Physical Education Teacher Education Lesson Plan EDSS 450P

(APE) SPOOKY TARGET PRACTICE

Semester/Year: FALL 2018

Teacher: Brittney Franks

Grade Level K-6 Number of Students 10 (+,-) Lesson Length 30min

Major 1. Warm up & stretches

Activities 2. Jumping Eyeball Soup
Taught 3. Spooky Stations
4. Closure

CA Content Standards Addressed:

Standard 1 Standard 1: Students demonstrate the motor skills and movement patterns needed to
perform a variety of physical activities.
Grade 1
1.10 Demonstrate the underhand movement (throw) pattern.
1.11 Demonstrate the overhand movement (throw) pattern.
Grade 3
1.9 Throw a ball, using the overhand movement pattern with increasing accuracy.
Standard 2 Standard 2: Students demonstrate knowledge of movement concepts, principles, and
strategies that apply to the learning and performance of physical activities.
Grade 1
2.1 Identify the right and left sides of the body and movement from right to left and left to right.
2.5 Identify examples of underhand and overhand movement patterns.
Standard 3 Standard 3: Students assess and maintain a level of physical fitness to improve health and
performance.
Grade 3
3.1 Demonstrate warm-up and cool-down exercises
3.6 Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings,
quadriceps, triceps, biceps, back, and neck.
3.7 Sustain continuous movement for increasing periods of time while participating in moderate
to vigorous physical activity.
Standard 5 Standard 5: Students demonstrate and utilize knowledge of psychological and sociological
concepts, principles, and strategies that apply to the learning and performance of physical
activity.
Grade 2
5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without
interfering with others.
Grade 3
5.5 Demonstrate respect for individual differences in physical abilities.

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Common Core Standards Addressed:
Speaking & Grade 2
Listening CCSS.SL.2.6 Produce complete sentences when appropriate to task and situation in other to
Standards provide requested detail or clarification.
K-5 Grade 3
CCSS.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

English Language Development Standards Addressed:

Emerging 2.1 Exchanging information and ideas: Contribute to conversations and express ideas by asking
and answering yes-no and wh- questions and responding using gestures, words, and learned
phrases.
Expanding 2.1 Exchanging information and ideas: Contribute to class, group, and partner discussions,
including sustained dialogue, by listening attentively, following turn-taking rules, asking
relevant questions, affirming others, and adding relevant information.
Bridging 2.1 Exchanging information and ideas: Contribute to class, group, and partner discussions,
including sustained dialogue, by listening attentively, following turn-taking rules, asking
relevant questions, affirming others, adding pertinent information, building on responses,
and providing useful feedback.

Behavioral Objectives
Motor 1. Students will overhand throw a yarn ball by stepping, bringing the yarn ball up to their
shoulder/ear, then throwing the yarn ball in the direction of the target at least 3 times in the
final activity with a verbal and/or visual prompt.
2. Students will underhand toss a pumpkin beach ball by stepping, arm swinging back and toss
in the direction of a poly spot target at least 3 times during the final activity with a verbal
and/or visual prompt.
3. Students will jump in place with 2 feet together at least 5 times during the second activity
with a verbal and visual prompt.
Cognitive 1. Students will state or sign one of the three skills worked on in this lesson (jumping,
throwing, tossing) when asked by the teacher at the end of the lesson with a visual prompt.
2. Students will state or sign the proper steps in an overhand throw which are step, big arm
and throw; throughout the activities with a verbal and visual prompt.
3. Students will state or sign the proper steps in an underhand toss which are step, swing back
and toss; throughout the activities with a verbal and visual prompt.
Affective 1. Students will stay in their own personal space by not bumping into other students during
the activities 2/3 times with a verbal prompt.

Type and Quantity of Equipment:

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 Poly spots  10
 Speaker  1
 IPad  1
 Tap in/tap out visual  1
 Poly spot circles  10
 Solid poly spots  15: 5 (1 color) 10 (orange)
 Pumpkin visuals with bells  4
 Pumpkin beach ball w/ stem  4
 Bean bags or yarn balls  20

Safety Precautions:
 Set up all equipment before students arrive and make sure there is no extra equipment laying around.
 Make sure all students’ shoes are tied before the warm up begins.
 Tell students to make sure they are looking up at where they are going when traveling to different
stations.

Skills, Activities, Methods and Organization Instructional

Topics & Time (Skill Progressions & Diagrams) Cues,
Skill Modifications
Activity #1 WARM UP Cues:
6 minutes Purpose: “clap 2 hands”
It is important for the students to warm up before participating in
Objective physical activity in order to prevent injury. This warm up also “kick high”
Addressed reinforces the class routines as it is how the students begin every
A1 class. “jump 2 feet”

Activity Description: “arm up, touch your

CA Content Students will stand on a poly spot upon arrival and teacher will back, find your
Standard have them tap in to tell/show the teacher what mood they are in elbow, count”
2.1 and how their day is going thus far.
3.1 “feet apart, hands in
3.6 Students will perform 2 warm up songs (Clap your hands & Up front, turn, touch
3.7 and down) as a group with the teacher. knee, count”
5.1
5.5 Students will perform 2 stretches (triceps & hamstring) as a group Modifications:
with the teacher. Kick: tap foot
forward
Common Core Teacher will give an overview/introduction of the following lesson
CCSS.SL.2.6 by asking the students: Jump: swing arms
CCSS.RF.3.3 and bend knees

Plan for Paraprofessionals:

 Give visual demonstrations
 If necessary, verbally and/or physically prompt the student
when they are off task or need assistance
 Make sure students remain on task and focused
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Diagram:

Transition Time Students will stay on their spots.

