NASPE Standard 1 Sample Lesson Plan
Lesson
Focus: Traveling though
general space.
Sub-Focus: Spatial awareness, locomotor skills.
Grade level: 1-3
NASPE Standards: 1, 2, & 4
California Framework Standards: 1 & 2
Objectives: At the conclusion of lesson the student/students will be able to:
1) Psychomotor:
a. Travel through general space without bumping into others.
b. Travel in general space using a variety of locomotor movements.
2) Cognitive:
a. Identify the locomotor skills when demonstrated by peer or teacher.
3) Affective:
a. Cooperate appropriately with peer while in small area.
Cues:
· Keep your eyes up.
· Look out for others.
Materials/Equipment:
Drum/iPad/stereo/whiteboard/chalkboard/chalk/cones/hula hoop
Organization/ Management:
Children position though out general space.
Introduction:
How many of you have seen fish swimming in a tank or bowl? When you were watching the fish, did you ever see them run into one another? Did the fish ever swim upside down? Unless the fish were sick, they should have been swimming right-side up and in such a way to avoid running into other fish. Today, we are going to work on some skills to move around without losing your balance or running into each other.
Content Development:
1) I am going to review some of the locomotor skill and then have you all do that skill.
a) Gallop
i) Give cues for gallop.
ii) Call on a student.
iii) Have students mimic me.
b) Repeat for following skills: sliding, jumping, hopping, leaping, and running.
2) When I tell you to Go, I want you to move around using one of the locomotor skills we just learned. When I tell you to Stop, you need to stop right away. But I want to you keep your balance when you stop. Keep your head up and look for others.
a) Do this multiple time until you have observed all students making balanced sports.
b) Praise the ones that have made balanced stops, if needed have a student or self-demonstrate a balanced stop.
c) On this last time use only your favorite locomotor skill.
d) Give stop sign.
3) Now I want each of you to spread out from each other. Give each other a couple of feet worth of room. We’re going to do something very similar to what we just did. But instead of me telling you to Stop, I’m going to tell you what skill I want you to perform. When I call out a skill, you need to stop the one you are doing and start doing that skill immediately.
a) Restated cues.
i) Keep your eyes up.
ii) Look out for others.
4) Now I’m going to put you into groups and you so you can create a dance using three of the skills we practiced today. You have two minutes to plan your dance and then I’ll have you perform it for the rest of the class.
a) Call on all the groups to assess skills and transitioning between skills.
Closure:
· What were the cues that I used today for moving though space?
· Can you name the different locomotor skills?
· Why do you think it is important to change keep your balance when moving?
Sub-Focus: Spatial awareness, locomotor skills.
Grade level: 1-3
NASPE Standards: 1, 2, & 4
California Framework Standards: 1 & 2
Objectives: At the conclusion of lesson the student/students will be able to:
1) Psychomotor:
a. Travel through general space without bumping into others.
b. Travel in general space using a variety of locomotor movements.
2) Cognitive:
a. Identify the locomotor skills when demonstrated by peer or teacher.
3) Affective:
a. Cooperate appropriately with peer while in small area.
Cues:
· Keep your eyes up.
· Look out for others.
Materials/Equipment:
Drum/iPad/stereo/whiteboard/chalkboard/chalk/cones/hula hoop
Organization/ Management:
Children position though out general space.
Introduction:
How many of you have seen fish swimming in a tank or bowl? When you were watching the fish, did you ever see them run into one another? Did the fish ever swim upside down? Unless the fish were sick, they should have been swimming right-side up and in such a way to avoid running into other fish. Today, we are going to work on some skills to move around without losing your balance or running into each other.
Content Development:
1) I am going to review some of the locomotor skill and then have you all do that skill.
a) Gallop
i) Give cues for gallop.
ii) Call on a student.
iii) Have students mimic me.
b) Repeat for following skills: sliding, jumping, hopping, leaping, and running.
2) When I tell you to Go, I want you to move around using one of the locomotor skills we just learned. When I tell you to Stop, you need to stop right away. But I want to you keep your balance when you stop. Keep your head up and look for others.
a) Do this multiple time until you have observed all students making balanced sports.
b) Praise the ones that have made balanced stops, if needed have a student or self-demonstrate a balanced stop.
c) On this last time use only your favorite locomotor skill.
d) Give stop sign.
