pe unit plan elementary

8/10/2019 PE Unit Plan Elementary

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Cody Ross

Physical Education- Health Related Fitness

Taught 9/10/14 10/20/14

5thGrade- Highland Elementary


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PE Unit Outcomes/State & National Standards/Content/Assessment

Behavioral, Affective, and Cognitive Domains

Grade/Experience Level_____5thGrade____

Unit Outcomes(By the end of the unit,students will be able

to)

Reference MA

CF & NASPE

Standardsby #

Content to be

taught

Assessment(include rubrics,

quizzes, etc. in written

materials section)

Psychomotor

Demonstrate multiple

forms of physical fitnessincluding running,

jogging, walking, and

throwing a Frisbee to

enhance health andpromote lifelong

physical activity.

MACF

Standard 2.1

ShapeStandard

S3.E3.5

Day 1: Introduction

to Cross Country

Track and StepCounters

Day 2: Practice time

on Track and

Alphabet TagDay 3: Practice time

on Track and Intro

to Ultimate Frisbee

Day 4: Practice timeon Track and

Ultimate Frisbee

200 Catches ClassChallenge

Day 5: Fall Classic

Preview class and

Ultimate FrisbeeDay 6: Fall Classic

-Step Counter Score

Sheet

-Lap Counter Sticks-Teacher Observation-

during class the

teacher will be

observing whichstudents are meeting

the goals and which

students are not.

Cognitive

Understand the

importance of physicalfitness for enhancing

health and promoting

lifelong physicalactivity.

MACFStandard 2.1,

2.4, 2.5

Shape

Standard

S5.E1.5

Day 1: What a Cross

Country Track is,

What is PhysicalActivity, Step

Counter Etiquette.

Days 1-4: StepCounters

Days 2-6: Health

Benefits of Physical

Activity andImportance of

Lifelong Physical

Activity

-Checking for

Understanding

Questions-Teacher Journal

reflecting on students

understanding ofcontent being taught,

based off answers

from CFU questions.

Quiz- On rules of thetrack along with

effects of physical

activity to the bodyand why its important.


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Affective

Work cooperatively with

classmates when

performing a variety ofphysical activities by

showing respect and

encouraging classmatesthroughout the lessons.

MACFStandard 2.7

Shape

Standard

S4.E4.5

Days 1-6: Positiveencouragement of

classmates on track

Days 1-6: TeamWork

Days 1-6:Respecting the rules

of the track andequipment

-Teachers Observationof Students

-Teacher Journal-

reflecting on studentsability to work

together and showsupport for each other.

- Exit Slip having thestudents write down

things they can say to

their classmates whileworking on track.


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Grading SystemEverything is graded on a 4 point scale depicted below

Class Participation 50%

Activity Involvement 3= fully involved 2=mostly involved 1=somewhat involved 0= not

involved

Distractions Caused- 3= 0 distractions 2=1-2 distractions 1=3-5 distractions 0= > 5

Step Counter Sheets 3= Filled out for days present in class. 2= Filled out for most days

present in class. 0 and 1= Not filled out due to misuse of equipment.

Preparedness 30%

3= Has appropriate footwear every day. 2= Has appropriate almost every day. 1=

Rarely has appropriate footwear. 0= Never has appropriate footwear.

Fall Classic 20%

3= Completes fall classic in under 20 mins. 2= Does not complete fall classic in under

20 mins but shows effort. 1= Does not complete fall classic in under 20 mins and shows

minimal effort. 0= Does not participate in fall classic.

Resources

"Alphabet Tag." PE Central. N.p., n.d. Web.

.

Beep Beep warm up song cassette tapeCITY warm up song cassette tape

Massachusetts Comprehensive Curriculum Frameworks for Health and Physical

Education. (1999, January 1). from

http://www.doe.mass.edu/frameworks/health/1999/1099.pdf

Meeks, Linda Brower., and Philip Heit. Comprehensive School Health Education:

Totally Awesome Strategies for Teaching Health. 7th ed. Blacklick, OH:

MeeksHeit Pub., 2011. Print.

Mr. Teneros Fall Classic Unit

American Alliance for Health, Physical Education, Recreation and Dance. (2013).

