Physical Education Lesson Plan

Course: [KIN 489A ] Semester: [Spring, 2024]

Teacher: [Kendyl Nowels] Date: [3/12/24]
Springtime Busy Bunnies

Grade Level K-6th Number of 10-12 Lesson Length 30 minutes

Students

Major Activities This is a spring-themed lesson where students will practice their locomotor and striking
to be Taught skills as busy bunnies getting their farm ready for spring. We will begin with a locomotor
spring cleaning warm-up where we collect and sort different colored items. Then students
will tend to the farm by practicing different striking skills as they rotate through three
stations.

CA Content Standards Addressed:

Grade: 1.1 Travel within a large group, without bumping into others or falling, while using
Kindergarten locomotor skills.

1.10 Travel in straight, curved, and zigzag pathways.

1.12 Strike a stationary ball or balloon with the hands, arms, and feet.
Grade: 1st 1.1 Demonstrate an awareness of personal space, general space, and boundaries while
moving in different directions and at high, medium, and low levels in space.

1.3 Change speeds in response to tempos, rhythms, and signals while traveling in straight,
curved, and zigzag pathways, using the following locomotor movements: walking,
running, leaping, hopping, jumping, galloping, sliding, and skipping

1.22 Create or imitate movement in response to rhythms and music.

Grade: 2nd 1.13 Strike a ball with a bat from a tee or cone, using correct grip and side orientation.

1.17 Demonstrate a smooth transition between even-beat locomotor skills and uneven-
beat locomotor skills in response to music or an external beat.
Grade: 4th 1.18 Manipulate an object by using a long-handled implement.
Grade 6th 1.3 Strike an object consistently, using a body part, so that the object travels in the
intended direction at the desired height.

1.4 Strike an object consistently, using an implement, so that the object travels in the
intended direction at the desired height.

Type and Quantity of Equipment

Locomotor activity: 50-100
Different solid color items to sort (i.e. bean bags, toys,
ect.) 5-8
Sorting Baskets w/ visuals

MISC:
 Physical Education Lesson Plan
Poly spots 12 for activity +1 for each student
Speaker 1
Projector/screen 1+
Cones for station visuals 3
Optional: bunny ears 1 for each student
Optional: directional arrows 4-6

Striking stations:
Baseball tees 2-4
Wiffle balls 4 small, 2 large
Bucket 2-4
Bats 2-4

Low volleyball net 1

Balloons tied to net (blue/white) 2
Paddles 4

Pool noodles 4
Balloons (bees/butterflies) 4

Assessment/s
After the main activity and before cool-down the teacher will ask:
Remember the movements we did when we sorted colors? Show me the movement you remember to get
from here to there to come sit on a spot. When you get here tell me which one you did!

After cool-down the teacher will ask:

1. What was the theme of our lesson today, spring or winter?
2. What skills did we work on in our stations today? Striking or kicking?
3. What objects did we use to strike today?

Safety Precautions
The instructor will state at the beginning of the warm- The instructor will also remind students before
up to make sure that students keep their eyes open starting their station to make sure they have enough
and head up when they move around so they do not room between them and others before they start.
run into their classmates.

Behavioral Objectives
Motor Students will be able to navigate the activity space demonstrating spatial awareness by
avoiding running into classmates while following rhythms and cues to “freeze" and switch
to various locomotor movements for 3-4 minutes.

Students will be able to strike balloons with an implement (i.e. pool noodle, paddle) and
make contact as many times as they can for 4-5 minutes.

Students will be able to strike a ball with a bat from a tee or cone, using the correct grip and
side orientation as many times as they can for 4-5 minutes.
 Physical Education Lesson Plan
Cognitive Students will be able to sort different colored items into the correct buckets for the
duration of the 3–4-minute locomotor song or until all items have been collected and
sorted.
Affective At the end of each station rotation, students will congratulate their station partners by
offering them a fist/bunny bump or verbally telling them "good job.”

Preparation
•Diagram/Layout of class:
Set-up:
Students come in and sit down for instruction.

Before Class prep

The lesson should take 10 minutes to set up, but the teacher should aim for a 30-minute set-up time to allow
extra time to prepare. Ahead of time, visuals and PowerPoint can be prepped. The main activity stations will
be partially out and ready. As students finish the locomotor warm-up, the teacher can uncover or bring out
equipment such as the buckets with whiffle balls, pool noodles, and the balloons that may have distracted
students during from the warm-up.

