UNIVERSITY OF LA VERNE

EDUC 330 LESSON PLAN FORMAT

YOUR NAME:
Wayne Pang

CRN:
LESSON TITLE:
1253 / EDU330 / Tuesdays NON LOCOMOTOR
3:30P

LESSON SOURCE
Newfoundland Labrador

INTEGRATED AREAS:
Life-Science

GRADE FOCUS:
1st Grade

DATE:
3/27/16

LENGTH OF LESSON:
15 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARDS:
3.6 Stretch arms, shoulders, back, and legs without
hyperflexing or hyperextending the joints
4.10 Explain that the proper body position while
stretching and strengthening will help prevent injury.
5.6 Identify and demonstrate effective practices for
working with a group without interfering with others.
MULTIPLE INTELLIGENCES ADDRESSED:

GOAL OF UNIT:
Students will be able to discuss the importance of warmups and stretching targeted muscles and joints in their
bodies.
OBJECTIVE OF LESSON:
Students will work in groups to create warm-up stretches
that resemble animal or inanimate movements,
incorporating movements such as bending, twisting,
curling, and swaying. Students will also communicate the
importance of stretching.

Visual
Verbal
Bodily
Interpersonal

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES

(Use your PE Standards and use specific verbs to indicate expected outcomes in each area)
COGNITIVE OBJECTIVES
(What students will know . . .)

AFFECTIVE OBJECTIVES
(Expected student behaviors . . .)

PSYCHOMOTOR OBJECTIVES
(What students will do . . . )

Identify the right and left sides of

the body and movement from right
to left and left to right.

Demonstrate effective practices for

working with a group without
interfering with others.

Stretch arms, shoulders, back, and legs

without hyperflexing or hyperextending
the joints.

Recall how different animals and

inanimate objects move.

Imitate the movement of animals or

objects.

ASSESSMENT
(Include any rubrics, quizzes, sheets, etc.)
STRATEGY FOR ASSESSMENT (How will you evaluate student progress of each objective?)

Teacher observe students participation in creating and demonstrating warm-up routines

Students will create warm-up routines that resemble an animal or object moving

Students will discuss how non-locomotor movements contribute to personal fitness.

Peers will evaluate and make helpful comments to students whose routines were used for warm-ups in
subsequent themes

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS (English Learners, Students with Special Needs)

Verbal instructions will be delivered with physical examples

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED (bring music or similar items you may need for
your lesson presentation)

N/A

STEPS THROUGH THE LESSON

(Use bulleted statements)
INTO (set the stage; the hook, lesson objectives)

Greet the students with a warm welcoming.

Ask the students if they have ever seen a cat or
dog stretch. Explain how cats and dogs usually
stretch when waking up from a nap to warm
up the muscles and joints.
Explain how we have joints and how it is
beneficial for us to activate them through
stretches.

RATIONALE (why are you doing this?)

A warm greeting sets the tone for the lesson

By giving an explanation to an action most
children have probably seen, will get them
thinking of its importance.
By explaining the reasoning, they will understand
how stretching is beneficial.

THROUGH (instructional input, modeling, checking

for understanding, guided practice)

The Teacher will ask the students to copy the

teachers stretches. As the teacher performs a
stretch, he/she will communicate with the
students the feeling of stretching the targeted
part of the body using bending, twisting,
curling, and swaying motions.

After 2 or 3 stretches, the teacher will ask the

students to get into groups of 5 and create a
stretch based off of an animal.

RATIONALE (why are you doing this?)

BEYOND (independent practice, further research)

Students will spend a few minutes working as

a group to come up with a stretch

The class will end the lesson with students

sharing their creations by having the rest of
the class demonstrate their stretch.

RATIONALE (why are you doing this?)

Allowing students a decent amount of time allots

all students an opportunity to give their input and
practice.

Having students share their creation gives the

students the opportunity to feel proud of
something they created while allowing the
teacher an opportunity to assets the students
understanding of stretching.

By stretching together and talking about the

stretch, the students will understand what it
means to stretch.
By doing 2 or 3 stretches, the students will have
examples to work off of for their independent
practice. By giving specific directions, the
students will know what the teacher expects from
them.