Gross Motor Lesson Plan 18-19

Gross Motor Lesson Plans Weeks: 1-2 Title: All About Me- Head Shoulders Knees & Toes
Title: All About Me- Head Shoulders Knees & Toes & Explore
Students will understand what PE

Cognitive:
TSG Standards: Objectives: is (fit, healthy, active)
Objective 4- Traveling Skills Students will be able to follow rules
Affective: & expectations of PE Class by the
Objective 5- Balancing Skills end of next week
Objective 6- Gross-motor Manipulative Skills Students will be able to safely &

Psychomotor: purposefully utilize the playground
equipment by the end of next
week.
OUTDOORS INDOORS
**Bring basketball equipment & sidewalk chalk outside **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice
Large Group Activity (5-10minutes): Large Group Activity:
Equipment: Speaker Equipment: Speaker
Instruction: Instruction:
Head, Shoulders, Knees & Toes Head, Shoulders, Knees & Toes
- Go at different paces - Go at different paces
English: English:
https://www.youtube.com/watch?v=h4eueDYPTIg https://www.youtube.com/watch?v=h4eueDYPTIg
https://www.youtube.com/watch?v=WX-a45zy6mw https://www.youtube.com/watch?v=WX-a45zy6mw
https://www.youtube.com/watch?v=WX8HmogNyCY https://www.youtube.com/watch?v=WX8HmogNyCY
Spanish: Spanish:
https://www.youtube.com/watch?v=71hiB8Z-03k https://www.youtube.com/watch?v=71hiB8Z-03k
**Apple Music App- "All About Me" Playlist **Apple Music App- "All About Me" Playlist
Small Group Activities: Small Group Activities:

Station 1: Basketball Students can: Station 1: Obstacle Cource Students can:
Para: *dribble Para: *move safely through the obstable cource
*shoot a basket *maintain balance across bridge
*bounce pass the ball with a friend *forward roll over triangle mats
Station 2: Sidewalk Chalk Students can draw: Station 2: Blocks Students can:
Para: *a self portrait Para: *build a block figure of themselves
*trace a friend or their own hand *build their house
*their name or the letters they know *share blocks with friends and clean up nicely
Station 3: Kitchen & Water Fountain Students can: Station 3: Poly Spot Hop Students can:
Para *share with their friends Para: *hop from spot to spot without bumping into friends,
*take turns using kitchen supplies without falling off spot onto floor, while maintaining
*(must) ask to use water fountain AKA "Hot Lava" their balance
Station 4: Station 4: Basketball Students can:
Para: Para: *dribble
X *shoot a basket
*bounce pass the ball with a friend
Station 5: Swings Students can: Station 5: Puzzles & Legos Students can:
Para: *hold on to swing safely Para: *put puzzles together
*pump their legs forward and back *share puzzles with friends
*pull themselves up onto swing *Create and build using legs
Station 6: Playground Students can: Station 6:Draw Students can draw:
Para: *move about playground safely Para: *themselves or their family
*climb up stairs or climbing wall or ramps *favorite fruit or vegetable
*go down the slide safely *favorite sport
Station 7: Soccer (depend. grass) Students can: Station 7: Bowling Students can:
Para: *Dribble the ball Para: *take turns bowling 3x then moving to end of line
*Pass the ball to a friend *try different types of balls to knock over pins
*Shoot a goal *pick pins up at end of their turn
Station 8: Station 8:
Para:
X Para:
X
Para Student Assignments: James Rupinskas
Shanie Jace Katie Casper & Alex
Lena Enzo & Kasper Maria Anthony
Amber Hector &/or Casey Nancy Leo
Transitions:
Assessments: - Thumbs up/down

- Observation
- Class discussion on what PE Means
Differentiation: Speed/Pace of Head shoulders Knees and Toes

Spanish/English of Head, Shoulders, Knees and Toes
Help/Assits students with use of equipment
Redirect unwanted or inappropriate behavior
Notes/Self Assessment: I created station signs to help direct students to new stations
Teaching students Spanish and English for parts of the body is great!
Create spanish cheat sheet
Create Gross Motor Vocab Word Wall
Can do Large Group activity when line up at end of class
I created station signs to help direct students to new stations
Teaching students Spanish and English for parts of the body is great!
Create spanish cheat sheet
Create Gross Motor Vocab Word Wall
Can do Large Group activity when line up at end of class
Gross Motor Lesson Plans Weeks: 3-4 Title: "All About Me"- My Body & Hokey Pokey
Students will understand what

Cognitive:
TSG Standards: Objectives: PE is (fit, healthy, active)
Objective 4- Traveling Skills
Students will be able to follow
Affective: rules & expectations of PE
Objective 5- Balancing Skills
Class by the end of this week
Objective 6- Gross-motor Manipulative Skills Students will be participating
Psychomotor: in the balance obstacle course
challenge
OUTDOORS INDOORS
**Bring balancing equipment, hop-a-long cart & sidewalk chalk outside **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice
Large Group Activity (5-10 minutes): Large Group Activity (5-10 minutes):
Equipment: Blue Tooth Speaker Equipment: Blue Tooth Speaker
Instruction: The Hokey Pokey Instruction: The Hokey Pokey