Lesson
Skill, Methods & Organization Cues &
Activity, (Skills Progressions & Diagrams) Modifications
Topic; for Specific
Concept & Students,
Time Disabilities, or
Ages
Activity Intro:
#1 Alright, little bunnies! Today, we are going to pretend to be busy bunnies on a farm, Cues
Busy getting everything ready for spring. But first, we need to warm up our bunny bodies
Bunny with some spring cleaning! “Head up,
 Physical Education Lesson Plan
Clean-Up eyes open!”
We are going to move back and forth across the room and pick up one toy at a time.
Time Then put it in the bucket that matches its color. When the music stops, every bunny “Choose
3-4 will freeze like a statue! which
minutes movement
Remember, to keep your head up and eyes open so you do not bump into your you want to
Purpose bunny friends as you hop around! do!”
Locomot
or “Freeze!”
Moveme Activity:
nt The activity area will already be set before the lesson and not only serve as a warm- “To gallop,
up but as an opportunity for students to practice their locomotor skills. Students front foot
Learning start the activity when they are cued by the music which will present them will forward
Objectiv different locomotor skills of varying levels. The song will begin with the cue “walk” back foot
e and progress into galloping, tiptoeing, running, sliding, and hopping. Between each follows”
Addresse movement, the music will stop, and students will be prompted by the teacher to
d “freeze.” Students will stop and wait to start the next movement called out. The “tip toe!
music will also correspond and reinforce the cued locomotor movement. While they Heels up,
CA move to the music, students will move back and forth across the room to pick up toes
Content scattered solid-colored items (i.e. bean bags, toys, etc.) one at a time to sort into pointed.”
Standard matching-colored buckets. In Incorporating both physical and cognitive elements
Kinder: into the activity it aims to create a well-rounded learning experience that maximizes “To slide,
1.1 student engagement and development. front foot
1.10 side steps
Assignments/instructions for paraprofessionals/peer tutors: and the
st
1 : Encourage students to follow along and prioritize students safety by helping back foot
1.1 monitor the activity area for any potential collisions or hazards. follows”
1.3
1.22 Diagram of activity/layout: “Hop on
one foot or
2nd: both feet!
1.17 Bend knees,
arms back,
and jump
up

Modificatio
ns

Each
locomotor
movement
has a
modified
OR option
for students
to choose
 Physical Education Lesson Plan
Plan for all behaviors: from. There
If students are not engaged the instructor will modify the task to end early and will also be
instruct students to finish collecting and sorting the toys as fast as they can while visuals
playing “Flight of the Bumblebee” (Piano Version). If time allows, the instructor displayed
should take out four cones and start the locomotor song over. Then have students with GIFs of
move in a circle around the cones, solely focusing on performing the different each
movements and stopping between each one. movement
choice.
For off-task students, the instructor will redirect the student using verbal cues such
as “no thank you” or “try again.” Also using clear instructions to guide the student
back on task without disrupting the flow of the activity. If the behavior continues
the student will take a quick 1–2-minute cool-down break to walk or play with a
preferred item before returning to the activity.

Transitio The music will end, and the instructor will yell out “freeze” one last time. Then tell Cues:
n Time the students to come and find a poly spot to sit down on to listen for the next “Freeze!
30 activity and divide students into stations. Now come
seconds hop on over
–1 During this time the instructor may pull out hidden equipment, such as balloons. and sit on a
minute spot.”
Activity Intro:
#2 Great work every bunny! Now that we are done with our spring cleaning, it is time Cues
for some fun spring striking!
Spring- “To hit the
time There are three stations set up around our room. Starting with our baseball tee fish food,
Striking station, we will use a bat to try to hit the fish food to the hungry fish in our pond. stand to the
Stations side”
At the next station, we will use our flower stems (pool noodles) to bump and strike
Time our bee and butterfly friends up in the air after they ate too much honey and pollen. “Hold the
10-15 bat with
minutes Then at our volleyball net, we will use paddles or our hands to strike spring shower two hands.
clouds back and forth and bring out a beautiful rainbow! Elbows back
Purpose and up, and
Striking When the music starts you can start the activity. When the music stops, stop what swing!”
skills you are doing, congratulate your station partner with a bunny bump (demonstrate
fist bump) or a “good job” and then hop or walk to the next station. “Follow the
Learning ballon with
Objectiv Remember to make sure you have plenty of space between you and others before your eyes,
e you start each activity! strike up
Addresse and do not
d Activity: let it hit the
The activity will be partially set up with the volleyball net, tees, and pool noodles ground”
CA strategically placed to not be a distraction during the warm-up. During the
Content transition, the instructor will put out the final touches before explaining the activity. “Use one
Standard The instructor will then explain the three stations with peers modeling each station hand on
and a rotation with music. your
Kinder: One station will have 2-4 baseball tees set up with various-sized wiffle balls in paddle”
 Physical Education Lesson Plan
1.12 buckets labeled as “fish food.” Students will use bats to aim at the fish target decals
already placed on the ASAPP classroom walls to “feed them.” Students will take “shake
2nd: turns and hit as many as they can within the allotted station time. The next station hands with
1.13 will have a bucket of pool noodles and bee and butterfly-themed balloons for your
students to strike up in the air. The last station will have students on each side of a paddle”
4th: low/floor volleyball net and will use paddles to hit cloud-themed balloons that are
1.8 tied to the net back and forth. “When the
The instructor will then play the music and have peers work at the station for 10 music starts
6th: seconds, then stop the music, and tell them to hop or walk to the next stations so you start”
1.3 that students can visualize what the rotation will look like.
1.4 Then the students will be paired into groups of 2-4 and given a station to go to, When the
while the instructor starts music and a timer for 3-4 minutes. music stops
At the end of each station, students will give each other a high-five, a bunny bump, you stop”
or say “good job” to their station partners.
“Bunny
bump or say
Assignments/instructions for paraprofessionals/peer tutors: good job to
Before the activity, the instructor will explain the stations to peers/paras and ask at your
least 1-2 to volunteer to model a station and demonstrate a rotation. During the partner”
activity, instructors will monitor student safety, provide hand-over-hand as needed,
and follow instructions and modifications provided on each station's visuals. “Hop or
walk to the
Diagram of activity/layout: next
station”