3) Now I want each of you to spread out from each other. Give each other a couple of feet worth of room. We’re going to do something very similar to what we just did. But instead of me telling you to Stop, I’m going to tell you what skill I want you to perform. When I call out a skill, you need to stop the one you are doing and start doing that skill immediately.
a) Restated cues.
i) Keep your eyes up.
ii) Look out for others.
4) Now I’m going to put you into groups and you so you can create a dance using three of the skills we practiced today. You have two minutes to plan your dance and then I’ll have you perform it for the rest of the class.
a) Call on all the groups to assess skills and transitioning between skills.
Closure:
· What were the cues that I used today for moving though space?
· Can you name the different locomotor skills?
· Why do you think it is important to change keep your balance when moving?
NASPE Standard 2 Sample Lesson Plan
Grade Level: 2nd-3rd
Focus: Locomotor skill development: schottische and long jump rope skills; body shapes and levels; and cooperating in groups of three while demonstrating courtesy, respect, and acceptance of others.
Facilities: Clearly marked general space as indicated below, which means some grid.
2
A
1 3
2
B
1 3
Equipment: 3 Cones with slits in the top; 2 long beaded jump ropes; 6 hula hoops; and a camera.
Supplies: Cones to mark general space; and 3 Jigsaw signs.
Teaching Styles: Command, Practice, Divergent Production; Jigsaw - Learner Design
Objectives:
Psychomotor:
· The students will be able to perform the schottische while moving forward through general space.
· The students will be able to make a creative statue in groups of three that utilize different levels and body shapes, according to the criteria specified on three jigsaw signs.
· The students will be able to turn and jump a long rope to the best of their ability.
Affective:
· The students will be able to demonstrate responsibility, respect and courtesy towards their peers and teacher by waiting for the start signal, responding quickly to the stop signal, following all directions, listening when the teacher is talking and staying on task.
· Students will be able to follow directions for safe and efficient pick-up and return of equipment, demonstrate respect by putting the equipment in its specified location on the stop signal and treat the equipment the way it was meant to be treated.
· Students will be able to demonstrate acceptance of individual differences by willingly working with whatever groups of three they are assigned to according to jigsaw grouping cards.
· Students will be able to solve problems quickly, without argument, by utilizing the emergency plan (Ro-Sham-Bo).
Cognitive:
Students will be able to read, interpret and memorize the content of their assigned jigsaw sign so that they can successfully include it in their creative group statue.
Locomotor Warm-Up:
· We are going to work on a new locomotor skill today called a schottische that is a combination of two skills you already know – walking and hopping.
· Raise your hand if you can tell me or show me what a hop is. Right – one foot to the same foot.
· The schottische begins with three walking steps (step, step, and step); followed by a hop on the same foot you take your third step on. (Demo as you say it.) The trick is to hop on the foot you take your third step on. Watch me and tell me if I hop on the same foot every time or if I take turns. (Step-step-step-hop, step-step- step-hop, step-step-step-hop, step-step-step-hop). Same foot or different? (Different.) Remember, you have to hop on the foot you take your third step on. Let me see you try it. GO! [Cue them as they practice. Watch carefully because you don’t want them to go, step-step-step-leap, which many may do. Work on it slowly, if necessary, using command and have them freeze after the third step and then hop on that foot. Practice until the majority are doing it correctly and then go on with the lesson.] STOP.
Jigsaw Activity:
· When I say Go, stand on a number and face me. GO!
· We are going to try a jigsaw today that is designed to help your new group of three create a new group statue. The signs that you see tell you what the three people in your group must do to make a creative statue. When I say Go, the #1’s are going to go to the #1 sign [point to it], the #2’s to the number 2 sign [point to it], and the #3’s to the number 3 sign [point to it]. When you get there, read the sign and memorize it. When you can remember what the sign says, go back and stand on your number until everyone in your group is back. GO!
Signs:
#1 For your group statue, make sure one member of your group is at a HIGH LEVEL, one group member is at a MEDIUM LEVEL, and one group member is at a LOW LEVEL.
#2 For your group statue, make sure one group member is in a WIDE SHAPE, one group member is in a NARROW SHAPE, and one group member is in a BENT SHAPE.
