Lesson Plans 10 For Units

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1 PETE Lesson Plan

Name: Jasmine Nixon, Sharaun Mouzone, Abigail
Weeks
Date: Day 1
Class
4 Year Olds, Physical Education
Unit Name
Manipulatives
Lesson Focus
Noodle Tag
Standards
Addressed
NASPE Standards for PE

S1.E1.K Motor Skills & Movement Forms
S2.E1.Ka Movement Concepts
S2.E2.K
S3.E1.K Physical Activity
S3.E2.K
S5.E3.Ka Health-Related Fitness
S4.E1.K Personal & Social Behavior
S5.E3.Kb Values Physical Activity
Lesson
Objectives
Psychomotor: Students will be able to perform skipping, galloping, and running

skills given with 80% accuracy during a game of tag.
NC Standards for PE
PE.K.MS.1.1 Movement Forms
__ Applied Knowledge
__ Physically Active Lifestyle
PE.K.HF.3.3 Health-Related Fitness
PR.K.PR.4.2 Personal & Social Behavior
Cognitive: Students will be able to explain how to execute a gallop with 90%
accuracy when asked by the teacher during a game of tag.
Affective: Students will participate with good sportsmanship and enthusiasm
during 100% of the lesson.
H-R Fitness: Students will practice increasing their cardiovascular endurance
when playing tag for 10 minutes at the beginning of class.
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Goal Orientation
or Assessment
Walking
Running
Skipping
Safety Considerations:
Behavioral Contingencies:
We will be outside (students may fall down, if

so get the teacher in charge). Teachers will
walk around area of instruction to make sure
that there is nothing on the ground to hurt
them. If the weather is not good, we will
move inside (put cones in place, to show
boundaries).
If the students get too loud, the teachers will

raise their hands. At this point the students will
raise their hands as well, to show that they know
to quiet down.
If there is a student who is still being defiant,
they will have to sit down, in a chair by the door
for 2 minutes.
If a student is not willing to participate in the
activity, they will be sent inside to do an activity
with their main teacher.
Task Progression
(Student Activity)
Quiet Down
Review
Time
4 Mins
4 Mins
Management Arrangement
Teacher Communication,
Observation &/or Performance Cues
Students will be standing on Teacher will introduce the quiet

their home base.
down method.
All teachers will raise their hands
and put their finger over their
mouth; the students will then stop
what they are doing, raise their
hands and put their finger over their
mouth, and quiet down.
Students will be standing on Teacher will ask questions about
their home base.
the previous class.
What did you do last time?
Did you have fun?
What was your favorite part?
What did you not like?
Would you like to do it again?
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Task Progression
(Student Activity)
Instruction
Game Play
Introduce
Game Play
Review/Close
Time
Teacher will introduce tag and the

motor skills that they will need to
complete the game.
Who has played tag before?
Show them the pool noodle.
This is a noodle, we are going to
play tag and instead of tagging
each other with your hands, we will
use the noodle
4 Mins
6 Mins
Students will be put into

groups behind cones; there
will be 3 to a cone.
Ask if they know how to skip (UP,

KNEES UP), hop (TWO FEET, UP),
and run?
Get students to line up by cones (3
to a cone).
Have them walk to cones, skip to
cones, and hop to cones.
3 Mins
Students will be standing on Pick someone to be it. (Who has

home base.
on certain color shoes or shirt)
Play playlist on mp3 player that is
labeled teaching songs.
6 Mins
Students will be able to

roam within boundaries.
They will Walk for 1 Min, Skip for 1

Min, Hop for 1 Min, and run for 1
Min.
3 Mins
Question students about

tag.
Did you have fun?

Would you play tag outside of
school?
This is something you can play
with your family and friends at
home.
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Contingency Plan: If the weather is not acceptable for outdoor activities, the class will be moved into
the middle room. The teachers will pick up the tables, and put cones out for boundaries so nobody
gets hurt.
Reflection:
2 PETE Lesson Plan

Weeks
Class
Unit Name
Manipulatives
Lesson Focus
Scarf Dance
Date: Day 2
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Standards
Addressed

S2.E2.K
S3.E2.K
NC Standards for PE
Lesson
Objectives
Psychomotor: Students will be able to perform 3 out of the 4 motor skills given
during a game of tag.
Cognitive: Students will be able to explain how to execute a hop when asked by
the teacher during a game of tag.
H-R Fitness: Students will practice increasing their cardiovascular endurance
when playing tag for 10 minutes at the beginning of class.
Goal Orientation
or Assessment
Question: What does doing jumping jacks help in your body?

Answer: being able to stretch.

boundaries).

to quiet down.
for 2 minutes.
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Task Progression
(Student Activity)
Review
Instruction
Time
3 Mins
5 Mins
Students will be standing

on home base.
Teacher will ask:

Who remembers when we played
tag last week?
We will be playing tag again to
warm up our muscles and get our
heart pumping faster.
Who knows what a jumping jack
is?
Jumping jacks help us stretch our
muscles, and get our hearts beating
faster.

on home base.
We will use this to tag. Who

remembers what this is? (Answer:
pool noodle)
Teachers will demonstrate.
Teachers will run away from the
person who is it.
The person who gets tagged will
now have to be it.
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Task Progression
(Student Activity)
Game Play
Introduce
Game Play
Time

roam within boundaries.
Music will play (on mp3 player,

under playlist: teaching music)
Students will play tag.

on home base.
When 3 minutes is up, we will turn

off the music and use the quiet
down method to get the students
attention. We will demonstrate a
skip and ask the students to skip.

roam within boundaries
Students will skip.

