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Physical Education

     Daniel Boone School     6710 N. Washtenaw      Chicago, IL 60645      (773) 534-2160 ph.      (773) 534-2190 fx.      [Email]


GRADE 1 - 8
• Introduction (Grade K)
• Introduction (Grade 1-8)
• Warm Up
• Locomotor Movement (K-4)
• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Lesson Plan Outline
Unit: Introduction Grade: 1 - 8 Style: Mass task, discovery, and collaboration.
Lesson: 1 - Week 1 (60 min) Station: Gymnasium IEP: Special accommodation is made for students with special needs.
Equipment: Grease board and marker


Biological Psychological Social
The student will be able to (TSWBAT) move appropriately in the warm up in order to have a proper warm up that raises the heart rate and prepares the body for activity.

TSWBAT warm up in order to prevent injury that is related to lack o warm up.

TSWBAT find a personal space in the general space where personal space in not intruded by another student.

TSWBAT display an appropriate sit-up.
- Bend the knees.
- Cross the arms on chest.
- Lifting the upper back of the ground in a curling motion.
- Keep the back as close as possible to the ground, but not touching the ground.

TSWBAT display an appropriate push up with feet in the ground.
Being Up.
- Keep body straight.
- Arms slightly bent.
- Eyes forward
Being Down.
- Straight back.
- Arms bent 90 degrees.
- Eyes forward.
TSWBAT know, understand, and apply the concept of social responsibility by grading themselves after the lesson.

TSWBAT know, understand, and apply the concept of teamwork by using it throughout every situation that the classroom, gym, and the playground will present.

TSWBAT give examples of situations when the student expectations are applicable.

TSWBAT explain why sit-ups and push-ups are beneficial for a growing person.
- Strength decreases risk for a joint injury, if it is balanced.
- Increases metabolism.
- Help the student feeling more successful overtime, if the student gains strength.
- Increased overall health.

TSWBAT know,  explain, and apply the rules that are given in the class.

TSWBAT recollect where their personal seat is, and how it aids the student’s ability to follow the rules and to be team players.
TSWBAT feels that they belong in the class as much as everyone else by have equal rules for everyone.

TSWBAT feel that they are in control of their behavior by giving a grade of themselves at the end of the class. (1, 2, or 3)

TSWBAT feel enjoyment by being more successful due to an increased level of personal involvement through their grading.

TSWBAT feel enjoyment and success through increased participation in all class activities.

TSWBAT feel enjoyment through increased level of success as well as increased level of personal involvement in their homework, which enhances their overall health.

TSWBAT feel an increased level of well-being due to increased level of physical activity.

TSWBAT promote teamwork and success among his or hers classmate through positive feedback and positive interaction that does not display any negative (i.e., hurtful) behavior.
Lesson Objective Organization Cues
I. Introduction (5 min) In front of board Introduce me and physical education.
II. Student Expectations (20 min)
In front of board 1. Explain the rules.
2. Examples of the rules.
3. Ask students for examples of the rules.
4. Ask student to apply the rule in certain situations.
5. Rules will be appropriate in regards to grade level.
III. Assessment (5 min) In front of board Explain the grading, which is based on rules.
1, 2, and 3 points for behavior in regards to rules. 0 for dishonesty.
IV. Movement Words & Nutrition Unit: K-2 (5 min) In front of white board Grade level appropriate
V. Seating (5 min) Personal spots Randomly
VI. Homework (5 min) Personal spots Homework assignment
Grade 2 - 8
VII. Warm up (15 min) Personal spots Demonstration
1. Explain why each stretch is used.
2. Ask students for examples where certain movements are used, e.g., push up