#3 For your group statue, make sure EVERYONE in the group is TOUCHING at least one other person.
· [When you see most of the children back on their number, continue.] STOP SIGNAL. By the count of three, I want to see everyone back on their number facing me. 1 . . . 2 . . . 3. I would like one #1 to raise his or her hand and tell me one level that one group member is going to have to be in when your group creates a statue. [May need to have the student say all levels if only one group is available in the lesson; in multiple groups setting, call on multiple numbers #1.] [Call on a number one. For the sake of example, pretend the child says “a high level.”] A high level is standing normal or higher than normal. Everyone show me a high shape with your body, while staying on your number. Show me a more creative body shape at that high level. Show me another creative shape at a high level.
· #1’s, raise your hand if you can tell me another body level that we need to use for our group statues. [For the sake of example, pretend the student says “low level”.] A low level is flat on the ground, below the level of your knees. Let me see everyone get their body at a low level. Show me a new body shape at a low level. Let me see your most creative body shape at a low level.
· #1’s, raise your hand if you can tell me the third body level I need to see in your statues (i.e. medium level). A medium level is somewhere between high and low. Show me a creative body shape at a medium level. Find a different shape at that medium level.
· So, your group statue is going to have to have someone at each level. #2’s, raise your hand if you can tell me one shape we have to have in our group statues (i.e. stretched). Let me see everyone make a stretched shape with their body at a high level. Let me see you make a stretched shape at a low level.
· #2’s, raise your hand if you can tell me another shape I need to see when you make your group statue (i.e. Narrow). Let me see everyone make a Narrow shape with your body at a medium level. Show me a twisted shape at a low level.
· #2’s, raise your hand if you can tell me the third shape I need to see when I look at your group statues (i.e. bent shape). Let me see everyone put their body in a bent shape at a low level. Let me see a creative bent shape at a medium level. Try a different one.
· #3’s, raise your hand if you can tell me what your sign said (i.e. that everyone in the group had to be touching someone else).
· When I say Go, I want your group of three to create a statue using all three levels and all three body shapes. Make sure you are all touching at least one other person in your group. When you think you have followed all the instructions, call me over and if I see all three levels, all three body shapes and everyone touching, I am going to take a picture of your group. Ready? GO! [It is really important for you to look at a statue and make sure it has all three requirements before you take a picture of it. If they are missing something, tell them what it is and encourage them to keep working.]
Closure:
Have one child demonstrate the schottische. Review the importance of being willing to work cooperatively with any of their classmates at any time, regardless of differences. Compliment them if they sincerely did well with one or more of the cooperative activities in the lesson.
Focus: Locomotor skill development: schottische and long jump rope skills; body shapes and levels; and cooperating in groups of three while demonstrating courtesy, respect, and acceptance of others.
Facilities: Clearly marked general space as indicated below, which means some grid.
2
A
1 3
2
B
1 3
Equipment: 3 Cones with slits in the top; 2 long beaded jump ropes; 6 hula hoops; and a camera.
Supplies: Cones to mark general space; and 3 Jigsaw signs.
Teaching Styles: Command, Practice, Divergent Production; Jigsaw - Learner Design
Objectives:
Psychomotor:
· The students will be able to perform the schottische while moving forward through general space.
· The students will be able to make a creative statue in groups of three that utilize different levels and body shapes, according to the criteria specified on three jigsaw signs.
· The students will be able to turn and jump a long rope to the best of their ability.
Affective:
· The students will be able to demonstrate responsibility, respect and courtesy towards their peers and teacher by waiting for the start signal, responding quickly to the stop signal, following all directions, listening when the teacher is talking and staying on task.
· Students will be able to follow directions for safe and efficient pick-up and return of equipment, demonstrate respect by putting the equipment in its specified location on the stop signal and treat the equipment the way it was meant to be treated.
· Students will be able to demonstrate acceptance of individual differences by willingly working with whatever groups of three they are assigned to according to jigsaw grouping cards.
· Students will be able to solve problems quickly, without argument, by utilizing the emergency plan (Ro-Sham-Bo).
Cognitive:
Students will be able to read, interpret and memorize the content of their assigned jigsaw sign so that they can successfully include it in their creative group statue.
Locomotor Warm-Up:
· We are going to work on a new locomotor skill today called a schottische that is a combination of two skills you already know – walking and hopping.