Music will play (on mp3 player,
under playlist: teaching music).
They will continue to play tag, but
skip this time.
Teachers will continue to manage
the students, and give feedback as
the students play tag.
4 Mins

on home base.
Teacher hands out scarves, and tell

students that they are going to be
copying the teacher.
Hand scarves out.
7 Mins

on home base.
Turn music on and move around

with the scarves.
Play Kids Bop music (on media
player)
Dance around with the scarf.
Other teachers will be walking
around, motivating students (Good
Job, Drop it, Pick it up)
Help them, if they need it.
6 Mins
Students will be asked to free

dance.
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Task Progression
(Student Activity)
Review/Close
Time
5 Mins
Question students about tag and

copy scarf game.
Did you have fun?
Which one did you like more?
Would you do it again?
We can do these at home!
Question: What does doing
jumping jacks help in your body?
Answer: being able to stretch.
Lets do 5 jumping jacks together,
count out loud.
We will now stretch (TOUCH THE
SKY, REACH)
Now touch your toes
(STRAIGHTEN YOUR KNEES,
STAND UP, BEND YOUR BACK,
REACH)
We will high five at the end of the
lesson to encourage the students
and tell them that they did good
today.
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gets hurt.
Reflection:
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3 PETE Lesson Plan

Weeks
Date: Day 3
Class
Unit Name
Manipulatives
Lesson Focus
Obstacle Course
Standards
Addressed

S2.E2.K
S3.E2.K
Lesson
Objectives
Psychomotor: Students will be able to perform two of the three skills: skipping,
hopping, and running, with 100% accuracy during the warm up activity.
NC Standards for PE
PE.K.MS.1.2
Cognitive: Students will be able to identify with 95% accuracy which skill they
learned last class, which is a skip when asked by the teacher during the lesson
introduction.
H-R Fitness: Students will practice increasing their cardiovascular endurance for
8 minutes while participating in an obstacle course during the core of the lesson.
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Goal Orientation
or Assessment
Students will listen to instructions given to them during the lesson to

complete certain tasks, and will be able to answer a question about the
lesson at the end of the class time. (What does doing jumping jacks help in
your body? Answer: being able to stretch)

boundaries).

to quiet down.
for 2 minutes.
Task Progression
(Student Activity)
Introduction
Review
Time
3 Mins
2 Mins
Depending on how many

students are in class, they
will be split up into two even
groups (one may have more
than the other).
There will be two different groups,

with bases for each student in each
group.
Teachers will tell students that they
will be learning how to skip, gallop,
and do jumping jacks; they will also
split class into two groups.
Students will be standing in

two different groups. They
will be placed on spots, also
known as their home
base.
Teacher will ask questions about

the previous class.
Which did we do last time, gallop,
run, walk, skip, or jumping jacks?
If they dont know the answer, the
teacher will demonstrate and they
will have to tell them what it is.
Can you show me a skip?
Explain that knees go up as high as
they can and you go from one foot
to the other. (KNEES UP, ONE
FOOT TO OTHER)
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Task Progression
(Student Activity)
Instruction
Time
4 Mins

known as their home
base.
Teachers introduce space

awareness (over, under, around,
and through) and how to do a skip,
gallop, and a jumping jack.
Over- you can jump over
something, step over it, or crawl
over it, right?
Under- You can crawl or walk under
something right?
Around- If something is in your way,
do you walk around it?
Through- You can walk through
some things, like a hula-hoop.
Skip- To skip you want to jump from
one foot to the other and the knee
that is in the air you want it to try to
touch your chest.
Gallop- Like a horse, you put onefoot in front, then bring your other
foot to it, and keep moving. Dont
let your back foot catch up!
Jumping jack- Jump open, then
jump shut. When your arms are up,
your legs are apart.
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Task Progression
(Student Activity)
Game Play
Introduce
Time
3 Mins
3 Mins
Students will be standing in Teachers will let the students, skip,

gallop, and do jumping jacks for a
will be placed on spots, also minute each.
known as their home
base.
1 minute- skipping around
1 minute-galloping around
1 minute- jumping jacks in place.
If students are doing it wrong, fix
their mistakes.
(music will play during this, each
song will be a minute, so you know
when to switch the skill)
Students will go back to
their bases. Teachers will
now introduce the obstacle
course to the students.
The groups will stay in their groups

and two teachers will demonstrate
the obstacle course. One will
observe (fix) students mistakes.
Back to bases
We will use the under, over,
through, and around during the
obstacle course, and we will also,
walk, skip, and do jumping jacks
while we do the obstacle course.
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Task Progression
(Student Activity)
Game Play
Time
10
Mins

known as their home
base.
Turn music on and go through

obstacle course.
When the music stops, get the
students to go back to their mats.
Play Kids Bop music (on media
player) (songs on playlist will be 10
minutes long, so you know when
time is up).
OBSTACLE COURSE:
Basket with balls in it- Students is to
pick up a ball, and walk around the
basket.
Chairs with sheet over it- Students
will go under the sheet.
Frisbees- Students will jump over
the Frisbee.
Hula Hoops- Students will go
through the hula hoops.
Empty Basket- Students will put the
ball in the basket.
First time through the obstacle
course the students will walk, and
the ones waiting in line will do
jumping jacks.
The second time the students go
through they will skip to each
obstacle.
When skipping- knees up
If they need help, tell them to go
over, under, etc.
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Task Progression
(Student Activity)
Review/Close
Time
2 Mins

known as their home
base.
Ask questions, and then stretch

together.
Did we learn something new today?
Do 5 jumping jacks together.
Touch our toes for 10 seconds.
(REACH)
Stretch for the sky for 10 seconds.
(REACH) (GRAB THE STARS)
gets hurt.
Reflection:
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PETE Lesson Plan

