Physical Education Lesson Plan

Teacher Name (s): Nick Garza Equipment Needs: Music, gymnastic mats, benches, step ups,
Content/Skill Theme: Culminating yoga mats, visuals of point of balances, and rolls, hoola
event for educational gymnastics. hoops, poly spots
Date of Lesson: 4/24
Lesson # _6__ of _6__
Grade Level: 4th Grade

National Standards & Grade State Standards & Grade Level Outcomes
Level Outcomes

Standard 1: The physically literate 1. Identify the major characteristics of mature locomotor,
individual demonstrates competency non-locomotor, manipulative, and rhythmic skills.
in a variety of motor skills and Create a rhythmic routine including gymnastics,
movement patterns. creative dance, or jump rope. (S1.1.1.e)
2. Analyze opportunities for participating in physical activity
Uses various locomotor skills in a and actively engage in teacher-directed and independent
variety of small-sided practice tasks, activities.
dance and educational gymnastics Understand the importance of participation in
experiences. (S1.E1.4) fitness-enhancing physical activities such as gymnastics
clubs, community-sponsored youth sports, or activity clubs.
Balances on different bases of (S2.3.2.a)
support on apparatus, demonstrating
levels and shapes (S1.E7.4) 4. Demonstrate knowledge of safe practices in a physical
environment setting.
Standard 2: The physically literate Differentiate between safe and unsafe participation and
individual applies knowledge of environment. (S4.6.1.c)
concepts, principles, strategies and
tactics related to movement and
performance.

Combines movement concepts with

skills in small-sided practice tasks,
gymnastics and dance environments
(S2.E2.4)

Standard 3: The physically literate

individual demonstrates the
knowledge and skills to achieve and
maintain a health-enhancing level of
physical activity and fitness.

Identifies the components of

health-related fitness. (S3.E3.4)

Standard 4: The physically literate

individual exhibits responsible
personal and social behavior that
respects self and others

Listens respectfully to corrective

feedback from others (peers, adults).
(S4.E3.4)

Standard 5: The physically literate

individual recognizes the value of
physical activity for health,
enjoyment, challenge,
self-expression and/or social
interaction.

Rates the enjoyment of participating

in challenging and mastered physical
activities. (S5.E2.4)

Student Learning Objectives Assessments

Psychomotor: Be able to combine Post-psychomotor assessment, observation/progression

previous taught skills into a throughout lesson
routine and have a mature pattern
in a variety of educational
gymnastic skill themes, such as
weight transfer, jumping and
landing, and rolling.
Cognitive: Identify the cues for a Check for understanding throughout the lesson
successful weight transfer onto
the hands and off of the feet.

Affective: ​ ​Be an effective role Have an exit slip.

model and leader in the How do you feel you treated your classmates today during
“Challenge by Choice” model for challenge by choice?
what you can do and what your How do you feel your classmates treated you today during
challenge by choice?
classmates feel comfortable
trying and doing.

Teacher Performance Objectives Data Sources for Self-Reflection

#1: Provide specific and positive Use film to point out specific feedback.
feedback

#2: 50 % MVPA Use data to show MVPA.

#3: focus on key cues for students to Checking for understanding during instruction and activity.
focus on during their routine

Time Task Details Performance Cues Organization

(min) (set induction, instant Safety Reminders Teacher (diagrams, descriptions)
activity, transitions, Actions
learning experience
descriptions,
modifications/challenges,
assessment tasks, closure)

1-2 ​Getting heart rate Grab both your name tag and
min. monitors and name tags heart rate monitor and head to
for students the baseline for instructions.
5-10 Instant Activity Safety
min. ● 2 sided Line Tag ● Tag between shoulder
● 2 games of line and waist
tag, one on each ● Tag gently
side of the gym
● 2 taggers on each Give specific feedback to the
side students
● If tagged pick a
body reward to do
5 reps of (push
ups, jumping
jacks, high knees)
● After doing the
body reward you
may join the game
on the other side
of the gym.
● Choose new
taggers after each
round
● Progressions
● Walk, skip, gallop,
jog
● Transition
● When I say go Mr.
Nick’s group will
go to this side of
the gym. Ready
go.