· Raise your hand if you can tell me or show me what a hop is. Right – one foot to the same foot.
· The schottische begins with three walking steps (step, step, and step); followed by a hop on the same foot you take your third step on. (Demo as you say it.) The trick is to hop on the foot you take your third step on. Watch me and tell me if I hop on the same foot every time or if I take turns. (Step-step-step-hop, step-step- step-hop, step-step-step-hop, step-step-step-hop). Same foot or different? (Different.) Remember, you have to hop on the foot you take your third step on. Let me see you try it. GO! [Cue them as they practice. Watch carefully because you don’t want them to go, step-step-step-leap, which many may do. Work on it slowly, if necessary, using command and have them freeze after the third step and then hop on that foot. Practice until the majority are doing it correctly and then go on with the lesson.] STOP.
Jigsaw Activity:
· When I say Go, stand on a number and face me. GO!
· We are going to try a jigsaw today that is designed to help your new group of three create a new group statue. The signs that you see tell you what the three people in your group must do to make a creative statue. When I say Go, the #1’s are going to go to the #1 sign [point to it], the #2’s to the number 2 sign [point to it], and the #3’s to the number 3 sign [point to it]. When you get there, read the sign and memorize it. When you can remember what the sign says, go back and stand on your number until everyone in your group is back. GO!
Signs:
#1 For your group statue, make sure one member of your group is at a HIGH LEVEL, one group member is at a MEDIUM LEVEL, and one group member is at a LOW LEVEL.
#2 For your group statue, make sure one group member is in a WIDE SHAPE, one group member is in a NARROW SHAPE, and one group member is in a BENT SHAPE.
#3 For your group statue, make sure EVERYONE in the group is TOUCHING at least one other person.
· [When you see most of the children back on their number, continue.] STOP SIGNAL. By the count of three, I want to see everyone back on their number facing me. 1 . . . 2 . . . 3. I would like one #1 to raise his or her hand and tell me one level that one group member is going to have to be in when your group creates a statue. [May need to have the student say all levels if only one group is available in the lesson; in multiple groups setting, call on multiple numbers #1.] [Call on a number one. For the sake of example, pretend the child says “a high level.”] A high level is standing normal or higher than normal. Everyone show me a high shape with your body, while staying on your number. Show me a more creative body shape at that high level. Show me another creative shape at a high level.
· #1’s, raise your hand if you can tell me another body level that we need to use for our group statues. [For the sake of example, pretend the student says “low level”.] A low level is flat on the ground, below the level of your knees. Let me see everyone get their body at a low level. Show me a new body shape at a low level. Let me see your most creative body shape at a low level.
· #1’s, raise your hand if you can tell me the third body level I need to see in your statues (i.e. medium level). A medium level is somewhere between high and low. Show me a creative body shape at a medium level. Find a different shape at that medium level.
· So, your group statue is going to have to have someone at each level. #2’s, raise your hand if you can tell me one shape we have to have in our group statues (i.e. stretched). Let me see everyone make a stretched shape with their body at a high level. Let me see you make a stretched shape at a low level.
· #2’s, raise your hand if you can tell me another shape I need to see when you make your group statue (i.e. Narrow). Let me see everyone make a Narrow shape with your body at a medium level. Show me a twisted shape at a low level.
· #2’s, raise your hand if you can tell me the third shape I need to see when I look at your group statues (i.e. bent shape). Let me see everyone put their body in a bent shape at a low level. Let me see a creative bent shape at a medium level. Try a different one.
· #3’s, raise your hand if you can tell me what your sign said (i.e. that everyone in the group had to be touching someone else).
· When I say Go, I want your group of three to create a statue using all three levels and all three body shapes. Make sure you are all touching at least one other person in your group. When you think you have followed all the instructions, call me over and if I see all three levels, all three body shapes and everyone touching, I am going to take a picture of your group. Ready? GO! [It is really important for you to look at a statue and make sure it has all three requirements before you take a picture of it. If they are missing something, tell them what it is and encourage them to keep working.]
Closure:
Have one child demonstrate the schottische. Review the importance of being willing to work cooperatively with any of their classmates at any time, regardless of differences. Compliment them if they sincerely did well with one or more of the cooperative activities in the lesson.