Name: Jasmine Nixon, Sharaun Mouzone, Abigail Weeks
Class
Unit
Nam
e
Manipulatives
Date:
Day 4
Lesson Focus
MyPlate
Standards
Addressed

__ Motor Skills & Movement Forms
__Movement Concepts
__ Physical Activity
__ Health-Related Fitness
__Personal & Social Behavior
__Values Physical Activity
3, 4, 5, 6, 7, 8 Health (For further explanation, review last block in
this lesson plan)
Lesson
Objectives
Psychomotor:
NC Standards for PE
__Movement Forms
__ Physically Active
Lifestyle
__ Health-Related Fitness
__Personal & Social
Behavior
Cognitive: Students will be able to identify foods within all of the food groups with 90%
accuracy when asked by the facilitator during the station groups.
Affective: Students will participate with good sportsmanship and enthusiasm during 100%
of the lesson.
H-R Fitness:
Goal
Orientation
or
Assessment
Students will listen to instructions given to them during the lesson to complete certain tasks, and will be
able to identify which foods go in certain food groups. Each facilitator will have a checklist to use as an
assessment. See below.
Checklist
NAME
FRUITS
VEGGIES
PROTEIN
GRAINS
DAIRY
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We will be outside (students may

fall down, if so get the teacher in
charge). Teachers will walk
around area of instruction to
make sure that there is nothing
on the ground to hurt them. If
the weather is not good, we will
move inside (put cones in place,
to show boundaries).
Task
Progression
(Student
Activity)
Introduction
Review
Time
2 Mins
2 Mins
If the students get too loud, the teachers will raise their hands. At this
point the students will raise their hands as well, to show that they know to
quiet down.
If there is a student who is still being defiant, they will have to sit down, in
a chair by the door for 2 minutes.
If a student is not willing to participate in the activity, they will be sent
inside to do an activity with their main teacher.
Management
Arrangement
Teacher Communication, Observation &/or Performance Cues
Teachers will
split students
up into three
equal groups.
Each teacher
will have a
different
station.
Station 1: Students will receive cut out pictures within the food groups and paste
them onto a plate.
Explain why it
is important to
stay active and
eat healthy.
Each station will state:
Station 2: Students will color different foods within the different groups.
Station 3: Students will watch a video about the different food groups (on iPad in
top drawer of desk), then students will identify the difference between sometime
foods and all the time foods.
Everybody should play outside for at least an hour a day. When you play
outside, you are being active. When you are active everyday and eat the right
foods, you will be healthy. When you have a healthy life, you will live a long time
When you dont play everyday and you eat bad foods all the time, you will
become bigger and you will gain health problems.
Bad foods have a lot of fat in them.
Do you know which foods are bad for you, that you should only eat a little bit?
(cakes, fast food: mcdonalds, burger king, etc., cookies, candy, etc.)
Instruction
Station 1
8 Mins
Music will be
between
station1 and
Station 1:
Teacher will hand out already cut out foods (in bags, one bag per student), a
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station 2. It will
play in 8
minute
intervals, when
the music
stops, the
students switch
groups (music
is located on
media player in
top draw of
desk).
Instruction
Station 2
Instruction
Station 3
8 Mins
8 Mins
Music will be
between
station 1 and
station 2. It will
play in 8
minute
intervals, when
the music
stops, the
students switch
groups (music
is located on
media player in
top draw of
desk).
Teacher will sit

students in a
semi-circle.
plate, and a glue stick.

Teacher and students will identify which foods go in which groups. They will
make a plate with the groups included.
Throughout the lesson, the teacher will observe the students and check the
boxes in the checklist as the students are understanding. The groups that the
students do not understand very well, will be discussed further during the next
class.
Station 2:
Students will have foods to color. The teacher will have them color the different
food groups a certain color.
(Coloring pages are in black folder in top drawer of desk, labeled for each class).
Fruits- Orange
Veggies- Green
Protein- Red
Grains- Brown
Dairy- Blue
class.
Station 3: Teacher will use the iPad (top drawer of desk), will go to youtube and
type in: https://www.youtube.com/watch?v=sUPwNKGbDAE
Each group will take turns watching the video above. The teacher will stop the
video at 5:20.00.
Teacher will ask students: When should you eat cookies, fruits, candy,
vegetables, cakes, dairy?
class.
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Review/Close
2 Mins
The teachers
will ask the
students in their
last group about
the lesson.
Questions that will be asked are: Did you enjoy the lesson today? What did you
like about it? Would you tell somebody else how to eat healthy?
Make sure the students repeat the saying after the teacher: HEALTHY FOODS
ARE YUMMY TO MY TUMMY
Contingency Plan: We will be inside of the middle room. If this room is not available, we will move to another
room with tables and chairs.
Standards for health Standard 3: Students will demonstrate the ability to access valid information and products and services to
enhance health.
Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce
health risks.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
Standards were found at http://www.shapeamerica.org/standards/health/index.cfm
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4 PETE Lesson Plan

