PHYSICALEDUCATIONLESSONPLANFORMAT

AshleyGorecki
SuperheroStations

GRADE:2nd3ndGrade
STANDARD:Writeoutcompletely(AddPEFrameworkspage#)
MainStandard
Standard3.Studentswillassessandmaintainalevelofphysicalfitnesstoimprovehealthandperformance.(pg.23)
FitnessConcepts
3.Participateinenjoyableandchallengingphysicalactivitiesforincreasingperiodsoftime.
SupplementalStandards

Flexibility
3.5Demonstratetheproperformforstretchingthehamstrings,quadriceps,shoulders,biceps,andtriceps.

BodyComposition

3.6Engageinmoderatetovigorousphysicalactivityforincreasingperiodsoftime.
Standard5.Studentswilldemonstrateandutilizeknowledgeofpsychologicalandsociologicalconcepts,principles,andstrategiesthatapply
tothelearningandperformanceofphysicalactivity.(pg.38)
SelfResponsibility
5.Participateinavarietyofgroupsettings(e.g.,partners,smallgroups,largegroups)withoutinterferingwithothers.

5.2Acceptresponsibilityforonesownbehaviorinagroupactivity.

SocialInteraction

5.3Acknowledgeonesopponentorpartnerbefore,during,andafteranactivityorgameandgivepositivefeedbackonthe
opponentsorpartnersperformance.

5.4Encourageothersbyusingverbalandnonverbalcommunication.

5.5Demonstraterespectforself,others,andequipmentduringphysicalactivities.

5.6Demonstratehowtosolveaproblemwithanotherpersonduringphysicalactivity.
GroupDynamics

5.7Participatepositivelyinphysicalactivitiesthatrelyoncooperation.

Overarching Standard 2: Students demonstrate knowledge of movement concepts, principles, and strategies that
apply to the learning and performance of physical activities. (pg.4)

NEEDEDEQUIPMENT:
36Conesdependingontheclass
(Paper,photos)PicturesofvariousSuperheros
(Paper,whiteboards)Multiplelistsofavarietyofphysicalactivitiesthestudentscando
Devicethatplaysmusicloudenoughfortheclasstohear
Chalk
12Beachballs
68Basketballs
6beanbags
polyspots
LEARNINGGOAL/OUTCOME/OBJECTIVE:
Studentswillassessandmaintainalevelofphysicalfitnesstoimprovehealthandperformance.

Studentswilldemonstrateandutilizeknowledgeofpsychologicalandsociologicalconcepts,principles,andstrategiesthatapplytothelearningand
performanceofphysicalactivity.(pg.38)

TIME

Min.
2mins

LESSONCONTENTACTIVITY
Describethelessoncomponentswithmuchdetailsothatanysubstituteteacher
couldteachthelessonandsothatanysupervisorcouldeasilyseewhatyouare
planningtodo.Note:TPATasksrequirethissametypeofdescriptivewriting.
Opening/IntroductoryActivities(Whatyouwilldotogetstudentsreadyto
receiveinstructionforthisstandard)
InordertogetstudentsreadyforinstructionwewillwalkouttothedesignatedP.E.
areainthiscasethebasketballcourt.
Studentswillbeinstructedtoremaininlineandspreadout,atleastan
armswithapart.
NextIwillcallclassclassoraphrasethathasbeenusedintheclass
beforetogetthestudentsattention.

TEACHINGPOINTSAND
ORGANIZATION
Whatmustyoudotobeready/preplanning
toteacheachlessoncomponentpoint?
Step1
Instructthestudentstoremaininlineand
spreadapartfromoneanother.
Step2
Callclassclassandwaitfortheirresponse
ofyesyes.Thiswillensurethattheireyes
aredirectedtowardsyouandtheirearsare
listening.
etc.
Ifstudentsarenotpayingattention,callthem
outonit,givingthemonechanceandifit
continuesthetimetheywastedwillbe
doubledandtheywilloweitduringtheir
recess.(Theyarewastingyourtime,soyou
canwaittheirs.)

30mins

Instruction/SkillDevelopment/Concept(Whatyouwilldotoinstructthe
studentsonthisstandard)

Stretchin
g57
mins

BeforestartingI(orastudent)willsetout46cones.
Astheclassarrived,Iinstructthemtogositbyaconewithnomorethan7
peopleatacone(adjustnumbersasneededforclasssize).
IusethismethodalotwhenIwanttostartthemoutingroupssothisiseasy
andquickformyclasses.

Thesuperherostretchingactivity:

Instructthestudentstoprovidesafe,personalspace.
2.2 Identify and independently use personal space, general space,
and boundaries and discuss why they are important.

2. 2 Identify the different points of contact when striking a

balloon upward
and striking a balloon forward.

