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Teacher Candidate: Audrie Runde and Jessie Loven

UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title: Animal Walks
Unit: Weight Transfer/Gymnastics
Grade level(s)/Course: 2nd Grade
Date taught N/A

Day#: Day 1

Textbook, Instructional Program, or Web Resource referenced to guide your instruction

Title: PE Central
Publisher: Andrea Hundertmark; Mandy Heigh
Date of Publication: Spaghetti and Meatballs 2/16/2012; We're Going to the Zoo 2/14/2014
The little rabbit- stretching activity

District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
Depending on what the schools curriculum is will depend on how we would teach this unit.
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
This lesson plan is a part of a 8 day unit plan that is taught for 30 minutes total.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
Students will not be grouped based on ability; the groups will be random and different methods will be used to group students such as using an
app or having the students pair up and then have the pairs spit up.
List any other special features of your school or classroom that will affect the teaching of this lesson.
One special features includes that there are mats available within the school. The mats are needed throughout the unit to prevent injuries and to
make some of the skills (ex. cartwheels) the students easier for them to perform. Another special features the unit needs is a projector so when we
are on the dance day it will allow students to not only hear but also visually see the dance moves.


Total # of students: 28
Special Needs Students:
Students with IEPs

# of Males: 12
# of Females: 16
Number of
Accommodations and/or pertinent IEP Objectives
This student will have a teacher's aid in order to help complete the tasks within the lesson. A visual
schedule will be given to them in order for them to follow through the lesson more effectively.

English Language Learners

Gifted and Talented


Autism or other special needs

This student will participate as much as they can without causing harm to themselves or others. If
the student cannot participate they will then become the teachers assistant and help observe and
cheer on the students.
This student will have a teacher's aid in order to help complete the tasks within the lesson. There
this student will be able to have visual pictures of each animal walk to help them perform them.

Use information here to complete the Differentiated Instruction and Classroom Management prompt within actual lesson plan.


Content Strand Wisconsin K-12 PHYSED Content Standards or NASPE K-12 PHYSED Content Standards
NASPE-Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Enduring Understanding and/or Essential Question
Understanding balance and flexibility; how it was worked on within the lesson and how it is used everyday.
GLE and Symbolic Notation

1:1:A1 Skips, hops, gallops, slides, etc., using
mature form.

DOK = Depth of Knowledge

1= Recall and Reproduction: Recall of a fact, term, principle, concept, or
perform a routine procedure.
2 = Basic Application of Skills/Concepts: Use of information, conceptual
knowledge, select appropriate procedures for a task, two or more steps with
decision points along the way, routine problems, organize/display data,
interpret/use simple graphs.
3 = Strategic Thinking and Reason: Requires reasoning, developing a plan or
sequence of steps to approach problem; requires some decision making and
justification; abstract, complex, or non-routine; often more than one possible
4 = Extended Thinking: An investigation or application to real world;
requires time to research, problem solve, and process multiple conditions of
the problem or task; non-routine manipulations, across disciplines/content
areas/multiple sources.
1 and 2 - Students will be learning about 5 animal walks and then using those
certain animal walks to participate in the following activities.

1:1:A2 Travels fast and slow, using different

1 and 2 - Students will be using the animals walks that they learned in the
pathways, changing directions in
beginning of the lesson to complete the relay races. Within the relay races we
response to a signal or obstacle using a
can modify how the students perform each animals walk; such as going
variety of locomotor skills
backwards, in a zig-zag line from base line to base line, etc.
Student Learning Outcomes
Psychomotor-After learning the five animal walks, TSW apply each of the walks in a certain order within relay races and in the 'Going to the Zoo'
Affective-During the main activities, TSW listen to the teacher's instructions and attempt all the animal walks the teacher demonstrates.
Cognitive-After the lesson, TSW discuss as a class, multiple ways how balance was needed in today's lesson as well as how it is needed in everyday

Academic Language - The language of education and specifically physical education that is different from everyday spoken language. This
language needs to be taught, and used by both the instructor and the K-12 students for students to be successful in the classroom.
Content specific terms:
Process terms:
General Space
Weight Transfer
Personal Space
Alternating Motions
Locomotor Skills (specific animal walks)
Prior Learning/Prior Thinking
Students will know about the different forms of space, but we will do a quick fun little review game for both a warm-up and a review. Other
prior knowledge that the students may know about are some easy animals walks, simple rolls, and some static stretches.


Gathering information about student knowledge

Students will be assessed on their knowledge about the topic by asking them questions. Questions may include:
o What is personal space?
o What is the space around us that is outside of our personal space?
o If they know how certain animals walk; such as dog, monkey, crab, etc.


