Physical Education Lesson

Subject Physical Skills and Grade Kindergarten

Well-Being

Developed By Kate Ventura

LESSON ONE

Stage 1: Desired Results

General 1. The child acquires basic locomotor, nonlocomotor and

Learning manipulative skills through developmentally appropriate
Outcome(s) movement activities in a variety of environments.

2. The child develops attitudes and behaviours that promote a

healthy lifestyle, wellness and safety for self and others.

3. The child assumes responsibility to lead an active way of life.

Specific 1. •Experiences and develops locomotor skills through a variety of
Learning activities; e.g., walking, running, hopping, jumping, leaping,
Outcome(s) rolling, skipping, galloping, climbing, sliding

• demonstrates body and space awareness when performing space

awareness games

• experiences the basic skills of running, jumping, throwing in a

variety of environments; e.g., field.

2. • experiences cardio-respiratory activities

• recognizes personal abilities while participating in physical activity

• experiences how physical activity makes one feel

• experiences the changes that take place in the body during

physical activity

• understands the connections between physical activity and

emotional well-being; e.g., feels good

• demonstrates an understanding of basic rules and fair play

3. • describes ways, and makes choices, to be physically active

daily

• shows a willingness to participate regularly in short periods of

activity with frequent rest intervals

• participates with effort in physical activities

• shows a willingness to listen to directions and simple explanations

• participates in safe warm-up and cool-down activities

• experiences moving safely and sensitively through all

environments; e.g., movement activities

• participates in a class activity with a group goal; e.g., walk a

predetermined distance

• makes choices to be involved in a variety of movement

experiences
 • makes choices to be active.

Stage ​2: Assessment Evidence

Summative ·​ ​N/A Formative ·​ ​Observation and recording prior

Assessment Assessment (triangulation)

Stage ​3: Learning Experience

Tech to ·​ ​N/A Resources ·​ ​Pinnies, mats

Do to Bring

Time Content/Description Notes

12:30 pm Introduction Make sure
students are
7-8 minutes ·​ ​Studentswill begin by running three laps around doing all 3 laps
the gym, making sure to stay on the black line.

·​ ​Once done, they will sit in the center circle and

show their good listening by being quiet and sitting
Wait for good
on their bottoms.
listening
·​ ​“Everyone place your hands over your heart, and
take three deep breaths- Can you feel how fast
your heart is beating?”

·​ ​“Todaywe are going to play a game called

gingerbread tag! It is kind of similar to freeze tag, if
you have ever played that.”

“There will be four hungry foxes trying to ‘eat’ (tag) all

of the gingerbread men” indicated by a red jersey
“What does a hungry fox look like?”
Remember to
“Everyone else is going to be a gingerbread man! You explain how to
must run run run as fast as you can! IF you get tagged safely tag
by a fox, you must freeze in the shape of a someone, and
gingerbread man (Like a star)”
how to safely free
“When you see another gingerbread man frozen in
someone.
place, you can unfreeze them by ducking under one
arm, around the other, and then through their legs”
Demonstrate what this looks like using a volunteer

“In Mrs. Chinn’s class, When I start counting down

3,2,1, on 1 everyone should be frozen to hear the next
instructions”
 Body Wait for good
listening, and
10-15 minutes ·​ ​Studentscan play this for 5-7 minutes, or until praise those who
everyone has been tagged.
are showing it
·​ ​Once the first round is over, countdown from three,
call everyone over to the center again, and begin
to explain the next steps
Repeat
·​ ​Introduce the Snowman maker- represented by a
instructions from
green jersey. previous, and
scaffold
“the snowman maker tags you, and you turn into a appropriately.
snowman! (shown by standing with a carrot nose and
round body)” “you get what you
get and you don’t
“To get unfrozen as a snowman, another person must
get upset!”
come up to you and run around you three times. Once
they do that, you are free to run again”

“Can anyone remind me what happens when you are

tagged by a sneaky fox (red jersey)? And what
happens when the snowman maker tags you (Green
jersey)?”

“Does that make sense to everyone? Does anyone

have any questions?”

“Spread out! 1, 2, 3, go!”

Students can play this until everyone is tagged or we

run out of time

Conclusion Take a helper to

put away the
5 minutes ·​ ​“3,2,1, freeze! We are out of time today. Mrs.
equipment with
Chinns class, can we say thank you to Ms.
you
Mortons class?

·​ ​“IFyou are wearing a pinnie, please return it to me

in a nice pile, Mrs. Chinns class, can you please
point where we line up? “
Reflections What went well?
and Follow Up

What needs improvement?

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