Name: Abigail Weeks
Date: Day 5
Class
Unit Name
Manipulatives
Lesson Focus
Animal Movements
Standards
Addressed

S1.E8.K
S1.E10.K
S2.E2.K
S3.E2.K
S4.E3.K
S4.E4.K
S5.E1.K
S5.E3.Ka
Lesson
Objectives
Psychomotor: Students will be able to perform the frog, eagle, and elephant
movements successfully when asked by the teacher during their warm up.
NC Standards for PE
PE.K.MS.1.2
PE.K.MC.2.1
PE.K.PR.4.1 Personal & Social Behavior
Cognitive: Students will be able to identify with 95% accuracy which foods they
should eat everyday, which was learned last class.
6 minutes when participating in a dancing animal game during the core of the
lesson.
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Goal Orientation
or Assessment

complete certain tasks, and will be able to do the animal movements when
each picture is held up.

boundaries).

to quiet down.
for 2 minutes.
Task Progression
(Student Activity)
Introduction
Time
3 Mins
Students will stand on a

spot given by teachers
(known as home base).
Teachers will tell students that they

will be learning the different animal
movements.
Teachers will tell each student to
stand on their spot, which is their
homebase.
Teacher will also tell students we
can do these movements
everywhere, not just at school.
What kind of activities do you do
outside of school? (play with
friends, go to the park, etc.)
It makes you feel good, right?
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Task Progression
(Student Activity)
Review
Time
3 Mins
Students will stand on a

spot given by teachers.
One teacher will stand on
the left of the classroom
and one teacher will stand
on the right side of the
classroom.
Teacher on the left side will hold a

picture of candy, cookies, and
cakes.
Teacher on the right side will hold a
picture of fruits and vegetables.
Last teacher will say:
Do you remember the video we
watched last time?
We talked about everyday foods
and sometimes foods.
The teachers are standing with
pictures of everyday and
sometimes foods.
If you think everyday foods are
fruits and vegetables come stand
infront of (teacher on right).
If you think everyday foods are
candy, cookies, and cakes come
stand infront of (teacher on left).
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Task Progression
(Student Activity)
Instruction
Game Play
Time
4 Mins
Students will stand on spots

given at the beginning of
the class.
Teacher will show each picture of

the animals.
During this time, the teacher will
demonstrate each animal
movement.
After the teacher does each
movement the students will do one.
Giraffe- Hands go up, arms are by
ears. One hand on top of other, and
swing from one foot to the other.
Bunny- Knees are bent, and
bounce your knees, put hands up
by chest. (BOUNCE)
Horse- Gallop like a horse. One
foot in front of other, move front foot
forward then bring back foot to
touch front foot.
Eagle- Soar with hands up and
swaying side to side. (SIDE TO
SIDE, ARMS UP)
Frog- Knees bent, hands touch the
ground and when you jump, your
hands come up. (JUMP HIGH)
Students will be following

the teacher in a circle.
Students will be following the

teacher when it comes to doing the
different animal movements.
Teachers will do the animals in a
circle, while students are following
the leader.
Teacher will do each movement one
time around the circle.
(MUSIC WILL BE AVALIABLE FOR
THIS TIME ON MEDIA PLAYER,
UNDER PLAYLIST THAT STATES
6 MINUTES)
6 Mins
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Task Progression
(Student Activity)
Instruction
Game Play
Time
3 Mins

the class.
Teacher will tell the students that

they will do the movements of the
animals in free roam of the area.
Music will be playing, and when the
music stops, they will be as still as
they can be.
Students will be able to free

roam in boundaries.
Teacher will hold up different

pictures of the animals and stop the
music in 15 second intervals.
6 Mins
(MUSIC WILL BE AVALIABLE FOR

THIS TIME ON MEDIA PLAYER,
UNDER PLAYLIST THAT STATES
6 MINUTES 2)
Review/Close
2 Mins

the class.
Teacher will tell students to stretch

to the sky, and then touch their
toes. (STRETCH; GRAB THE
CEILING OR CLOUD, REACH).
Teacher will ask students Where
can we do animal movements?
Teacher will also ask, Which
animal does this? (Teacher will
demonstrate a frog).
gets hurt.
Reflection:
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5 PETE Lesson Plan

Name: Jasmine Nixon
Date: Day 6
Class
4 year olds, Physical Education
Unit Name
Manipulatives
Lesson Focus
Being Active with Bean Bags (Tag/Relay Race)
Standards
Addressed

S2.E3.K Movement Concepts
S3.E1.K Health-Related Fitness
S3.E2.K Values Physical Activity
Lesson
Objectives
Psychomotor: Students will demonstrate how to perform locomotor skills 2 out of 3

times.
NC Standards for PE
Cognitive: Students will execute how to skip, run, and hop in front of the teacher.
Affective: Students will participate with good sportsmanship 100% of the lesson.
H-R Fitness: Students will practice increasing their locomotor skills by participating in
15 minutes of relay racing during class.
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Goal Orientation
or Assessment
Students will listen to the directions given to them to complete the required
lesson. They will be able to know how to demonstrate locomotor skills while
being active.
Students will be outside in the playing area

and the safety boundaries will be present. If a
student gets injured in anyway, we will
contact a lab teacher. If there is further
assistance needed, we will contact the
parents.

to quiet down.
for 2 minutes.
Task Progression
(Student Activity)
Time
Introduction
2 mins
Teachers will have students

standing on the poly spots
that will be provided for
them.
While the students are standing on

the poly spots, they will be asked:
How are you doing today?, Are
you ready to have some fun?.
Today we will have some fun with a
new object.
Review
2 mins
Students will be scattered

on their poly spots while
the teacher reviews the
animal movements they
were taught.
First, let us review from last week.