Modificatio
ns

Different
larger wiffle
balls, and
bats. Larger
paddles and
large
balloons to
strike.

OR options
for each
stations
provided on
visuals

Plan for all behaviors:

If students are not engaged, the instructor will take out the activity station students
are least engaged with and focus on engaging students in the other two activities.
 Physical Education Lesson Plan
For off-task students, the instructor will redirect the student using verbal cues such
as “no thank you” or “try again.” Also using clear instructions to guide the student
back on task without disrupting the flow of the activity. If the behavior continues
the student will take a quick 1–2-minute cool-down break to walk or play with a
preferred item before returning to the activity.

Transitio During the last rotation, the instructor will put out poly spots for the cool-down. Cues
n Time The music will stop and students will choose one locomotor movement to move to Music
30 a spot to sit on. stopping
seconds
–1 “Perform
minute one
movement
we used to
get around
that you
remember
to come sit
on a spot”

“When you
get here,
tell me
what it is
called!”
Activity Intro:
#3 Great work today little bunnies! The farm is clean, the pond fish are fed, the bees Cues
and butterflies are flying, and there is a rainbow in the sky. It’s time for us to rest “Big Bunny
Time and reward ourselves for our hard work. Lay or sit down, and we are going to Belly Breath
3-5 practice some big bunny breaths. in, and out”
minutes
Great job, stay seated or laying down, and continue to relax and breath until the “Calm body
Purpose timer goes off. quiet
Cool- mouth”
down Activity:
The instructor will have everyone seated and will dim the lights for some deep Modificatio
Learning breaths and meditation. The students will follow along as the instructor tells ns
Objectiv students to breathe in, hold it, and breathe out, with a springtime calming visual
e and relaxing music playing in the background. Short
Addresse meditation
d Assignments/instructions for paraprofessionals/peer tutors: time
Model deep belly breaths and help redirect students.
CA Visuals to
 Physical Education Lesson Plan
Content Diagram of activity/layout: breath
Standard along with

Plan for all behaviors:

If students are not engaging in the cool-down the instructor will end the meditation
cool-down early and have students stand up and help clean up equipment and play
a clean-up song.

For off-task students, the instructor will redirect the student using verbal cues such
as “no thank you” or “try again.” Also using clear instructions to guide the student
back on task without disrupting the flow of the activity. The instructor can also
show the student that they will receive a stamp for following directions. If the
behavior continues the student will take a quick 1–2-minute cool-down break to
walk or play with a preferred item before returning for the ASAPP cheer.
Transitio Students will already be seated, and the lights will turn on. Students will do closure Cues
n Time and receive a stamp for their hard work today. The lights
will turn on
0
“Wake up
every
bunny”

Closure When the meditation is over, the instructor will congratulate the students for their
and hard work and ask them: Modificatio
Homewo ns:
rk 1. What was the theme of our lesson today, spring or winter? This or that
2. What skills did we work on in our stations today? Striking or kicking? visuals to
Time 3. What objects did we use to strike today? help
2- students
minutes Students will then receive a stamp for their hard work and participation before with their
 Physical Education Lesson Plan
ASAPP cheer. answers.
Purpose
Closure
and
assessme
nt

Learning
Objectiv
es
Addresse
d

CA
Content
Standard