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Physical Education

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


• 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

• September - Animal Walks
• October - Self & Space
• November - Heart & Lungs
• December - Dribbling
• January - Kicking & Punting
• February - Games & Culture
• March - Gymnastics
• April - Striking & Volleying
• May - Striking with Implements
• June - Fitness Fun

• Lesson 1
• Lesson 2
• Lesson 3

Unit: Dribble Time: 60min Style: Mass task, discovery, and collaboration.
Lesson: 1 - Week 12 Station: Gymnasium IEP: Special accommodation is made for students with special needs.
Equipment: Laptop, tennis ball, basketballs


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 perform each locomotor skill at least once for a distance of approximately 30 feet.

TSWBAT use appropriate passing and catching technique.
• Push ball from chest
• Aim at partner/team members chest.
• Athletic stance feet staggered and shoulder width apart.
• Nose pointing on the ball.
• Look through the triangle of the thumbs and index finger.
• Soft fingers, hands, and uses all 10 fingers to catch the ball.
• Look the ball into the hands.

TSWBAT dribble successfully, which means consecutive bounces against the floor without loosing control of the ball.

TSWBAT use appropriate dribble technique.
• Use finger tips only.
• Eyes up and forward.
• Athletic stance feet staggered and shoulder width apart.
• Flexible and relaxed wrist.
• Elbow bent.
• Motion without looking at ball

TSWBAT dribble in different pathways while avoid collision with other students and applying proper dribbling technique.

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 animal walks.

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 animal walks are good for them as the movements will help them get stronger, faster, and feel better.

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 display knowledge of appropriate dribble technique through applying it.

TSWBAT discover that there are many new ways of dribbling as they are guided by the teacher, but the sky is the limit as the student are also allowed to discover new ways by themselves.

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

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 enjoy the social aspect of dribble the ball without collisions, since it offers the feeling of safety for the student. This will be addressed at the beginning of the lesson.

Lesson Objective Organization Cues
I. Warm up (10 min) Personal Spots Do your best.
II. Locomotor Movement - Animal Walks (18 min) Between the white lines Do your best!
Your hard work gets you stronger and faster.
III. Ball Safety for throwing and catching (10 min) In circle.

In lines.
• How are balls dangerous to students?
• Where should a student and player always have their eyes when playing balls?
• How should the hands be shaped when catching a ball? High? Low?
IV. Movement Words & Nutrition Unit (5 min) In front of white board Grade level appropriate
IV. Dribbling (15 min)
1. Dribble with hands
2. Different levels
• Low
• Medium
• High
3. Different Pathways
• Straight
•  Zigzag
•  Slalom
•  Circle
•  Under
•  Over
•  Around
•  Shadowing
On personal spots, personal space, and general space.

Teaching pathways in front of the board.
• Use finger tips only.
• Eyes up and forward.
• Athletic stance feet staggered and shoulder width apart.
• Flexible and relaxed wrist.
• Elbow bent.
• Motion without looking at ball

How do you use your hands when dribbling compared to catching?
V. Self-Assessment (2 min) Personal Spots Except kindergarten. 1, 2, 3.