***See "All About Me" Playlist in Apple Music App ***See "All About Me" Playlist in Apple Music App
- ALL About Me theme Component - ALL About Me theme Component
- Go at different paces, tempo, etc -OR- - Go at different paces, tempo, etc -OR-
- Spanish and english songs - Spanish and english songs
- Discuss what PE means (Cog. Obj.) English - Discuss what PE means (Cog. Obj.) English
- What does "Physical" mean? https://www.youtube.com/watch?v=iZinb6rVozc - What does "Physical" mean? https://www.youtube.com/watch?v=iZinb6rVozc
- What does "Education" mean? https://www.youtube.com/watch?v=JOhI8qKa6-A - What does "Education" mean? https://www.youtube.com/watch?v=JOhI8qKa6-A
- What can we do to be strong and - What can we do to be strong and
Spanish Spanish
smart? smart?
https://www.youtube.com/watch?v=Qm7Ral_pdMo https://www.youtube.com/watch?v=Qm7Ral_pdMo
- Discuss PE expectations (Affect. Obj) https://www.youtube.com/watch?v=TGnf5WeCftA
- Discuss PE expectations (Affect. Obj) https://www.youtube.com/watch?v=TGnf5WeCftA
- What do we do with equipment https://www.youtube.com/watch?v=tN3CFyuyelw - What do we do with equipment https://www.youtube.com/watch?v=tN3CFyuyelw
when we are done using it? when we are done using it?
- What do we do when we hear Week 3- Hokey Pokey songs - What do we do when we hear Week 3- Hokey Pokey songs
the, "Clean up" song? Week 4- GoNoodle Hokey Pokey/ Youtube El the, "Clean up" song? Week 4- GoNoodle Hokey Pokey/ Youtube El
- Do we play in the dirt, Montruo: - Do we play in the dirt, woodchips, Montruo:
woodchips, sand, etc? - https://app.gonoodle.com/activities/hokey- sand, etc? - https://app.gonoodle.com/activities/hokey-
pokey-3?s=Discover&t=Wo9/15-FP-3A-Maximo% pokey-3?s=Discover&t=Wo9/15-FP-3A-Maximo%
27s%20Favs 27s%20Favs
- https://www.youtube.com/watch? - https://www.youtube.com/watch?
v=eFdUXU9ZGls&list=RDeFdUXU9ZGls&start_rad v=eFdUXU9ZGls&list=RDeFdUXU9ZGls&start_radio
io=1 =1
Choices/Small Group Activities (20 minutes): Choices/Small Group Activities (20 minutes):
Station 1: Balancing Challenge *Balance obstacle course challenge Station 1: Obstacle Course Students can:
*Assessment checklist *move safely through the obstable cource
Teacher: Mrs. Dwar Para:
*maintain balance across bridge
*forward roll over triangle mats
Station 2: Sidewalk Chalk & Students can: Students can:
Hop-a-Longs *draw a self portrait Station 2: Blocks *build a block figure of themselves
Para: *draw by tracingi friend or their own hand Para: *build their house
*write their name or the letters they know *share blocks with friends
*bounce on hop-a-longs safely *clean up blocks nicely
Station 3: Kitchen & Water Fountain Students can: Station 3: Balancing Challenge *Balance obstacle cource challenge
*share with their friends *Assessment checklist
Para Teacher: Mrs. Dwar
*take turns using kitchen supplies
*(must) ask to use water fountain
Para:
X Para: *dribble
*shoot a basket
Station 5: Swings Students can: Station 5: Play-Doh
Students can:
Para: *hold on to swing safely Para: *make a face including:
*pump their legs forward and back eyes, ears, mouth, nose, eyebrows, hair, etc
*pull themselves up onto swing
Station 6: Playground Students can: Station 6: Draw Students can draw:
*move about playground safely
Para: Para: *themselves or their family
*climb up stairs or climbing wall or ramps
*favorite fruit or vegetable
*go down the slide safely
*parts of the body- head, shoulders, knees, toes,
eyes, ears, mouth, nose, etc
Station 7: Station 7: Bowling Students can:
Para:
X Para: *take turns bowling 3x then moving to end of line
*try different types of balls to knock over pins
*pick pins up at end of their turn
Para: X Para: X
Assessments: Formal:
- TSG Assessment Checklist
Informal:
- Observation
- Class discussion on what PE Means
Differentiation:
Speed/Pace of Hokey Pokey

Spanish/English of Hokey Pokey
Overall:
I will be using English and Spanish vocabulary throughout the whole lesson.
DT will need to be positioned near teacher for vision and hearing impairment.
1 & 2 step directions
Teacher demonstration and modeling
Repetition in directions and modeling
Large Group Activity:
Go at different paces, tempos, etc

English and spanish songs
Small Group Activities:
Station 1 Outdoor /3 Indoor Balancing Challenge- To decrease difficulty teacher demonstrates and models skills, hold students' hands, jumps off
lowest step or does not jump off step, jumps over smaller object, see adapted assessment checklist; to increase difficulty or challenge students
have students close their eyes when balancing on 1 foot or walking across balance beam, time students on how long they can hold their balance
on 1 foot (PRs), jumps off second to last step, jumps over larger object
Station 2 Outdoor Chalk & Hop-a-Longs- To decrease difficulty trace students, prompt students, ask students how to spell their name, students
bounce stationary; to increase difficulty students trace a friend and draw eyes, ears, nose, mouth, hair, clothing, etc.
Station 5 Outdoor Swings- To decrease difficulty students can use adapted swings or have a friend/teacher push them on swing; To increase
difficulty students pump their legs and swing themselves
Station 1 Indoor Obstacle Course- To decrease difficulty students do not step over pillow on bridge, students have teacher spot and prompt them
when completing a forward roll; To increase diffuculty students complete forward roll by themselves and/or without wedge, students step over
bridge obstacle
Station 4 Indoor Basketball- To increase difficulty students can dribble a ball for 3 consecutive bounces or more, students increase distance to
basketball hoop and shoot a basket, To decrease difficulty students utilize adapted basketball hoop
Station 7 Bowling- To decrease difficulty students can use adapted bowling ramp. students can use different types of balls in size, weight, etc; To
increase difficulty students can roll the ball without ramp, use a smaller target (less bowlling pins)
Resources:
-Teaching Strategies Gold
-https://www.isbe.net/Documents/early_learning_standards.pdf
-https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=371
-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
-TSG Aligned assessments
-TSG aligned adapted assessments
-Paraprofessional aids assist in maintaining students engagements and are assigned stations to ensure student safety
-Variety of physical education equipment in different types, shapes and sizes to meet all students needs
Notes/Self Assessment: Add Hula Hoops "I Can"

List Transitioning to entering class (2 feet on green line) outside (line up using colors) and end of class review in LP
Video of assessments to help remember
Use a marker or line for student to reference when hopping and tip toeing
Add "Don't fall into the water, the shark might get you" for balance beam
Add "Magical bridge that can turn you into a pirate or mermaid when you jump down" (Have pirate, mermaid and ocean themed stickers for
reward)
Add El Montruo and GoNoodle Hokey Pokey to Week 4:
- https://www.youtube.com/watch?v=UQW1C8j0FZo
- https://app.gonoodle.com/activities/hokey-pokey-3?s=Search&t=hokey%20pokey
Gross Motor Lesson Plans Weeks: 5-6 Title: "All About Me"- 5 Senses
TSG Standards: Objectives: Cognitive: Students will know their 5 senses

Objective 4- Traveling Skills Students will be able to use their
Affective: words to interact and play with
Objective 5- Balancing Skills peers
Students will be participating in
Objective 6- Gross-motor Manipulative Skills Psychomotor: the traveling skills challenge &
assessment
OUTDOORS INDOORS
**Bring traveling skills equipment, hop-a-long cart & sidewalk chalk outside **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice
Projector Projector
Instruction: 5 senses Instruction: 5 senses