Step1
46Conesshouldbesetupeachwithtwo
cardsateachstation.Onecardisfor
stretchingtheotherhasphysicalactivitieson
them.
Step2
Instructthestudentstogiveeachother
personalspaceandbegintheirstretching.
2.2 Identify and independently
use personal space, general
space, and boundaries and
discuss why they are
important.

Provide examples such as arm

distance away from one

another.
3.5Stretchshoulders,legs,arms,andbackwithoutbouncing.(pg.19)
3.6Stretcharms,shoulders,back,andlegswithouthyperflexingorhyperextending
thejoints.
Each
stationis
5mins
long

In a previous lesson personal

space was taught through a
variety of games and
activities.

Aswegrowclosertotheendoftheyearpreviousconceptsneedtobemastered.
Stretchingwastaughtatthebeginningoftheyearandthestudentshavepracticedit
repeatedlythroughouttheyear.Today,studentswillleadtheirownstretchingcircuit
withminimaldirection.Eachstationhasthesamestretchingcircuitandthestudents
aretobeobserveddoingthisontheirown.

Followthestretchingdirections

Step3
Instructthestudentstobegintheirstretches,
remindthemthatyouneedtohearthem
countingaloud.

:30secs
1mins
rotation

Thesuperherostationactivity:

Studentsremaininthesamegroups
Makeabigcirclewitheachsmallgroup.
Followthesuperherolistofphysicalactivities.
Thestudentsshouldbeawareofhowtodoeachactivityasthisisareviewto
activitiestheyhavepreviouslydone.Ifthegroupisunsureofhowtodoit,one
person(teacherorstudent)candemonstratesthemovement.
Everyonejoinsinonthephysicalactivitythesuperherocarddisplaysandthe

Step
Playmusicsothatthestudentsareawarethat
ititmovementtime.Addingthemusicalso
allowsstudentstohearandmovetothe
differentrhythms.
etc.
Ifyounoticethatstudentsarenotfollowing
directionsoraredistractingtoeachother
switchthemoutoftheircurrentgroups.

groupmemberscountoutloudslowlyto15.
Whenyouarefinished,everyoneinyourgroupshouldhaveaseatonthe
blacktopsothatIknowyouarereadytomovetothenextsuperherostation.

HereisanexampleofhowIusedcentersthisweekwithmyfirstandsecondgrade
classes:
Wehavebeenworkingontheskillofdribblingaball,aswellascatching.Ihad
taughtlessonstheprevious2weeksfocusingontheseskills.The3centerswillbe
focusedonhandlingaballwhileonestationwillbeacardioactivity:

BatmanDribblingpractice
WonderWomankeepingthebeachballflying
Spidermanbeanbagpass
WonderWomanJumproping(cardiotokeepheartrateselevated)

Station1:Ithrewdownabout12polyspots.Studentshadtostandonaspot
anddribble10times,thenmovetoanotherspotandrepeat.Whentheyhit
100dribblestheycomeandgivemeahighfiveandthentrytogetto200,etc.
Wehadplayedthisgametheweekbeforesotheywerefamiliarwithitand
needednoexplanation.ThiswasthestationwhereIfocusedmytimetohelp
thosethatwerestillstrugglingwithdribblingwithonehandonly.
o 2.4Differentiatetheeffectsofvaryingarmandhandspeedswhen
handdribblingaball.(pg.44)

Station2involvedthestudentsworkingtogetherwithoneortwobeachballs.
Theballneededtostayflyingwhilethestudentsusedthetipsoftheirfingerto
pushtheballup.Theywerelovingthatgamesoitgavethemmoretimeto
play,butalsobrokethingsuptokeepitfromgettingtoowild(asgamesoften
doiftheygotoolong).
o 2.2Identifythedifferentpointsofcontactwhenstrikingaballoon
upwardandstrikingaballoonforward.(pg.44)

Station3involvedthestudentspickingpartnersandpassingthebeanbag
underhandtooneanother,takingastepbackforeachsuccessfultoss.Ifthe
beanbagfellthestudentshadtogobacktotheirstartingdistance.Thiswas
beingveryinformalduetothefactthatwehavebeenpracticingunderhand
tossessincethebeginningoftheschoolyear.
o 1.10Demonstratetheunderhandmovement(throw)pattern.
o 1.13Catch,showingproperform,agentlythrownball.

Practiceafirstgradestandard.

