PHYSICAL EDUCATION LESSON PLAN FORMAT

Instructions: Search the Internet to find a lesson plan you would like to use for a grade level of your
choice. Fit the lesson plan into the form below and come prepared to demonstrate it in class. Upload to
Blackboard assignments by Oct. 16th.

GRADE: 2nd Lauraine Chavez –

EDU 543 A

STANDARD: (PE Frameworks – page 46)

Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and
strategies that apply to the learning and performance of physical activity.

Self-Responsibility
5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others.
5.2 Accept responsibility for one’s own behavior in a group activity.

Social Interaction
5.3 Acknowledge one’s opponent or partner before, during, and after an activity or game and give positive feedback on
the opponent’s or partner’s performance.
5.4 Encourage others by using verbal and nonverbal communication.
5.5 Demonstrate respect for self, others, and equipment during physical activities.
5.6 Demonstrate how to solve a problem with another person during physical activity.

Group Dynamics
5.7 Participate positively in physical activities that rely on cooperation.

NEEDED EQUIPMENT:
 Optional – music (with ability to turn off/on easily)
 Optional – 10 bean bags, small balls (i.e. tennis), or small items that can be used as “cheese” for middle of circle
 Optional – 2 hula hoops, baskets to designate area for students to store “cheese”
 Self-check “checklists” for each student
 Pencils
  Visual illustration of “Mousetrap”

Note: All students should be in appropriate dress (i.e. comfortable clothing with appropriate shoes for outside
activities)

LEARNING GOAL/OUTCOME/OBJECTIVE:
Students will demonstrate and utilize psychological and sociological concepts, principles, and strategies that apply to
the learning and performance of physical ability by engaging in a whole class activity/game called “Mousetrap.”

TIM LESSON CONTENT – ACTIVITY

E Describe the lesson components with detail so that any substitute teacher could teach the
lesson and so that any supervisor could easily see what you are planning to do. Note: edTPA
Tasks require this same type of descriptive writing. Include Steps if required (Step 1, Step 2,
etc.).
Min. Opening /Introductory Activities (What you will do to get students ready to receive instruction
for this standard)

Opening:
Step 1: Tell students what they will be learning. (Review standard 5: students will further develop self-
responsibility, social interaction, and cooperation, by participating in a large group game called
“Mousetrap”.)
Step 2: Tell students what they will be doing. (Students will be participating in a large group game where
they are required to follow instructions, be responsible for their individual behavior, provide positive
feedback and encouragement to peers, show respect for themselves and others, and problem solve.)
Step 3: Tell students how skill practice is organized. (Teacher will divide class into 2 equal sized groups;
equipment will be set-up on the field prior to practice and should not be moved, unless asked by teacher.)

Instruction/Skill Development/Concept (What you will do to instruct the students on this

standard)

Student Warm-up (prior to instruction):

- Jog 2 short laps around basketball court (return to teacher)

Instruction:
Step 1: After warm up, place students into 2 teams (equal in number) and set verbal perimeters of the
game for students (i.e. “When playing our game, do not go beyond the grass; stay within this area, etc.”).
Step 2: Go over the following game/activity instructions with students:
1. Half of the players need to form an inside circle by joining hands. You will be the “mousetrap”.
2. Remaining students, spread out, outside of the circle. You will be the “mice”.
3. “Cheese” (i.e. beanbags, balls, etc.) is placed in the middle of the circle.
4. Collection bins (i.e. hula hoops, baskets, etc.) are placed at opposite ends of the perimeter to collect
cheese.
5. “Mice”, you will attempt to steal pieces of cheese by entering the trap (i.e. circle) by going under the arms
or through the legs of the circle, and into the mousetrap.
6. Once inside the circle, “mice” must hurry out with cheese (only 1 piece can be taken at a time), because
when I (teacher or designated person) yells “MOUSETRAP”, the circle of players collapses their arms and
crouches down to trap any mice inside. (If playing along to music, when music stops, the mousetrap closes).
7. Any “mice” trapped in any part of the circle (i.e. half in/out counts) now become part of the mousetrap
circle.
8. After all mice have been caught, we can quickly switch roles and play again.
Effective Practice Activity (How you will have students practice this standard?)
- Set-up equipment in advance to eliminate wait time.
- Have students engage in active play of “Mousetrap” game for 20 minutes. (Students should be allowed to
play the game as many times as possible within allowed time for maximum practice.)
- Provide students with specific corrective or positive feedback during and after activity.