***See "All About Me" Playlist in Apple Music App ***See "All About Me" Playlist in Apple Music App
- ALL About Me Theme & Health - ALL About Me Theme & Health
Component -OR- Component -OR-
- Go at different paces, tempo, etc - Go at different paces, tempo, etc
- Spanish and english songs Animal Sounds: - Spanish and english songs Animal Sounds:
- Discuss what 5 senses are and how we https://www.youtube.com/watch?v=pTrC_McU62Q - Discuss what 5 senses are and how we https://www.youtube.com/watch?v=pTrC_McU62Q
use them (Cog. Obj.) use them (Cog. Obj.)
- Discuss how to ask our friends to play Traveling Skills Song: - Discuss how to ask our friends to play Traveling Skills Song:
***See Apple Music App ***See Apple Music App
(Affect. Obj) (Affect. Obj)
- Mark D. Pencil, "The Exercise Game #1, #2, #3" - Mark D. Pencil, "The Exercise Game #1, #2, #3"
- -
Choices/Small Group Activities (20-30 minutes): Choices/Small Group Activities (20-30 minutes):
Station 1: Traveling Skills Challenge *Traveling Skills obstacle course challenge Station 1: Traveling Skills Challenge *Traveling Skills obstacle course challenge
*Assessment checklist *Assessment checklist
Teacher: Mrs. Dwar Teacher: Mrs. Dwar
Station 2: Sidewalk Chalk, Students can: Students can:

Hop-a-Longs & Hula Hoops *draw a self portrait Station 2: Blocks *build a block figure of themselves
Station 3: Kitchen & Water Fountain Students can: Station 3: Running Students can:
*share with their friends *run in their lane
Para Para:
*take turns using kitchen supplies *travel in and out of cones
*(must) ask to use water fountain *run safely
Station 4: Station 4: Basketball

Students can:
Para:
X Para: *dribble
*shoot a basket
Station 5: Swings Station 5: Play-Doh
Students can: Students can:
Station 7: Soccer Students can: Station 7: Balance Balls Students can:
Para: *pass the ball to a friend Para: *sit on the ball and bounce lightly
*dribble the soccer ball *roll on their tummies from feet to hands
*shoot a goal
Para: X Para: X
- Video
Informal:
- Observation
- Class discussion on how to ask friends to play
- Class discussion on 5 senses
Differentiation:
Speed/Pace of Traveling Skills

Spanish/English explanations
Overall:

Overall:

Station 1 Outdoor /3 Indoor Balancing Challenge- To decrease difficulty teacher demonstrates and models skills, hold students' hands, jumps off lowest step or does not
jump off step, jumps over smaller object, see adapted assessment checklist; to increase difficulty or challenge students have students close their eyes when balancing
on 1 foot or walking across balance beam, time students on how long they can hold their balance on 1 foot (PRs), jumps off second to last step, jumps over larger object
Station 2 Outdoor Chalk & Hop-a-Longs- To decrease difficulty trace students, prompt students, ask students how to spell their name, students bounce stationary; to
increase difficulty students trace a friend and draw eyes, ears, nose, mouth, hair, clothing, etc.
Station 5 Outdoor Swings- To decrease difficulty students can use adapted swings or have a friend/teacher push them on swing; To increase difficulty students pump
their legs and swing themselves
Station 1 Indoor Obstacle Course- To decrease difficulty students do not step over pillow on bridge, students have teacher spot and prompt them when completing a
forward roll; To increase diffuculty students complete forward roll by themselves and/or without wedge, students step over bridge obstacle
Station 4 Indoor Basketball- To increase difficulty students can dribble a ball for 3 consecutive bounces or more, students increase distance to basketball hoop and shoot
a basket, To decrease difficulty students utilize adapted basketball hoop
Station 7 Bowling- To decrease difficulty students can use adapted bowling ramp. students can use different types of balls in size, weight, etc; To increase difficulty
students can roll the ball without ramp, use a smaller target (less bowlling pins)
***See Individualized Gross Motor Goals for EC and II
Transitions:
Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
Notes/Self Assessment:
Take multiple videos of large group to ensure every student is in video/demonstrating skills
Give aids checklists for traveling skills
Gross Motor Lesson Plans Weeks: 7-8 Title: Farm Animals Bones of the Body Howls for Health
Students will be introduced to the

Cognitive:
TSG Standards: Objectives: 6 bones
Students will be able to explain
what the bones do, what to eat
Affective: and drink to make bones strong
(dairy), & how to protect their
bones
Objective 6- Gross-motor Manipulative Skills
Psychomotor: the thowing & catching skills
challenge/assessment
OUTDOORS INDOORS
**Bring out, hop-a-long cart, soccer nets/balls & bikes **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice
Pumpkins Fitness Task Cards Pumpkins Fitness Task Cards
Instruction: Bones Fitness Instruction: Bones Fitness

- Bones Fitness Pumpkin Patch Fitness - Bones Fitness Pumpkin Patch Fitness
- Fall/Farm Animal Theme & Health - Fall/Farm Animal Theme & Health
Component Howls for Health: Component Howls for Health:
- Howls for Health Program: Chicago - https://www.youtube.com/watch?v=YUvMou-In1E - Howls for Health Program: Chicago - https://www.youtube.com/watch?v=YUvMou-In1E
Wolves - https://www.youtube.com/watch?v=roiHfGm4dMY&t=2s Wolves - https://www.youtube.com/watch?v=roiHfGm4dMY&t=2s
- What is physical activity? - https://www.youtube.com/watch?v=G0Fh4ozTrjs - Go at different paces, tempo, etc - https://www.youtube.com/watch?v=G0Fh4ozTrjs
- Go at different paces, tempo, etc - Spanish and english songs
- Spanish and english songs - Discuss 6 bones and their locations (Cog.
Animal Sounds: Animal Sounds:
- Discuss 6 bones and their locations (Cog. https://www.youtube.com/watch?v=pTrC_McU62Q
Obj.) https://www.youtube.com/watch?v=pTrC_McU62Q
Obj.) - Discusswhat the bones do, what to eat
- Discusswhat the bones do, what to eat Bones: and drink to make bones strong (dairy), & Bones:
and drink to make bones strong (dairy), & -https://app.gonoodle.com/activities/dem-bones-1? how to protect their bones (Affect. Obj) -https://app.gonoodle.com/activities/dem-bones-1?
how to protect their bones (Affect. Obj) s=Discover&t=Wo10/13-FP-3A-Spooktacular%20Videos - s=Discover&t=Wo10/13-FP-3A-Spooktacular%20Videos
- Helmets, knee pads, elbow pads ,etc -https://www.youtube.com/watch?v=ywDOiNEdJVc -https://www.youtube.com/watch?v=ywDOiNEdJVc
-https://www.youtube.com/watch?v=i3CvuCyAsz8 -https://www.youtube.com/watch?v=i3CvuCyAsz8
-https://www.youtube.com/watch?v=i3CvuCyAsz8 -https://www.youtube.com/watch?v=i3CvuCyAsz8
Station 1: Soccer Students can: Station 1: Soccer Students can:
Teacher: Mrs. Dwar *pass the ball to a friend Teacher: Mrs. Dwar *pass the ball to a friend
*dribble the soccer ball *dribble the soccer ball
*shoot a goal *shoot a goal
Station 2: Students can: Students can:
Hop-a-Longs & Hula Hoops *draw a self portrait Station 2: Blocks *build a block figure of themselves
Station 3: Kitchen & Water Fountain Students can: Station 3: Running Students can:
*share with their friends *run in their lane
Para Para:
*take turns using kitchen supplies *travel in and out of cones
*(must) ask to use water fountain *run safely
Station 4: Station 4: Basketball