Station4wasalsoinformalastheytookituponthemselvestojumpropeas
muchastheycan,writingtheirhighesttotalnumberofcontinuesjumpsonthe
blacktopwithchalk.
Iplayedmusicandstoppeditwhenitwastimetorotate
stations.Iwasabletofocusonthedribblingskillwithasmall
numberofstudents.Theyalwaysloveitwhenwedocenters.
Iusethemwithallgradelevelsperiodicallywithasfewas3
centersandasmanyas12.Usuallyitisaformalrotationas
Ivedescribed,butIalsosometimesletthemchooseandmove
throughstationsattheirownpace.
o 1.16Jumparopeturnedrepeatedly.
o 1.17Demonstrateasmoothtransitionbetweenevenbeat
locomotorskillsandunevenbeatlocomotorskillsinresponseto
musicoranexternalbeat.
o 2.2Explainanddemonstratethecorrecthandpositionwhen
catchingaballabovethehead,belowthewaist,nearthemiddleof
thebody,andawayfromthebody.(pg.51)
o 3.7Sustaincontinuousmovementforincreasingperiodsoftime
whileparticipatinginmoderatetovigorousphysicalactivity.

EffectivePracticeActivity(Howyouwillhavestudentspracticethisstandard)
Standard3.Studentswillassessandmaintainalevelofphysicalfitnessto
improvehealthandperformance.

FitnessConcepts3.Participateinenjoyableandchallengingphysical
activitiesforincreasingperiodsoftime.

Step1:Thestudentsareinstructednottostop
thestationsactivityuntilthemusicstops.If
thestudentsfollowthewrittenandvocal
directionsthestudentwillbeparticipatingin
enjoyableyetchallengingactivitiesforan
increasingperiodoftime.

I will have students practice this standard by maintaining a level of physicalfitnessto

improvehealthandperformance.DuringthisP.E.activitythestudentswillbeactively
engagedinconstantmovementformorethan30minuets.Moreover,thestudentsare
participatinginanenjoyableandchallengingphysicalactivityforanincreased
periodsoftime.

Closure(Whatyouwilldotohelpstudentsrememberthisinstructionandhow
theymightkeeponpracticingindependently)
Inordertohelpthestudents,rememberthisactivitywewillrepeatitthenextP.E.
lessononFriday.Allofthephysicalactivitiesperformedinthislessonhasbeen
previouslytaughtandpracticed.Creatingthestationsallowedthestudentstoperform
theminafastmanner.Workinginsmallgroupsalsogavethestudentstheopportunity
tomastertheskillandworkcloselywiththeirclassmates.Studentsareabletopractice
everythingtheyhavelearnedathome,duringrecessandforfutureP.E.lessons.

Assessment:Howwillyouassessprogressinthisstandard?(refertopagesinthe
PEFrameworkthatsupportyourplan)
Iassessedthestudentsprogressinvariousways.Ikeptalogdocumentingthe
studentsdribbling,catching,andthrowingabilities.Thiswasanunformalassessment
andonlyrequiredmetoobserveeachstudentperformingthetaskandeithergiving
themapositiveornegativesignnexttotheirname.Ialsoallowedthestudentsto
writetheirnameandbestjumpropingscorewithchalkontheblacktop.

Step2:Motivatethestudentstocontinue
eachstation.Whenthestudentsareinthe
jumpropingstationmakesuretheyaredoing
theactivitybutalsobeingcautiousabout
theirhealth.Makesuretoremindthemto
breathdeepandpacethemselvessothatthey
donotgetoverworked.

etc.
Step1:Encourageallofthestudentstorecall
whattheyhavepreviouslylearnedregarding
ballhandling.
Step2:Givethestudentstheopportunityto
practiceeverythingtheyhavelearneda
remindthestudentsthattheseskillscanbe
usedeverydayandinthefuture.
etc.Studentsthathaveasthmashouldskipthe
jumpropingstationorbecarefullywatched.
Theninhalershouldbetakenoutsideandin
theteacherspossessionincaseof
emergencies.
Step1
Constructalistofthestudentsnames,with
fourcolumns.Eachcolumnrepresentsa
station.
Step2
Walkaroundtoeachgroupmarkingthelist
witheitherapositiveornegativesign
documentingwhattheymastered.
etc.

Takenoteofanyotherskillsthestudentis
excellingorfailingin.

3.8 Identify and use two indicators of increased capacity for

vigorous physical activity to measure a change in activity
levels.

ClassManagement(Howyouwillmanagethisinstructionsothatallstudents
learnwell)
Thisinstructionwillbedoneinsmallgroupssothateachstudenthasanopportunity
tohaveaturn.FortheELLlearnerseachstationwillhavetwocards,bothwill
includepicturessothattheyaregivenanopportunitytopicturewhatisbeing
instructedaswellasmakethepicture/wordconnection.Forspecialeducation
students,Iwillstrategicallyplacethemingroupsofindividualsthatarewillingto
helpandencouragethestudenttoperformattheirbest.