Closure (What you will do to help students remember this instruction and how they might keep
on practicing independently?)

Closure:
Step 1: Cool-down stretches
- Shout “FREEZE” and tell students that activity time is over; it’s time for cool-down stretches.
- Have students’ move to open area and space-out. Remind them to do stretches slowly – never to the point
of discomfort. Each stretch should be held for six to eight counts while taking slow, deep breaths. Remind
students to imagine releasing muscle tension with each exhale.
- Begin each stretch standing up.
- Calf and hip stretch: Take a giant step forward with your left foot. Bend your left knee (but don't push it
beyond your foot); keep your right heel on the ground and your right leg straight behind you. Keep your
abdominal muscles gently contracted so there's no excess arch in your back. You should feel the stretch in
both your right calf and hip. Hold for several deep breaths. Then switch legs and repeat.
- Back and hamstring stretch. Stand with your feet together and your knees slightly bent. Lean forward from
the waist and let your arms and head hang loosely toward the ground. Don't necessarily try to touch your
toes – just let your body hang under its own weight and ease into the stretch with each deep exhale. Slowly
stand up (to avoid light-headedness) and repeat.
- Shin and thigh stretch. Grasp your right toes with your right hand, and gently pull your foot up behind you,
keeping your right knee pointed toward the ground. Your heel doesn't have to reach your buttocks – just pull
to the point of feeling a gentle stretch in the front of the thigh, hip, and shin. Hold for several deep breaths.
Then switch legs and repeat.

Step 2: During cool-down, remind students of what they have practiced today. (Review standard 5:
students developed self-responsibility, social interaction, and cooperation, by participating in the large group
game called “Mousetrap”. Students followed instructions, were responsible for their individual behavior,
provided positive feedback and encouragement to peers, showed respect for themselves and others, and
problem solved.)

Step 3: Ask students to think-pair-share with a neighbor. “What is one thing you learned from today’s
activity? Think about it and share your response with your partner?”

Assessment: How will you assess progress in this standard? (refer to pages in the PE
Framework that support your plan)

Progress Monitoring:
Step 1: Distribute pencils and “checklists”. Explain to students that they will be assessing themselves
using self-check assessment. Remind students to complete all rows on the checklist and include name.
Step 2: Review assessments and make any personal notes of observations made during “play” that need to
be addressed.

PDF available at: https://sparkpe.org/wp-content/uploads/2009/11/36_C_All_Star_Self_Check.pdf

Class Management (How you will manage this instruction so that all students learn?)

School must be a place where students can learn in a safe and secure environment. Every student will learn
to be accountable and responsible for his or her own conduct and behavior.

Expectations:
1. Dress appropriately (i.e... shirt, shorts, shoes).
2. Be respectful to other classmates and with use of the equipment.
3. Follow Safety Rules. (NO HORSEPLAY)
4. Listen carefully and follow directions.
5. Always try your best; think positive, and plan to succeed!

Consequences:
1. Verbal warning.
2. Loss of points (points deduction) and privileges (i.e. no participation allowed for day, etc.)
3. Written warning or call to parents.
4. Discipline referral to office.
5. Immediate removal from class (i.e. for refusal to follow teacher’s directions, fighting with or threatening
other students, putting self or others in danger, physically or verbally out of control, destruction of property.)
Rewards:
1. Gain of points (+ = 10 points added)
2. Note/email home.
3. Free Friday (special day of play)

Modifications for Special Types of Learners (Refer to PE Frameworks and provide page numbers)
English Language Learner:

Strengths: Some of my ELL students are more experienced with various sports including soccer (football),
long distance running, and have good physical endurance.

Weaknesses: Conversational language skills and understanding specific instructions or terminology.

Your intervention or adaptation: (PE Framework - pg. 214, 215)

- Clearly enunciate all words.
- Provide a visual illustration of how students are to be arranged for “Mousetrap.”
- Hold up manipulatives when referring to them (e.g. “cheese” is bean bags)

Special Needs Learner:

Strengths: My 1 student with a temporary physical disability (broken leg) is willing to participate at all times;
team player; great attitude.

Weaknesses: Student has un-steady gait and can easily be knocked over.

Your intervention or adaptation:

- Substitute student’s roll as mouse/trap to “person in charge of controlling music or yelling Mousetrap”.
Student will need to keep an eye on other students to ensure best time to ‘trap’.
- Student will be allowed to participate in modified warm-up and cool-down stretches as ability allows.