Do you remember at least one
animal movement from last time?
Do you remember the elephant
movement? How about hopping like
a bunny? How about the eagle?
Can anybody show me?
Warm Up
5-7
minutes
Students will be told to

stand in a straight line while
the teacher picks two
people to be the taggers.
For the taggers, the teacher will

choose a boy and a girl to be it. The
taggers goal is to tag a person with
the bean bag while they are
performing a motor skill. The skills
will be skipping, hopping, and
running. Students are to perform
the locomotor skills to avoid getting
tagged.
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Task Progression
(Student Activity)
Time
Bean Bag Relay
15
minutes
Students will be divided

into two different groups for
two relay. If there is an odd
number of people in one
line, the teacher will go
against one of the kids to
make it even.
The students will be in two different

lines lined up one behind the other.
There will be bean bags laying on
the ground halfway the race. At the
end of each race will be a bucket
for each line. Each student is
required to do the locomotor skill
called to go from picking up a
beanbag to dropping it in their
bucket. The student is to do the
motor skill back to the line and hi
five the next person in line. The line
to get all the beanbags in the
bucket first wins.
Cool Down
3
minutes
Students will be in one big

group and do the following
stretches that the teacher
does. Bending down to
their feet, stretching for the
sky, and twisting their
bodies. After being
questioned, the students
will hi five the teacher for
an excellent job.
While the students are stretching,

they will be asked questions like:
Did you enjoy the lesson today?
What was your favorite part?
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Contingency Plan: We will be located outside in the playground area. If it rains, we will move to the
middle room and prepare for the Twist and Turn/Bend and Stretch activity involving the bean
bags. This lesson will involve flexibility. Twist and Turn: The students will be in pairs of two and
they will be standing back to back. They will learn to twist their bodies while handing their partner
the bean bags. The goal is trying not to drop the beanbag. When they have made at least 3 passes
(without dropping), they will go a little faster. When the students here switch, they will switch
directions of the twist. Bend and Stretch: The students will move 1 step away from their partner.
The goal is to pass the beanbag between the legs when you bend, then overhead as you stretch.
One student will be receiving the beanbag through the legs and the other student will be receiving
the beanbag overhead. After the students have practiced, they will speed it up a little to see if they
can continue without dropping the beanbag.
Reflection:
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PETE Lesson Plan

Name: Sharaun Mouzone
Date: Day 7
Class
Unit Name
Manipulatives
Lesson Focus
Parachute
Standards
Addressed

S1.E1.K_ Motor Skills & Movement Forms
S2.E5.K
S5.E3.Ka Personal & Social Behavior
S3.M1.6 Values Physical Activity
Lesson
Objectives
Psychomotor: Students will be able to perform a scoop with a racket 80% accuracy durin
game for warm ups at the beginning of the class.
NC Standards for PE
PE.K.MC.2.1_ Movement Forms
PE.K.MC.2.3
PE.K.HF.3.1_ Health-Related Fitness
PE.K.HF.3.3
PE.K.PR.4.1 Personal & Social Beha
PE.K.PR.4.2
Cognitive: Students will be able to explain how to affectively keep the ball on the parachu
with 100% accuracy during a review at the end of class.
Affective:Students will participate enthusiastically and with great teamwork for 100% of th
lesson throughout the parachute activity.
H-R Fitness:Students will participate increasing their cardiovascular endurance for 7 min
when particpating in a ball scoop race during the warm up portion of class.
Goal Orientation or
Assessment
___ Good Sportsmanship

___ Listened to directions
___ Enthusiastic
___ Kept hands to themselves
We will be outside (students may fall down, if so get the

teacher in charge). Teachers will walk around area of
instruction to make sure that there is nothing on the
ground to hurt them. If the weather is not good, we will
If the students get too loud, the teachers wil

raise their hands. At this point the students
raise their hands as well, to show that they k
to quiet down.
If there is a student who is still being defian
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move inside (put cones in place, to show boundaries).
they will have to sit down, in a chair by the d

for 2 minutes.

activity, they will be sent inside to do an act
Task Progression (Student
Activity)
Time
Observation &/or Performance
Introduction
2 Min
Small cones will be used as

a place marker for the
students to stand behind at
the beginning of class.
The cones should be placed
on the ground in 4x3 so that
the participants will be
spaced out properly.
When the participants are com

out of the lab school to join the
activity all three instructors will
place the students behind a co
Once every student is behind a
cone all three instructors will m
to the front of the class.
Each instructor will put their fin
over their mouth and raise thei
hand to gain the participants
attention.
Warm up
7 Min
Participants will be split up

into two teams. The two
teams will be in two
separate lines going the
same direction.
Mrs Weeks will take one team and

