PHYSICAL EDUCATION LESSON PLAN FORMAT

GRADE: Kindergarten
STANDARD: Body Management: 1.6 Balance on one, two, three, four, and five body parts. (page 1, from kindergarten)
(From frameworks): Standard 1 Students demonstrate the motor skills and movement patterns needed to perform a variety of physical
activities.
NEEDED EQUIPMENT:
Large play area, preferably a field
Scatter Scotch game from Discovery Toys
Chalk (optional)
Can use alphabet letters & have children jump from letter to letter to spell or alphabetically
LEARNING GOAL/OUTCOME/OBJECTIVE: Children will be able to balance on one leg

TIME

LESSON CONTENT ACTIVITY

Describe the lesson components with much 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: TPA Tasks require this same type of descriptive writing.

TEACHING POINTS AND

ORGANIZATION
What must you do to be ready/preplanning to
teach each lesson component point?

We
dedicate
30-45
minutes for
this activity
depending
on how the
students are
able to
handle the
activity
&/or
weather &
behaviors.

Have the children sit quietly on the blacktop or grass, if the grass is not wet; if
it is a hot day, please have the children stay inside. Have the children review
some smaller words like cat, car, dog or reviewing the alphabet, whichever
you prefer. If you would like to do a group with numbers as well, that would be
great! There should be a group of 3, 4, or 6 depending on numbers &
behaviors. This is something that the students do often but will need a
reminder of how it is done. Please be sure that all letters & numbers go up in
the same order. The letter A should not be be next to B if B is the next step. I
would prefer A & Z next to each other & B next to Y. Rotate around the
groups to see who needs help. The aides will also provide you with support.

Step 1: Get students into groups; IE boys vs

girls, height, by class group, etc.

They will
have 5
minutes or
less with
instruction.

Instruction/Skill Development/Concept: The students will see the scatter scotch

Step 1: After it is set up, demonstrate with a
demonstrated so they know how to do the scatter scotch. I would have a couple
couple student volunteers.
students come up & do the demonstration with me so other students can see that is it
not that hard. Hopefully it will get the whole class engaged.
Step 2: Select students & have them mimic
you.

Step 2: Have staff help you set up the scatter

scotch area outside.
Step 3: Demonstrate what you want students
to do; Spell a word, alphabetical order,
numerical order
Step 4: Double check that they understand
directions & allow students to begin

Step 3: Check for understanding.

At recess,
Effective Practice Activity: They can practice outside at recess or lunch, any free
lunch or
time at school that is outside. Students can also play at home but without the scatterany other
scotch board, the will have to draw a hopscotch court with chalk.
free-time
they may
have
outside.

Step 1: Allow students access to the scatter

scotch at school.
Step 2: Set it up outside your door so
students know it is available.

Clean up
should take
3 minutes
or less.

Closure (What you will do to help students remember this instruction and how
they might keep on practicing independently): We would make a take home
scatter scotch for the students so they are able to have it at home & have fun with
their family & friends.

Step 1: Locate all scatter scotch pieces, pick

them up or if students are picking them up,
ask them to find all the pieces.
Step 2: Have a central area that the students
can put all their scatter scotch pieces,
preferably a box.
Step 3: Allow ample time for clean up.

Varies

Assessment: Entry-Level Assessment

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

Step 1: Have a DRDP available for younger

students or a mini assessment for older
students. DRDP is for Preschool aged (3-5),
mini assessment is kindergarten or 5+.
Step 2: Record initial findings then re-record
new findings as you go along.

Varies

Class Management (How you will manage this instruction so that all students
learn well): It would vary - some days where we have more time & if the students
are enjoying the activity, we will continue on. However, if it is a hot day or raining,
the students will be limited to time outside or how much we can do.

Step 1: Allow students to work with others,

they should also socialize.
Step 2: Students should be in groups; if a
student is repeatedly lett out, assign him/her
to a group.

Modifications for Special Types of Learners (Refer to PE Frameworks and

provide page numbers0
ELD Learner:
Strengths: Understands & knows how to spell 3-4 letter words in
English.
Weaknesses: Does not like to socialize in English.
Your intervention or adaptation: Allow student to pick his own
group but monitor his language & his speech. Talk with this student

Step 1: Student will pick his own group, so

he is comfortable & more likely to socialize.
Step 2: Socialize with student & help him if
he does not pick a group within 2 minutes.

often to build vocabulary & social skills.

Special Needs Learner:

Strengths: Is an excellent speller & fantastic at math!

Step 1: Student will pick her own group, so

she is comfortable & more likely to socialize.

Weaknesses: Is a little slow at spelling & math, may need more

time. This also impacts her abilities to socialize, she needs a
moment to capture her thoughts.

Step 2: Socialize with student & help her if

he does not pick a group within 2 minutes.

Your intervention or adaptation: Set up a portion of the scatter

scotch for her. Allow her to have a little more time so she is able to
spell or do the math portion of scatter scotch independently.

Reflection:
What have you learned about planning instruction for a diverse student population in this content area?
It is not an easy task planning for a PE lesson. Some of the students will be better than others at hopscotch & other students will not even want to
participate. Most times, boys think that hopscotch is a girls game. I will have to find a way to help the students understand that this is not a
girls game.
What area of this instructional plan was easy to complete?
I believe that the data collection or assessment was the easiest. Because this helped me see where the students all are & what I can do to modify
for the next time we do PE.
What area will you need more knowledge/skill in order to do the task well?
I think I need to learn a little more about PE altogether. Usually I allow the students to roam at will or do smaller tasks such as bean bag toss or
something a little more fine/gross motor. I think hopscotch is a little more difficult but fun for the students to do.