1

LocomotorSkillsw/RelatedMovementConcepts
1stGrade

CameronSimerau
PED30601
9/17/2013

(RequiredFormat)

UnitTableofContents
Page#
1.Unitgoal

2.Rationaleforteachingtheunit
.

3.ListofUnitobjectives

4.UnitOverviewBlockPlanCalendar
.

56

5.DailyLessonplans
...

740

6.UnitAssessmentplan

4145

7.Appendix:(mayincludeanyorallofthefollowingmaterialsasassigned)
.

46

a.SkillPerformanceAnalysesforallskillstaughtintheunit 4654
b.DefinitionsofallMovementConceptstaughtintheunit

..55

c.Description/explanationofIntroductoryActivitiesusedintheunit56
d.Description/explanationofFitnessActivitiesusedintheunit..57
8.References/Resources(materialsactuallyusedintheunit)
...

58

UnitGoal
Thegoalofthis1stgradeunitonlocomotorskillsistoteachstudentsbasic
locomotorskills(jump,skip,hop,run,leap,gallop),movementconcepts(spacial
awareness,bodyawareness,balance)skillnames,andpersonalsocialskills(sharing,
safety,rules,teamwork)withinthecontextofphysicalactivity.

UnitRationale

LocomotorSkillsareafundamentalpartofmovementingeneral,aswellas
movementinphysicaleducation/sport.Throughoutthecourseofthisunit,studentswillbe
introducedtoandrefiningseveraloftheseskills.Mygoalistogivethestudentsasolid
foundationofknowledgeandexperiencethatwillpropelthemforwardintheirphysical
education.Byintroducingthissetofskillsearlyon,ideallytheseskillswillbecome
instinctive.Thisverysamesetoflocomotorskillswillremainavitalpartofthestudents
movementandphysicaleducationexperiencesinthefuture.

ListofUnitObjectives
Psychomotorobjectives:

PM1.TSWdemonstratethethreelocomotorskillsofjump,hop,andskipalongwith
movementconceptssuchasbalanceandspatialawareness.
Load,explode,land
Onefoot,load,explode,land
Plant,swing,reach,land
PM2TSWdemonstratethethreelocomotorskillsofrun,leap,andgallopalongwith
movementconceptssuchasbalanceandspatialawareness.
Onefootinfrontoftheother,highknees,repeatrapidly
Plant,Explode,Extend,Landopposite
Onefootinfrontoftheother,feetstaggered,shuffleforward
PM3TSWdemonstratetheabilitytobecomespatiallyawarethroughtheuseof
explorationanddifferentmovementconcepts.
PM4TSWwilldemonstrateanabilitytobuildonpreviousknowledgeoflocomotorskills.
PM5:TSWdemonstrateseverallocomotorskillsalongwithmovementsconceptssuchas
balanceandspatialawarenessbyparticipatinginpromptedactivities.

Cognitiveobjectives:

C1TSWdemonstrateknowledgeofbasicmotorskillsbythinkingaboutandsharinghow
theseskillscanbeaddressedineverydaylife.
C2TSWdemonstrateanabilitytothinkthroughandexplorenewmovementconcepts
throughpromptsdeliveredbyme.
C3TSWwilldemonstrateknowledgeofthelocomotorskillsbycreatingasequenceof
skillswhilekeepinginmindtheirspatialawareness.

Affectiveobjectives:
A1TSWdemonstratesolidpersonalsocialskillsbymaintainingapositiveattitude,workingwell

withothers,andsharingwithfellowclassmates.
A2TSWfollowdirectionswhengivenandtreattheequipmentwiththeutmostrespect.

UnitBlockPlanCalendar(UBPC)

UNITDAY#1

UNITDAY#2

UNITWEEK#1
Instructionalobjectives#

PM#1C#1A#1

PM#1C#1A#1

NASPE#:

#s1,2,and4

#s1,2,and4

Warmupactivity/topic

DynamicStretching

DynamicStretching

Fitnessactivity/topic

RunningClub

RunningClub

Review
topic(s)
applicable

if Managementsignalsand
AffectiveGoals

ReviewJump,Skip,Hop

Lessonfocus

Jump,Hop,Skip

Run,Leap,Gallop

Appliedactivity(ies)

HandshakeActivity

LineTagsw/mods

Assessment(s)

Affectiveassessment
checklist

UNITWEEK#2

UNITDAY#3

UNITDAY#4

Instructionalobjectives#

PM#1C#1A#1

PM#1C#1A#1

NASPE#:

#s1,2,and4

#s1,2,and4

Warmupactivity

DynamicStretching

DynamicStretching

Fitnessactivity

RunningClub

RunningClub

Review
topic(s)
applicable

if Run,Leap,Gallop

SpatialAwareness

Lessonfocus

SpatialAwareness

Balance

Appliedactivity(ies)

RainbowFish

Frozen/StatueActivity

Assessment(s)

Affectiveassessment
checklist

Cognitiveassessment
whileexiting

UNITWEEK#3

UNITDAY#5

UNITDAY#6

Instructional objectives PM#1C#1A#1

#

PM#1C#1A#1

NASPE#:

#s1,2,and4

#s1,2,and4

Warmupactivity

DynamicStretching

DynamicStretching

Fitnessactivity

RunningClub

RunningClub

Review
topic(s)
applicable

if Balance

Locomotor
Skills/Movement
Concepts

Lessonfocus

Locomotor
Skills/Movement
Conceptsw/Creativity

LMSkillsw/Balance&
SpatialAwareness

Appliedactivity(ies)

OodlesofNoodles

ReindeerTraining

Assessment(s)

Affectiveassessment
checklist

Psychomotor
assessmentrubric

UnitPlan
LessonContextualInformation
Jump,Skip,HopLessonPlan

Lesson#1of6

Timerequired:30minutes

Grade:1st

PsychomotorObjectivesforthislesson:PM#1TSWdemonstratethethree
locomotorskillsofjump,hop,andskipalongwithmovementconceptssuchasbalance
andspatialawareness.
NASPEStandard1:Thephysicallyliterateindividualdemonstratescompetencyina
varietyofmotorskillsandMovementpatterns.
CognitiveObjectivesforthislesson:C#1TSWdemonstrateknowledgeofbasic
motorskillsbythinkingaboutandsharinghowtheseskillscanbeaddressedin
everydaylife.
NASPEStandard2:Thephysicalliterateindividualappliesknowledgeofconcepts,principles,
strategies,andtacticsrelatedtomovementandperformance.
AffectiveObjectivesforthislesson:A#1TSWdemonstratesolidpersonalsocial
skillsbymaintainingapositiveattitude,workingwellwithothers,andsharingwith
fellowclassmates.
NASPEStandard4:Thephysicallyliterateindividualexhibitsresponsiblepersonal
andsocialbehaviorthatrespectsselfandothers.
Prerequisiteskillsorknowledgeneededforsuccessinthislesson:
Bodyawareness
Grossmotorskills
Adaptationsand/orextensionsforthislesson:
a.)1.AdaptationStudentsmayisolatetheskillandbreakitdownfollowingstepsof
SPA
b.)1.ExtensionStudentsmayincreasespeedofthelocomotorskill.
2.Studentsmaycombinemorethanoncelocomotorskilltogether.
Managementissuesforthislesson:
Freeze.Handsonyourknees.Eyesonme.Thiscommandwillbeusedtoget
studentsattentionbacktomeaftertheyhavebeenworkingindividuallyorwithpartners.

Toetotoe.ThiswillbeusedafterdemonstrationwhenIwantstudentstoworkin
partners.
Findyourownspaceinthegym.Studentswillneedtheirownspacetopractice
locomotorskills.
Studentswillneedtoworktogetherduringappliedactivitytoworktowardsacommon
goal,sostudentswillneedtomakesuretheyarebeingagoodteamplayer.
Safetyissuesforthislesson:Studentswillneedtobespatiallyaware.Oncedemonstration

iscompletetheywillneedtopracticetheskillsontheirown,andtheywillneedplentyof
spacetodothissoinjuryisavoided.
Studentswillneedtorespecttheirpartnerwhentheyarecreatingtheirhandshake.They
willneedtopracticeclapping,notsmacking.
Equipmentand/orsuppliesneededforthislesson:Polyspotswillbeusedforthe
appliedactivity.Whenpartnersaregiventheywillbeassignedacertaincolor/number
polyspotthattheywillbeworkingnear.
Facilitysetupneededforthislesson:

Notestoself:
Remindstudentsthatitisimportanttoworktogethertocomeupwithahandshakethat
bothpartnersarehappywith.
Makesurethatstudentshaveenoughspacetopracticethelocomotorskillsuccessfully.

10

UnitPlan
LessonPlanTeachingTimeline

Timeline:

Instructionalandmanagerialdialogue,directions,
explanations,anddiagrams:Freeze.Handsonknees.Eyeson

me.Toetotoe.Makesureyoufindyourownspace.
Appliedactivitydirections:Assignedapartner.Gotopolyspot.
Makeasecrethandshake.Mustbeabletorepeatatleast
twice.Handshakemustincludejump,hop,andskip.

OpeningActivities:

2min.

