UNIVERSITY OF LA VERNE

EDUC 330 LESSON PLAN FORMAT

YOUR NAME:
Frank J. Garcia

CRN:
1253

LESSON SOURCE
http://www.pecentral.com/lessonideas/ViewLesson.asp?
ID=1093#.Vyg9JPkrJD-

DATE:

5/3/1
6

LESSO
N
TITLE:
P.E.
With
Disney
Friends
GRAD
E
FOCUS
:
Fourth
Grade

LENGTH
OF LESSON:
1 Day
INTEGRATE
D AREAS:
Math,
Language
Arts, Science

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARDS:
Body Management
1.1 Perform simple balance stunts with a partner while
sharing a common base of support.
1.2 Change direction quickly to maintain the spacing
between two players.
1.3 Change direction quickly to increase the spacing
between two players.

GOALS OF UNIT:

Movement Concepts
2.2 Describe ways to create more space between an
offensive player and a defensive player.

Students will work within their groups to complete the

various non-locomotor tasks while incorporating the
mental activities as well.

Students will increase their flexibility and knowledge of

the various non-locomotor movements.
Students will understand the importance of these various
movements.
MAIN OBJECTIVE OF LESSON:

Muscular Strength/Endurance
3.4 Perform increasing numbers of each: abdominal curlups, oblique curl-ups on each side, modified push-ups or
traditional push-ups, and triceps push-ups.
3.5 Hang by the hands from an overhead bar with the
hips and knees each at a 90-degree angle.
Flexibility
3.6 Demonstrate basic stretches using proper alignment
for hamstrings, quadriceps, hip flexors, triceps, back,
shoulders, hip adductors, hip abductors, and calves.
Fitness Concepts
4.1 Identify the correct body alignment for performing
lower-body stretches
Flexibility
4.16 Explain the value of increased flexibility when
participating in physical activity.
Self-Responsibility
5.1 Set a personal goal to improve an area of healthrelated physical fitness and work toward that goal in
nonschool time.
MULTIPLE INTELLIGENCES ADDRESSED:

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES

(Use your PE Standards and use specific verbs to indicate expected outcomes in each area)
COGNITIVE OBJECTIVES
(What students will know . . .)

AFFECTIVE OBJECTIVES
(Expected student behaviors . . .)

PSYCHOMOTOR OBJECTIVES
(What students will do . . . )

2&4
Students will identify the
proper non-locomotor task to
best stretch or work out a
particular muscle
Students will identify nonlocomotor movements within
locomotor movement
activities.

Students will work

cooperatively with one another
on the worksheet questions.
Students will participate in all
physical and mental activities.

1&3
Students will stretch muscles
within the arms, shoulders,
legs, chest, and stomach
regions.
Students will complete the
various worksheets.

ASSESSMENT
(Include any rubrics, quizzes, sheets, etc.)
STRATEGY FOR ASSESSMENT (How will you evaluate student progress of each objective?)
Students will be assessed by observing them individually as they complete the various non-locomotor tasks and
recording their progress on a rubric.
The subject areas within each station will be peer assessed by the whole group.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS (English Learners, Students with Special Needs)
Visuals are associated with the words and tasks to assist ESL students understand the activities they will be
completing.
Group work is used to help students learn and hear the various tasks repetitively to help the information sink in.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED (bring music or similar items you may need for
your lesson presentation)
-A worksheet relating to the specific subject (e.g. math, language arts, and science). Question on front and answer on
back.
-a pile of cards with non-locomotor physical tasks on one side and the other will have mental tasks relating to the
other subject area (e.g. math, language arts, and science).
-mp3 player or source of music.

STEPS THROUGH THE LESSON

(Use bulleted statements)
INTO (set the stage; the hook, lesson objectives)

Start off with a normal warm-ups

-Walk in a small circle
-Follow me in a jog
-Run a lap around the room on their own
-File into columns of three
Inform the class that we will be doing a circuit
activity. While playing the music

THROUGH (instructional input, modeling, checking

for understanding, guided practice)

Teacher will split the students into the three

stations evenly.
Teacher will explain the various tasks that the
students will be completing while showing the
students as well.
-One student will read the questions to the rest of
the group.
- One-by-one, the students will pull the card that
answer the question or portion of the question
needed.
-That student will read the task on the back of the
card to the group.
-The group will perform that task while the next
member of the group retrieves the next card.
-Once they finish this process, the group will
check their answer and repeat the process for the
next question.

RATIONALE (why are you doing this?)

For this activity, the students are already going to be

stretching, but they will need to loosen their muscles
gradually.

Playing the music while explaining the activity will

get them to wonder how the two will collide.

RATIONALE (why are you doing this?)

Keeps the class organized and saves time.

-Explaining the activity in detail with visuals will

keep the students attention while also helping the
students complete the proper tasks so they do not
harm themselves.
-Allowing the students to switch roles between a
leader and a follower builds their confidence by
giving them a key role to play while also being a
team player.

-Checking the work together allows the students to

collaborate cooperatively within the activity.

-Students will answers as many questions as

possible in the time that they have.
-(If it is the spelling activity, the student who reads
the question will not help spell the word.
However, they will participate in the physical
tasks.)
Teacher will play music to signal students to begin
their various activities.
Teacher will stop the time to signify that the
students must stop.
Teacher will have the groups rotate to the next
station and repeat the process.

BEYOND (independent practice, further research)

Conclude with the cool down

-Have the students run a lap
-Follow me in a jog
-Then walk in a small circle
Teacher will have the students discuss the various
tasks they had to complete and determine which
they thought was the hardest and which were
easier.
Students will then be asked why they think these
non-locomotor tasks are important. Then they will
be asked to think of non-locomotor movements in
everyday activities.

-Racing against the clock gives the students a

challenge to get through as many questions as
possible.

Using the music as a start method saves time and

allows the students to have fun while learning.
Using the music as a stop method again saves time.

The rotation allows the group to practice with key

stretches in each position.
RATIONALE (why are you doing this?)

The cool down allows the students to settle before

getting into one last conversation.

The discussion is for the students to come to

conclusions about the purpose of various tasks.

This portion of the discussion will allow the

students to realize that they use non-locomotor
movements every time they move.