Grade-level outcomes for K-12 physical education. Reston, VA: Author.
http://www.doe.mass.edu/frameworks/health/1999/1099.pdfhttp://www.doe.mass.edu/frameworks/health/1999/1099.pdfhttp://www.doe.mass.edu/frameworks/health/1999/1099.pdfhttp://www.doe.mass.edu/frameworks/health/1999/1099.pdfhttp://www.doe.mass.edu/frameworks/health/1999/1099.pdf


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Lesson PlanMr. Ross

NAME: Cody Ross DATE TAUGHT: 9/10/14 SCHOOL: Highland ElementarySchool

TIME: 9:25am CLASS SIZE: 25 GRADE LEVEL: 3rd-5thgradeFACILITIES: Gym and field LESSON #: 1 Generic Level: Precontrol/Control

EQUIPMENT NEEDS (#): 20-25 step counters, 1 whistle, 20-25 step record sheets, 20-25 pencils

LESSON FOCUS: Intro to Cross Country track and Step Counters UNIT: Fitness

NATIONAL STANDARDS:1- The physically literate individual demonstrates competency in a variety of motor skills andmovement patterns.

3- The physically literate individual demonstrates the knowledge and skills to achieve and maintaina health-enhancing level of physical activity and fitness.4- The physically literate individual exhibits responsible personal and social behavior that respectsself and others.

MASSACHUSETTS FRAMEWORKS:2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight,curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extendversatility and improve physical performance

2.4 Identify physical and psychological changes that result from participation in a variety of physical

activities

2.7. Demonstrate responsible personal and social conduct used in physical activity settings.

LEARNER PERFORMANCE OBJECTIVES/OUTCOMES: By the end of this lesson, all learnersshould be able to:1)

COGNITIVE:Accurately identify the rules for having a step counter by answering questionsposed by the teacher. (MACF: 2.1; SAS: S4.E4.5)

2)

COGNITIVE:Accurately identify the rules of the cross-country track when asked to at the endof the lesson. (MACF: 2.1; SAS: S4.E4.5)

3)

COGNITIVE:Accurately identify the reasons why physical activity is good for the over health of

the body especially the heart. (MACF: 2.4; SAS: S3.E3.5)4)

AFFECTIVE: Show support for classmates when moving around the track by givingmotivational comments. (MACF: 2.7; SAS: S4.E4.5)

5)

PSYCHOMOTOR: Demonstrate proper understanding of how to use the cross-country track bywalking/jogging/running around the track staying to the left of the flags and on the arrows.(MACF: 2.1; SAS: S3.E3.5)

TEACHER PERFORMANCE GOALS: During the lesson the teacher will strive to (MUSTinclude one related to safety):1.) Maintain proper teacher positioning by always being in a position where I can see all thestudents.


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2.) Be aware of the students safety and create a safe environment for the students to practice inby having clear boundaries and identifying any hazards for the students to watch out for.

3.) Check for student understanding throughout the lesson to make sure the information I amteaching is being absorbed.

REFERENCES: (List ALL related referencesNOT simply Children Moving)








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TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

0-1

1-2

2-4

4-12

Introduction: I will meet the students at the doorand introduce my self as Mr. Ross, and ask themto have a seat on the black line.

Signals: My signals today will be Ready Go whenI want you to start an activity. And 3, 2, 1 freeze forwhen I would like you to stop an activity. At anypoint when you hear my whistle blow, you muststop what you are doing and come to me. If youare walking the track you need to leave the trackand come directly to me.

Accommodations:Students with IEPs who needextra instruction will be given such to

accommodate their needs. ELL students will beassigned a peer translator to help them understandthe content of the lesson.

Lesson Focus: Todays lesson focus will beFitness. We will be using step counters to trackhow active we are. First we must learn how toproperly use the step counters and then, we will bewalking around the cross-country track inpreparation for the fall classic. A one-mile eventthat we are getting ready for. Our cross-countrytrack is a quarter mile. Today if there is time we willalso play modified game of tag.