Welcome,roll,call,overview:Helloeverybody!Iamexcitedto
startanewunitwithyouall,andIhopeyouareexcitedto.Forthe
nextfewweeks,wewillbeworkingwithlocomotorskills.Has
anyoneheardthewordlocomotorbefore?Cananyonetellmewhat
itmeans?Locomotorskillsareskillsthatweuseeverydaytomove
fromplacetoplace.Whosreadytogetmoving?Letsdoit!

30sec.

Transitionplan:Studentsareinrowswithassignedspotsthatthey
alreadyknow.Thereasonforthisisbecausethestudentsare
youngtheyneedsomeconsistencyeachday.Studentswilljust
needtostanduptogetreadyfordynamicstretching.

3minutes

Warmupactivity:Studentleddynamicstretching(Neckrolls,

shouldershrugs,armcircles(largeandsmall),macarenahip
movements,anklerolls)
[AdoptedfromvolunteerexperiencewithMs.KellieKieren@
NorthParkElementary]
1min.

Transitionplan:Findyourownspaceinthegym.Sincewewill
bestartingrunningclub,makesuretofindyourspace.(Dontwant
studentstotripovereachother.)

11

3min.

Fitnessactivity:Runningclubwillbestartedtoday!Wearegoing
tostartwithrunningforthreeminutes,andhopefullywecanallwork
uptorunforfiveminutesbytheendofthisunit!

30sec.

Transitionplan:Havestudentsinalearningcornersothattheycan
allseemeandhearmetobeginthelesson.
LessonFocus:Jumping,Hopping,andSkippingfocusingon
spatialawarenessandbalance

2min.

Anticipatoryset:AsImentionedafewminutesago,weare

goingtobeworkingwithlocomotorskills.Whorememberswhat
thoseare?Good!Thethreethatwearefocusingontostartare
jump,hop,andskip.Wewillbeworkingtowardslearningwhat
eachofthesewilllooklikeandfeelliketoday,andwewillbe
workingtowardscreatingourveryownhandshakewitha
partner!Letsbegin!
Transitionplan:Stayinlearningcornerforreview.
2min.

Reviewifneeded:Reviewmanagementcommandsandaffective
goals.
Transitionplan:Stayinlearningcornerfor
instruction/demonstration.

4min.

Instruction/demonstration:Showstudentsallthreelocomotor
skills(jump,hop,skip).Iwillfirstshowallthreeskillsintheir
entirety.Iwillthenbreakeachskilldownwithcuewords.
Jumpcuewordsload,explode,andland
Hopcuewordsonefoot,load,explode,andland
Skipcuewordsplant,swing,reach,land,andrepeat

30sec.

Transitionplan:Studentwillspreadoutfromthelearningcorner
intotheopengym.Theywillneedtofindtheirownspaceandbe
awareoftheirspace.

3min.

Guidedpractice:Withstudentsintheirownspace,gooverjumping,
hopping,andskippingasstudentsarepracticing.Remindstudentsofcues
anddothemovementthatgoesalongwiththecuestogether.Thenwewill
putallthepiecestogethertodemonstratetheskillasaclass.

12

30sec.

Transitionplan:Toetotoewithapartnerstillkeepinginmind
spatialawareness.

4min.

Individual/partnerpractice:Studentwillworkwiththelocomotor
skillsdemonstratedandpracticedwithapartner.Theywillplaya
mimicgame.Whatonepartnerperforms,theothermustshadow
them.Theymaytaketurnswiththis.
Transitionplan:N/A
Drills/practice:N/A

30sec.

Transitionplan:Whistlemixerwhilestudentsarepracticing
locomotorskillswith2claps.

6min.

Appliedactivity:Studentsnowgettomaketheirownhandshake
withapartner.Theonlystipulationsthattheymustbeabletorepeat
ittwotimes,andtheymustincludeallthreelocomotorskills
presentedthatday.Studentsgettoshowtheircreativeside.

30sec.

Transitionplan:Learningcornerforlessonclosure.

ClosingActivities:

2minutes

Lessonclosure:Greatjobtoday!Whatcansomeonetellme
aboutwhatwedidtoday?Whyaretheselocomotorskillsimportant?
Cananyonerememberanycuewords?Excellent!Tomorrowwe
willlearnthreemorelocomotorskills,andthenwewillstarttoputit
alltogether!Youallhavereallyimpressedme

30sec.

Transitionplan:(Willmygentlemanallowmyladiestolineupfirst
ontheline?Verygood!Gentleman,willyoufallinlinebehindthem?)

30sec.

Exit/dismissalprocedures:

Studentswillslowlywalkacrossthegyminaline.Onceweget
tothedoor,theywillwaitfortheirteachertogreetthemandlead
thembacktoclass.Besuretoallowstudentstimetocalmand
cooldown.
NotesonEquipmentmanagement:Equipmentisfairlylimitedintheopeninglessonofthisunit.The
polyspotsthatwillbeusedfortheappliedactivitycanbepickedupbyeachpairfollowingthecompletionof
theactivity.Source:http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=663#.UqTwg9JDuSo

13

UnitPlan
LessonContextualInformation
Run,Leap,GallopLessonPlan

Lesson#2of6

Timerequired:30minutes

Grade:1st

PsychomotorObjectivesforthislesson:PM#1TSWdemonstratethethreelocomotorskills

ofjump,hop,andskipalongwithmovementconceptssuchasbalanceandspatial
awareness.
NASPEStandard1:Thephysicallyliterateindividualdemonstratescompetencyina
varietyofmotorskillsandMovementpatterns.
CognitiveObjectivesforthislesson:C#1TSWdemonstrateknowledgeofbasicmotor

skillsbythinkingaboutandsharinghowtheseskillscanbeaddressedineverydaylife.
NASPEStandard2:Thephysicalliterateindividualappliesknowledgeofconcepts,principles,
strategies,andtacticsrelatedtomovementandperformance.

AffectiveObjectivesforthislesson:A#1TSWdemonstratesolidpersonalsocial

skillsbymaintainingapositiveattitude,workingwellwithothers,andsharingwith
fellowclassmates.
NASPEStandard4:Thephysicallyliterateindividualexhibitsresponsiblepersonal
andsocialbehaviorthatrespectsselfandothers.
Prerequisiteskillsorknowledgeneededforsuccessinthislesson:

Bodyawareness
Grossmotorskills
Jump,Skip,Hop
Adaptationsand/orextensionsforthislesson:

a.)1.AdaptationStudentsmayisolatetheskillandbreakitdownfollowingstepsof
SPA
b.)1.ExtensionStudentsmayincreasespeedofthelocomotorskill.
2.Studentsmaycombinemorethanoncelocomotorskilltogether.

14

Managementissuesforthislesson:
Freeze.Handsonyourknees.Eyesonme.Thiscommandwillbeusedtoget
studentsattentionbacktomeaftertheyhavebeenworkingindividuallyorwithpartners.
Toetotoe.ThiswillbeusedafterdemonstrationwhenIwantstudentstoworkin
partners.
Findyourownspaceinthegym.Studentswillneedtheirownspacetopractice
locomotorskills.
Studentswillneedtoworktogetherduringappliedactivitytoworktowardsacommon
goal,sostudentswillneedtomakesuretheyarebeingagoodteamplayer.
Safetyissuesforthislesson:

Studentswillneedtobespatiallyaware.Oncedemonstrationiscompletetheywillneed
topracticetheskillsontheirown,andtheywillneedplentyofspacetodothissoinjuryis
avoided.
Beforeplayinglinetag,besuretoquicklyshowstudentstheproperwaytotagsafely.
Equipmentand/orsuppliesneededforthislesson:Polyspotsforpartnerpracticesstations

Facilitysetupneededforthislesson:

Notestoself:
Forourappliedactivitywewillbeplayinglinetagusing1ofthe3newlocomotormovements.
Makestudentsawareofwhatisexpectedoftheminregardstosafetywhileplayinglinetag.

15

UnitPlan
LessonPlanTeachingTimeline
Run,Leap,Gallop

Timeline:

Instructionalandmanagerialdialogue,directions,
explanations,anddiagrams:Freeze.Handsonknees.Eyeson

me.Toetotoe.Makesureyoufindyourownspace.

OpeningActivities:

2mins

Welcome,roll,call,overview:HelloEveryone!Itissogoodtosee
yoursmilingfacesonceagain!Todaywewillbecontinuingourwork
withinourlocomotorunit.Cananyoneremindmewhat3locomotor
skillsweworkedonlastclass?VeryGood!Todaywearegoingto
diveinto3morelocomotorskills!Beforewedo,letsgetwarmed
up!

:30sec

Transitionplan:
Studentsareinrowswithassignedspotsthattheyalreadyknow.
Thereasonforthisisbecausethestudentsareyoungtheyneed
someconsistencyeachday.Studentswilljustneedtostandupto
getreadyfordynamicstretching.

3mins

Warmupactivity:
Studentleddynamicstretching(Neckrolls,shouldershrugs,

armcircles(largeandsmall),macarenahipmovements,ankle
rolls)
[AdoptedfromvolunteerexperiencewithMs.KellieKieren@
NorthParkElementary]
1mins.

Transitionplan:Findyourownspaceinthegym.Sincewewill
bestartingrunningclub,makesuretofindyourspace.(Dontwant
studentstotripovereachother.)

16

3mins.

Fitnessactivity:
Day2ofrunningclub!Wearegoingtostartwithrunningforthree
minutes,andhopefullywecanallworkuptorunforfiveminutesby
theendofthisunit!

