Movement/Health Lesson Plan Template

EDUC 240
Introduction to PE and Health for Elementary Teacher

Course Objective: Develop an integrated, age-appropriate Physical

Education lesson plan that incorporates state standards across
disciplines, has accommodations for children of varying ability and
motor development levels, effective assessment, and outlines the
aspects of a physical safe environment.
INTASC Standard: Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of
learners and the community context.

Title and Summary of Lesson: This game is called freeze line tag. This is usually
played on a gym floor but can also be played outside on a playground. There is a
person who is it and then there is however many kids that want to play you want to
have a larger amount so it is more fun for everyone. They have to stay on the lines
if you get off the line then you are out and if you get tagged then that line is off
limits until someone unfreezes you.

State Standards Addressed (List and Describe):

Standard 1- Demonstrate competency in many movement forms and proficiency in a few

movement forms.
Students move using locomotor (run, walk, jump, gallop, etc.) and non-locomotor skills
(bend, twist, turn, etc.). They move to rhythm, demonstrate balance, and have the ability
to jump, climb, and roll. They manipulate objects in a variety of ways.
Standard 2- Applies movement concepts and principles to the learning and development of
motor skills.
Students are capable of distinguishing differences in tempo, force, and direction during
movement.
Standard 3- Exhibit a physically active lifestyle
Students begin to understand how being physically active contributes to their health and
makes them feel and look better. They discuss their observations about the changes that
physical activity makes in their own bodies. They explore various activities and discuss
how the activities affected their health.

Standard 4- Achieves and maintains a health-enhancing level of physical fitness.

In the first grade, students begin to understand the effects of physical activity on the
body by observing physical changes such as increased heart rate, increased rate of
respiration (breathing), and an increase in sweating during exercise. They participate in
activities of various intensities and can describe the changes these activities produce
within their bodies.
Standard 5- Demonstrate responsible personal and social behavior in physical activity
settings.
Students begin to learn and apply behaviors which demonstrate an understanding of
rules and directions, safety practices, and working cooperatively with others.
Standard 6- Demonstrate understanding and respect for differences among people in
physical activity settings.
First grade students begin to grow from a more egocentric(thinking with the view that
ones self is the center) perspective to one in which relationships become more central.
Participation in activities requiring cooperative play can enhance the promotion of
positive interpersonal relations such as, sharing, cooperation, and courtesy. Students
identify these positive relations and can use these relations in problem solving activities.
Standard 7- Understands that physical activity provides the opportunity for enjoyment,
challenge, self expression and social interaction.
Students engage in activities that bring them joy and an opportunity for self expression
and social interaction. They begin to understand their own abilities and seek activities
that will improve their skills.

National Standards Addressed (List and Describe):

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning
experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse

cultures and communities to ensure inclusive learning environments that
enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual
and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning
experiences that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to
guide the teachers and learners decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of
learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and
their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of his/her
choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.

Motor Development Concepts addressed (List and Describe):

Head to Toe Development- Because motor development occurs from head to toe,
the ability to do voluntary movement begins at the head. The ability to stabilize and
control the body also continues the progression to upright walking. Upright walking
begins with support from a parent at about eight months and progresses to support
by a piece of furniture at about ten months. As children walk to explore their
surroundings, their strength and balance improve, and soon they begin to propel
themselves into the air in a form of running.
Torso to Limb Development- Another direction of control for voluntary movement is
from the center of the body outward to the limbs. The ability of children to gain
control of motor skills is associated with two processes: differentiation and
integration. Differentiation is the progression of skill development from gross
movements of infants to the more refined and useful movements of children.
Integration is the coordination of muscle and sensory systems as found when

movement of the hands and fingers are integrated with the use of the eyes to
perform more refined skills. Physical activity typically emphasizes the development
of large muscle skills, while the classroom environment provides opportunities to
practice fine motor skills.

Curriculum Integration:
This activity helps the students plan, analyze, understand, critique and many other
things that they will have to use in the classroom in different subjects and use in
everyday life. It helps them move and stay active as well as getting the blood
flowing to the brain which also is a benefit for use in the classroom.

Objectives:
Synthesize- The students with design a plan to figure out how to not get tagged
while staying on the lines.
Analysis- The students with examine the situation to figure out where to go so that
they can get away from the person that is it and stay unfrozen.
Evaluation- The students will critique their plan when one way does not work they
will work out another plan from getting tagged.

Materials: The materials that you will need are a gym floor or playground and about
10 kids to play this game.

Amount of Time Needed: To explain the game 3 minutes and to actually play the
game 30 to 45 minutes depending how long the kids like this game.

Organizing/Grouping Students for Activity (Describe how you will group students): I
will pick a students name out of a hat to decide which student will be it first.

Attention-Getter: The way I can promote this game as fun is that I will get everyone
in a circle and say lets play a game and most of them have already played it but if
they havent I will explain it to them and then tell them when they go home to play
it with the neighborhood kids in someones drive way but in my class the winning
team will win a prize.

Procedure: (step by step)

I would get the kids in a circle and explain the game to them.
I would pick a name out of a hat of who would be it first.
Then I would tell them to be nice and use their manners when playing any game.
Then I would tell them to go have fun.
Then the person that was it would close their eyes and count to 10 and go start
tagging.

Assessment/Feedback:
I would be encouraging to the students and tell them good job or to watch out when
the tagger was about to tag them.