Step counters: Each student will receive a stepcounter. The teacher will demonstrate how to putthe step counter on their waistband. The teacherwill also demonstrate how to read the step counterand how to reset it. The students will be told veryclearly that using the step counters is a privilege; ifthey are not used properly then they will be takenaway. Each student will receive a step counterrecord sheet. They will right their name and nameand step counter number on the sheet. Theteacher will explain how to use the sheet to recordthe number of steps from each class.

Check for Understanding: I will ask one or twostudents to demonstrate in front of the class how to

Try and be lesswordy with

instruction.Need to getstudents

outside andmoving faster.

Put a positivespin on stepcounters andreinforce it.Don't allow

students to getaway with

shaking stepcounters. Take

them away.

Not the mostnecessary for

the 5thgrade butcan be done if


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12-

15

15-17

17-30

30-32

32-36

36-40

properly put on and use the step counter and howto record the steps on the sheet.

Step counter practice: I will have all the studentsstand up and walk across the gymnasium and

back. They will look at their step counter and tellme how many steps they took. All the stepcounters should be around the same number. Thiswill allow me to make sure they all know what theyare doing. I will also ask the students to reset theirstep counters so I know they know how to do that.

Transition: I will ask the students to line up at thedoor to get ready to go outside. The students willwalk outside and go to the corner of the building tothe start line.

Track Time:I will walk and jog with the studentsaround the track to show them where the track isand inform them of all the rules. I will tell them thatthe flags are always on your left. Follow the arrowsand don't touch the flags. Also never go into thewoods or up into the parking lot. After I have gonearound once with the students and I feel theyunderstand the rules I will let them have a coupleminutes on the track depending on how much timeis left in class.

Transition:When I blow my whistle the studentswill come make a line in front of me to get ready togo inside. When everyone is in line we will walkinside and the students will sit on the black line.

Step Counter Record sheets: I will have all thestudents return to the black line. I will have onestudent demonstrate how to record their steps onthe score sheet. Then I will have everyone else doso. They will record their amount of steps for theday. They will also put their step counter andrecord sheet away in the proper places. (to beshown by teacher) Then the students will return tothe black end line.

Closure:The teacher will ask the followingquestions:

you think classneeds it.

Make sure toshow them all

the speeds youcan move onthe track. Go

over every ruleso everyone

can hear you.

Make sure tohave student

demons,multiple demos.


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How do we properly use the step counters?

What are the rules of the track?

Transition:The students will line up on the blackline awaiting dismissal from class.


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Name______________________ Grade___________ Step Counter #____________

Date:

Steps:

Date:

Steps:


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Lesson PlanMr. Ross


TIME: CLASS SIZE: 25 GRADE LEVEL: 3rd-5thgradeFACILITIES: Gym and field LESSON #: 2 Generic Level: Pre control/Control


LESSON FOCUS: Cross Country track and Alphabet Tag UNIT: Fitness

NATIONAL STANDARDS:1- The physically literate individual demonstrates competency in a variety of motor skills andmovement patterns.3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain

a health-enhancing level of physical activity and fitness.4- The physically literate individual exhibits responsible personal and social behavior that respectsself and others.




COGNITIVE:Accurately identify the rules for alphabet tag when asked to by the teacher.(MACF: 2.1; NS: 3)

7)

COGNITIVE:Accurately identify the rules of the cross-country track when asked to at the endof the lesson. (MACF: 2.1; NS: 3)

8) AFFECTIVE: Show support for classmates when moving around the track by givingmotivational comments. (MACF: 2.7; NS: 4)

9)

PSYCHOMOTOR: Demonstrate proper understanding of how to use the cross-country track bywalking/jogging/running around the track staying to the right of the flags and on the arrows.(MACF: 2.1; NS: 1)


2.) Be aware of the students safety and create a safe environment for the students to practice in by having clear boundaries and identifying any hazards for the students to watch out for.

3.) Check for student understanding throughout the lesson to make sure the information I am


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teaching is being absorbed.









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0-1

1-2

2-4

4-6

6-8

8-10

10-12

Introduction: I will meet the students at the doorand introduce my self as Mr. Ross, and ask them tohave a seat on the black line.

Signals: My signals today will be Ready Go when Iwant you to start an activity. And 3, 2, 1 freeze forwhen I would like you to stop an activity. At anypoint when you hear my whistle blow, you muststop what you are doing and come to me. If youare walking the track you need to leave the trackand come directly to me.