:30sec

Transitionplan:Havestudentsinalearningcornersothattheycan
allseemeandhearmetobeginthelesson.

Running,Leaping,andGalloping
Lessonfocus:

2min

Anticipatoryset:
Day2ofworkingonourlocomotorskills!WhoelseisasexcitedasIam?!
Awesome!TodayIamgoingtointroduceeveryonenewandfunlocomotor
skills.Youallprobablydothesewithouteventhinkingaboutitallthetime!
Letsreviewwhatwelearnedlastclassquick!

Transitionplan:Stayinlearningcornerforreview.
1min.

Reviewifneeded:
Reviewmanagementcommandsandaffectivegoals.Quickly
reviewpreviouslylearnedlocomotorskills(Jump,Hop,Skip).

Transitionplan:Stayinlearningcornerfor
instruction/demonstration.

4mins

Instruction/demonstration:
Showstudentsallthreelocomotorskills(run,leap,gallop).Iwillfirst
showallthreeskillsintheirentirety.Iwillthenbreakeachskilldown
withcuewords.
RunOnefootinfrontoftheother,highknees,repeatrapidly
LeapPlant,Explode,Extend,Landopposite
GallopOnefootinfrontoftheother,feetstaggered,shuffleforward

:30sec.

Transitionplan:Studentwillspreadoutfromthelearningcorner
intotheopengym.Theywillneedtofindtheirownspaceandbe
awareoftheirspace.

17

3min

Guidedpractice:
Withstudentsintheirownspace,gooverjumping,hopping,andskippingas
studentsarepracticing.Remindstudentsofcuesanddothemovementthat
goesalongwiththecuestogether.Thenwewillputallthepiecestogether
todemonstratetheskillasaclass.

30sec

Transitionplan:Toetotoewithapartnerstillkeepinginmind
spatialawareness.

4mins.

Individual/partnerpractice:
Studentwillworkwiththelocomotorskillsdemonstratedand
practicedwithapartner.Theywillplayamimicgame.Whatone
partnerperforms,theothermustshadowthem.Theymaytake
turnswiththis.Encouragestudentstofindadifferentpartnerthan
theyhadlastclass.

1min

Transitionplan:Bringstudentsintothelearningcornertoquickly
discusslinetagandthemodificationsthatincludethenewlylearned
locomotormovements.

Time
Needed

Drills/practice:N/A

Time
Needed

Transitionplan:N/A

6min

Appliedactivity:
LineTagw/modifications.Asperusualwithlinetag,movementmayonly
occuronthelinesofthegymfloor.Thetwisttothisversionwillbethatall
movementmustbeintheformofoneofournewlylearnedlocomotorskills.
Ifpaceofplayisnotwhereitneedstobe,addanIt,orshrinktheareaof
play.
**Encouragestudentstouserunningtheleast,andexperimentwiththe
other5skills

30sec.

Transitionplan:Havestudentsslowlywalktothelearningcorner.
Encouragehandsoverheadsanddeepbreaths!

18

ClosingActivities:

2minutes

Lessonclosure:
Wow!Day#2ofthisunitinthebooks!Icannotbelievehowwelleveryoneis
doingwiththesenewskills!Howmanylocomotorskillshavewelearnednow
anyways?Cananyoneshowme/namethemall?Iloveit!Letmetellyou,the
funisjustbeginning.Nextweekwewilldiveevenfurtherintotheworldof
locomotorskills.Ihopeyouareallreadytoexplore!

30sec.

Transitionplan:Willthosewithbrowneyescalmlylineuponthe
baselineplease?Blue?Green?Etc.

30sec.

Exit/dismissalprocedures:
Studentswillslowlywalkacrossthegyminaline.Oncewegettothedoor,
theywillwaitfortheirteachertogreetthemandleadthembacktoclass.Be
suretoallowstudentstimetocalmandcooldown.

NotesonEquipmentmanagement:WhenIsaygowilleachgrouppleasepickuptheirpolyspot
andreturnthemtothelearningcorner.

19

UnitPlan
LessonContextualInformation
SpatialAwareness

Lesson#3of6

Timerequired:30minutes

Grade:1st

PsychomotorObjectivesforthislesson:PM#1TSWdemonstratetheabilitytobecomespatially
awarethroughtheuseofexplorationanddifferentmovementconcepts.
NASPEStandard1:Thephysicallyliterateindividualdemonstratescompetencyina

varietyofmotorskillsandMovementpatterns.
CognitiveObjectivesforthislesson:C#1TSWdemonstrateanabilitytothinkthroughand
explorenewmovementconceptsthroughpromptsdeliveredbyme.

NASPEStandard2:Thephysicalliterateindividualappliesknowledgeofconcepts,principles,
strategies,andtacticsrelatedtomovementandperformance.
AffectiveObjectivesforthislesson:A#1TSWdemonstratesolidpersonalsocial

skillsbymaintainingapositiveattitude,workingwellwithothers,andsharingwith
fellowclassmates.
NASPEStandard4:Thephysicallyliterateindividualexhibitsresponsiblepersonal
andsocialbehaviorthatrespectsselfandothers.
Prerequisiteskillsorknowledgeneededforsuccessinthislesson:

Bodyawareness
Grossmotorskills
Jump,Skip,Hop,Run,LeapGallop
Adaptationsand/orextensionsforthislesson:
a.)List2possiblewaysofadaptingthislessontoworkwithstudentlimitations
b.)List2possiblewaystoenhance/extendthislessontomeetstudentneedsforgreaterchallenge
Managementissuesforthislesson:

Freeze.Handsonyourknees.Eyesonme.Thiscommandwillbeusedtoget
studentsattentionbacktomeaftertheyhavebeenworkingindividuallyorwithpartners.
Toetotoe.ThiswillbeusedafterdemonstrationwhenIwantstudentstoworkin
partners.

20

Findyourownspaceinthegym.Studentswillneedtheirownspacetopractice
locomotorskills.
*Beconsciousofareaswithinthelessonthatmaycausesafetyissues,andaddress
them.
Safetyissuesforthislesson:

Obviouslywithspatialawareness,safetyasstudentsaremovingthroughoutspaceisa
vitalpartofthelesson.Studentswillbemovingatdifferentspeeds,differentlevels,and
withdifferentmovementsentirely.Astheeducator,besuretomakestudentsawareof
theirownpersonalspace,theirsurrounding,aswellasothers.
Equipmentand/orsuppliesneededforthislesson:

HulaHoops1foreachstudent
Polyspotsthatinclude4differentcolors
Facilitysetupneededforthislesson:

Eachpolyspotdesignatesthepositionofanindividualstudentduringtheappliedactivity.
Notestoself:
**Duringappliedactivity,allowstudentsampleamountoftimetoreturntotheirhome.There
isalreadyanincentivetohustle,andkeepinmindourgoalisnottohavestudentssittingout.It
istokeepthemmoving!

21

UnitPlan
LessonPlanTeachingTimeline
SpatialAwareness

Timeline:

Instructionalandmanagerialdialogue,directions,
explanations,anddiagrams:

OpeningActivities:

2mins.

Welcome,roll,call,overview:
HelloAll!Ihopeeveryonehadagreatweekendandhascomebackwitha
tonofenergy!Wearegoingtointroduceoneofourmostimportant
movementconceptstoday!Wearealsogoingtocontinueworkingwiththe
locomotorskillswelearnedlastweek.Asalways,beforewegetstarted,
letsgetwarmedup!

30sec

Transitionplan:
Studentsareinrowswithassignedspotsthattheyalreadyknow.
Thereasonforthisisbecausethestudentsareyoungtheyneed
someconsistencyeachday.Studentswilljustneedtostandupto
getreadyfordynamicstretching.

3min.

Warmupactivity:
Studentleddynamicstretching(Neckrolls,shouldershrugs,

armcircles(largeandsmall),macarenahipmovements,ankle
rolls)
[AdoptedfromvolunteerexperiencewithMs.KellieKieren@
NorthParkElementary]
1min

Transitionplan:Findyourownspaceinthegym.Sincewewill
bestartingrunningclub,makesuretofindyourspace.(Dontwant
studentstotripovereachother.)

22

3min

Fitnessactivity:
WehavemadeittoDay3ofRunningClub!Canyoubelieveit?!Day3
marksourfirstgoalincrease!Todaywewillbeattemptingtorunfor4
minutes.Whothinkstheyareupforthechallenge?Letsgogetit!

30sec.

Transitionplan:Getstudentsseatedinthelearningcorner.
WhenIsaygo
SpatialAwareness(ExploratoryTeachingstyle)

Lessonfocus:

2min.

Anticipatoryset:
Iseveryonereadytogoafterthatwarmupandrunningclub?How
didyouallfeelaboutthatextraminutetoday?AsImentioned
earlier,todaywearegoingtobeintroducedtoamovementconcept.
ThismovementconceptisVERYimportantinwhatwedoeveryday.
Cananyoneguessastowhatthisis?No?Thatsok.Spatial
Awarenessiswhatwewillbefocusingontoday.Cananyonetellme
whythisisimportant?Exactly!Sowedontrunintoeachother!A
verysimpleanswer,but100%correct.Todaywillbealittlebit
differentforyouallthough.Insteadofmetellingyouwhattodo,you
willbeanswermyquestions,andinturn,exploringthismovement
conceptinawaythatyouseemfit.Ithinkyouallwillhaveatonof
funwiththis,aswellaslearnaton!Letusgetstarted.

