LESSON PLAN TEMPLATE A

Lesson Plan

ED 3501 2012

Grade/Subject: 4/5/6 Phys Ed. Unit:___________________________ Lesson Duration: 30 mins.

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:

A: Students will acquire skills through a variety of developmentally appropriate movement

activities; dance, games, types of gymnastics, individual activities and activities in an alternative
environment.
C: Students will interact positively with others.
D: Students will assume responsibility to lean an active way of life (effort, safety, goal setting,
active living)

Specific Learning Outcomes:

A4/5/6-12: select, perform, and refine the basic skills in education gymnastics, e.g., use of different body
parts, types of effort, space and relationships to develop a sequence; apply and refine basic skills and element
of body and space awareness, effort and relationship together to form a variety of more challenging
gymnastic sequences individually, with a partner, or in a group, e.g., educational, rhythmic gymnastics; select,
perform, and refine basic skills and elements of body and space awareness, effort and relationships together
to form a variety of more challenging gymnastic sequences individually, with a partner, or in a group, e.g.,
educational, rhythmic gymnastics
C4/5/6-5: participate cooperatively in group activities; identify and demonstrate practices that contribute to
teamwork; describe and demonstrate practices that contribute to teamwork.
C4/5/6-6: identify and demonstrate positive behaviours that show respect for self and others; identify and
demonstrate positive behaviours that show respect for self and others.
D4/5/6-3: follow rules, routines and procedures for safety in a variety of activities; identify and follow rules,
routines and procedures for safety in a variety of activities; identify, describe and follow the rules, routines,
and procedures for safety in a variety of activities from all movement dimensions.

LEARNING OBJECTIVES
Students will:
1. Review and identify the movements learned in the previous lesson (Monday).
2. Work in partners/groups of 3 to create a sequence of movements following a set out criteria.
3. Present these sequences to the teacher (class?) in Class #3.

ASSESSMENTS
Observations:

Key Questions:

Written/Performance Assessments:

LEARNING RESOURCES CONSULTED

Resource #1:
Resource #2:
Resource #3:

MATERIALS AND EQUIPMENT

* Mats
* Whiteboard marker (if there is a whiteboard in the gym, to write the criteria on)
* Clipboard and paper for group/partnership names and the criteria checklist

PROCEDURE
Lesson 1 (30 min.):
TUESDAY:
Review:
Review Rules
o Footwear You can wear your shoes, or you can go barefoot. If you wear your shoes they must be
your clean indoor shoes. If you go barefoot, put your shoes and socks behind the mat that you are
working at.
o Hair & Jewelry - If you have long hair it should be tied back and you should have no jewelry on

LESSON PLAN TEMPLATE A

ED 3501 2012

Aerials - You should always have contact with the ground, so no aerials handsprings or roundoffs.
Again, if you can do a cartwheel or summersault correctly you can. Ms. Barker or I will not be
teaching those though. And I suggest that you do a shoulder roll instead of a summersault.
o Noise - it cannot be loud in here, just in case there is an accident so that me or Ms. Barker can hear
it. As a class, if the noise level is too loud youll have two warnings. If there are two warnings
(GRADE 6: 1 WARNING) though, gym is over. If one person is being too noisy, theyll be sitting
out.
o So that Im not yelling over you guys, when you hear me clap ____ that means I want your full
attention, so youll stop what you are doing and face me here at the front.
Okay, everyone find a spot on the mat and put your shoes behind the mat you are working at.
Balances
o How long should a pose be held for to be considered a balance? (3-5 seconds)
o Give 5 seconds to come up with pose, count for 3 seconds
o One foot x2 (find a different pose with just one foot, be creative, CHANGE LEVEL, BODY)
o One hand, one foot x2 (1 HAND, 2 FEET)
o 2 hands, one foot x1
o Animals

Horse

Snake

Bird

Your favourite animal

o ONLY BUM
o 1 ELBOW, 1 FOOT, 1 HAND
Levels
o Pose low, medium
Travels
o Line up on ___this side of the mats
o The next person will not go until the first person has gone past half
o Each group will go through one time
o Diagonal and medium level
o Backwards and high level
o Travel high SIDEWAYS, balance @ half, backwards however you want
o One time through whatever you would like, be creative, use different levels, balances, directions!
15 MINUTES
Everyone go back to their spot on the mats
For the last ~10 minutes we will get into 2s or 3s (not yet) and create a simple sequence which well present
at the end.
Lets choose the criteria.
o How many balances? (2 or 3)
o How many directions? (1 or 2)
o How many levels (2 or 3)
In your 2s and 3s you will present your sequence. You can do your sequence in unison (all together) or you
can do things separately (like if one person can do a cartwheel and the other cant or doesnt feel comfortable
doing one, then that person could do a balance while the other does the cartwheel travel). Make sense. Any
questions?
GO!
With 5 minutes left, have them present the sequence to the class. Have each group sit on the mats together
and turn and face the mat that the group is presenting on. Perhaps leave one mat open and each group come
up and do it.
o

Lesson 2 (30 min.):

WEDNESDAY:
Quick Review:

Review rules.
Quick Presentations

Ones that did not get presented at the end of last class will have 5 minutes to practice and then review. Those that did
present can practice different things on the mats until presentation time.
Criteria

LESSON PLAN TEMPLATE A

ED 3501 2012

Write criteria that the sequences will require on the board.

SAY:
o In your groups of 2 or 3 you will come up with a sequence of these different movements.

3 levels

2 speeds

2 directions

4 balances
5 MINUTES

Groups

Grade 4/5 Put into groups of 2 or 3

Grade 6 Get into 2s or 3s

Start planning out and practicing their sequence

Teacher observes groups and makes sure they are being safe on the mats and in their exercises.
20 MINUTES
Closure

Come back to their places on the mats.

Tomorrow you will present your sequences in front of the class. Make sure that they fit to the criteria that Ive set out. Im
really excited to see all of your sequences!
5 MINUTES

Lesson 3 (30 min.):

THURSDAY:
Have everyone sit on the mats, except for the one that the presentations will be done on. Have them do their
shoe thing (barefoot or shoes).
Pick names randomly to go in order.
Practice one time through.
Be respectful and be kind to your classmates. Clap after each presentation.
(If a group does not want to present in front of everyone, have two groups go at once.)
In case of extra time:
o Make the mats into 2 big lines, have students line up on the right side of the mats, take turns going
down the mats in fun, creative ways that use all of the different elements that we have learned so far.