Lesson Focus: Todays lesson focus will beFitness. We will be working with our step counters

again. This time we will have 6 minutes of tracktime to start class. After that we will play a game oftag, another way to be active and take many steps.

Step counters: Each student will receive a stepcounter. You will have the same step counter thatyou had last week. You will use that step counterand record your new steps today.

Rules of Alphabet tag: I will explain that if thereis time we will play tag game, but I am going toteach the rules Inside. Simple games of freeze tag.When you are frozen, someone can come unfreezeyou by drawing a letter on your back and if you canguess that letter correctly then you are free.Accommodation: Students may use numbers ifa student in the class is not as familiar with theEnglish alphabet. This is geared towards theELL students.

Rules of fruit tag:To be tagged the tagger mustturn you into a fruit. Someone can come along andpeel you, to free you. They must ask what fruit areyou, and then peel you.

Transition:The students will line up on the blackline. When the students are lined up the teacherwill lead them outside and have them make 5 lineson the starting line.

I went over thetrack rulesextensively

again. I couldhave been more

concise to getthe studentsoutside faster. I

need to stillwork on mywordiness.

The ELLaccommodation

worked verywell for

students.

I never got tofruit tag

Track time wentwell, the

students camefairly quickly tome when I blew


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12-25

25-27

27-32

32-37

37-40

Track Time and Tag Games: I will transition thestudents outside and start them off on the track.After 6 minutes I will blow my whistle and haveeveryone come to the center. The rules of each tag

game will be reviewed quickly before being played.Students will be made aware of the boundarycones that will be set up.

Transition:When I blow my whistle I will have thestudents line up in front of me and then we will walkinside where the students will have a seat on theblack line.

Step Counter Record sheets: I will have astudent demonstrate how to record their steps and

turn in their sheets. They will record their amount ofsteps for the day. They will also put their stepcounter and record sheet away in the properplaces. (To be shown by teacher) Then thestudents will return to the black end line.

Exit Slip: Students will complete an exit slip askingthem to write down things they can say toclassmates when working on the track.

Closure:The teacher will ask the followingquestions:

Are there multiple ways to increase your stepcount?

What are the rules of alphabet tag?


the whistle. Iused a

countdown,which helped.

Did not have asmuch time as Iwanted for the

closure but wasstill able to getsome good

answers andgage theclasses

knowledgeabout the rules

and the stepcounters.


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Exit Slip

Write down two positive comments that you

could make towards a classmate while

working on the track.

1.

2.


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Lesson PlanMr. Ross


TIME: 9:25 CLASS SIZE: 25 GRADE LEVEL: 3rd-5thgradeFACILITIES: Gym and field LESSON #: 3 Generic Level: Pre control/Control


LESSON FOCUS: Importance of Physical Fitness, Track time and Introduction to Ultimate FrisbeeUNIT: Health RelatedFitness

NATIONAL STANDARDS:1- The physically literate individual demonstrates competency in a variety of motor skills andmovement patterns.

4- The physically literate individual exhibits responsible personal and social behavior that respectsself and others.5- The physically literate individual recognizes the value of physical activity for health, enjoyment,challenge, self-expression and/or social interacton.




COGNITIVE:Accurately explain the importance of physical activity to maintain a healthy heartwhen asked to by the teacher. (MACF: 2.5; NS: S3.E3.3,4,5)

11)COGNITIVE:Accurately identify the rules of the cross-country track when asked to at the endof the lesson. (MACF: 2.1; NS: S4.E5.3,4,5)

12)

COGNITIVE: Describe the benefits of physical fitness for your body when asked to by theteacher. (MACF: 2.5; NS: S5.E1.3,4,5)

13)

AFFECTIVE: Show support for classmates when moving around the track by giving

motivational comments. (MACF: 2.7; NS: S4.E1.3,4,5)14)

PSYCHOMOTOR: Demonstrate proper understanding of how to use the cross-country track bywalking/jogging/running around the track staying to the right of the flags and on the arrows.(MACF: 2.1; NS: S1.E2.3,4,5)



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2.) Be aware of the students safety and create a safe environment for the students to practice inby having clear boundaries and identifying any hazards for the students to watch out for.