Time
Needed

Transitionplan:Remainseatedinlearningcorner

2min.

Reviewifneeded:
QuicklyreviewLocomotorskillsandprovidestudentsaminutetoask
questionsregardingthem.

Time
Needed

Transitionplan:

Time
Needed

Instruction/demonstration:
Again,whenusingtheexploratoryteachingstyle,demonstrationis
notnecessary.Takingplaceofthedemonstrationwillbequestions
thatpromptanddirectthestudentstoexplorethedesiredmovement
concept.

23

2min

Transitionplan:WhenIsaygoEachstudentwillgrabaHula
hoopandfindtheirownpersonalspaceinthegym.Freeze
andwaitforfurtherdirection.

4min

Guidedpractice:HulaHoopsserveaspersonalspace
apparatus
Oncestudentshavetheirownspacewiththeirhulahoop,Iwillbeginasking
them(WhenIsayGo)askingthemquestionsthatwillpromptthemto
explorespatialawareness.
Howawareareyouofyoursurroundingswhenmovingslow?Fast?
Whengivencommandskip,howdoesthataffectyourspatialawareness?
Whatismosteffectiveforyoutomaintainahighlevelofspatialawareness.

Time
Needed

Transitionplan:N/A

Time
Needed

Individual/partnerpractice:

Time
Needed

Transitionplan:

Time
Needed

Drills/practice:

Time
Needed

Transitionplan:Bringstudentsintolearningcorner.Quickly
setuppolyspots.Useawhistlemixertogetgroupsof4.1
groupforeachcolor.

6min

Appliedactivity:

N/A

N/A

Inthisactivity,theteacherisafisherperson.Thechildrenare"little
rainbowfish"andtheyaredividedinto"families"(redfish,bluefish,
greenfishandyellowfish).Childrenfinda"home"each(spotof
samehousecolorwithintheboundary)withinthe"ocean"
boundaries.Thedelimitingboundarybecomesthe"land".Upon
signal,thechildrenwillbeinvitedtoswimaboutinthegeneral
spacebytheteacherAreyoureadytoswimtowaggleyourtails
andfins?""GO".Andthechildrenmoveaboutingeneralspace.
Childrenareencouragedtoswimfarawayfromeachother,
otherwiseyouwillbumpyourfins..indifferentdirectionsand
ways
Afteraminuteorso,teachercallsoutSTORM",andthechildrenare
toswimbacktotheirhomesothattheytakeshelterfromthestorm.
TheTeacher(fisherperson)toorunsforsheltertostandbythebucket
whilstcounting5,4,3,2,1.By"1",allthechildrenhavetobeontheir

24

homeotherwisethestormwillthrowthemoutoftheoceanontoland
(fishcannotliveonlandthisisdonetoavoidhavingchildren
"hovering"aroundtheteacherastheywouldliketobecaught).
**Citedatbottomoflessonplan.FromPECentral

Time
Needed

Transitionplan:Bringstudentsbackintolearningcorner.
Haveeachstudentgrabonepolyspot.

ClosingActivities:

2mins

Lessonclosure:Bythelooksofthings,everyonelearnedalot
todayaboutspatialawareness,andhadsomefunwhiledoingit.
mostimportantly,weallgotmoving!Doesanyonecaretoshare
someofthetacticstheyfoundhelpfulinhavinggoodspatial
awareness?HowdidthathelpwhenitcametoourRainbowFish
game?Everyonedidanawesomejob,andIlovedtheenergy!Lets
trytocarrythisintonextclass!

30sec

Transitionplan:Ladiesfirst,lineupalongthebaseline.
Gentlemanpleasefallinlinebehindthem.

30sec

Exit/dismissalprocedures:
Studentswalkcalmlyandquietlytothedoor,inaline,tobegreetedbytheir
teacherandleadbacktoclass.

NotesonEquipmentmanagement:Veryminimalequipment,butencouragestudentstobring
inpolyspotsastheyreturnfromtheappliedactivity.
WhenIsaygo
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3266#.UqTf_vTOmFA

25

UnitPlan
LessonContextualInformation
BalanceLesson

Lesson#4of6

Timerequired:30minutes

Grade:1st

PsychomotorObjectivesforthislesson:PM#1TSWdemonstratethemovementconceptof

balancethroughtheuseofexplorationanddifferentmovementconcepts.
NASPEStandard1:Thephysicallyliterateindividualdemonstratescompetencyina
varietyofmotorskillsandMovementpatterns.
CognitiveObjectivesforthislesson:C#1TSWdemonstrateanabilitytothinkthroughand

explorenewmovementconceptsthroughpromptsdeliveredbyme.
NASPEStandard2:Thephysicalliterateindividualappliesknowledgeofconcepts,principles,
strategies,andtacticsrelatedtomovementandperformance.
AffectiveObjectivesforthislesson:A#1TSWdemonstratesolidpersonalsocial

skillsbymaintainingapositiveattitude,workingwellwithothers,andsharingwith
fellowclassmates.
NASPEStandard4:Thephysicallyliterateindividualexhibitsresponsiblepersonal
andsocialbehaviorthatrespectsselfandothers.
Prerequisiteskillsorknowledgeneededforsuccessinthislesson:Studentswillneedprior

knowledgeofthesixlocomotorskills(jump,hop,skip,run,leapandgallop).
Adaptationsand/orextensionsforthislesson:
a.)1.AdaptationStudentswhoarestrugglingorstudentswithcognitiveimpairments

mayneedtopartnerupandfreezewithapartnerwho.
b.)2.ExtensionDuringexploratoryquestioningifstudentsfindthemovementssimple
theycanshowanothermovementconceptexample.
Managementissuesforthislesson:WhenIsaygo.Thiswillbeusedduringexploratory

questioning.Iwillprovidestudentswithaquestion,andthenIwillgivethem10seconds
tothinkaboutwhattheywanttodo.Freezewillbeusedinunisonwiththestoppingof
themusic.Whenstudentshearthistheywillknowtofreezeandbalancelikeastatue.
Safetyissuesforthislesson:Themainsafetyissuethatneedstobeaddressedisthat

studentsmusthavetheirownspace.Atalltimesstudentsneedspacetomovefreely.I

26

willcontinuetoremindstudentstofindtheirownspace.
Equipmentand/orsuppliesneededforthislesson:Ipod/CDplayerwillbeneededformusic

duringtheappliedactivity.
Facilitysetupneededforthislesson:

Notestoself:Rememberthatstudentsneedtheirownspaceatalltimes.

PracticefreezingwithmusicandthecommandFreezebeforestartingtheapplied
activity.

27

UnitPlan
LessonPlanTeachingTimeline
Balance

Timeline:

Instructionalandmanagerialdialogue,directions,
explanations,anddiagrams:Findyourownspace.Freeze
Directionsforguidedpractice:Askquestions.WhenIsaygo.Give
students10secondstothinkaboutthequestions.Go.Repeat
Directionforappliedactivity:Findyourownspaceinthegym.
Practiceslowlywalkingthedirectionwearegoingtobemoving
duringthislesson.Alsopracticedoingawalkthroughwithmusic
involvedsostudentsarepreparedtofreeze.

OpeningActivities:

1min.

Welcome,roll,call,overview:(Helloeveryone!Goodtoseeyou

all,andIhopeyourehavingagoodday.Todaywearegoingto
beworkingonourbalance.Wewillbeusingourlocomotor
skillsthatwehavealreadylearnedtodothis.)
30sec.

Transitionplan:Studentsareinrowswithassignedspotsthatthey
alreadyknow.Thereasonforthisisbecausethestudentsare
youngtheyneedsomeconsistencyeachday.Studentswilljust
needtostanduptogetreadyfordynamicstretching.

3min.

Warmupactivity:Studentleddynamicstretching(Neckrolls,

shouldershrugs,armcircles(largeandsmall),macarenahip
movements,anklerolls)
[AdoptedfromvolunteerexperiencewithMs.KellieKieren@
NorthParkElementary]
1min.

Transitionplan:Findyourownspaceinthegym.Sincewewill
bestartingrunningclub,makesuretofindyourspace.(Dontwant
studentstotripovereachother.)

28

4min.

Fitnessactivity:(Weallknowwhatsnext...runningclub!Letskeep
upthegoodworkandpushforfourminutes!)

30sec.

Transitionplan:Havestudentsinalearningcornersothattheycan
allseemeandhearmetobeginthelesson.
LessonFocus:Balance

2min.

Anticipatoryset:(Wearegoingtobeexploringthemovement

conceptofbalancetoday.Wewillbeusingallofthelocomotor
skillsthatwehavebeenworkingreallyhardoninthisunit.
Learningaboutourbalanceisgoingtobesuperfun!)
Transitionplan:N/A
2min.

Reviewifneeded:Reviewthelocomotorskillsquickly.Whocan
nameoneofthelocomotorskills?
Transitionplan:N/A
Instruction/demonstration:Withtheexploratorystyleofteaching

nodirectiondemonstrationwillbeprovided.
Transitionplan:Studentswillmovefromlearningcornerinto

theirownspace.Studentstheirownspaceto
4min.