Nixon will take the other team wh
Mr. Mouzone will explain and
demonstrate to the participants wh
will happen in this particular activ
Mr. Mouzone will pick one studen
from each team to start at the oppo
end of their team.
All of the teachers will motivate th
students while still managing and
making sure progress is being mad
One player from each team wil
start at the opposite end of the
space so they will be able to ru
back to the starting line once th
player has successfully made i
them.
Each student will have a turn to
up a ball with a scoop-ball rack
carry it safely to their partner w
will be waiting for them at the e
the course. Once they have pu
ball down and given their peer
337882260
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scoop-ball racket they will stay

the end and cheer on their
teammates. The person who ju
recieved the scoop-ball Racket
then run to the starting line and
pass it to the person first in line
Intro of Parachute
3 Min
Students will be placed in

a circle so that instruction
of the parachute will be
faster.
All of the teachers will join the

circle of students as well and
continue to manage behavior
participation.
first I will ask the students "H

they ever played with a parac
before?" Once the students h
answered I would
While I am introducing the

parachute activity the other
teachers will grab the medium
sized ball and also the parach
Parachute Activity
15 Min
Students will remain in a

circle mixed with the
teachers.
I will first have all of the stude

grab a hold to the parachute
they will be comfortable holdi
as a team.
I will instruct the students to l

the parachute up high and ho
in the air.
then i will instruct them to rai

up high and bring it back dow
with the students staying out
of the parachute.
Next I will instruct the studen

"Ripple" this is where all of th
students qwill shake the
parachute really fast.
Cool Down
3 Min
Students will be placed

behind a cone as they
were at the beginning of
the lesson.
Ms Nixon will take up the ball

the parachute while Mr. Mouz
and Mrs. Weeks manage the
students.
After the students are behind

cones and ready for the next
I will instuct them to copy wh
am doing.
I shoould lift my arms up high

the sky
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I should drop my arms low

(touching my toes)
I should hold my arms out wid

and make five small circles
forward (to the front) and 5 sm
circles backwards (to the back
Contingency Plan: If the weather is not adaquet this entire activity can be moved inside into the middle room.
Reflection:
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6 PETE Lesson Plan

Name: Abigail Weeks
Date: Day 8
Class
Unit Name
Manipulatives
Lesson Focus
Grocery Shopping Game (Cardiovascular Strengthening)
Standards
Addressed

S2.E2.K
S2.E3.K
S3.E2.K
S3.E3.K
S4.E2.K
S4.E3.K
S4.E4.K
S4.E5.K
S4.E6.K
NC Standards for PE
PE.K.MS.1.2
PE.K.MC.2.4
PE.K.PR.4.1
S5.E1.K
Lesson
Objectives
Psychomotor: Students will be able to perform skipping, and galloping with 80%
accuracy during a game of tag for the warm up activity.
Cognitive: Students will be able to identify with 95% accuracy which skill they
learned last class, which is a skip when asked by the teacher during the lesson
introduction.
5 minutes while participating in tag during the warm up at the beginning of class.
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Goal Orientation
or Assessment

complete certain tasks, and will be able to answer a question about the
lesson at the end of the class time. (Why is it good to go grocery shopping
with mom and dad?) (answer: because we are getting exercise by walking
in the grocery store)
___ Did not talk during instruction
___ Was prepared for their turn
___ Waited for their teammate before leaving
___ Kept their hands to themselves
___ Had good sportsmanship

boundaries).

to quiet down.
for 2 minutes.
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Task Progression
(Student Activity)
Introduction
Time
3 Mins
Students will be put onto

Teacher will go over quite down
spots, known as their home method again. (Raise hand and put
base.
finger over mouth).
First we will play tag.
Who remembers tag? We used a
pool noodle (show noodle), and
today we will also play with three
people who are it, instead of just
one person. Other two students will
have football and cupcake plush toy
to tag people with.
When we play activities like tag, we
can tell that it is good for us
because it makes our hearts beat
faster. When we get our heart to
beat faster, we are making it
stronger.
Review
3 Mins
Students will be standing on Teacher will ask questions about

their home base.
the previous class.
Teacher will ask Remember when
we had the scooper with the ball in
it and walked down to the bucket,
and came back to your line, last
time? We will be doing something
like that today, but instead of the
scooper, we will use our hands this
time.
After we play tag we will do this.
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Task Progression
(Student Activity)
Time
Instruction
2 Mins
Game Play
2 Mins
Instruction
2 Mins
Students will be standing on We are going to get our heart

their home base.
pumping by running around the play
ground area.
Run around and get back to home

base.
Get students to put their hand over
their heart again and feel it pump
faster.
This time when we play tag we will

pause instead of being it if we get
tagged.
Count to three as a class.
You know how I mentioned about
your heart beating strong? Put your
hand over your heart right now, do
you feel it?
Demonstrate how to play tag with
the three teachers.
When playing tag, we will skip first,
then gallop, then run.
When the person is tagged, they
will pause of three seconds. The
person who is it will continue to be
it.
After a minute of playing, we will go
to the next motor skill and switch it
people at the same time.
337882260
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Task Progression
(Student Activity)
Game Play
Time
5 Mins
Students will be standing on Music will play.

their home base.
Teachers assign 3 it people, the
students will skip away from who is
It.
Teachers will assign 3 new it
people, the students will now gallop
away from who is it.
Teachers will assign 3 new it
people, the students will now run
away from who is it.
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Task Progression
(Student Activity)
Introduce
Time
3 Mins
Students will go back to

their bases. Teachers will
now introduce the grocery
shopping game.
Teacher will have 5 buckets set up,

along with 10 balls in each group.
The students will be placed in 5
groups behind cones.
Who goes grocery shopping with
mom and dad?
Do you help them put groceries in
the cart?
We will be going grocery shopping
today. We will pick up a ball from
the pile in front of you, and take it to
the bucket, which is your cart.
You are going to work with your
group to put all of the groceries in
the cart.
Who remembers how a frog
jumps? What about a horse?
We will do those animal
movements while we shop
Were going to race to see who can
get all the groceries in their cart
first.
Teacher will demonstrate
337882260
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Task Progression
(Student Activity)
Game Play
Time
8 Mins
Students will be placed in 5

groups, in a line behind one
another.
Turn music on and play groceryshopping game.