4.)Be concise when speaking in the introduction to get the students outside quickly

5.)Give positive feedback to those running and walking the track at all times.




Massachusetts Comprehensive Curriculum Frameworks for Health and PhysicalEducation. (1999, January 1). from




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0-1

1-2

2-4

4-6

6-7

7-9

9-19

19-

Introduction: I will meet the students at the doorand introduce my self as Mr. Ross, and ask them tohave a seat on the black line.

Signals: My signals today will be Ready Go when Iwant you to start an activity. And 3, 2, 1 freeze forwhen I would like you to stop an activity. At anypoint when you hear my whistle blow, you muststop what you are doing and come to me. If you arewalking the track you need to leave the track andcome directly to me.

Lesson Focus: Todays lesson focus will be

Fitness. We will be working with our step countersagain. This time we will have track time to startclass. After that we will explore with ultimateFrisbees.


Skill Cues for Ultimate Frisbee:

Backhand:Step with same side foot.Bring arm across body with FrisbeeSnap wrist and release at target.

Transition: Students will be asked to line up by thedoor. The teacher will lead the students out to thetrack starting line. The students will create 5 evenlines on the start line and show the teacher they areready to go by standing quietly and still.

Track Time: Students will be released 5 at a timeto go out on the track. They will have 10 minutes onthe track. The teacher will walk around the inside ofthe track to help motivate students and also watchfor students not abiding by the rules of the track.

Transition:The teacher will blow the whistle and

Did a better jobof talking lessand getting the

studentsoutside.

Came up with,Step, CoilSnap. Just

three words totell the

students thatworked very

well.

Students did

very well with10 minutes onthe track


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20

20-30

30-32

32-37

37-40

the students will come to the teacher as fast aspossible leaving the track. They will sit quietly andshow the teacher they are ready for the nextactivity.

Frisbee Exploration: Using a guided discoveryapproach, the teacher will partner up the studentsand give them a Frisbee. They will be told toexplore with the Frisbee, remembering the skillcues taught inside. They will have a certain spacethey can go and throw the Frisbee back and forth.The teacher will give the students motivationalobjectives and guiding questions throughout.(How many can you get in a row? How manyways can you throw it? What is your best way ofthrowing the Frisbee?)

Transition:When the teacher blows the whistle thestudents will line up in front of the teacher as fast aspossible without pushing each other. The teacherwill lead the students inside.

Step Counter Record sheets:As they go in theteacher will instruct them to record their steps onthere sheet and turn them in. They will record theiramount of steps for the day. They will also put theirstep counter and record sheet away in the properplaces. (to be shown by teacher) Then the studentswill return to the black end line.

Closure:The teacher will ask the followingquestions:How many steps did you take today?How many laps were you able to complete?What was your best way of throwing the Frisbee?


Students skilllevel was

varied. Theyliked being

able toexperiment. Alot of students

reached thegoal of gettingthree catches

in a row.

This week thestudentsstarted to

understandhow to recordtheir steps, I

left themoutside longerbecause it took

less time torecord steps.


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Lesson PlanMr. Ross


TIME: 9:25 CLASS SIZE: 25 GRADE LEVEL: 3rd-5thgradeFACILITIES: Gym and field LESSON #: 4 Generic Level: Pre control/Control

EQUIPMENT NEEDS (#): 20-25 step counters, 1 whistle, 20-25 step record sheets, 20-25 pencils,15 Frisbees

LESSON FOCUS: Importance of Physical Fitness, Track time and Ultimate Frisbee ModifiedGame UNIT: Health RelatedFitness

NATIONAL STANDARDS:1- The physically literate individual demonstrates competency in a variety of motor skills and

movement patterns.