Students can:
Para:
X Para: *dribble
*shoot a basket
Station 5: Swings Station 5: Play-Doh
Station 7: Station 7: Balance Balls Students can:
Para:
X Para: *sit on the ball and bounce lightly
*roll on their tummies from feet to hands
Para: X Para: X
- Video
Informal:
- Observation
- Class discussion on how to ask friends to play
- Class discussion on 5 senses
Differentiation:

Overall:
Overall:


Station 2 Outdoor Chalk & Hop-a-Longs- To decrease difficulty trace students, prompt students, ask students how to spell their name, students bounce stationary; to
increase difficulty students trace a friend and draw eyes, ears, nose, mouth, hair, clothing, etc.
Station 1 Indoor Obstacle Course- To decrease difficulty students do not step over pillow on bridge, students have teacher spot and prompt them when completing a
forward roll; To increase diffuculty students complete forward roll by themselves and/or without wedge, students step over bridge obstacle
Transitions:
Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
Discuss what physical activity is with students

Gross Motor Lesson Plans Weeks: 9-10 Title: Farm Animals Assess Throw/Catch Skills
Students will be reviewing the

bones of the body: skull,
Cognitive:
humerus, rib cage, femur, patella
TSG Standards: Objective 4- Traveling Skills Objectives: & phalanges
Students will be able to listen
Affective: attentively to lesson
instruction/directions
OUTDOORS INDOORS
**Bring traveling skills equipment, hop-a-long cart & sidewalk chalk outside **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice
Halloween Task Cards and Dice Halloween Task Cards and Dice
Instruction: Pumpkin Patch Fitness Instruction: Pumpkin Patch Fitness

- Fall/Farm Animal Theme & Health Component Halloween Fitness Dice - Fall/Farm Animal Theme & Health Halloween Fitness Dice
- Go at different paces, tempo, etc Component
- Spanish and english Animal Sounds: - Go at different paces, tempo, etc Animal Sounds:
- Discuss 5 components of health/fitness (Cog. https://www.youtube.com/watch?v=pTrC_McU62Q - Spanish and english https://www.youtube.com/watch?v=pTrC_McU62Q
Obj.) - Discuss 5 components of health/fitness
- Discuss how to be healthy at home (Affect. Obj) (Cog. Obj.)
- - Discuss how to be healthy at home
(Affect. Obj)
-
Station 1: Throw/Catch Skills Challenge *Throw/catch Skills assessment/challenge Station 1: Soccer Students can:
*Assessment checklist *pass the ball to a friend
*dribble the soccer ball
*shoot a goal
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Blocks Students can:
Para: *use pedals to stop/go, steer the bike safely Para: *build a block figure of themselves
*go at different speeds while riding the bike *build their house
*bounce on hop-a-longs safely *share blocks with friends
*roll hula hoops, spin hula hoops *clean up blocks nicely
Station 3: Kitchen & Water Fountain Students can: Station 3: Basketball Students can:
Para *share with their friends Para: *dribble
*take turns using kitchen supplies *shoot a basket
*(must) ask to use water fountain *bounce pass the ball with a friend
Station 4: Station 4: Throw/Catch Skills Challenge *Throw/catch Skills assessment/challenge
*Assessment checklist
Para:
X Teacher: Mrs. Dwar
Station 5: Swings Station 5: Skeleton Puzzle Students can:

Students can:
Para: *hold on to swing safely Para: *put together puzzle pieces
*pump their legs forward and back *build/share a puzzle with a friend
*pull themselves up onto swing *complete a puzzle

*move about playground safely *themselves or their family
Para: Para:
*go down the slide safely *parts of the body- head, shoulders, knees, toes,
*a skeleton/bones
Station 7: Soccer Students can: Station 7: Red Balance Balls Students can:
Para: *pass the ball to a friend Para: *sit on the ball and bounce lightly
*dribble the soccer ball *roll on their tummies from feet to hands
*shoot a goal *Must stay on blue carpet
Para: X Para: X
Assessments:
Formal:
- Video
Informal:
- Observation
- Class participation of bone locations
- Class discussion on bones
- Class review of how to listen to activity instructions
Differentiation:
Speed/Pace
Overall:
Speed/Pace
Overall:

English and spanish
Station 1 Outdoor /3 Indoor Throw & Catch Challenge- To decrease difficulty teacher demonstrates and models skills, see adapted assessment checklist; to increase
difficulty or challenge students have students throw/catch at a greater distance, throw at a moving target
Station 2 Outdoor Hop-a-Longs- Students bounce stationary
Transitions:
Colors (TSG Obj 13), Review bones
Common Misconceptions/Possible difficulties: The difficulties I anticipate the students will have is as follows:
-indoor station rotations- remind students of directions/routines

-throwing- students will use underhand or with 2 hands- encourage students to try with one hand & refer to poster visual aids, try using a different size/type of ball, move
student closer/further from target (this is still baseline data that I am collecting so I should not alter their natural instincts, yet)
-catching- students will close there eyes or turn away because afraid of the ball, or respond too late to catching and miss- encourage students to try again, refer to poster
visual aids, try using a different size/type of ball, move student closer/further from target (" "baseline data)
Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
-https://peacefulplaygrounds.com/products/digital-downloads/?utm_source=Play+Nice+News%2FGrants.+++++Oct+17%
2C++2018&utm_campaign=cc+10+18&utm_medium=email
When inside, demo how to make new choices with the boxing timer app before lesson
Gross Motor Lesson Plans Weeks: 11-12 Title: Farm Animals Assess Throw/Catch Skills