Individual/partnerpractice:Exploratoryquestioningsostudents

canexplorethemovementconceptofbalance.Questionswill
beasked:(Canyoushowmeabalancedposition?Canyou
showmeanunbalancedposition?Canyoubalanceonone
foot?Howdidthispositionaffectyourbalance?)Studentswill
getathinkperiodofatleast10seconds.ThenIwillsaygoand
theycanmove.
1min.

Transitionplan:Studentswillmovefromthelearningintotheir

ownspaceinthegym.Thiswilltakeupthewholegymwith
plentyofspacetomoveabout.Iwillbesituatedinthecenterof
thegymandstudentswillmovearoundme.
4min.

Guidedpractice:Nowthatweareinthesetupfortheapplied

activitywearegoingtopracticeacoupleofthings.Inthissetup

29

wewillpracticemovinginthedirectionthatwillbemovingin
oncethemusicstarts.Wewillalsopracticewalkingwhilethe
musicisplayingandthenwhenitstopsandIsayfreezestudents
willpracticemakingastatuepose.Also,whileweareinthis
setupIwillaskstudenttoreviewlocomotorskillsinplace.
Transitionplan:N/A
Drills/practice:N/A
Transitionplan:Studentsarestillintheirownspaceingym.
7min.

Appliedactivity:Studentswillbeusinglocomotorskillsand

balanceduringtheappliedactivity.Iwillcalloutalocomotorskill,
andthenIwillturnonthemusic.Whilethemusicisplaying
studentswillmoveinthedirection(counterclockwise)thatwe
practicedwhileperformingthelocomotorskill.WhenIturnoff
themusicandyellfreezestudentswillmakeastatueposeand
holdittopracticetheirbalance.Repeat.
30sec.

Transitionplan:Returntolearningcornerforwrapup/lesson

closure.

ClosingActivities:
1min.

Lessonclosure:(Whatwasyourfavoritestatueyoumade?

Showmenow!Whatwashardaboutbeingastatue?Youalldid
agreatjobpracticingthelocomotorskillsandpracticingour
balancebybeingstatues!)
30sec.

Transitionplan:(Willmygentlemanallowmyladiestolineupfirst
ontheline?Verygood!Gentleman,willyoufallinlinebehindthem?)

30sec.

Exit/dismissalprocedures:Studentswillslowlywalkacrossthe

gyminaline.Oncewegettothedoor,theywillwaitfortheir
teachertogreetthemandleadthembacktoclass.Besureto
allowstudentstimetocalmandcooldown.
NotesonEquipmentmanagement:TheonlyequipmentneededwillbeanIpod/CDplayer,

soIwilltakecareofputtingthosethingsawaySource:http://weissice.com/pk.htm

30

UnitPlan
LessonContextualInformation
OodlesofNoodles
Lesson#5of6

Timerequired:30minutes

Grade:1st

PsychomotorObjectivesforthislesson:PM#1TSWwilldemonstrateanabilitytobuildon

previousknowledgeoflocomotorskills.
NASPEStandard1:Thephysicallyliterateindividualdemonstratescompetencyina
varietyofmotorskillsandMovementpatterns.
CognitiveObjectivesforthislesson:C#1TSWwilldemonstrateknowledgeofthelocomotor

skillsbycreatingasequenceofskillswhilekeepinginmindtheirspatialawareness.
NASPEStandard4:Thephysicallyliterateindividualexhibitsresponsiblepersonal
andsocialbehaviorthatrespectsselfandothers.
AffectiveObjectivesforthislesson:A#1TSWfollowdirectionswhengivenandtreatthe

equipmentwiththeutmostrespect.
NASPEStandard4:Thephysicallyliterateindividualexhibitsresponsiblepersonal
andsocialbehaviorthatrespectsselfandothers.
Prerequisiteskillsorknowledgeneededforsuccessinthislesson:Studentswillneedprior

knowledgeofthesixlocomotorskillaswellasspatialawarenessandbalance.
Adaptationsand/orextensionsforthislesson:
a.)1.AdaptationsIfstudentsarehavingadifficulttimesequencingtheymaycreatea

morebriefcombinationoflocomotorskills.
b.)1.ExtensionStudentsmaycreateamorelengthysequenceiftheyaresuccessfulat
creatingasequenceofthreelocomotorskills.
Managementissuesforthislesson:Studentswillneedtogetintogroupsofthree,sowewill

doawhistlemixerwiththreeclapsforthepartnerpractice.Studentswillneedtofindtheir
ownspaceinthegymfortheguidedpracticeandfortheappliedactivity.Attheendof
thelessonstudentswillneedtograbatleasttwonoodlestoputawaybeforetheymay
lineup.
Safetyissuesforthislesson:Studentsmustkeeptheirspatialawarenessinmindduring

31

thiswholelesson.Whileworkingwithsmallgroupstheyneedtobecloseenoughto
listentoeachother,butspaceoutenoughtopracticeandcreatethesequencesafely.
Studentsmustbeverycarefulnottotripovernoodlesduringtheappliedactivity.
Studentshavetobeawareatalltimestohavetheirownspacetomovesafely.
Equipmentand/orsuppliesneededforthislesson:Noodleswillbeneededfortheapplied

activity.Approximately2030noodlesmorenoodlesthantherearestudents.
Facilitysetupneededforthislesson:

Noodleswillbespreadoutrandomlyalloverthegymfortheappliedactivity.
Notestoself:Remindstudentstowatchtheirfeetaswemoveaboutthegymduringthe

appliedactivity.Remindstudentsthatteamworkisimportant,anditisfuntoworkwith
ourclassmates.Studentscanandshouldusetheirimaginationsduringtheapplied
activity.

32

UnitPlan
LessonPlanTeachingTimeline
OodlesofNoodles

Timeline:

Instructionalandmanagerialdialogue,directions,
explanations,anddiagrams:Studentswillneedtofindtheirown

spaceinthegymformuchofthislessonthiswillbenecessary
intheguidedpractice,partnerpractice,andappliedactivity.
Duringthepartnerpracticestudentswillneedtofindtheirown
spaceinthegymwiththeirsmallgroupsofthree.
Studentshavealreadypracticedusinglocomotorskillswhile
movingaroundthegymandlisteningforthemusictostop.The
studentswillpracticethisagaintodayintheappliedactivity.
Theywillneedtofindanoodleoncethemusicstops.Oncethey
havefoundanoodleIwillgivethemascenariothattheycanuse
thenoodletorecreate.
OpeningActivities:

1min.

Welcome,roll,call,overview:(Helloall!Hopeyourdayis
fantastic!Wearegoingtohaveagreatclasstoday.Iamreally
excitedbecauseweareallgoingtogettouseourimaginations!)

30sec.

Transitionplan:Studentsareinrowswithassignedspotsthatthey
alreadyknow.Thereasonforthisisbecausethestudentsare
youngtheyneedsomeconsistencyeachday.Studentswilljust
needtostanduptogetreadyfordynamicstretching.

3min.

Warmupactivity:Studentleddynamicstretching(Neckrolls,

shouldershrugs,armcircles(largeandsmall),macarenahip
movements,anklerolls)
[AdoptedfromvolunteerexperiencewithMs.KellieKieren@
NorthParkElementary]
1min.

Transitionplan:Findyourownspaceinthegym.Sincewewill
bestartingrunningclub,makesuretofindyourspace.(Dontwant
studentstotripovereachother.)

33

4min.

Fitnessactivity:
(Weallknowwhatsnext...runningclub!Letskeepupthegoodwork
andpushforfourminutes!)

30sec.

Transitionplan:Havestudentsinalearningcornersothattheycan
allseemeandhearmetobeginthelesson.

Lessonfocus:

2min.

Anticipatoryset:(Weuselocomotorskillseverydaytomove

around.Wehavepracticedeachoftheseskillsonourown.
Todaywewillfocusonputtingthemtogether,sortoflikea
routine.Attheendofthelessonwewillallgettouseour
creativitywithourmovements.Letsgetstarted!
Transitionplan:Studentsremaininlearningcornerforreview.
2min.

Reviewifneeded:Reviewthelocomotorskillsandalsoreview
whatwewilldoduringappliedactivitywhenwhenmusicstartsand
stops.

30sec.

Transitionplan:Studentswillspreadoutoverabouthalfofthegym
andfindtheirownspaceforthedemonstrationandguidedpractice.

2min.

Instruction/demonstration:Iwilldemonstrateanexampleof

sequencingthreelocomotorskills.Iwillleapjumpandthenrunin
place.Iwillrepeatthissequenceafewtimes,sothestudents
canseetherepetition.WhileIshowthelocomotorskillIwillsay
itoutloudaswell.
Transitionplan:Studentsstaywithintheirownspace.
4min.

Guidedpractice:Thewholeclasswillnowpracticewithmethe

sequencethatIshowedthemforthedemonstration.Wewillall
calloutleap,jump,andrunwhilewerepeatthissequence.Then
wewillpracticeanothersequencetogether.Thistimewewilldo
hop,gallop,andjump..
1min.

Transitionplan:Whistlemixerwiththreeclaps.

34

5min.

Individual/partnerpractice:Studentswillcomeupwiththeirown

sequencesingroupsofthree.Eachpartnerwillchooseone
locomotorskillthattheywantincluded,andtheywillputthethree
skillstogethertomakeasequence.
Transitionplan:N/A
Drills/practice:N/A
1min.