COGNITIVE:Accurately explain the importance of physical activity to maintain a healthy heartwhen asked to by the teacher. (MACF: 2.5; NS: S3.E3.5)

16)

COGNITIVE:Accurately identify the rules of the cross-country track when asked to at the endof the lesson. (MACF: 2.1; NS: S4.E5.5)

17)

COGNITIVE: Describe the benefits of physical fitness for your body when asked to by theteacher. (MACF: 2.5; NS: S5.E1.5)

18)

AFFECTIVE: Show support for classmates when moving around the track by givingmotivational comments. (MACF: 2.7; NS: S4.E1.5)19)

PSYCHOMOTOR: Demonstrate proper understanding of how to use the cross-country track bywalking/jogging/running around the track staying to the right of the flags and on the arrows.(MACF: 2.1; NS: S1.E2.5)



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2.) Be aware of the students safety and create a safe environment for the students to practice in by having clear boundaries and identifying any hazards for the students to watch out for.








Massachusetts Comprehensive Curriculum Frameworks for Health and PhysicalEducation. (1999, January 1). from



Mr. Teneros 100 catches challenge activity.


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0-1

1-2

2-4

4-6

6-7

7-9

Introduction: I will meet the students at the doorand introduce my self as Mr. Ross, and ask themto have a seat on the black line.

Signals: My signals today will be Ready Go whenI want you to start an activity. And 3, 2, 1 freeze forwhen I would like you to stop an activity. At anypoint when you hear my whistle blow, you muststop what you are doing and come to me. If youare walking the track you need to leave the trackand come directly to me.

Lesson Focus: Todays lesson focus will beFitness. We will be working with our step counters

again. This time we will have track time to startclass. After that we will play a modified throwinggame with Frisbees. Students will each have apartner. There will be a line of hula-hoops. Onepartner will be on either side of the hula-hoop. Thegoal is for as a class to get 100 passes completed.The class will be working together to complete thisgoal. Teacher will pose questions to students toguide them to stand closer together rather thenfarther apart.

Accommodations:Students with IEPs who needextra instruction will be given such toaccommodate their needs. ELL students will beassigned a peer translator to help them understandthe content of the lesson.


Skill Cues for Ultimate Frisbee:Backhand:Step with same side foot.Bring arm across body with FrisbeeSnap wrist and release at target.

Transition: Students will be asked to line up by

I had the goalswritten on thetrack. 2 lapsaround thetrack and I

changed the

challenge to 200catches.

I did not seeany studentsshaking theirstep counters

this week,finally they gotthe message.

Almost all


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9-19

19-20

20-27

27-29

29-33

33-37

the door. The teacher will lead the students out tothe track starting line. The students will create 5even lines on the start line and show the teacherthey are ready to go by standing quietly and still.

Track Time: Students will be released 5 at a timeto go out on the track. They will have 10 minuteson the track. The teacher will walk around theinside of the track to help motivate students andalso watch for students not abiding by the rules ofthe track.

Transition:The teacher will blow the whistle andthe students will come to the teacher as fast aspossible leaving the track. They will sit quietly andshow the teacher they are ready for the next

activity.

Frisbee 100: Students will each have a partner.There will be a line of hula-hoops. One partner willbe on either side of the hula-hoop. The goal is foras a class to get 100 passes completed. The classwill be working together to complete this goal.Teacher will pose questions to students to guidethem to stand closer together rather then fartherapart.The teacher will give the students motivationalobjectives and guiding questions throughout.(Is it easier to be far apart or close together?How many can you get in a row?)

Transition:When the teacher blows the whistlethe students will line up in front of the teacher asfast as possible without pushing each other. Theteacher will lead the students inside.

Step Counter Record sheets:As they go in theteacher will instruct them to record their steps onthere sheet and turn them in. They will record theiramount of steps for the day. They will also put theirstep counter and record sheet away in the properplaces. (to be shown by teacher) Then thestudents will return to the black end line.

Quiz: Students will take the quiz on the benefitsand affects of physical activity.

students werereaching the

goal of two lapsaround the

track.

The studentsreally got intothis challenge.

They reallyenjoyed

counting howmany they had.

Some studentswould feel badif they didn't

catch any, but Iwould tell them

they workedjust as hard aseveryone else,not everyone isan expert right

now.

I also started toask questions

about fitness inthe closure,

why do we do afitness unit,

how is itbeneficial?


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37-40

Closure:The teacher will ask the followingquestions:How many steps did you take today?How many laps were you able to complete?

What was your best way of throwing the Frisbee?



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Quiz

Name________________________________

Date_____________________

Question 1: What happens to the body during physical activity. Write down two

things that happen.

