LIU Physical Education Lesson Plan Form

Teacher/Class: 1
Ilana Greenstein
Date: 4/2/24
Grade: 4
Lesson #:
Lesson Focus: Educational Gymnastics
Location (select): Gym

New York State Learning Standards Common Core/Academic Connections

- Standard 1: Demonstrates competency in a variety of motor skills and movement Vocabulary: Balance, Control, Symmetrical, Asymmetrical, General
patterns. Space
- Standard 2: Applies knowledge of concepts, principles, strategies, and tactics
related to movement and performance.
- Standard 3: Demonstrates the knowledge and skills to achieve and maintain a
Integrated Curriculum
health-enhancing level of physical activity and fitness.
- Standard 4: Exhibits responsible personal and social behavior that respects self and Health/Math/Science: after the activity is over, students are going
others. to take their pulse. They will count how many times they feel their
- Standard 5: Recognizes the value of physical activity for overall wellness, heart beat in 6 seconds. Whatever number they get, add a zero,
enjoyment, challenge, and/or self-expression. and that is their heartrate.
- Standard 6: Recognizes career opportunities and manages personal and community
resources related to physical activity and fitness to achieve and maintain overall
wellness.

National Physical Education Standards

1. The physically literate individual demonstrates competency in a variety of motor skills

and movement patterns.
2. The physically literate individual applies knowledge of concepts, principles, strategies and
tactics related to movement and performance.
3. The physically literate individual demonstrates the knowledge and skills to achieve and
✘ Listeni ✘ Speaki Writing ✘ Modeli
maintain a health-enhancing level of physical activity and fitness.
4. The physically literate individual exhibits responsible personal and social behavior that ng ng /Reading ng
respects self and others.
5. The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
Curricular Strands Incorporated (check all ☒ ☒ ☒ ☒ ☒
that apply): 2a. Character 1b. Health-Related 2b. Individual 3 a, b, c. Life Skill 1a. Skilled Play
Fitness Enjoyment Development
Equipment Needs: Cones for boundaries (minimum of 4), 4 Hoops, 4 Dice, 2-3 Noodles for taggers

Safety Considerations: Be aware of your surroundings, make sure you keep your eyes up, and move safely and quickly

Lesson Objectives and Assessment Tools

OBJECTIVES ASSESSMENT TOOL(S)
Psychomotor Students will be able to keep their body still while balancing on Observing effort and performance of the skill being taught.
different body parts for 5-10 seconds.
Cognitive Students will be able to identify the cues for holding a balance for 5- Observing if students understand how to control their body
10 seconds. when demonstrating locomotor movements.
Affective Students will demonstrate respect for my classmates by showing good Discussion- See below
sportsmanship if tagged.

Lesson Structure
Lesson Sequence Organization
Warm up (5-10 minutes)- Strong, Stretch, Sweat
It’s time to warm-up our bodies with a Rock, Paper, Scissor game called: Strong, Stretch, Sweat. Rock = strong and
represents muscular fitness. Paper = stretching and represents flexibility. Scissor = sweating and represents aerobic
capacity. 2. On the start signal the game will begin. All 3 players will call out, “Strong, stretch, sweat, show!” On
“show” all 3 students will show rock, paper, or scissor. 3. If 2 or 3 players have the same symbol, that symbol “wins”
and students will perform the exercise in that category from the exercise chart. If each of the 3 students show
different symbols, then each will perform the unique exercise from the category matching their symbols.

Activity (30 minutes)- Today’s activity is called Balance Tag. This is a tag game that will help us also practice balancing.
The taggers will use noodles for tagging. 2. When I say “GO!” begin moving by walking or jogging inside the boundary
cones. The taggers will complete 5 jumping jacks outside the cones before they begin. 3. If you are tagged, you will go
to one of the 4 hoops at the corners and roll the die. The number you roll is how many body parts you will balance on
for 5-10 seconds. For example, if you roll a 4 then you will need to choose 4 different body parts to balance on for 5-10
seconds. After completing the balance, you will return to the game. 4. We will switch out the taggers every few
See below for more
minutes, and I will identify a new locomotor skill each time we identify new taggers.
Closure: The students will gather in a circle after the activity is over, and we will have a discussion about the lesson.
What are some things that helped you when trying to hold still and balance for 5-10 seconds? (1) It can sometimes be challenging to hold still
when trying to balance. What were some things that you thought were challenging, and how did you overcome those challenges to complete the
balance? (2) When you were trying to avoid being tagged, was there a specific locomotor movement that you thought helped you get away from
the tagger more easily? (3) What strategies did you use to stay safe while moving in general space during the tag game? (4) What are some of the
health-related (e.g., cardiorespiratory) and skill-related (e.g., agility) fitness components that we worked on today? (5) What are some ways you
can show respect for your classmates during a tag game? (e.g., honesty and sportsmanship when tagged)

Universal Design: How/what accommodations will be  Allow students to work with a partner if needed.
made for individual students/small groups/class so that all  Allow students to modify or adapt the locomotor skill being used.
students can be successful?  Utilize visual demonstrations of a variety of balances by students or have pictures of
balances on the different number of body parts.

Teacher Reflection after lesson 1. What went well in this lesson? Why?
2. What problems did I experience? Why?
3. Was it “student centered”? Should it have been?
4. What could I have done differently?
5. What did I learn from this experience that will help me in the future?

1. Preparation and research - Was I well prepared? - What could I have done differently?
2. Written plan – Was I organized? Did the written format work? Is there a better form?
3. Presentation – Were the students involved? Was I clear in my presentation? How was the
pacing?
4. Assessment – Does my method(s) of assessment measure what I want? How did the class
do? What should I change for next time?