Teacher will tell students to jump
like a frog.
Teacher will tell students to gallop
like a horse.
Teacher will tell students to run as
fast as they can.
Review/Close
2 Mins
Students will be standing on Ask questions, and then stretch

their home base.
together.
What did we do today? Is it good to
go grocery shopping with mom and
dad? Walking is exercising, right? It
helps us get exercise in, right?
Exercise is good for our hearts!
Touch our toes for 10 seconds.
(REACH)
Stretch for the sky for 10 seconds.
(REACH) (GRAB THE STARS)
337882260
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gets hurt.
Reflection:
7 PETE Lesson Plan

Name: Jasmine Nixon
Class
4 year olds, Physical Education
Unit Name
Manipulatives
Lesson Focus
Hula Hoop Relay
Date: Day 9
337882260
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Standards
Addressed

S3.E2.K Values Physical Activity
NC Standards for PE
Lesson
Objectives
Psychomotor: Students will demonstrate how to perform locomotor skills 1 out of 2

times in the required activity.
Cognitive: Students will execute how to leap, hop, and skip in the required lesson while
performing in front of the teacher.
Affective: Students will good sportsmanship and showing good teamwork 100% of the
lesson.
H-R Fitness: Students will practice increasing their locomotor skills by participating in
15 minutes of relay racing during class.
Goal Orientation
or Assessment
Students will listen to the directions given to them to complete the required lesson. They
will be able to know how to demonstrate locomotor skills while being active.
Students will be outside in the playing area and

the safety boundaries will be present. There will
be orange cones for the boundaries. When
participating in the lesson, there will be jump
ropes dividing the lanes for the relay race. If a
student gets injured in anyway, we will contact a
lab teacher. If there is further assistance needed,
we will contact the parents.

to quiet down.
Task Progression
(Student Activity)
Introduction
Time
2 mins

for 2 minutes.
Teachers will have students

standing on the poly spots that
will be provided for them.
While the students are standing on the

poly spots, they will be asked
questions like How are you feeling
today? Are you ready to have fun?
337882260
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Task Progression
(Student Activity)
Time
Review
2 mins
Students will be scattered

around on the poly spots while
teachers ask them review
questions from last week.
First, lets review from last week.

Questions that will be asked are: Do
you remember playing the game of
tag? Do you remember playing the
relay race with the colorful balls and
buckets? Well, today will are going to
play something similar to that.
Warm Up Activity
5-7
mins
There will be hula hoops for

every child to stand in. Every
child will be given a color
plastic ball as well. The
children will take turns going
from hoop to hoop by hopping,
leaping, and skipping. While
they are performing those
motor skills, they will be
practicing moving the ball
around their waist, legs, and
holding it above their heads.
Everyone listen. I need every person to

stand in a hula hoop. Everyone will be
given a ball. Do not throw or hit anyone
with it. Can anyone pass the ball
around their waist? Can anyone pass
the ball around their legs? Can anyone
hold the ball above their heads? Lets
practice doing it.
Students will be divided into

three different groups and will
stand in a straight line (one
behind the other). Jump ropes
will be laid on the ground and
will help with dividing the lanes
for the relay race. Hula hoops
will be set up in each of the
three lane lines for the student
to perform their locomotor skill
all the way to the bucket to put
their ball in the bucket. Every
time a student lands in a hula
hoop, they are required to
either pass the ball around
their body, legs, or holding the
ball over their heads. They are
required to do that all the way
to the bucket and come back
through the hula hoops to high
five the next person in line.
The teachers will separate the students

into three different groups. Students
will be lined up in their groups in a
single line. Before the relay race starts,
the teacher will demonstrate what will
happen in the relay race. The teacher
will be showing them what is to be
done in each hula hoop that they step
into and what locomotor skill is to be
performed. The teacher will show the
demonstration to the students down
and back.
Hula Hoop Relay
15 mins
Does anybody know how to leap?

Does anyone know to hop? Does
anyone know how to skip? Lets all
practice working on that as well.
337882260
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Task Progression
(Student Activity)
Cool Down
Time
3 mins
Students will be in one big

group and do the following
stretches that the teacher
does. Bending down to their
feet, stretching for the sky, and
twisting their bodies. After
being questioned, the students
will hi five the teacher for an
excellent job.
After the students have completed their

cool down, they will be asked
questions like: Did you have fun
today? What was your favorite part?
Do you love PE?
Contingency Plan: If the weather affects the lesson activity, we will move to the inside of the building (in the
middle room). The lesson will be changed and they will play a game called Line Boogie. The children will
be lined up in one straight line and the leader of the line will be holding a ball. The children will be required to
pass the ball overhead to the next person behind them until the ball reaches the end of the line. When it
reaches the end of the line, the last person will run the ball to the front of the line. The challenge of this
activity will be to try not to drop the ball when passing it off to the next person behind them. The next time
there is a new leader, the children could try passing the ball through their legs without dropping the ball.
Reflection:
337882260
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PETE Lesson Plan