Transitionplan:Studentsneedtofindtheirownspace,thistime
throughouttheentiregym.

7min.

Appliedactivity:Musicwillplayandstudentsmovearoundthe

gym.Theycanmoveusinganyofthelocomotorskillstheywant.
Whenthemusicstopsthestudentsneedtofindanoodle.Once
allstudentshavefoundanoodleIwillgivethema
prompt/scenario.Forexample,Iwouldtellthestudentstomove
likeanelephantinajungleusinganoodle.Orrideyourhorse
throughthepasture.Theycanmoveinanywaytheyseefitfor
thescenariogiven.Theonlyguidelinesaretheymustmove,and
theymustusethenoodleinsomeway.
3osec.

Transitionplan:Movebacktoalearningcornerforlessonclosure.

ClosingActivities:

1min.

Lessonclosure:(Whatwasyourfavoritescenario?Whatdid

youthinkaboutmovingwiththenoodles?Youalldidagreatjob
ofrememberingthelocomotorskills.Thankyouforyouhard
work!
30sec.

Transitionplan:(Willmygentlemanallowmyladiestolineupfirst
ontheline?Verygood!Gentleman,willyoufallinlinebehindthem?)

30sec.

Exit/dismissalprocedures:Studentswillslowlywalkacrossthe

gyminaline.Oncewegettothedoor,theywillwaitfortheir
teachertogreetthemandleadthembacktoclass.Besureto
allowstudentstimetocalmandcooldown.
NotesonEquipmentmanagement:Studentsneedtopickupatleasttwonoodlestoreturntothe
closetbeforeliningup.

35

ReindeerTraining

Mr.CameronSimerau
PED30601
December9th,2013

36

ReindeerTraining
LessonContextualInformation
Lesson#6of6

Timerequired:30minutes

Grade:1st

PsychomotorObjectivesforthislesson:PM#1:TSWdemonstrateseveral
locomotorskillsalongwithmovementsconceptssuchasbalanceandspatial
awarenessbyparticipatinginpromptedactivities.
NASPEStandard1:Thephysicallyliterateindividualdemonstratescompetencyina
varietyofmotorskillsandmovementpatterns.

CognitiveObjectivesforthislesson:C#1:TSWdemonstrateknowledgeofbasic
locomotorskillsaswellasknowledgeofsimplemovementconceptssuchasbalanceand
spatialawarenessbyverballyreviewingwiththeteacherduringlessonclosure.
NASPEStandard2:Thephysicalliterateindividualappliesknowledgeofconcepts,
principles,strategies,andtacticsrelatedtomovementandperformance.

AffectiveObjectivesforthislesson:A#1:TSWdemonstratesolidpersonalsocial
skillsbymaintainingapositiveattitude,workingwellwithothers,andsharingwith
fellowclassmates.
NASPEStandard4:Thephysicallyliterateindividualexhibitsresponsiblepersonal
andsocialbehaviorthatrespectsselfandothers.
Prerequisiteskillsorknowledgeneededforsuccessinthislesson:
Studentsshouldbecapable
Ofrotatingthroughstations,takingturns,andusingascootersafely.
Adaptationsand/orextensionsforthislesson:
Adaptation:Specifically,studentswhousewheelchairscanweaveinandoutofthe
hurdles(cones)asopposedtoleapingoverthem.Youcouldalsosubstitutethebalance
beam(rope)with2tapelinesandtheycanwheelbetweenthem.
Extension:Ifstudentsareexcellingthroughoutthestations,wecoulddoarelaywiththe
groupsthatarealreadyformed.
Managementissuesforthislesson:
Reviewthemanagementsignalstopreventanyconfusiononcethestationsbegin.
Freeze!,WhenISaygo,etc.

37

Safetyissuesforthislesson:
Safetywithscooterswillbeabigconcern.Besuretoincludeaquickreviewofscooter
safetytowardsthebeginningoftheclass.Remindstudentstokeeptheirhandsonthe
handlestopreventrunningovertheirownfingers.Reviewmanagementsignalspriorto
startingthestations.

Equipmentand/orsuppliesneededforthislesson:
ChristmasMusic,JumpRopes(usedasbalancebeams),~10cones,Scooters,
trashcan,andbeanbags.
Facilitysetupneededforthislesson:
5Stationssetupthroughoutthegym.Studentswillmoveclockwise.
Notestoself:
***Duetolimitedteachtime,brieflyexplaineachstationandallowstudentstogetright
intoit.Thetiming(December9th)couldnotbeanybetterforaChristmasthemed
lesson.
***Stresssafetywithscooters.

38

ReindeerTraining
LessonPlan#4TeachingTimeline

Timeline:

Instructionalandmanagerialdialogue,directions,explanations,and
diagrams:WhenIsaygo,Freeze.
AppliedActivitydirections:5stations.Rotationcounterclockwise.
Takingintoaccountthe1215minuteteachtime,eachstationshould
beroughly2minutestoallowforadequateinstructionandclosure.

Opening
Activities:
Time
Needed
1mins

Welcome,roll,call,overview:

Time
Needed
30secs

Transitionplan:WhistleMixerHavestudentsdoalocomotorskillof
theirchoicearoundthegymbriefly.FreezeTeacherwillblowwhistle4
times,tellingtheStudentstoformgroupsof4.Onceingroupsof4,have
studentslineupalongthebaseline1by1intheirgroups.

Time
Needed
2mins

Warmupactivity:Simplypromptstudentstophysicallyreviewseveral
locomotorskillsincludingjump,run,skip,gallop,andleap.Thiswill
occurfrombaselinetothefreethrowlineextended.

Time
Needed
30secs

Transitionplan:Freeze!WhenIsaygo,findyourownspacethroughout
thegym.Whenyouhearmywhistle,freezeagain.Iwillgiveyoufurther
instructionthen.Go!

Time
Needed
23mins

Fitnessactivity:ReindeerTrot
Completingourcardiorespiratoryendurancetraining!Studentswilljog
Independently,maintainingtheirownpersonalspacethroughoutthegym
forthedurationofonesong.

Time
Needed

Transitionplan:Freeze!WhenIsaygo,everyonehustleovertothe
learningcornerforfurtherinstruction.Go!

HelloEveryone!Hopeeveryoneisfeelingenergizedandupforachallenge!Tisthe
Season,sotodaywewillbegettingourselvesinthespiritwhileworkingonsomeofour
locomotorskillsaswellastheconceptsofspatialawareness/balance!Anyonehavea
guessastowhytheseskillsareimportanttous?Good!Theyareanimportantpartof
manythingswedoEVERYDAY!Now,whoisreadytotrainlikeaReindeer?!Beforewe
doso,Ihavetomakesureeveryoneisreadyforthechallenge.

39

Time
Needed
2mins

Lessonfocus:ReindeerTraining:LocomotorSkillsandspatial
awareness
Anticipatoryset:
Ihopeeveryoneiswarmedupandreadytodigintothebestpartoftodaysclass!Iam
sureeveryoneisawarethatChristmasisrightaroundthecorner!Today,wearegoingto
beplayingtheroleofoneofSantasReindeer.Thatisnoeasytask,sowewillhaveto
traintomakesurewearereadyfordeliveringthesepresentsonDecember24th.Todoso,wewill
beworkingonourlocomotorskills,aswellassomespatialawarenessconcepts.
Balancewillalsoplayaroleinourtraining.Doesanyonehaveanideawhytheseskills
aresoimportanttous,aswellasSantasReindeer?Itmaygounnoticed,butweuse
locomotorskillseveryday!Cananyonetellmewhatspatialawarenessis?Good!Itis
beingawareofyourselfandothersasyoumovethroughspace.Now,doyouthinkyouareallup
forthechallenge?
Awesome!Letsgetintoit!

Time
Needed

Transitionplan:Studentscanremainin/nearthelearningcorner.Iwill
provide
Instructionhere,andallowstudentstoexpand/standupasnecessary.

Time
Needed
1mins

TeachORReviewskilland/orMovementConceptasneeded:
Discusshowwewillrotatethroughourstations.Touchonsafetywith
scooters(Keephandsonhandleswhileusingscooters).Review
Managementcues.Reviewthelocomotorskillsthatarerelevanttothe
stations.

Time
Needed
30secs

Transitionplan:Organizestudentswheretheycanseeyour
demonstrationofeachstation.Thismostlikelywillinvolvemovingthe
grouptothecenterofthegym,andencouragingthemtogetwherethey
cansee.Centercourtwillprovidethestudentsthebestangletoview
eachstation.Stationswillbesupplementedwithhandoutsthatdescribe
eachstationaswell.

Time
Needed
34mins

Guidedpractice(toteach/reviewskill)and/orexploration
(toreview/exploreconcept):
Inthisinstance,guidedpracticewillbeusedtoquicklygothrougheach
stationanddemonstratewhatwillbedoneatthem.

Time
Needed
30secs

Transitionplan:WhistleMixerHavestudentsfindtheirownspacein
thegymonceagain,doinganylocomotorskilloftheirchoice.Again,Iwill
blowthewhistle4times,lettingthestudentsknowtoformgroupsof4.
Planfor5groupsof4.Classof20.Oncegroupsareformed,number
themoff15.WhenIsaygo,studentswillgototheappropriatestation
number.