Step1:Studentsaredividedintosmaller
groups,whichallowsformoreeffective
communicationamongstthegroup.
Step2:Thestudentslistentometalkallday,
byprovidingthestudentswithstationcards
theyareabletogettheirinstructionina
differentform.
etc.:Ifthegroupisstrugglingwithworking
togetherorfollowingthedirectionsonthe
stationcards,theteachercanstepin.
Whilethestudentsareperformingthe
physicalactivitiesateachstationtheteacher

shouldbewalkingaroundcompletingthe
informalassessmentandmakingsurethe
studentsareontask,safeandperformingthe
activitiesproperly.
ModificationsforSpecialTypesofLearners(RefertoPEFrameworksand
providepagenumbers0
ELDLearner:
StrengthsThestudentisaverytalentedathleteandenjoysbeinginsmallgroups.
Thestudentplayscommunitysportsoutsideofschoolandisalreadycapableof
performingvariousbasketball,baseballandsoccertechniques.Moreover,hewasalso
abletohelpstudentsthroughoutthelesson.
WeaknessesThestudentneedsadditionalinstructioninfollowingstepbystep
direction.Heoverlookedmanyofthedirectionsandassumedwhatwasonthestation
cardwithoutfullyreadingandusingthepicturesasclues.
Yourinterventionoradaptation:Iaddedthestepbystepdirectionsateachstation
togiveallofthestudentsanopportunitytoperformthephysicalactivitiesbeing
instructed.Thisgavemeachancetoevaluatehowthestudentsperformwithout
verbalinstruction.Furthermore,thisallowedstudentstodemonstrateandutilize
knowledgeofsociologicalconcepts,principles,andstrategiesthatapplytothe
learningandperformanceofphysicalactivity.Moreover,inordertomakethe
assignmentlessstressfulforELLstudentsIincludedpicturesonthestationcards.By
addingpictures,Iwasgivingthestudentscluesastowhattheywereexpectedtodo.
SpecialNeedsLearner:
Strengths:Thestudentenjoysbeingoutsideandfunctionswellinshorttime
structuredactivities.Thestationsallowthestudenttomovefromstationtostation,all
doingsomethingdifferent.Eachstationhasdirectionsthatthestudentcanreadonhis
orherown,allowingthestudenttoworkattheirownpaceandtakingcontrolover
theirtimeandproductivity.
WeaknessesThisstudentneedsadditionalpracticejumpingrope.Hisgrossmotor
skillsaredelayedandittakesawhiletoprocesswhenheneedstojump.Neverthe
lesshisclassmateswereverysupportiveandencouragedhimtokeeptrying.The

Step1:IncludeanyELDlearnerinagroup
thatiswillingtohelpandisproficientin
English.Thisgroupshouldexcelinreading
skills.
Step2:Makesurethatthestudentin
interactingwithotherclassmatesand
engagedintheactivity.

etc.Complementthesestudentsasmuchas
possibleinordertoraisetheirconfidence.

Step1:Includeanyspecialneedsstudentina
groupthatiswillingtohelpandencourage
thestudents.
Step2:Makesurethatthestudentin
interactingwithotherclassmatesand
engagedintheactivity.

studentdidnotgiveup,andalthoughhejumpedropedslowlyincompletedthe
station.ThislessonalsoalignedwiththestudentsIEPasitmethisgoalstoworkina
smallgroupwithoutarguingfor10straightminutes.

etc.Complementthesestudentsasmuchas
possibleinordertoraisetheirconfidence.

Yourinterventionoradaptation:Iwillencouragethestudenttopracticejumping
ropebothatschoolandathomeinordertoincreasehisphysicalabilitiesandgross
motorskills.

Reflection:Whathaveyoulearnedaboutplanninginstructionforadiversestudentpopulationinthiscontentarea?
Ihavelearnedthatitisimportanttounderstandyourstudentsstrengthsandweaknessinallareas.Thislessonfocusesonphysicaleducation,so
whileplanningthislessonIhadtoexaminetheoverallstudentpopulationandmakesurethatallstudentsareabletoperformthevarioustasks.
ForthosewhomaystruggleIhadtohaveaseparateplansuchaspairingthemwithstudentswhoarewillingandabletohelp.
Whatareaofthisinstructionalplanwaseasytocomplete?
Theareaofthisinstructionalplanthatwaseasytocompletewas,findingastandard.OnceIdecidedonastandardtofocusonitbecameeasyto
matchaphysicalactivitytosatisfythestandardsdemands.
Whatareawillyouneedmoreknowledge/skillinordertodothetaskwell?
Iwillneedmoreknowledgeinsporttermsandphysicalactivityterms,includingmusclegroupsandproperstretchesforparticularactivities.Iwill
alsoneedtomanagemytimeproperlysothatthislessondoesnotexceedtheallottedtime.