Cognitive:
TSG Standards: Objectives: 5 components of health
Affective: what physical activity and
exercises they can do at home
Objective 6- Gross-motor Manipulative Skills Students will be participating in
OUTDOORS INDOORS
**Bring hop-a-long cart, soccer equipment and bikes outside **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice
Instruction: Pumpkin Patch Fitness Instruction: Pumpkin Patch Fitness

- Fall/Farm Animal Theme & Health Animal Sounds: - Fall/Farm Animal Theme & Health Animal Sounds:
Component https://www.youtube.com/watch?v=pTrC_McU62Q Component https://www.youtube.com/watch?v=pTrC_McU62Q
- Go at different paces, tempo, etc - Go at different paces, tempo, etc
- Spanish and english - Spanish and english
- Discuss 5 components of health/fitness (Cog. - Discuss 5 components of health/fitness
Obj.) (Cog. Obj.)
- Discuss how to be healthy at home (Affect. - Discuss how to be healthy at home
Obj) (Affect. Obj)
- -
Station 1: Soccer Students can: Station 1: Soccer Students can:
Teacher: Mrs. Dwar *pass the ball to a friend Para: *pass the ball to a friend
*dribble the soccer ball *dribble the soccer ball
*shoot a goal *shoot a goal
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Skeleton/Horse Puzzle
Para: *use pedals to stop/go, steer the bike safely Para: Students can:
*go at different speeds while riding the bike *put together a puzzle with a friend
*bounce on hop-a-longs safely *share a puzzle with a friend
*roll hula hoops, spin hula hoops *link puzzle pieces together independently
Station 4: Station 4: Throw/Catch Skills Challenge *Throw/catch Skills assessment/challenge
*Assessment checklist
Para:
X Teacher: Mrs. Dwar
Station 5: Swings Station 5: Draw Students can:

Students can:
Para: *hold on to swing safely Para: *put together puzzle pieces
*pump their legs forward and back *build/share a puzzle with a friend
*pull themselves up onto swing *complete a puzzle
Station 6: Playground Students can: Station 6: Glue Students can draw:

*move about playground safely *themselves or their family
Para: Para:
*go down the slide safely *parts of the body- head, shoulders, knees, toes,
*a skeleton/bones
Station 7: Station 7: Balance Balls Students can:
Para:
X Para: *sit on the ball and bounce lightly
*roll on their tummies from feet to hands
Para: X Para: X
Assessments:
Formal:
- Video
Informal:
- Observation
- Class discussion on what kind of physical activity and exercise you can do at home (hockey game ticket)
- Class review of bones
Differentiation:
Speed/Pace
Overall:

Speed/Pace
Overall:

-->Throw & Catch Challenge- To decrease difficulty teacher demonstrates and models skills, see adapted assessment checklist; to increase difficulty or challenge
students have students throw/catch at a greater distance, throw at a moving target
-->Outdoor Hop-a-Longs- To decrease difficulty trace students, prompt students, ask students how to spell their name, students bounce stationary; to increase difficulty
students trace a friend and draw eyes, ears, nose, mouth, hair, clothing, etc.
-->Outdoor Swings- To decrease difficulty students can use adapted swings or have a friend/teacher push them on swing; To increase difficulty students pump their legs
and swing themselves
-->Basketball- To increase difficulty students can dribble a ball for 3 consecutive bounces or more, students increase distance to basketball hoop and shoot a basket, To
decrease difficulty students utilize adapted basketball hoop
Transitions: Review bones

Discuss what is exercise and Physical activity
Remind students about Hockey Game
Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
Gross Motor Lesson Plans Weeks: 13-14 Title: Forest Animals Assess Balancing Skills

Cognitive:
TSG Standards: Objective 4- Traveling Skills Objectives: 4 components of health
Objective 5- Balancing Skills Affective: how they can be healthy at home
(4 components)
Psychomotor:
the Balance activities and games
OUTDOORS INDOORS
Instruction: Bear Hunt: Instruction: Bear Hunt:

https://www.youtube.com/watch?v=WzIcu6tbEko https://www.youtube.com/watch?v=WzIcu6tbEko
- Bear Hunt & Health Component - Bear Hunt & Health Component
- Go at different paces, tempo, etc Bear Cave Game - Go at different paces, tempo, etc Bear Cave Game
- Spanish and english - Bear Neccesities Song - Spanish and english - Bear Neccesities Song
- Discuss 5 components of health/fitness (Cog. -pretend to be bears.have students stand in a line with their - Discuss 5 components of health/fitness -pretend to be bears.have students stand in a line with
Obj.) feet apart, forming a cave. the bear crawls through the cave (Cog. Obj.) their feet apart, forming a cave. the bear crawls through
- Discuss how to be healthy at home (Affect. and \says im so hungry. encourage children to dance and - Discuss how to be healthy at home the cave and \says im so hungry. encourage children to
Obj) move around while music plays. when the music stops, they (Affect. Obj) dance and move around while music plays. when the
turn into a hibernating bear music stops, they turn into a hibernating bear
- -
Bear Hunt Yoga: Bear Hunt Yoga:
https://www.youtube.com/watch?v=KAT5NiWHFIU https://www.youtube.com/watch?v=KAT5NiWHFIU
Don't Wake The Bear: Don't Wake The Bear:

- teacher hides in "Cave" and hibernates - teacher hides in "Cave" and hibernates
- bean bags/"food" or beanbags are scattered just outside the - bean bags/"food" or beanbags are scattered just
cave outside the cave
- students quietly creep up to steal the bears food without - students quietly creep up to steal the bears food
waking him without waking him
- bear chases the students back without getting caugh - bear chases the students back without getting caugh
Station 1: Balance/stepping stones Students can: Station 1: Soccer Students can:
Teacher: Mrs. Dwar *walk across the stepping stones Para: *pass the ball to a friend
*say the name of the letter on the stepping stones *dribble the soccer ball
*build a track with the stepping stones *shoot a goal
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Balance/stepping stones
*go at different speeds while riding the bike *walk across the stepping stones
*bounce on hop-a-longs safely *say the name of the letter on the stepping stones
*roll hula hoops, spin hula hoops *build a track with the stepping stones
Station 4: Station 4: Hula Hoops Students can:
*hula hoop around hips or arms
Para: Teacher: Mrs. Dwar
*roll hula hoops across floor
X *spin hula hoops
*jump with hula hoops like jump rope or while flat
on floor
Station 5: Swings Station 5:

Students can:
Para: *hold on to swing safely
*pump their legs forward and back
Para:
X
Station 6: Playground Students can: Station 6: Puzzles
Para: Para:
*climb up stairs or climbing wall or ramps Students can:
*go down the slide safely *put together a puzzle with a friend
*share a puzzle with a friend
*link puzzle pieces together independently
Station 7: Station 7: Balance Balls
Students can:
Para: Para:
*sit on the ball and bounce lightly
X *roll on their tummies from feet to hands
*walk out with hands while on tummies
*lay on their backs
Station 8: Station 8: Hopscotch Students can:
Para:
X Para: *hop in the squares on mat
*pick up a bean bag while playing hopscotch
*take turns with friends

Assessments:
Formal:
- Video
Informal:
- Observation
- Class discussion on how to be healthy at home
- Class discussion on 4 componenets of fitness
- Class review of the bones
Differentiation:
Speed/Pace
Overall:
Speed/Pace
Overall:


Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
Notes/Self Assessment: Teach students how to balance

Cues:arms out, tight bellies
Explain how to use hula hoops
- Around waist, arm or foot
- spin on the floor
- roll across the floor
- lay flat on floor & hop in and out
Match the tracks game-make
Snow Play Day 11/30/18
Bear Cave Game:

- demo with 4-5 students
- divide classes into 4-6 groups
- go to wall and back to blue carpet then sit down
Gross Motor Lesson Plans Weeks: 15-16 Title: Forest Animals Assess Balancing Skills
Students will be reviewing the 4

Cognitive:
TSG Standards: Objective 4- Traveling Skills Objectives: components of health
Objective 5- Balancing Skills Affective: how they can be healthy at home
(4 components)
Psychomotor:
OUTDOORS INDOORS Other station choices:

- dance ribbons
**Bring hop-a-long cart, soccer equipment and bikes outside **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice - jump rope
Instruction: Bear Hunt Yoga: Instruction: Bear Hunt Yoga:

https://www.youtube.com/watch?v=KAT5NiWHFIU https://www.youtube.com/watch?v=KAT5NiWHFIU
- Bear Hunt & Health Component - Bear Hunt & Health Component
- Go at different paces, tempo, etc Christmas Dance: - Go at different paces, tempo, etc Christmas Dance:
- Spanish and english -Santa Just Dance: https://www.youtube.com/watch? - Spanish and english -Santa Just Dance: https://www.youtube.com/watch?
- Discuss 5 components of health/fitness (Cog. v=X_n_KwsYZwo - Discuss 5 components of health/fitness v=X_n_KwsYZwo
Obj.) -Christmas Freeze Dance: https://www.youtube.com/watch? (Cog. Obj.) -Christmas Freeze Dance: https://www.youtube.
- Discuss how to be healthy at home (Affect. v=eo9bpiwKpx4 - Discuss how to be healthy at home com/watch?v=eo9bpiwKpx4
Obj) -Penguin Dance: https://www.youtube.com/watch? (Affect. Obj)
v=uf0uKmKwnKs Apple Music App:
- -
-Crazy Santa Dance: https://www.youtube.com/watch? -The Christmas Action Song by The Kiboomers
v=ACPaLwK4xCI&t=55s -The Winter Hokey Pokey by The Kiboomers
-Santa Hunt: https://www.youtube.com/watch?
v=84ULNR3Dw0M
Apple Music App:

-The Christmas Action Song by The Kiboomers
-The Winter Hokey Pokey by The Kiboomers
Station 1: Balance skills assessment Students can: Station 1: Soccer Students can:
*hop on one foot *pass the ball to a friend
*walk across balance beam *dribble the soccer ball
*jump and land (over object) *shoot a goal
*walk up stairs alternating feet
*jump and land off low stair step
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Balance boards Students can:
Para: *use pedals to stop/go, steer the bike safely Para: *teeter totter on ballance boards
*go at different speeds while riding the bike *balance on board
*bounce on hop-a-longs safely *use 2 feet to balance
*roll hula hoops, spin hula hoops *use 1 foot to balance
Station 4: Station 4: Balance Obstacle Course Students can:
*hop on one foot
*walk across balance beam
X *jump and land (over object)
Station 5: Swings Station 5:

Students can:
Para: *hold on to swing safely
*pump their legs forward and back
Para:
X
Station 6: Playground Students can: Station 6: Table Top Activity
Para: Para:
*go down the slide safely *invite a friend to play
*share a with a friend
Students can:
Station 7: Station 7: Running Station *run and stop
Para:
X Para: *follow floor lines in different patterns
*avoid obstables and friends while moving
*move safely through space
Station 8: Station 8: Running Station
Para:
X Para:
See above

Assessments:
Formal:
- Video
Informal:
- Observation
Differentiation:
Speed/Pace
Overall:


Speed/Pace
Overall:


Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
Notes/Self Assessment: Explain how to use hula hoops

Gross Motor Lesson Plans Weeks: 17-18 Unit of study: Winter Assess Balancing Skills
Students will explain what to do

when you are sick and what
Cognitive:
germs are.- wash hands, cover
TSG Standards: Objectives: mouth, sleep, drink fluids
Students will be able to
demonstrate empathy to friends
who are sick- say bless you, ask
Affective:
if they are okay, remind friends to
cover their mouth, make a get
well card
Psychomotor:

- dance ribbons
**Bring hop-a-long cart, soccer equipment and bikes outside **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice - jump rope
Instruction: Patty Shukla- Stand up, sit down Instruction: Patty Shukla- Stand up, sit down
Brain Pop Jr: - Brain Pop Jr:
- Cold and Flu: https://jr.brainpop. - Cold and Flu: https://jr.brainpop.
com/health/bewell/coldsandflu/ com/health/bewell/coldsandflu/
- Washing Hands: https://jr.brainpop. - Washing Hands: https://jr.brainpop.
com/health/bewell/washinghands/ com/health/bewell/washinghands/
YouTube
- Wash your hands: https://www.youtube.
com/watch?v=dDHJW4r3elE
- Germs: https://www.youtube.com/watch?
v=LaePayB_pC4
- Cover Mouth: https://www.youtube.com/watch?
v=DG4n0r8-UPA
Station 1: Balance skills assessment Students can: Station 1: Soccer Students can:
*hop on one foot *pass the ball to a friend
*walk across balance beam *dribble the soccer ball
*jump and land (over object) *shoot a goal
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Stepping Stones
*go at different speeds while riding the bike *walk across the stepping stones
*bounce on hop-a-longs safely *say the name of the letter on the stepping stones
*roll hula hoops, spin hula hoops *build a track with the stepping stones
Station 4: Station 4: Balance Obstacle Course Students can:
*hop on one foot
*walk across balance beam
X *jump and land (over object)
Station 5: Swings Station 5: Table Top Activity