30 seconds
Activity #2 JUMPING EYEBALL SOUP Cues:
4 minutes Purpose: “jump 2 feet”
This activity is designed to get the students moving, improve their “side to side”
Objective muscular endurance and cardiovascular endurance while also “left, right”
Addressed improving their jumping skills. Many of the students have goals “front, back”
M3 related to jumping on their IEP’s and this activity gives them the “apart together”
A1 opportunity to work on towards those goals.

CA Content Activity Description:

Standard Teacher will tell students that they will pick up as many plastic Modifications:
2.1 eyeballs out of the bin and put it into the other bin as they can and  bend down
3.7 however may they get will be the number of times we do the and bring
5.1 specified jumping activity. arms up
5.5  lift 1 leg if
Students will help teacher count the number of eyeballs in the bin possible
to discover how many trials need to be done of each skill.  alternate
Common Core lifting arms
Teacher will choose and demonstrate the jumping activity after a  alternate
student transfers as many eyeballs as they can into the other bin. lifting knees

Jumping activities: Jump…

 On spot
 Star jumps
 Side to side
 Front to back
 Apart, together
 Turn left, turn right
 Scissor jumps

Plan for Paraprofessionals:

 Give visual demonstrations
 If necessary, verbally and/or physically prompt the student
when they are off task or need assistance
 Make sure students remain on task and focused
Diagram:

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Transition Time Students will be put into groups of 4-5 and will stand on their
30 seconds spots in those groups.

Activity #3 SPOOKY TARGET PRACTICE Cues:

15 minutes Purpose: “step, big arm,
This activity allows the students to work on their overhand throw”
Objective throwing and underhand tossing skills. This is important because “step, swing back,
Addressed not only do many students have IEP goals relating to throwing but toss”
M1 it is also a skill that is necessary to have in order move onto other “aim for orange
M2 sports or games. spot”
C2 “aim for spooky
C3 Activity Description: target”
A1 Teacher will demonstrate the 2 stations for the students
emphasizing the cues that will be used. Modifications:
CA Content Demo:  Move closer
Standard Pumpkin throw: overhand throw (step, big arm, throw) to target
1.9 Pumpkin toss: underhand toss/ pumpkin flip (step, swing back,  Drop
1.10 toss)  Hand to
1.11 paraprofessi
2.5 Teacher will divide students into 2 teams of 4-5 students by onal
3.7 having them travel and stand on a specific colored spot.  Lift arm and
5.1 touch object
5.5 Students will perform the station activities:
 Pumpkin toss/flip:
o There should 2 rows of orange poly spots 1 with a
blow up pumpkin sitting on it
Common Core o Students will begin by standing on a spot and
underhand tossing the pumpkin to the spot directly
in front of them
o The students will then walk to the spot they tossed
the pumpkin t, pick it up and toss it to land on the
previous spot they stood on
o They will do this continuously
 Pumpkin throw:
o There should be 4 bean bags or yarn balls at the
side of every poly spot at this station
o Students will stand on a spot and throw a bean bag
at the pumpkin visual for 4 trials
o Students will then collect their bean bags and
continue to practice their overhand throwing

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Physical Education Teacher Education Lesson Plan EDSS 450P
Plan for Paraprofessionals:
 Remind students to stay in their own areas and to return to
their spot before attempting to toss or throw the equipment
again.
 Demonstrate proper form of skills
 Restate cues for students
 Provide students with verbal, visual and or physical
prompts

Diagram:

Transition Time Students will return to their warm-up spots. *ring the bell*
1 minute
Closure and CLOSURE
Homework Purpose:
3 minutes Having the students come together and discuss the activities
performed today is a great way to address cognitive objectives and
Objective wrap up the lesson. It also allows us to reinforce our behavior
Addressed management plan by having the students tap out (described
C1 below).
C2
C3 Description:
A1 Students will be standing on their warm up spots and teacher will
as them the following questions…

CA Content What skill did we practice at our pumpkin toss station, kicking or
Standard underhand tossing? (underhand toss)
1.10
1.11 What do we do when we underhand toss something? (step, swing,
2.5 toss)
5.1
5.5 What skill did we practice at out other station catching or
overhand throwing? (overhand throw)

Common Core What do we do when we overhand throw something? (step, big

CCSS.SL.2.6 arm, throw)
CCSS.RF.3.3
Students will tap out and tell the teacher how they did today in
APE by touching and if applicable stating how they did.
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Students will point to their wrists and help the teacher say that it is
time to stop then put their hands on their knees and on 3 will say
good job following the teachers lead.

Plan for Paraprofessionals:

 Give visual demonstrations
 If necessary, verbally and/or physically prompt the student
when they are off task or need assistance
 Make sure students remain on task and focused

Diagram:

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