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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 3 - 4
• 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 1 - Throw & Catch
• Unit 2 - Gymnastics
• Unit 3 - Heart & Lungs
• Unit 4 - Basketball
• Unit 5 - Soccer
• Unit 6 - Fitness Fun
• Unit 7 - Volley & Strike
• Unit 8 - Burnball

• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5

Unit: Fitness Fun Time: 60 min Style: Mass task, discovery, and collaboration.
Lesson: 3 Station: Gymnasium IEP: Special accommodation is made for students with special needs.
Equipment: Laptop and posters.


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, prepares the body for activity, and prevents injury.

TSWBAT display an appropriate sit-up and push ups, which was taught in the first lesson.

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

TSWBAT improve body coordination, muscle strength, muscular endurance, cardio vascular endurance, and flexibility through the locomotor skills, which will help promote physical activity throughout life.

TSWBAT move in general space while maintain space between themselves and other students in the group by keeping their own personal space free of other students.

TSWBAT apply several skills acquired throughout the year including some new additional skills during the circuit fitness fun.

TSWBAT enhance their five components of fitness during the circuit fitness fun portion.

TSWBAT to learn how to apply several new stretches while enhancing their flexibility.
- Pillar
- Down dog
- Cross the arm
- Scorpion
- Cobra
- Sole
- Glute
- Pigeon
- Straddle
- Down dog one leg calf

TSWBAT know, understand, and apply the concept of social responsibility by grading themselves after the lesson.

TSWBAT know, understand, and apply the concept of student expectations throughout every situation in the gymnasium.

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

TSWBAT know, understand, and apply the concept of skipping, galloping, and other locomotor skills.

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 explain that the locomotor skills are good for them as the movements will help them get stronger, faster, and feel better. It enhances the self-efficacy.

TSWBAT reduce stress with physical activity, since increased physical activity increases blood circulation, which helps removal of glucocorticoids (a hormone that induce stress.)

TSWBAT enhance their own self-efficacy by trying and observe their own improvements in the skills practiced.

TSWBAT explain why locomotor skills are good for them, as the movement skills will enhance their future success with fitness, academic achievement, sport achievement, and pursuit of wellness.

TSWBAT learn and enhance their vocabulary through movement words to increase their academic achievement in other subjects.

TSWBAT learn the five componets of fitness and its meaning.

TSWBAT to practice how to recognize when they apply the five componets of fitness during exercise with the help of posters in the gymnasium.

TSWBAT learn the importance of personal effort during exercising the fitness of five components fitness.

TSWBAT associate different activities with different components of the five components of fitness.

TSWBAT associate different sports with different parts of the five components of fitness.

TSWBAT discover new exercises in the circuit fitness fun and be able to read and follow the instructions.

TSWBAT to enhance their personal understanding how movement is generated, as this is essential information in regards to continued life long movement.

TSWBAT enhance their nutritional education in order to promote healthy growth and development. (See Nutrition Unit.)

TSWBAT prevent child obesity through nutritional education by learning how to make healthy nutritional decision for self. (See Nutrition Unit.)

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.

TSWBAT enhance the team spirit through by positively encourage their peers with positive comments and praise, as they exercise in the class.

TSWBAT provide positive feedback to the peers while experience fatigue from exercising the five components of fitness that will enhance the experience for all students.

TSWBAT applying cooperative skills during the different activities in the circuit fitness fun, as some requires partners.

TSWBAT display teamwork by during the circuit fitness fun and follow the instructions for each activity while providing their best personal effort to promote an atompshere of trust.

Lesson Objective Organization Cues
I. Warm Up (15 min) Personal Spots Do your best.
II. Locomotor Movement  (5 min) Between the white lines Do your best!
Your hard work gets you stronger and faster.
III. Movement Words & Nutrition Unit (5 min) In front of white board Grade level appropriate
IV. Introduction to Five Components of Fitness (5 min)
1. Aerobic Capacity (Cardiovascular Endurance) (AC)
2. Muscular Endurance (ME)
3. Muscular Strength (MS)
4. Flexibility (F)
5. Body Composition (BC)

Seated infront of screen.
Take notes.

There will be a test.

Review: Five components are introduced.
- Where they are in the circuit fitness fun and in the stretching?
- Do you use the five componets in different sports?
V. Circuit Fitness Fun (20 min)
Station 1 - Sit Up Over Head Pass
Station 2 - Push Ups and Plank Hockey
Station 3 - Bowling Run
Station 4 - Handball (against wall)
Station 5 - Quick Feet Drill
Station 6 - Curl Ups
Station 7 - Squat Set
Station 8 - Cone Driibble
Station 9 - Jump Ropes
Station 10 - Sit & Reach Box
Station 11 - Medicine Ball Twists
Station 12 - Hula Hoops
Station 13 - Wall Sit
Station 14 - Free Throws
Station 15 - Tree Pose
Station 16 - Dot Drill
Station 17 - Hallow & Arch
Station 18 - Hug Wall

60 seconds per station.
1 Basketball
1 Tennis ball
3 Bowling pins and bowling ball
1 Tennis ball

1 Mat and paper slip (3 and 4.5inch)
3 Volleyball
3 Soccerball and 10 cones
3 Jump ropes
1 Sit Reach Box (home made)
1 Medicine ball
3 Hula hops

3 Basketballs
30 seconds on each leg
Five dots on floor
30 seconds each w/ one timer.
30 seconds on each side
Two or three students per station.
- AC, ME, MS, and BC
- AC, ME, MS, and BC
- AC, ME, MS, and BC
- AC, ME, and BC
- AC, ME, MS, and BC
- AC, ME, MS, and BC
- AC, ME, MS, and BC
- AC, ME, and BC
- AC, ME, and BC
- F
- AC, ME, MS, and BC
- AC, ME, and BC
- ME, MS, and BC
- ME, MS, and BC
- ME and BC
- AC, ME, MS, and BC
- ME, MS, and BC
- F

Work hard!

VI. Stretch (5 min) Personal Spots Flexibilty
Head-down stretches.
- Pillar
- Down dog
- Cross the arm
- Scorpion
- Cobra
- Sole
- Glute
- Pigeon
- Straddle
- Down dog one leg calf
VII. Self-Assessment (5 min) Personal Spots  1, 2, 3.