1.

2.

Question 2: What are two benefits of Physical Activity?

1.

2.


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Lesson PlanMr. Ross


TIME: 9:25 CLASS SIZE: 25 GRADE LEVEL: 5thgradeFACILITIES: Gym and field LESSON #: 5 Generic Level: Pre control/Control

EQUIPMENT NEEDS (#):, 1 whistle, 15 Frisbees, Lap counter Sticks (100), Music Player, Rugs(25), Beep Beep Warm Up Tape.

LESSON FOCUS: Fall Classic Preview ClassUNIT: Health RelatedFitness


movement patterns.





COGNITIVE: Identify a goal to meet for the Fall Classic 1 mile challenge, either the TargetTime, Thumbs Up, or Grade A challenge. (MACF: 2.5; NS: S3.E3.5)

21)


22)

AFFECTIVE: Show support for classmates when moving around the track by givingmotivational comments. (MACF: 2.7; NS: S4.E1.5)

23)



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2.) Be aware of the students safety and create a safe environment for the students to p ractice inby having clear boundaries and identifying any hazards for the students to watch out for.












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0-1

1-2

2-4

4-9

9-15

Introduction: I will meet the students at the doorand introduce my self as Mr. Ross, and ask themto find a rug and have a seat.

Signals: My signals today will be Ready Go whenI want you to start an activity. And 3, 2, 1 freezefor when I would like you to stop an activity. At anypoint when you hear my whistle blow, you muststop what you are doing and come to me. If youare walking the track you need to leave the trackand come directly to me.

Lesson Focus: Todays lesson focus will a FallClassic preview class. We will warm up our bodies

then go over goals for the Fall Classic. Then wewill go outside and work for ten minutes on thetrack using the lap counters just like we will on theday of the fall classic.

Accommodations:Students with IEPs who needextra instruction will be given such toaccommodate their needs. ELL students will beassigned a peer translator to help themunderstand the content of the lesson.

Warm Up: Students will follow along with theteacher as they move to the words of a song. Thesong starts off slow as the students walk andslowly progresses to a fast pace where thestudents are running in place.

Goals:The students will then be asked to moveover next to the Fall Classic poster. The teacherwill go over the goals for the Fall Classic. TargetTime and Thumbs Up award times will beintroduced. The students will be made aware ofwhat time they need to reach to get each award.Both these two awards get the students names upon a poster. The final award is the grade Achallenge if the students can complete the fallclassic in under 20 minutes. We expect allstudents to complete this challenge. The teacherwill also go over the lap counter sticks so the

Mr. Tenerotaught with mefor some partsof this lesson.He showed methe warm up. I

really liked it,the students gotmoving andenjoyed the

song that wasplaying.

The studentsreally likedseeing the

posters fromlast year withthe studentsnames and

times from thefall classic.


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15-17

17-32

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35-36

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students understand how they work. You receive a1 stick after your first lap, exchange it for a 2 stickafter your second lap, exchange it for a 3 stickafter 3rdlap, turn it in at the finish line afterfinishing your 4thlap.

Transition:Students will be asked to line up to gooutside. When outside the boys will go to the startline and the girls will stand behind them.

Track Time: The boys will start first and the girlswill start 1 minute after them. The teacher willkeep track of time and hand out lap sticks as thestudents complete each lap. When the teacherblows the first whistle after ten minutes the boyswill leave the track and return their sticks. One

minute later the second whistle will be blown andthe girls will leave the track and return their sticks.The teacher will talk to the students about theirgoals. The teacher will check in with students tosee if they are on pace to meet their goal. If thestudents wanted to meet the Target Time orThumbs Up awards they would have done sowithin the ten minutes they were on the track.

The teacher will give the students motivationalobjectives and guiding questions throughout.(Is it easier to be far apart or close together?How many can you get in a row?)

Frisbee: If there is any time left the students willbe able to pass with a Frisbee.

Transition:The students will line up at the cornerof the building to go inside. Once inside the greenlight will be open so the students can get a drink ifthey would like.

Closure:The teacher will remind the students thatthe Fall Classic will be next week. This is the lastchance to get your self-ready. If you did not meetyour goal today then maybe find some time topractice before next week.