Para: *hold on to swing safely Para: *invite a friend to play
*pump their legs forward and back *share a with a friend
Para: Para:
Students can:
Station 7: Station 7: Balance Boards *teeter totter on ballance boards
Para:
X Para: *balance on board
*use 2 feet to balance
*use 1 foot to balance
Para:
X Para:
X
Assessments:
Formal:
- Video
Informal:
- Observation
Differentiation:
Speed/Pace
Overall:


Speed/Pace
Overall:


Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
Notes/Self Assessment: Explain how to use hula hoops

Gross Motor Lesson Plans Weeks: 19-20 Unit of Study: Winter Assess Throwing Skills
Students will explain how to

brush your teeth, when to brush
Cognitive:
Objective 4- Traveling Skills your teeth and where to go to get
TSG Standards: Objectives: your teeth checked
Objective 5- Balancing Skills Students will be able to recognize
Affective: when a friend needs help and
Objective 6- Gross-motor Manipulative Skills help their peers
Psychomotor:
the throwing activities and games

- scarves
**Bring hop-a-long cart, soccer equipment and bikes outside **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice -
Instruction: Patty Shukla- Jump or Hand Jive Instruction: Patty Shukla- Jump or Hand Jive
Brain Pop Jr: Brain Pop Jr:
- Cold and Flu: https://jr.brainpop. - Teeth: https://jr.brainpop.com/health/teeth/
com/health/bewell/coldsandflu/ Patty Shukla, Brush song
- Washing Hands: https://jr.brainpop. - https://www.youtube.com/watch?v=ucCzNlcF_sE
com/health/bewell/washinghands/
- Teeth: https://jr.brainpop.com/health/teeth/
YouTube
- Wash your hands: https://www.youtube.
com/watch?v=dDHJW4r3elE
- Germs: https://www.youtube.com/watch?
v=LaePayB_pC4
- Cover Mouth: https://www.youtube.com/watch?
v=DG4n0r8-UPA
Station 1: Jump Ropes Students can: Station 1: Small parachutes Students can:
* *
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Toss Across (underhand throw) Students can:
*use pedals to stop/go, steer the bike safely *
Para: Para:
*go at different speeds while riding the bike
*bounce on hop-a-longs safely
*roll hula hoops, spin hula hoops
Station 3: Kitchen & Water Fountain Students can: Station 3: Jump Rope Students can:
*share with their friends *
Para Para:
Station 4: Throwing Challenge (overhand throw) Students can:
Station 4: AKA Angry Birds *
X Remind students cues of throwing. Play Angry Birds
youtube: https://www.youtube.com/watch?
v=t_MlHWikKFc
Para: Para:
Station 7: Station 7: Dance Ribbons

Para:
X Para:
Students can:
*
Para:
X Para:
X
Shanie Enzo & Kasper Casper & Alex
Lena Jace Maria Anthony
Assessments:
Formal:
- Video
Informal:
- Observation
- Class discussion on how to brush teeth
- Class review of the covering mouth, bones and/or 4 components of fitness
Differentiation:
Speed/Pace
Overall:

-->Throw & Catch Challenge- To decrease difficulty teacher demonstrates and models skills, see adapted assessment checklist; to increase difficulty or challenge students have
students throw/catch at a greater distance, throw at a moving target
-->Outdoor Hop-a-Longs- To decrease difficulty trace students, prompt students, ask students how to spell their name, students bounce stationary; to increase difficulty students
trace a friend and draw eyes, ears, nose, mouth, hair, clothing, etc.
-->Outdoor Swings- To decrease difficulty students can use adapted swings or have a friend/teacher push them on swing; To increase difficulty students pump their legs and swing
themselves
-->Basketball- To increase difficulty students can dribble a ball for 3 consecutive bounces or more, students increase distance to basketball hoop and shoot a basket, To decrease
difficulty students utilize adapted basketball hoop

Speed/Pace
Overall:

themselves

Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
Notes/Self Assessment: Brushing Teeth

Explain each station
Gross Motor Lesson Plans Weeks: 21-22 Unit of Study: Community Helpers Assess Traveling Skills
Students will explain what your

Cognitive: heart does (pumps blood) and
TSG Standards: Objective 4- Traveling Skills Objectives: the size of their heart (fist)
Objective 5- Balancing Skills Affective: how exercise makes their heart
strong.
Psychomotor: the traveling skills & catching
activities and games

- scarves
**Bring hop-a-long cart, soccer equipment and bikes outside **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice - scooters
Apple Music Apple Music
Boxing Timer Pro Boxing Timer Pro
Instruction: Traveling Skills- skip, gallop, run & stop Instruction: Traveling Skills- skip, gallop, run & stop
Balancing skills- on one foot Balancing skills- on one foot
Hopping Skills- on one foot Hopping Skills- on one foot
Reduce, Reuse & Recycle: https://jr.brainpop. Reduce, Reuse & Recycle: https://jr.brainpop.
com/health/beresponsible/reducereuserecycle/ com/health/beresponsible/reducereuserecycle/
Station 1: Jump Ropes Students can: Station 1: Hula Hoops Students can:
* *Twirl hula hoop around arm, waist, foot
*Spin hula hoop on floor
Visual Aid: https://docs.google. *Make a create routine
com/presentation/d/1D8eYxiC5ztELcHqhPvMFDzUrvQ *Kick hula hoop to friend, friend jumps in
mdi_gq4-eBxDwBU6A/edit#slide=id.
g4d67d3727f_0_744
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Color Match Students can:
*use pedals to stop/go, steer the bike safely *Match bean bags to colored buckets or hulahoops
Para: Para:
*go at different speeds while riding the bike
*bounce on hop-a-longs safely
Station 3: Kitchen & Water Fountain Students can: Station 3: Traveling Skills Assessment Students can:
*share with their friends *skip, gallop, run and stop, hop
Station 4: Station 4: Playground Balls Students can:
*Bounce ball independently (dribble)
Para: Para:
*Bounce ball with a friend
X *Bounce and catch
*Toss and catch independently
*Toss and catch with a friend