Skill Development

Basic Skill Instruction

By then end of the lesson, the student will become
proficient at performing the five animals walks that will
be taught.

2. Application of Skills
Within the lesson students will work individually on
their animal walks to become proficient on them; then
students will work as a team to complete animal walk
relay races.

Total time: 5 minutes
Lesson Objective(s): #6 - Communication

Students will warm-up by participating in a game

called Spaghetti and Meatballs; this game will
review spatial awareness.
In the activity half the class will be spaghetti and
the other half will be meatballs. There will be hulahoops spread around half on the gym; these are the
plates that the students must put the meatballs on.
The students that are meatballs are trying to get all
the meatballs on the plates, but the students that are
noodles are trying to get the meatballs off the plates
without touching the meatball except for the noodle.
After a period of time the students will change jobs.
This activity will work on their spatial awareness
because they will be moving around the gym and
they must avoid running into each other.
Planned Transitions

Put equipment away and line up on the base line to

listen for the directions for the next activity.


Fitness Benefits
Skill Related Fitness

At the end of the lesson the students will provide one

way balance was needed within the lesson.

Health Related Fitness

After performing the animal walks, the students as a

class will discuss how flexibility was important when it
came to the animal walks and how it can be improved.

Formations / Cues

Life Skills


After the teacher demonstrates the animal

walks, the students must attempt to
perform all the walks in order to receive


While participating in the Spaghetti and

Meatball activity, the student will
communicate with each other about the
number of meatballs they have to place on
a plate/remove from the plates.

Observation: students must be moving at

all times while participating in the

Main Activities /
Total time: 20 minutes

Formations / Cues


Puppy-"crawl" on hands and knees, legs bent.

Bear-on hands and feet, legs straight
Animal walks (5) - puppy, bear, elephant, monkey, Elephant-hands clasped together, arms extended,
kangaroo. The students should be in 7 groups of 4. swinging side to side, touching the ground.
The first students in the lines will perform the walks Monkey-knees bent out wide, arms circled around,
first (go to midcourt then the other students will
walk staying low.
Kangaroo-squat down, knees behind toes, hands up
front, jump high, knees in front.
Transitions - the students will stay in their
same groups when going to the next activity.
Skipping-step, hop, step, hop
Galloping-dominate foot forward, step and bring
Relays - these relays will consist of locomotor
other forward the other foot.
movements such as skipping, galloping, sliding,
Sliding-step together side to side
as well as the animal walks they just learned in the
previous activity. The teacher will create relays
using all the movements above, as well as
incorporating jumping jacks, push-ups, and sit-ups.
Transitions - set up cones for cages for the next
Lesson objective(s): 1,2,4,5

We're Going to the Zoo This activity is working xxxx

more on the five animal walks that day. It is
somewhat like stations where the students will be
placed at one station perform that skill and then will Zoo
move onto the next skill.
^ ^
^ ^










The students must attempt all activities.

They will be observed by the teacher who
will provide them with feedback to things
they need to make an adjustment to or if
they are doing it well.

Cool-down / Stretching
Total time: 5 minutes

Formations / Assessment Strategy

Lesson objective(s): 1,3

Mid court circle- Q/A: see "assessment at the end of the lesson" section

The little rabbit -the teacher will say the rhyme and
lead the children in stretches. "In a hole beneath the
Lives a rabbit without a sound,
Slowly he wakes, (Children begin to slowly stretch
Big breath he takes, (Children take a deep breath)
He stretches his paws, (Children stretch arms and
He peers outdoors, (Children lean forwardstretching back- whilst peering using hands around
Better not stay,
He jumps away! (children jump around hall in a
clockwise direction)"
Children listen for further instructions to change
jump to hop, skip, walk etc
Assessment at the end of the lesson Who can give me an example of how balance was needed within the lesson? How do we use balance everyday?
What is flexibility? Why is flexibility important? How was it improved upon today?
Can anyone demonstrate and tell me the cues of at least one animal walk we worked on today?
Equipment needs
Foam noodles-10
Foam Balls- 20
Hula-Hoops 5

Safety Considerations
Be aware of others personal space
Watch out for each other
Make sure there is enough space between each other when performing

Differentiated Instruction
Modify taks-the student may not have to go as far when performing relays
Modify instruction the student will receive a visual schedule of what will be done today. As well as pictures and cues of the animal walks.

The student will have a teacher's aid to help them perform the tasks

Classroom Management/Democratic Practices

More skilled students will be grouped with students that are not as developed. Students that frequently misbehave together will be split into different

Possible Community Resources: The skills worked on in this lesson are used in everyday life such as walking, sitting, etc.
These skills can be worked on outside of class in order to improve on flexibility and balance.