Time
Needed

Individual/partnerpractice:N/A

Time
Needed
Time
Needed

Transitionplan:

Time
Needed

Transitionplan:N/A

N/A

Drills/practice:N/A

40

Time
Needed:
10minutes
2per
station

Appliedactivity:Thestationsareasfollows:
1.RooftopBalanceStudentsmoveonhandsandfeet(thehooves)across
thebalancebeam(jumprope)pretendingitistherooftopofahouse.The
teacherwillexplainthattheyarecompletingthebalancetraining.
2.TreeWeaveStudentsgallopinandoutofthetrees(tallcones)toworkon
theskillrelatedfitnesscomponentofagility.
3.CloudLeapStudentswilltraintoflyoverthecloudsbypracticingthe
locomotorskillofleapingoverthehurdles(coneswithrope).
4.SledPullOnestudentpretendstobethetoyonthesled(scooter)and
sitscrosslegged,holdingarope.Theotherstudentmustusetheropeto
SLOWLYpullthesledtotheoppositesideofthegym.Thenthestudents
switchplaces.Remindthestudentsthatiftheypulltoofastortoohard,the
sledmaytipoverandthetoyswillfalloffandgotothewronghouses.This
stationworksonthemuscularstrengthofthereindeer.
5.ChimneyTossStudentsstandaroundthe"chimney"andtossdeck
ringsorbeanbagsunderhandintothetrashcan(chimney).Explainthe
properwaytotossunderhand,usingoppositionandswingingthearm
backandforthlikeapendulum.Aftertossingtheobjects,studentsmay
retrievethemandkeeptossinguntilitistimetorotatetothenextstation.
Tellthe"reindeer"theyneedtohelpSantatossthetoysdownthechimney!

Time
Needed
30secs

Transitionplan:
Movetoclosingactivity.Meetbackinthelearningcorner.

Closing
Activities:
Time
Needed
23mins

Lessonclosure:

Time
Needed
30secs
Time
Needed
30secs

Transitionplan:Quietlylinestudentsupnearthedoor.

Dideveryonehaveafun?!DoyouthinkwearereadyforChristmasorwhat?!Cananyone
Remindmewhatwefocusedontoday?Whyaretheseconceptsimportant?Verygood!
IamSOimpressedwiththewayeveryoneworkedtoday!Ipersonallycannotwaittoget
backtoworkwitheveryonenextclass!Haveagreatrestofyourday!

Exit/dismissalprocedures:
Chooseonestudenttoleadtheclassquietlytothedoor.Givestudentsamomentsotheycan
coolcooldownandslowly/calmlywalktothedoor.Theywillmeettheirteacheratthis
point.

Source:http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9782#.UoT1PtI0WSo

41

UnitAssessmentPlan

1.A#1TSWdemonstratesolidpersonalsocialskillsbymaintainingapositiveattitude,working
wellwithothers,andsharingwithfellowclassmates.
Lesson#6Affectiveobjective.
Itisimportantforstudentstobuildasolidrelationshipwiththepeersinclass,sotheculture
oftheclassroomissafeandpositiveeveryday.
Weeklyassessment(onceaweek)
Achecklistwillbeusedtoassessthestudents.Thechecklistwillincludealistofitems:
Doesthestudentlistenwhengivendirections,Isthestudentrespectfultoothersinclass,
Doesthestudenttreatequipmentwithrespect,Canthestudentworkwellandcooperate
withothers,andDoesthestudenthaveapositiveattitudeinclass?
Thechecklistisaneffectivetoolthatiseasytouseatleastonceaweek.
Affectivewillbeworth50%ofthestudentstotalgradefortheunit.Effortandparticipation
arehighlyvaluedinmyclass,sothatiswhyitisworthmorethanthepsychomotoror
cognitive.
YesNo

Doesthestudentfollowdirections?

Isthestudentrespectfultootherstudentsintheclass?

Doesthestudenttreattheequipmentbeingusedwithrespect?

Canthestudentworkwellandcooperatewithpeers?

Doesthestudenthaveapositiveattitudeintheclass?

42

2.C#1:TSWdemonstrateknowledgeofbasiclocomotorskillsaswellasknowledgeofsimple
movementconceptssuchasbalanceandspatialawarenessbyverballyreviewingwiththe
teacherduringlessonclosure.
Cognitiveobjectivefromlesson6
Thisobjectivetiesinallofthelocomotorskillswithmovementconcepts.
Thisassessmentwilltakeplaceonlesson4intheunit.
Studentswillshowmeeachstepofaskillalongwithallcuewordsastheyexittheroom
(onlyneedtoshowthisforoneskillperunit).
Thisisaquickformativeassessmenttoseewhetherornotthestudentsaregaining
knowledgeoftheskillsalongwiththecuewords.Ifyouseethatstudentsarenot
understandingyoucanrevisitthisskillthenextclassperiod.
Thepsychomotorobjectivewillbeworth25%ofthetotalgrade.

43

3.PM#1:TSWdemonstrateseverallocomotorskillsalongwithmovementsconceptssuchas
balanceandspatialawarenessbyparticipatinginpromptedactivities.
Psychomotorobjective1fromlesson6
Iamassessingthisobjectivebecauseitaddressallmovementsthathavebeenworkedon
duringtheunit
Theassessmentwilltakeplaceattheendoftheunitwhenalloftheskillsandmovement
conceptshavebeenlearned.
Thisassessmentwillbeintheformofarubric.Eachlocomotorskillandmovement
conceptwillbeaddressedontherubric.
Arubricisasystematicwaytoseewhatphaseoflearningthestudentsareinwhenit
comestoskills.
Psychomotorobjectivewillcountfor25%ofthestudentstotalgrade.
Rubriconnextpage.

44

12345

Jump

Hop

Skip

Leap

Gallop

Run

Studenthas

Student

Student

Studenthas

Student

troubledoing

shows

performs

agood

performs

theskill.

some

theskills

understandi

skillata

Oftenforgets

attemptto

correctly

ngofthe

highlevel,

thecuesof

learnthe

about50%

skillsbeing

and

theskill.

skillbutstill

ofthetime.

taught.

remembers

Showslittle

hastrouble

Sometimes

Performs

cues

effortfor

performing

usescues.

above

associated

learning.

it.

average.

withskill.

45

SummaryUnitAssessmentRubric

JumpingRubricFirstGrade

NAMES

Psycho
motorskill
Jumping

Load
2

StudentA
StudentB
StudentC
StudentD
StudentE

Cognitive
knowledge
Feet
shoulder
width
2
Explode

Land
2

PS
behavior
Cooperates
withpeers
2

TOTAL
POINTS

10

NOTES

46

UnitAppendix
UnitSkillPerformanceAnalysis:
Jump
Part1.
ListALLstepstoperformtheskill(fortheteachersuseinunderstanding
performanceoftheskill).Colorcodethestepsthatlogicallylinktogetherinperformingthe
skill.
1.Feetshoulderwidthapart
2.Bendknees,squatposition
3.Chestoverknees
4.Extendknees,explodingupward
5.Armstothesky
6.Landsoftly
Part2.
CombinestepsfromPart1.tocreatethe34MOSTCRITICALstepsand
addrelatedcuewords(thesearethestepsforstudentstolearnduring
demo/instruction/practice)
2.Bendknees,squatpositionCUE:LOAD
4.Extendknees,explodingupwardCUE:EXPLODE
6.LandsoftlyCUE:LAND
Part3.

Writeyourpsychomotorobjectiveincludingthestepsandcuesfrompart2.
DuringapracticedrillTSWDthe_________________by:
DuringapracticedrillTSWDthejumpby:
2.Bendknees,squatpositionCUE:LOAD
4.Extendknees,explodingupwardCUE:EXPLODE
6.LandsoftlyCUE:LAND

Part4.
Describepossibleorplannedstrategiesforassessingtheskill
SEERUBRICforASSESSMENT

47

Part5.

Listcommonerrors,prevention,correction

Commonerrors,prevention,correctioninperforming__________x________
SkillError

Preventing

Correction

LackofExplosion

Height

MoreExplosion!Extend
Rapidly

Feetnotshoulderwidth

Solidbaseandbalance

Feetshoulderwidthapart

48

Skip
Part1.
ListALLstepstoperformtheskill(fortheteachersuseinunderstanding
performanceoftheskill).Colorcodethestepsthatlogicallylinktogetherinperformingthe
skill.
1.PlantaFootofyourchoice
2.Explode/Swingoppositeknee
3.Raisearmoppositeofkneetothesky
4.Landonsamefootthatyoujumpedoffof
5.Alternatejumpinglegsandrepeat
Part2.
CombinestepsfromPart1.tocreatethe34MOSTCRITICALstepsand
addrelatedcuewords(thesearethestepsforstudentstolearnduring
demo/instruction/practice)
1.PlantaFootofyourchoiceCue=Plant
2.Explode/SwingoppositekneeCue=Swing
3.RaisearmoppositeofkneetotheskySKILLCue=Reach
4.4.LandonsamefootthatyoujumpedoffofCue=Land

Part3.

Writeyourpsychomotorobjectiveincludingthestepsandcuesfrompart2.
DuringapracticedrillTSWDthe_________________by:
DuringapracticedrillTSWDtheSkipby:
1.PlantaFootofyourchoiceCue=Plant
2.Explode/SwingoppositekneeCue=Swing
3.RaisearmoppositeofkneetotheskySKILLCue=Reach
4.4.LandonsamefootthatyoujumpedoffofCue=Land
Part4.
Describepossibleorplannedstrategiesforassessingtheskill
SEERUBRICforASSESSMENT

Part5.

