Physical Education Lesson Plan Template

Name: Kendra Holtcamp Equipment (be specific, consider the whole lesson):
Content/Skill theme: Striking with Short Handled Implements 8 pickle ball paddles
Lesson: 3/3 Date/Time: October 27th, 2017 8 soft gator skin balls
2:00 p.m. 8 poly spots
Grade: 3rd Grade Class Size: 8 4 Cones

Safety (be specific, consider the whole lesson):

- No higher than one foot above eye level

- Hands in firm position, but not strenuous
- Make sure equipment is on outside of boundaries
- Paddles never go above chin.
- Self space with students when they are performing for the safety
of others.
 National Standards & Outcomes
S1.E24: Striking, short implement
Strikes an object with a short-handled
implement while demonstrating 3 of the 5
critical elements of a mature pattern.
(S1.E4.3b)
S1.E26: In combination with locomotor
Combines traveling with the manipulative
skills of dribbling, throwing, catching, and
striking in teacher- and/or student designed
small-sided practice-task-environments.
(S1.E26.4)
S2.E1: Space
Recognizes the concept of open spaces in a
movement context. (S2.E1.3)
S5.E1: Health
Discusses the relationship between physical
activity and good health. (S5.E1.3)
Student Objectives (ESWBAT)
ESWBAT work productively around other students while
Affective
controlling on object with a short handled implement.
ESWBAT describe the proper technique on hitting an implement
Cognitive
to self.
National Standards & Outcomes (Instant
Activity)
S1.E1: Locomoter Galloping, sliding,
skipping, leaping
GLO: gallons, jogs and slides using a
mature pattern
S2.E1: Movement concepts
Recognizes the concept of open spaces in a
movement concept
S3.E1
Analyzes opportunities for participating in
physical activity outside physical education
class. (S3.E1.4)
Standard 4: the physically Literate
individual exhibits responsible personal
and social behavior that respects self and
others.
S4.E1 Personal responsibility
Accepts personal responsibility by using
equipment and space appropriately
Assessment
I will assess students throughout the duration of class by
informal observation.
I will ask students to raise their hands and explain/show
what the proper technique looks like.
 ESWBAT demonstrate successful consecutive pass to I will assess students throughout the duration of class by
Psychomotor
themselves with a short handled implement. informal observation.

Teacher Objectives Assessment

1. Hit on 5 key points of striking object to self SWBAT identify all 5 points
2. Stay on the outside of students, back to wall and use names
3. Make sure balls are never being thrown around/causing danger Lesson goes at a nice pace with little to no disruptions

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
2-3 Instant Activity Behavior Prompts
mins
Poly Spot Driving  Eyes up when moving 

 Four cones will be placed on each corner of the court  Balance on balls of feet  Students with limited 

representing the boundaries. On the center of the court 10 poly  mobility can use the 
spots will be placed. Each student will stand next to one of the  General space 
entire court when 
poly spot while listening to instruction. Then, the student's will  driving "poly spot 
Teaching Cues
pick up and use the poly spot as a steering wheel. The students  steering wheel". 
will pretend to driving on and road "basketball court lines". 
Take a step forward on one 
The instruction of driving on road each student will use the  Strapping Velcro on 
foot and then perform a hop 
lines on the court.  poly spot and hand of 
on that same foot 
 Starting with walking as the locomotor movement pattern for  students for holding the 
driving on road "basketball lines on court". Step forward on the other foot "steering wheel" if 
and perform a hop just like  student had limited 
 Next, the students will use the locomotor movement pattern of  you did on the first foot  grasping ability. 
skipping. On any of the basketball court lines. ∙ 
Take a step sideways with the Having help from peer 
 Sliding on road basketball lines.  foot closest to the wall  on placing the poly spot 
down when parking the 
  Galloping on road basketball lines. 
Specific Feedback poly spot 
 Then, student will now be able to drive off road. Meaning any 
where within the four cones of the court.  I like how you continue 
chasing with lead foot staying 
 Starting with walking off road.  in the lead at all times!

 Skipping off road  Great job chasing with lead 
foot staying in lead!
 Sliding off road 
Teacher Actions
 Gallop off road
Proximity control disruptive 
students
 Lastly, students will freeze and park their car "Poly spots" off 
to the side of the court. Then coming to center court for 
Participate for a few seconds
instruction on the next activity. 