Name: Sharaun Mouzone
Date: Day 10
Class
Unit Name
Manipulatives
Lesson Focus
Parachute Continued (Muscular Endurance)
Standards
Addressed

S1.E1.K_ Motor Skills & Movement Forms
S2.E5.K
S5.E3.Ka Personal & Social Behavior
S3.M1.6 Values Physical Activity
Lesson
Objectives
Psychomotor: Students will be able to perform the "Ripple" skill with 90% of the balls staying on
of the parachute.
NC Standards for PE
PE.K.MC.2.1_ Movement Forms
PE.K.MC.2.3
PE.K.HF.3.1_ Health-Related Fitness
PE.K.HF.3.3
PE.K.PR.4.1 Personal & Social Behav
PE.K.PR.4.2
Cognitive: Students will be able to explain how to keep the balls on top of the parachute while d
the "Ripple" skill.
Affective: Students will participate enthusiastically and with great teamwork for 100% of the les
throughout the parachute activity.
H-R Fitness: Students will build muscular endurance in their arms by participating in a parachut
activity that will be one minute longer than the normal time length.
Goal Orientation or
Assessment
___ Good Sportsmanship

___ Enthusiastic
___ Kept hands to themselves
___ Kept 90% of the balls on the parachute
We will be outside (students may fall down, if so get the

teacher in charge). Teachers will walk around area of
If the students get too loud, the teachers wil

raise their hands. At this point the students
raise their hands as well, to show that they k
337882260
Revised 02/08/2011
instruction to make sure that there is nothing on the

ground to hurt them. If the weather is not good, we will
move inside (put cones in place, to show boundaries).
to quiet down.
If there is a student who is still being defiant

they will have to sit down, in a chair by the d
for 2 minutes.

activity, they will be sent inside to do an acti
Task Progression (Student
Activity)
Warm up
Time
Observation &/or Performance
5 Min

5 different lines.
Students should be instructed
Introduction
3 Min

a circle
The instructor should explain

rules of the parachute once ag
and those rules are stated bel
Rules of tag:
Students should stay in

of the boundaries. (Actu
show them the bounda
so they will know.
The person tagging oth

should not hit another
person with the tagging
object.
If you are tagged you a

now the person who ha
chase and tag someone
else.
Have fun the whole time

Parachute Activity 1
4 Min
Students will be in a circle

holding the parachute.
Students will start by bringing

parachute over their heads an
holding it tight.
Students will then perform the

ripple skill.
Both of the skills stated above

should be performed two time
overall.
4 Min

holding the parachute
Students will start by wallking

circle with the parachute.
Students will then Ripple whil

walking in the circle.
10 Min
Students will be asked to perf
337882260
Revised 02/08/2011
holding the parachute
the ripple skill.
The teacher should tell the

students that they should still
able to keep the balls on the
parachute while performing th
ripple skill.
Once they are showing the rip

skill the instructor will pour al
the balls on the parachute.
The instructor should keep co

of how many balls fall off of th
parachute.
Cool down
4 Min
Students will remain in the

circle
Have the students stretch the

limbs.
The teacher should say to the

students.
1. "Raise your hands up high a

grab the clouds"
2. "Stand up straight and grab

your toes"
The students should do this tw

times and then they are finish
the lesson.
Contingency Plan: If the weather is not adaquet this entire activity can be moved inside into the middle room.
Reflection:

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337882260

1 PETE Lesson Plan

4 Year Olds, Physical Education

NASPE Standards for PE

Psychomotor: Students will be able to perform skipping, galloping, and running

We will be outside (students may fall down, if

If the students get too loud, the teachers will

Students will be standing on Teacher will introduce the quiet

Teacher will introduce tag and the

Students will be put into

Ask if they know how to skip (UP,

Students will be standing on Pick someone to be it. (Who has

Students will be able to

They will Walk for 1 Min, Skip for 1

Question students about

Did you have fun?

2 PETE Lesson Plan

4 Year Olds, Physical Education

NASPE Standards for PE

Question: What does doing jumping jacks help in your body?

We will be outside (students may fall down, if

If the students get too loud, the teachers will

Students will be standing

Teacher will ask:

Students will be standing

We will use this to tag. Who

Students will be able to

Music will play (on mp3 player,

Students will be standing

When 3 minutes is up, we will turn

Students will be able to

Students will skip.

Students will be standing

Teacher hands out scarves, and tell

Students will be standing

Turn music on and move around

Students will be asked to free

Question students about tag and

3 PETE Lesson Plan

4 Year Olds, Physical Education

NASPE Standards for PE

Students will listen to instructions given to them during the lesson to

We will be outside (students may fall down, if

If the students get too loud, the teachers will

Depending on how many

There will be two different groups,

Students will be standing in

Teacher will ask questions about

Students will be standing in

Teachers introduce space

Students will be standing in Teachers will let the students, skip,

The groups will stay in their groups

Students will be standing in

Turn music on and go through

Students will be standing in

Ask questions, and then stretch

PETE Lesson Plan

4 Year Olds, Physical Education

NASPE Standards for PE

We will be outside (students may

Teacher Communication, Observation &/or Performance Cues

Each station will state:

Teacher will sit