstrate how to “Ryann, thank you Modifications
do each one encouraging your
· Partners will be determined with the TeamShake App partner!” If Ss are having a hard
· Checks for Understanding/Safety time working with one
10 · Stay on your own court “Itzel, I like how you’re another, teacher can
min · Explain what it means to “return home” and why that’s following directions by shake up teams (using
important walking your equipment TeamShake App) in
· If you’re up against the separating mats, please do not back to your area.” Managerial Task Statements between application 1
dive into them, why? (unsafe, class going on over there) “When I say go, Partner A and 2 switch
· Try and keep the ball/balloon going as long as you can Teaching Cues will get a paddle and ball and
· Can someone tell me what we do if our ball/balloon goes Head Up, Eyes Up: keep both partners will move to If the task is too easy
on to another team’s court? (look, walk to get equipment and your head up and eyes their first station.” for the Ss, they can
walk it back to your court) up to avoid collisions use a ball instead of a
· Application 1: s triking an object and rallying back and with your classmates “When I say freeze, Ss will balloon
forth over the net (balloon with grocery bag on it or a soft put their equipment on the
tennis ball if they are advanced enough to rally back and Flat Paddle: Keep the ground gently, and skip 2 If the task is too hard
forth) face of your paddle victory laps.” for the Ss, they can
· Let them play for ~5-6 min facing your target take their grocery bag
· Shake hands with your partner (wall/partner) off of their balloon
· Team shake for different teams for application 2
· Application 2: F loor paddle ball - Partner A hits under the Stiff Wrist: keep your
net with Partner B and rallies back and forth using a gator wrist stiff and not floppy
ball so you can control your
· let them play for ~5-6 min paddle
· Shake hands with your partner
· Have all Ss freeze, return equipment to buckets and then Forehand: palm faces
take 2 jogging victory laps your ball/target
--Transition to closure--
Eyes on the ball: k eep
your eyes on the ball
when striking
Return Home: after you
hit your object, you want
to return “home” or to
the middle of the court
so you can be ready to
hit the next time the
object comes to you
Specific Feedback
“I like how Nisha is
keeping her eye on the
ball and hitting it with
control over the net.”
“Feteh, I like that you
are returning back to
home after you hit the
ball under the net.”
“I like how Nisha is
facing the flat part of her
paddle to her target.”
Teacher Actions
· Keep moving the whole
time
· Loud voice so Ss can
hear you
Closure/Pedometer Turn In Adaptations &
· Tell Ss to give 3 other people high fives and say “you’re Modifications
awesome” None
Behavior Prompts
· Checks for Understanding/Review
“Feteh, thank you for
· What Health Related Components of fitness did we work
walking to return your
on for our poly spot game when you first came in?
equipment.”
(Muscular Strength, Muscular Endurance, Aerobic Capacity)
· Why is it important to return home when you’re playing
Teacher Actions
a game of pickball? (so you’re ready to hit the next shot that
emonstrate how to
·D
comes over (or under) the net)
return equipment & Managerial Task Statements
· Why is it important to work with a lot of different
pedometers “When I say go, you can
people?
·K eep Ss attention return your equipment and
· I need 3 students to raise their hands and tell me how
during the closure pedometers.”
you are going to be active outside of school this week or
·A sk closure questions
weekend.
and engage Ss
· We have our last lesson with you all next Wednesday.
· Give Ss an option to take a group photo
· Team Cheer (WOOSH!)