Listcommonerrors,prevention,correction

Commonerrors,prevention,correctioninperforming__________x________
SkillError

Preventing

Correction

Raisingarmandkneeon

RhythmandHeight

Useoppositearmin

49

sameside
LackofExplosion

relationshiptoknee
Height

Extendkneemorerapidly

50

Hop
Part1.
ListALLstepstoperformtheskill(fortheteachersuseinunderstanding
performanceoftheskill).Colorcodethestepsthatlogicallylinktogetherinperformingthe
skill.
1.Balanceononefoot
2.Bendthatknee.Load
3.Extend/Explode
4.Landonsamefoot
5.Repeat
Part2.
CombinestepsfromPart1.tocreatethe34MOSTCRITICALstepsand
addrelatedcuewords(thesearethestepsforstudentstolearnduring
demo/instruction/practice)
1.BalanceononefootCue=Onefoot
2.Bendthatknee.LoadCue=Load
3.Extend/ExplodeCue=Explode
4.LandonsamefootCue=Land
Part3.

Writeyourpsychomotorobjectiveincludingthestepsandcuesfrompart2.
DuringapracticedrillTSWDthe_________________by:
DuringapracticedrillTSWDthehopby:
1.BalanceononefootCue=Onefoot
2.Bendthatknee.LoadCue=Load
3.Extend/ExplodeCue=Explode
4.LandonsamefootCue=Land
Part4.
Describepossibleorplannedstrategiesforassessingtheskill
SEERUBRICforASSESSMENT

Part5.

Listcommonerrors,prevention,correction

Commonerrors,prevention,correctioninperforming__________x________
SkillError

Preventing

Correction

SlowReload

MultipleHops/Quickness

Squarelylandandexplode

Notreaching

Height

Reachforthesky

51

Run
Part1.
ListALLstepstoperformtheskill(fortheteachersuseinunderstanding
performanceoftheskill).Colorcodethestepsthatlogicallylinktogetherinperformingthe
skill.
1.Muchquickerpacethanawalkonefootinfrontoftheother.
2.Elevatekneeswhileswingingarmsinopposition
3.Repeatrapidly
Part2.
CombinestepsfromPart1.tocreatethe34MOSTCRITICALstepsand
addrelatedcuewords(thesearethestepsforstudentstolearnduring
demo/instruction/practice)
1.Muchquickerpacethanawalkonefootinfrontoftheother.Cue=Onefootin
frontofother.
2.ElevatekneeswhileswingingarmsinoppositionCue=HighKnees
3.StepandCue=RepeatRapidly

Part3.

Writeyourpsychomotorobjectiveincludingthestepsandcuesfrompart2.
DuringapracticedrillTSWDthe_________________by:
DuringapracticedrillTSWDrunningby:
1.Muchquickerpacethanawalkonefootinfrontoftheother.Cue=Onefootin
frontofother.
2.ElevatekneeswhileswingingarmsinoppositionCue=HighKnees
3.StepandCue=RepeatRapidly

Part4.
Describepossibleorplannedstrategiesforassessingtheskill
SEERUBRICforASSESSMENT

52

Part5.

Listcommonerrors,prevention,correction

Commonerrors,prevention,correctioninperforming__________x________
SkillError

Preventing

Correction

Notelevatingknees

Abilitytorunwithouttripping

Elevateknees

53

Leap
Part1.
ListALLstepstoperformtheskill(fortheteachersuseinunderstanding
performanceoftheskill).Colorcodethestepsthatlogicallylinktogetherinperformingthe
skill.
1.Weightononefoot
2.Plantfootwithweightonit
3.Explodeoffoffootwithweightonit.
4.Extendoppositelegwhileintheair.
5.Landonoppositeleg.
6.Bendkneewhenlanding.
Part2.
CombinestepsfromPart1.tocreatethe34MOSTCRITICALstepsand
addrelatedcuewords(thesearethestepsforstudentstolearnduring
demo/instruction/practice)
1.Weightononefoot,plantfootwithweightonit.Cueword=plant
2.Explodeoffoffootwithweightonit.Cueword=explode
3.Extendoppositelegwhileintheair.Cueword=extend
4.Landonoppositeleg,bendkneewhilelanding.Cueword=landopposite.

Part3.
Writeyourpsychomotorobjectiveincludingthestepsandcuesfrompart2.
DuringapracticedrillTSWDthe_________________by:
1.Weightononefoot,plantfootwithweightonit.Cueword=plant
2.Explodeoffoffootwithweightonit.Cueword=explode
3.Extendoppositelegwhileintheair.Cueword=extend
4.Landonoppositeleg,bendkneewhilelanding.Cueword=landopposite
Part4.
Describepossibleorplannedstrategiesforassessingtheskill
Seerubricforassessment

Part5.

Listcommonerrors,prevention,correction

Commonerrors,prevention,correctioninperforming__________x________
SkillError

Preventing

Correction

Explode

Heightofleap

Plantfootandexploderapidly

Extension

Distanceofleap

Lengthenoppositeleg

54

Gallop
Part1.
ListALLstepstoperformtheskill(fortheteachersuseinunderstanding
performanceoftheskill).Colorcodethestepsthatlogicallylinktogetherinperformingthe
skill.
1.Onefootinfrontoftheotherwhilesetinplace
2.Feetstaggered
3.Shuffleforwardwithoutyourfeetevercrossingpaths.
Part2.
CombinestepsfromPart1.tocreatethe34MOSTCRITICALstepsand
addrelatedcuewords(thesearethestepsforstudentstolearnduring
demo/instruction/practice)
1.OnefootinfrontoftheotherwhilesetinplaceCue=Onefootinfrontofother
2.FeetstaggeredCue=Feetstaggered
3.Shuffleforwardwithoutyourfeetevercrossingpaths.Cue=Shuffleforward
Part3.

Writeyourpsychomotorobjectiveincludingthestepsandcuesfrompart2.
DuringapracticedrillTSWDthe_________________by:
DuringapracticedrillTSWDtheGallopby:
1.OnefootinfrontoftheotherwhilesetinplaceCue=Onefootinfrontofother
2.FeetstaggeredCue=Feetstaggered
3.Shuffleforwardwithoutyourfeetevercrossingpaths.Cue=Shuffleforward

Part4.
Describepossibleorplannedstrategiesforassessingtheskill
SEERUBRICforASSESSMENT

Part5.

Listcommonerrors,prevention,correction

Commonerrors,prevention,correctioninperforming__________x________
SkillError

Preventing

Correction

Crossingofffeet

Theskillfromtrulybeinga
gallop.Thatwouldbea
shuffle.

Dontletfeetcrosspaths

55

Definitionofmovementconcepts
SpatialAwareness
Definition:Beingawareofonesselfandsurroundingswhilemoving.
Spatialawarenessisemphasizedinlesson3withlinetag.Itisalsoalargepartofthe
appliedactivityinlessons5and6.Childrenarecontinuouslygrowinganditisimportant
forthemtoremainawareoftheirbodyandspacearoundthemastheymove.

Balance
Definition::thestateofhavingyourweightspreadequallysothatyoudonotfall
:theabilitytomoveortoremaininapositionwithoutlosingcontrolorfalling

Source:http://www.merriamwebster.com/dictionary/balance

Balanceisfocusedoninlesson4whenstudentshavetofreezeandstandlikestatues.Itis
alsoalargepartoflessons5and6whichbringalloftheskillsandmovementconcepts
together.Balanceisimportantbecausemanymotorskillstemfromthismovement
concept,andchildrenneedpracticedevelopingtheirbalance.

56

Typeofactivity:Warmupactivity
Nameofactivity:DynamicStretching
Sourceofactivityinformation:Ms.KellieKieren
Equipmentneeded:Spaceingym
Facilitysetupneeded:Studentsareintheirassignedspots,buthavetheirown
personalspacetomove
Safetyissuestoaddress:Makesurestretchingiscontrolled
Description/instructions/diagramforactivity:

57

Typeofactivity:FitnessActivity
Nameofactivity:RunningClub
Sourceofactivityinformation:Ms.KellieKieren
Equipmentneeded:Spaceingym
Facilitysetupneeded:Noneneeded
Safetyissuestoaddress:Studentsneedtokeeptheirownspaceinthegymaswellas
bespatiallyaware.
Description/instructions/diagramforactivity:

58

UnitPlanReferences/Resources
Bates,J.(2010,February5).ReindeerTraining.Retrievedfrom
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9782#.UqUK5NJDuSp
Bonello,M.(2005,May16).RainbowFishtotheRescue.Retrievedfrom
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3266#.UqULEtJDuSp
Lund,R.AssessmentinPhysicalEducation.Retrievedfrom
https://sites.google.com/site/raylundelementaryfinal/unitplan/assessment
Mallory,K.(2006,July27).OodlesofNoodles.Retrievedfrom
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6508#.UqTxqNJDuSo
PreKPhysicalEducationPrimer.Retrievedfromhttp://weissice.com/pk.htm
Wiesen,J.(2001,September20).SecretHandshake.Retrievedfrom
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=663#.UqUJldJDuSo

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