5-8 Different points of Cues

min. balance ● Tight tummy
● Instructions ● No wiggles
● We are going to ● No wobbles
● Hold still for 3
work on all the
seconds
different points
of balances Give specific feedback
● 1-5 points of Ex: “I like how creative your
balance 3 point of balance is”
 ● Really try to get
the student to do
new points of
balance
(creative) if
possible
● Can ask one
student at a time
(popcorn style)
what point of
balance we
should all do.
● Transition
○ Have all
the
students
roll their
mats up
and put
against
the wall

5-8 ​Balance on apparati Balancing cues

min. I will have the students ● Tight tummy
moving around the gym ● No wiggles
balancing on different ● No wobbles
● Hold still for 3
apparati such as
seconds
● Allow the
Safety
students to ● If it feels to difficult
choose what they refine back to a
want to balance simpler balance
on ● One at a time on
(have it set up equipment
and let them
choose from
there)
● Benchs,
 ● step ups
(different
heights)
● Have the student
focus on the key
cues while
balancing

● Safety
● For safety
purposes mat
will be set down
next to the
benches

5-8 Rolling after jumping

min. off apparatus Safety
● For safety purposes
Will group students into only one student
groups of 3 and four will be on the
● 2 groups of 3 benches at a time.
students ● If it feels to difficult
● 1 group of 4 to do a forward roll
students try using a different
roll
● Egg, pencil, log
● Student will walk
on apparatus Rolling cues
● then jump off ● Tight tummy
onto mat ● Arms straight up
● Once they land shoulder width apart
they will roll ● Arms to your side
● Have the ● Round back
students try to ● Tucked chin
forward roll
● Have a bean bag
to help with
tucking their chin

● As they perform
the roll have the
students say the
cues

● Allow the
students to have
the option to use
the other rolls
● Log, pencil, egg
● Safety
● Student must
high five the next
person in line
before he or she
goes

● Transition
● Have everyone
pick up the mats
while jake and I
pick up the
benches
 5-8 Transferring weight into Cues
min. a roll ● Tight muscles

Have all the students grab Safety

a mat and have them circle ● If we fall tuck our
up like previously shoulder and roll out
● 10 mat= 1 for each ● Be cautious when
student transferring weight
● Transfer weight ● Do not go to far to
from put yourself in a
● feet to hands then position to fall
● Knees to hands
● Donkey kicks ● Do not transfer
● Forward roll, weight over head
shoulder roll (handstand)

10 Gymnastics routine Rolling cues

min. practice (creative) ● Tight tummy
Have the students ● Arms straight up
individually come up with shoulder width apart
a routine ● Arms to your side
● Have the students ● Round back
draw out routine ● Tucked chin
● Have the students
list out at least 2 Balancing cues
cues need for their ● Tight tummy
routine ● No wiggles
● After that give the ● No wobbles
students time to ● Hold still for 3
practice their seconds
routine ● Keep highlighting
● Each student will SAFETY
have self space to
work on their
routine

● Safety
5-8 Assessment of Rolling cues
min. previously taught skills. ● Tight tummy
(Final Routine ● Arms straight up
performance) shoulder width apart
● Arms to your side
After giving the students ● Round back
time to practice there ● Tucked chin
routine
● we will go around Balancing cues
the gym so that ● Tight tummy
every student can ● No wiggles
perform the ● No wobbles
routine for the
● Hold still for 3
class
seconds
● Look to see if
students are Keep highlighting SAFETY
applying the cues
that were taught
and written on
their paper

Fitness break ● SAFETY

● Do not kick the cones
● Bulldozers and over
builders ● Knock over with hand
Trial 1: How fast can you ● Be aware of
knock over the cones classmates around you
Trial 2: How fast can you (head on a swivel)
build the cones up
(Repeat 2-3 times)
● 2 teams of 5
● 1 team of
bulldozers
● 1 team of builders
● bulldozer team
will work to try
and knock down
each cone
● Builder team will
work to try and
stand up the cones
(build)
 ● Rotate builders to
bulldozers and
bulldozers to
builder
● SAFETY
● Do not kick the
cones
● Knock over with
hand
● Progressions
● Mall walk
● Skip
● Gallop
● jog

Talk about heart rate and

what happens when we
exercise (When we start
moving, what will happen
to our heart rate)

● Transition
● Freeze hands on
knees
● I need everyone to
pick up 2 cones
and set them to the
side. (point to
where they need to
go)
● When I say go…
go
 5 min. Wrap up We use it in everyday life.
● How do we use sports, running, walking.
gymnastics skills
outside of PE?
● What are key
cues for
gymnastics?
● S/O a classmate
● Exit Slip-what
does it mean to
be treated fair?
Unfair?

Assessments: Summative assessment:

The Olympics have arrived and it’s your turn to showcase your skills with a gymnastics routine.
Your routine must include AT LEAST ONE OF THE FOLLOWING:
● Jumping and Landing
● Balance
● Rolling
● Weight Transfer
● Locomotor Skill (This can only be used once)

You are in charge of asking for equipment (mats, benches, blocks). You must draw out your
routine and list two cues associated with the task. (Example: Balance is the task, Tight core is
one cue)
Cue 1) Cue 1) Cue 1)
Cue 2) Cue 2) Cue 2)

Cue 1) Cue 1) Cue 1)

Cue 2) Cue 2) Cue 2)

Cue 1) Cue 1) Cue 1)

Cue 2) Cue 2) Cue 2)