Good morning everyone! Please enter the gym and meet me in the center of the court standing right next to one poly spot. What are we doing
with the poly spots at center court? Standing! WISG, please point to the four cones in the corner of the court Students point These are your
boundaries and you are now cars. I want you to look around the court and notice all of the lines on the court. This isyour highway, and WISG,
I would like you to pick up your poly spot, which is now your steering wheel and start walking on the lines, go! Skip on the lines! Slide! Make
Script sure you are finding different lines to move on and are staying on the highway! Gallop! I like how Bobby is staying on the lines while keeping
his head straight forward. Freeze! Now, look around, the entire court is your highway, you may use any part of the court within the cones and
in your self space. WISG, you may start driving while walking, go! Skip! Slide! Make sure we are staying in our self space! Gallop! Freeze!
WISG, I would like you to park your cars by jogging in control to the nearest boundary line and placing your steering wheel on e the ground.
After that, please meet me at center court, go!

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
 10 Healthy Fall “Pumpkin” Smoothie! Behavior Prompts Students may use
mins Students will transition from fitness development to main Please show me how different kinds of
lesson focus. This lesson takes the students through the you respect the objects to hit such as
making of a “Healthy Fall ‘Pumpkin Smoothie”’ while equipment. a tennis racket,
teaching them how to control their bodies and lollipop, paddle, etc.
movements while being able to manipulate and strike an Choose to participate
object with a short handled implement. Students will safely. Students may use
demonstrate progress through “cooking phases” that different kinds of
start with holding an ingredient (gator skin ball) in their Please show me how objects being hit such
hand to striking it to themselves with a short handled you hit to yourself in as beanbags, scarves,
implement. control. tennis balls, whiffle
Specific Feedback balls, balloons, as
Have students grab a poly spot from outside the I like how you are deemed necessary.
boundaries and start walking, in control, in their self pushing the ball
space. Freeze. Make sure they have self-space and upwards. Students may work
place poly spot and ball on the ground. This is now Students will work on their with partners and
their cooking station. Nice job keeping the ball poly spots “cooking stations” switch out while
Progression of Activities and Making the Smoothie at eye level. for the stationary skills. For assessing one another.
-Explain cues. locomotor movement,
-Switch hands throughout lesson tasks. I can see that Kristin has students will walk in self- Music with a beat may
kept her eyes set on the space in-between the be played for students
1. ALWAYS LOOK AT OUR FOOD ball. boundary lines of the court. to hear and strike to
2. Soap- Pick up ball and place on hand with palm the beat.
facing up, stiff wrist. While stationary, move hand Teacher Actions Before class starts
forward and backward to “wash hands” Demonstrate each task Place one ball on top of
3. Toss to non-favorite hand and then back to favorite each poly spot and place
hand (this switches the food item) Give students individual them around the
4. Yogurt- Hold ball in supinated hand while walking. feedback on their boundaries.
High, middle, low levels. technique.
5. Repeat with new ingredient determined by class.
6. Toss and switch. Walk around and
7. Berries- (They’re hot). Teaching cues. Hit ball to proximity control
self, using hand as paddle. While stationary, then students that are out of
while walking. control hitting their
8. Toss and switch. Repeat with new item. Back to objects
cooking station. Teaching Cues
9. Pumpkin- Pick up paddles, get on knees and balance Paddles never go above
pumpkin (ball) on paddles our chin!
10. Pumpkin in oven- Balance pumpkin while pushing 1. Feet shoulder
paddle back and forth into oven width apart
 11. Repeat with granola. Walk this time. 2. Eyes on
12. Ice- Hit ball up and down, passing to self OBJECT
13. Add locomotor skills to give students a challenge by 3. Holding pan-
choice once they are able to strike the object Palm up
consistently with their short handled implement. 4. Stiff wrist
(Jogging, hopping, skipping, galloping, etc.) 5. Bend at elbow
and push up

