Physical Education Lesson Plan

Teacher Name (s): Scott Martenson and Maddy Selby Equipment Needs:
Content/Skill Theme: Educational Gymnastics (Balancing) Music
Date of Lesson: 3-26-19 Camera
Lesson # _1__ of _6__ SD card
Grade Level: 4th HR monitors
Cones
11 Hula Hoops
2 pennies
11 mats
8 step up blocks
Task cards
National Standards & Grade Level Outcomes State Standards & Grade Level Outcomes
1. Movement competence and understanding
Standard 1
PG1. Demonstrate competency in motor skills and movement
Balances on different bases of support on apparatus, demonstrating levels
and shapes. (S1. E7.4) patterns needed to perform a variety of physical activities.
Standard 2 GLE1. 1. Identify the major characteristics of mature
Combines movement concepts with skills in small-sided practice tasks, locomotor, non-locomotor, manipulative, and rhythmic skills.
gymnastics and dance environments. (S2. E2.4) EOF. Demonstrate balances with control on a variety of
Standard 4 objects such as a balance board, balance beam, or skates (ice
Exhibits responsible behavior in independent group situations. (S4. E1.4)
or in-line).

2. Physical and personal wellness

PG3. 3. Demonstrate the knowledge and skills to achieve and
maintain a health-enhancing level of physical activity and
fitness.
GLE2. Analyze opportunities for participating in physical
activity and actively engage in teacher-directed and
independent activities.
 EOB. Demonstrate appropriate warm-up procedures before
participation in vigorous physical activity.

4. Prevention and risk management

PG6. Apply personal safety knowledge and skills to prevent
and treat injury.
GLE1. Demonstrate knowledge of safe practices in a physical
activity setting.
EOD. Display safe and responsible behavior while engaging in
fitness activities.

Student Learning Objectives Assessments

Psychomotor: ESWBAT demonstrate no wiggles wobbles, 3 second Pre assessment worksheet completed by teacher during Scott says activity
hold, and tight muscles with 1,2,3,4 points of balance
Cognitive: ESWBAT identify three cues to help make them more Checking for understanding questions about cues frequently throughout
successful at balancing during checking for understanding the lesson
Affective: ESWBAT demonstrate good sportspersonship while working Watching the video of lesson and analyzing students responses in the
with their classmates and identifying what they did well in the closing close of the lesson
Teacher Performance Objectives Data Sources for Self-Reflection
#1: 50% MVPA for students during the lesson Heart Rate Monitors Data and report
#2: Provide one piece of specific feedback to each student over the course of Watch the video and tally the times I give feedback to each student
the lesson
#3: Check for understanding 5 times over the course of the lesson Watch the video of teaching and tally the times I checked for
understanding during the lesson
Time Task Details Performance Cues Organization
(min) (set induction, instant activity, transitions, learning experience Safety Reminders (diagrams, descriptions)
descriptions, modifications/challenges, assessment tasks, closure) Teacher Actions
3 mins Greet Students Enter safely and
Introduction respect others
Name Tags
Heart rate monitor talk
Transition
6 mins Instant Activity No kicking cones
Build it Wreck it (TOGETHER) Respect others
Colton Lead Move safely in self
 Students will be spilt on to the side of the court they will be working space
in for the duration of the class either on Colton’s side or mine Use only hands to set
up cones
There will be an even number of cones sprinkled around each side of Do not throw cones
half court all already knocked over

The students will compete against the other side of the court trying
to
set up all cones as fast as possible (for time)
knock down all cones as fast as possible (for time)

Students can then try to beat their first time and continue to race the
clock and each other

Each round lasts 1-2 minutes’ repeat as needed

Modification: Bigger/Smaller cones

Extension: Use only one hand to set up cones, use non dominate
hand to set up cones

Transition

5 mins Hula hoop stretch Move safely in self

Students will grab a hula hoop and get in their own space on our side space
of half court facing me after picking up the cones Try your best
They will then follow me in a variety of stretches and workouts Loose muscles
using the hula hoop and inside of the hula hoop these (over the
head, side to side front to back)
Students will then put their hula hoop down and have 5 seconds to
perform a motor skill to a different hula hoop
When every student has found a new hoop they will be instructed to
perform an exercise before picking up the hoop (jumping jacks,
pushups, sit ups, mountain climbers)
Repeat these steps as needed mixing up stretches and locomotor
actions
Modification: Larger hula hoop/Smaller hula hoop
Transition

6 mins Scott Says No wiggles or Students will be spread out in their own self
 Pre assessment will take place during this period the assisting wobbles space with mats on our half the gym with me in
teacher will fill out the chart below for each individual student front
Students will not be aware they are being assessed and they will be 3 second hold
given no knowledge of how to complete the skill before being
assessed so data can be un compromised Tight muscles

Once students put away their hula hoop from hula hoop stretch they
will be asked to get a mat and find their own space in front of me on
our half of the gym
If students are not moving fast enough a countdown will be used
three two one…
I will ask students who has played Simon says and inform them we
will be playing a very similar game of “Scott says”
Students will listen to me as I direct them through a variety of
balances (1,2,3,4 point balances) and some workout tasks to mix up
the activity (Jumping jacks, pushups sit-ups, stretches)
If I do not say Scott says and a student does the action ALL students
must find a new mat to perform the exercises students cannot be on
the same mat twice
Activity will end with Scott says put your mats to the side and meet
in front of me
Modification: Less balances, lower repetition workouts
Transition

