LESSON PLAN

Unit: ​Spatial Awareness Date:​​ September 27th/28th Standard: ​SHAPE 1, 4

Lesson Focus:​​ Levels Grade: K-1 Technology Used: ​Music player

Sequence: ​Day 2 of 3 Facility/Equipment: ​Music player

Lesson Intro ​Last time, we explored 3 different pathways. Today, we are going to learn about levels. There is a low level, a medium level, and a high level. If we
were just to stand straight up on our feet, hat body parts are in the low, medium, and high level? Let’s brainstorm! Now we are going to move around the room in
different levels. Remember, when you hear me whistle, stop, look and listen. You should be frozen! I will say 1, 2, 3, eyes on me! You will reply 1, 2, eyes on you!
That will show me you are ready for what to do next! What level is a plane in? Stand up, spread out, and fly like a plane in the high level! GO!

Learning Objectives Assessment

Each objective should include: a) Performance ​(the knowledge or ability the For ​each​​ objective include your procedure for determining whether
learner will gain as a result of this lesson), ​b) Conditions ​(under which the objectives have been met:
learner will perform, and ​c) Criterion ​(the level of performance considered
acceptable)​:

Students will…

1. Identify various body parts and levels in performing physical activities. 1. In-class observation - Choral Responding

2. Recognize appropriate safety practices in general space. 2. In-class observation

3. Act out different scenarios and be able to differentiate which were 3. Choral Responding (Lion Sleeps Tonight
performed in the correct level

Safety considerations and/or modifications for special needs students: ​Will moving around the gym, student need to practice personal space and move safely
through space. No modifications for students. The special needs students enjoyed the lesson and jumped right on in!
Learning Activities
Time Formation Activity Transitions; Comments

5 min Perimeter of the gym 2 laps Students will return to the center
Center circle circle and teacher will begin
talking about what levels are. I
will say GO and the students
will start being airplanes in the
high level.

10-12 Entire gym Level Exploration (​Students will move around the room and be prompted on what level the
min should move in) Come back to the center circle
1. Fly like an airplane in a high level. When an airplane gets ready for its landing, what once they have completed these
level does it go into? tasks.
2. Can you slither like a snake (low level)? Sometimes snakes keep their bodies in the
low level but raise their heads into a medium level, what does that look like?
3. Can you figure out a way for your feet and hands to be in the low level but have your
belly be in the medium level? What animal is this like? A crab!!
4. What about your booty? Is this like a bear? Do the bear walk
5. Can you put your feet in a high level?
6. Put your head in a low level
7. Run in a medium level

5 min Around the center Students will line up and we will

circle Levels of a Lion (​ The Lion Sleeps Tonight - Rhythm of the Prides Land) go over the closure.
● “Sleeps Tonight” = low level
● “weeeee” = high level
● Everything else is prowling = middle level

Closure: ​On your fingers, show me how many levels there are? In our lion song, what level did the lion sleep in? What level did the lion stretch in? What level did
the lion prowl in? Next time you come to PE we will be reading a fun book about an elephant and exploring with hula hoops!

Reflective Comments ​(to be completed after the lesson)​: ​The students loved the lion dance along. They really grasped the concept of levels. Next time, I must
emphasize the importance of keeping our hands to ourselves, for some students acted out the literal acts of the different animals...