Script Great participation today in the instant activity and fitness activity! Speaking of fitness, we have to think about what we eat and be healthy with our
food too, right? Right! Since it is the fall season, I thought that we would make Healthy Fall Smoothies! First, we need ingredients and somewhere
to cook. While standing there, WISG, please look out side the boundaries and point to the poly spot and Gator Skin Ball set closest to you. Now,
WISG, please jog to the closest set and without touching it, stand right next to it, then freeze. What are we going to do after we stand next to our
equipment? Freeze! Great, go! 5,4,3,2,1, freeze! Thank you WISG, please show me what it looks like to pick up your equipment with self-control
and gallop in your self-space, go! (Wait until students are spread out) Freeze! Please gently place your poly spot on the ground right in front of
your toes. This spot is now your cooking station. When we are cooking while staying in place, you will do so at your cooking station, thumbs up if
you understand? Thumbs up. Perfect, the ball is going to represent our ingredients. What do we have to do while cooking food as well as hitting a
ball up to ourselves? Be in control? Great answer, Andres, we do need to be in control and we also have to always keep our eyes on the object.
Where are our eyes? On the object! Yes, on the object that is being pushed from us, which in this case is the gator skin ball. So we will start by
making sure our feet are shoulder width apart. Now look at your object. Our hands are our cooking pans now, so our palms have to be facing up,
are they facing up or down? Up! Great, Make sure our wrist is stiff. Now, we can’t start cooking without washing our hands, so the ball is now
soap and we are going to move our arm forward and backward like we’re moving the soap. Switch hands. Freeze. Now, every time we toss the ball
back to our opposite hand, the item switches. Go ahead and toss to the other hand. Students attempt to toss to opposite hand. Now, that ball is
something else that we can put into a smoothie and that is yogurt. Greek yogurt is very good for you! WISG, I’d like for you to start walking with
your yogurt, but at a low level. (Demonstrate by walking with knees bent) Remember, yogurt can start dripping so make sure you are moving in
different directions to catch all of it. Which level of walk are we sarting at? Low level! Excellent, go! Medium level! High level! (Switch
locomotor movements for an added challenge.) Freeze! Tell me another healthy food that we can put into our smoothie? Strawberry, bananas,
tomatoes, pop! Thank you to everyone who really thought and shared a HEALTHY food. Choose the healthy ingredient that you like and continue
to move in your self-space with your palm up and wrist stiff while balancing the ball, go! Freeze! Toss to your other hand. Our food we are going
to put in next are berries, and these can be any kind of berries you’d like! BUT … They’re hot, so we have to keep them off of our hands. (Go
through teaching cues) WISG, please head back to your cooking station and in control, push the ball up with your hand as if it were a paddle or a
racket. The ball should go about a foot over your head at the maximum. Do your best, and try to get at least three consecutive hits. Ready, go!
Thank you, Samantha, for keeping your eye on the object the entire time! SWITCH HANDS! Freeze! What are we looking for with our wrist? Stiff
wrist! Stiff wrist, exactly. I would like for you to start walking in your self space and see how many times you can hit the ball up with your hand
while in control, thumbs up if you understand? Thumbs up Go! (Set out paddles while students are pre-occupied) Freeze! Toss and switch the
ingredient, since it is fall, we’re going with a pumpkin! I would like for you to point to the nearest paddle and WISG, pick it up and bring it to your
cooking station in control, go! 5,4,3,2,1, freeze! Thank you for being in control. We are going to use the oven now, and it’s a little small for us, so
let’s get onto our knees, 3,2,1, WISG please pick up your paddle and balance your pumpkin on it. Do not let the pumpkin leave the paddle, go.
Switch hands. Now try to put it in and take it out of the oven by pushing it back and forth in control. Don’t let the pumpkin leave the top of the
paddle! (Speak while students are performing) We are keeping our eyes on the object, palm up, and wrist stiff. Freeze! Back to your cooking
stations! Toss to opposite hand, we are going to do the same thing with granola but I would like you to walk this time, go. (Different locomotor
skills depending in skill level) Freeze! Who can show me what it looks like to hit the ball up to eye level and in control? Students demonstrate (I
demonstrate) Notice how my elbow is doing all of the moving, which part of my arm is bending? Your elbow! Right, only my elbow. Toss the ball
to the opposite hand and WISG, our pans are turning into ice trays and we have to get the ice out of the ice tray to put into our smoothie! Show me
what it looks like to pass to yourself in control. Remember for bend your elbow, go! (Call out different locomotor skills as necessary) Freeze! Point
to the person closest to you. You have now finished your healthy fall smoothie and may share with your neighbor. Tell them one more healthy food
that you can put into your smoothie. 5,4,3,2,1. What are the 5 cues of hitting an object consecutively to yourself with a short handled implement?
Students answer Great, answers! (Repeat the 5 cues). WISG, please pick up your cooking station, your paddle, and your ball and place them
outside the boundary line closest to the door, go! Thank you so much, you all did a wonderful job today!