3 mins Set induction (Done after pre assessment to not change outcome) No wiggles or Students will gather around me on our half of the
Who knows what a point of balance is? wobbles gym for a quick intro into balancing and the ques
Demonstrate 1,2,3,4 points of balance
Where might you see balance? 3 second hold
It is our goal to be able to balance on 1-4 points of balance using our
cues! Tight muscles
Intro Cues
No wiggles wobbles, tight core, hold for 3 seconds
Transition
5 mins Pacman Tag No wiggles or Students will be traveling on the lines balancing
We are going to use our new balance skills in a tag game called wobbles on our half of the court. These lines will include
Pacman tag! any lines that are on our half of the court
Students must travel on the lines of the court either at a mall walk or 3 second hold
 jog while balancing on the gym floor lines
There will be 2 “Pacman” taggers following the same gym floor Tight muscles
lines using a soft below the shoulders tag
The taggers will be wearing pennies to help differentiate them from Travel safely in space
the rest of the class
Then tagged students will have to enter the fitness center and Soft tag below
complete a balance (1,2,3,4 points of balance) and hold it for 3 shoulders
seconds with no wiggles or wobbles and a tight core to return to
gameplay
Taggers will switch every few minutes
Locomotor skill of students can also change every few minutes
(jogging, skipping, galloping, sliding)
Transition
8 mins Balance Stations No wiggles or Students will travel around the 4 pre setup
Students will be split into groups of 2-3 students and travel wobbles corners of the half court in a clockwise motion
clockwise from station to station which will be located in each every 2-3 minutes
corner 3 second hold
Students will be reminded to use the ques and only complete a
balance on the sheet if they feel comfortable with it Tight muscles
Students will stay in each corner for 2-3 minutes while they work
with each point of balance
When they travel to the next station students will do a full lap of the
court before arriving at the next station
They can travel using a variety of locomotor actions (jogging,
skipping, sliding, etc.)
Students will visit every corner
Corner 1:
Will have a sheet with one point balances that students can explore
with and hold for 3 seconds with a tight core with no wiggles or
wobbles
Corner 2:
Will have a sheet with Two points balances that students can
explore with and hold for 3 seconds with a tight core with no
wiggles or wobbles
Corner 3:
Will have a sheet with Three points balances that students can
explore with and hold for 3 seconds with a tight core with no
wiggles or wobbles
Corner 4:
 Will have a sheet with Four points balances that students can
explore with and hold for 3 seconds with a tight core with no
wiggles or wobbles
Modification: Create your own balances with the listed points of
balance, lower the time at each station
Extension: Place blocks for students who are able to balance to
complete their balances on opposed to just using the floor they can
balance on an apparatus
Transition
5 mins Full body rock paper scissors No wiggles or Students will travel around the half court space
We are going to play rock paper scissors but not just any rock paper wobbles completing a locomotor action until they find
scissors… We are going to play full body rock paper scissors!! someone to challenge or are challenged. They
Demonstrate what rock, paper, and scissors look like 3 second hold will then complete a balance in the space
Students will skip around balance court space until they get
challenged or challenge another classmate the students will perform Tight muscles
the action the winner will then pick a balance for them both to
compete they will hold the balance for at least three seconds and Travel safely in space
then move on to another person
Transition Be a good sport

5 mins Partner Balances No wiggles or Students will be paired up and completing

Everybody freeze! With your last rock paper scissors partner we are wobbles balances on the half of the court. There will be
going to try some partner balances!! mats available for complex balances.
A partner balance is very similar to single person balance! 3 second hold
The number of balance points are shared!
Explore some balances with your partner! Tight muscles
Demonstrate some examples of partner balances but let the kids be
creative!
Mats will be on the side of the court if students are going to try and
complete complex balances
Students can pair with other groups of 2 for a 4-person balance if
they are ready
Students will be reminded of tight muscles, no wiggles or wobbles,
and at least a three second hold
Extension: Students can pair with another group of students to try
and have a four-person balance
Transition
4 mins Close Debrief Be supportive Students will be circled up in the middle of the
Call on students to highlight what other students did well half court we have been working of the entire day
 Remind balance cues one more time (tight muscles, no wiggles Highlight
wobbles, 3 seconds hold) accomplishments
Preview next lesson (Maddy Rolling)
Put HR monitors away Good feedback
Line up

Assessments:
Pre Psychomotor Assessment
Name Holds for 3 No wiggles Tight core Points of balance
secs wobbles

Elvis A. 1__2__
3__4__

William B. 1__2__
3__4__

Esmeralda B.V. 1__2__

3__4__

Delilah C. 1__2__
3__4__

Ashley D. 1__2__
3__4__

Sam E. 1__2__
3__4__

Amy L.G. 1__2__

3__4__

Jodi L. 1__2__
3__4__
Anahi L. 1__2__
3__4__

Ava L. 1__2__
3__4__