Got the studentsoutside quickly

and ran a

practice run forthe fall classic. It was good forme as well topractice theroutine of

handing outsticks and

watching thetime.


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Lesson PlanMr. Ross


TIME: 9:25 CLASS SIZE: 25 GRADE LEVEL: 5thgradeFACILITIES: Gym and field LESSON #: 6 Generic Level: Pre control/Control

EQUIPMENT NEEDS (#):, 1 whistle, 15 Frisbees, Lap counter Sticks (100), Music Player, Rugs(25), C-I-T-Y Warm Up Tape.

LESSON FOCUS: Fall Classic Preview ClassUNIT: Health RelatedFitness


movement patterns.





COGNITIVE: Identify a goal to meet for the Fall Classic 1 mile challenge, either the TargetTime, Thumbs Up, or Grade A challenge. (MACF: 2.5; NS: S3.E3.5)

25)


26)

AFFECTIVE: Show support for classmates when moving around the track by givingmotivational comments. (MACF: 2.7; NS: S4.E1.5)

27)



2.) Be aware of the students safety and create a safe environment for the students to practice in


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by having clear boundaries and identifying any hazards for the students to watch out for.










Mr. TenerosFall Classic Unit

Mr. Teneros C-I-T-Y Cassette Tape



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0-1

1-2

2-4

4-9

9-10

10-30

Introduction: I will meet the students at the door andintroduce my self as Mr. Ross, and ask them to find arug and have a seat.

Signals: My signals today will be Ready Go when Iwant you to start an activity. And 3, 2, 1 freeze forwhen I would like you to stop an activity. At any pointwhen you hear my whistle blow, you must stop whatyou are doing and come to me. If you are walking thetrack you need to leave the track and come directly tome.

Lesson Focus: Todays lesson focus will a FallClassic preview class. We will warm up our bodiesthen go over goals for the Fall Classic. Then we will

go outside and work for ten minutes on the trackusing the lap counters just like we will on the day ofthe fall classic.

Accommodations:Students with IEPs who needextra instruction will be given such to accommodatetheir needs. ELL students will be assigned a peertranslator to help them understand the content of thelesson.

Warm Up: Students will follow along with the teacheras they move to the words of a song. The song startsoff slow as the students walk The students will thenjog and bounce. The students then spell C-I-T-Y.Then reach for the sky a couple times before doingjumping jacks and more bounces. Then the studentswill spell C-I-T-Y again before moving into morereaches and invisible jump rope. The song will lastaround 3 minutes.

Transition:Students will be asked to line up to gooutside. When outside the girls will go to the start lineand the boys will stand behind them.

Track Time: The girls will start first and the boys willstart 1 minute after them. The teacher will keep trackof time and hand out lap sticks as the studentscomplete each lap. When the students complete their


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Assessment Discussion

The students were assessed every day on their ability to properly record

their steps. The students did a great job doing so. The one difficulty I had was how

the sheets were used. I made a table with a row for the date and a row for the steps.

It made sense to me, but not as much to the students. The 5thgrade students

understood what it meant, but not so much for the 4thand 3rdgrade students. I had

two rows for recording steps because I didn't want them to run out of room. But it

was not entirely clear where they should be recording their steps. There were some

classes I drew it up on the board so everyone could see. Those classes did well.

Others I did not do so and I could see the difference in their sheets. Also I have a lot

of ELL students. It was more difficult to describe the process to them. I paired some

of the students I knew would have trouble up with a peer to help them. But there

were some students who I forgot to pair up or thought they didn't need it when in

fact they did. Also I would notice they did it wrong after they left and then not see

them for a whole week and forgot if one specific class had troubles. Saying all that,

all the students were able to get the numbers written down and a date written

down. In the end that was my goal. If they didn't do it perfectly it didn't ruin the

assessment. It showed me that most of the issues were on my end not the students.

If I was to do this again, I would make the score sheets much more user friendly so it

was not hard to understand where to put dates and numbers. I was happy with how

the score sheet worked out, students were able to see their progress and I am going

to put all their steps up on a bulletin board showing how far each class could have

traveled in MA.

pe unit plan elementary

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