Para: Para:
Station 7: Station 7: Scarves

Students can:
Para: Para:
*Toss and catch independently or with a friend
X *Catch scarf using different parts of body- finger,
toes knee, head, elbow
*Toss and catch more than 1 scarf at a time
(juggle)
Station 8: Station 8: Scooters Students can:
Para:
X Para: *use scooter safely on orange floor
*share scooters with friends

Assessments:
Formal:
- Video
Informal:
- Observation
Differentiation:
Speed/Pace
Overall:

themselves

Speed/Pace
Overall:

themselves

Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills

Students will explain what

Cognitive:
TSG Standards: Objective 4- Traveling Skills Objectives: recycling means
Affective:
Objective 5- Balancing Skills why it is important to recycle
Objective 6- Gross-motor Manipulative Skills Psychomotor: the traveling skills & catching
activities and games
OUTDOORS INDOORS
Instruction: Jack Hartmann, Move it & Freeze EXT: https://www.youtube. Instruction: Jack Hartmann, Move it & Freeze EXT: https://www.
com/watch?v=Nqg5zY0MOfI youtube.com/watch?v=Nqg5zY0MOfI
Jack Hartmann, Build Your Body and your brain: https://www.
youtube.com/watch? Traveling Skills- skip, gallop, run & stop
v=RzbTmBIpGdQ&list=RDNqg5zY0MOfI&index=2 Balancing skills- on one foot
Hopping Skills- on one foot, jump and land
Traveling Skills- skip, gallop, run & stop
Balancing skills- on one foot Reduce, Reuse & Recycle: https://jr.brainpop.
Hopping Skills- on one foot, jump and land com/health/beresponsible/reducereuserecycle/
Reduce, Reuse & Recycle: https://jr.brainpop.

com/health/beresponsible/reducereuserecycle/
Station 1: Jump Ropes Students can: Station 1: Balance Boards Students can:
* *teeter totter on ballance boards
*balance on board
*use 2 feet to balance
*use 1 foot to balance
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Soccer Students can:
*use pedals to stop/go, steer the bike safely *pass the ball to a friend
Para: Para:
*go at different speeds while riding the bike *dribble the soccer ball
*bounce on hop-a-longs safely *shoot a goal
Station 3: Kitchen & Water Fountain Students can: Station 3: Traveling Skills Fitness Dice Students can:
*share with their friends *skip, gallop, run and stop, hop
Para: Para:
Visual- Ball Handling Skills Jifs & Presentation:
X https://docs.google.
*Bounce and catch
*Toss and catch independently
*Toss and catch with a friend
com/presentation/d/12xtPguUjf0tRc0Bf_BXtk4a3fC7- *Shoot a basket
wBNcdAlLxwQmh9U/edit
Para: Para:
Station 7: Station 7: Hop-a-longs Students can:

*Bounce on hop-a-longs safely
Para: Para:
*Share hop-a-longs with friends
X *Take turns using equipment with friends
Station 8: Station 8: Hop Scotch Students can:

Para:
X Para: *hop in the squares on mat
*pick up a bean bag while playing hopscotch

Assessments:
Formal:
- Video
Informal:
- Observation
- Review the heart (Size, what it does, and how to make it stronger)
Differentiation:
Speed/Pace
Overall:
Speed/Pace
Overall:

themselves

Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills

Students will explain what

firefighters do, how to prevent fire
Cognitive:
Objective 4- Traveling Skills and be safe, how to stop, drop &
TSG Standards: Objectives: roll
Objective 5- Balancing Skills Students will be able to explain
Affective: why it is important to exit a building
Objective 6- Gross-motor Manipulative Skills calmly and safely
Psychomotor:
various gross motor activities
OUTDOORS INDOORS
Instruction: Jack Hartmann, Workout with Letter Sounds: https://www. Instruction: Jack Hartmann, Workout with Letter Sounds: https://www.
youtube.com/watch?v=VFa0b_IIRac&t=3s youtube.com/watch?v=VFa0b_IIRac&t=3s
Jack Hartmann, Exercise, Rhyme & Freeze: https://www. Jack Hartmann, Exercise, Rhyme & Freeze: https://www.
youtube.com/watch?v=cSPmGPIyykU&t=42s youtube.com/watch?v=cSPmGPIyykU&t=42s
Preschool Actions Songs 1, Fire Engine Freeze- Preschool Preschool Actions Songs 1, Fire Engine Freeze- Preschool
Playlist in Apple Music OR: https://www.youtube.com/watch? Playlist in Apple Music OR: https://www.youtube.
v=zFQJRp8sA0w&index=4&list=OLAK5uy_l0IlbMAw8LRMvq7 com/watch?
-B_wmlRY9Gq8hAj4PQ v=zFQJRp8sA0w&index=4&list=OLAK5uy_l0IlbMAw8LRM
vq7-B_wmlRY9Gq8hAj4PQ
Preschool Action Songs 2, Irish Hop- Preschool Playlist in
Apple Music OR: https://www.youtube.com/watch? Preschool Action Songs 2, Irish Hop- Preschool Playlist in
v=dDfIaZWepWY&list=OLAK5uy_n3DhxNAs4MbqNhRTI4bqiv Apple Music OR: https://www.youtube.com/watch?
LeAJLrv7LjI&index=2&t=0s v=dDfIaZWepWY&list=OLAK5uy_n3DhxNAs4MbqNhRTI4
bqivLeAJLrv7LjI&index=2&t=0s
Traveling Skills- skip, gallop, run & stop
Balancing skills- on one foot Traveling Skills- skip, gallop, run & stop
Hopping Skills- on one foot, jump and land Balancing skills- on one foot
Hopping Skills- on one foot, jump and land
Brain Pop Jr, Fire safety: https://jr.brainpop.
com/health/besafe/firesafety/ Brain Pop Jr, Fire safety: https://jr.brainpop.
com/health/besafe/firesafety/
Station 1: Jump Ropes Students can: Station 1: Bowling
*
Students can:
*invite a friend to play
*roll a ball to knock down the pins
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Potato Sack Hop Students can:
*use pedals to stop/go, steer the bike safely *put two feet in sack and hop down and back safely
Para: Para:
*go at different speeds while riding the bike *share with friends
*bounce on hop-a-longs safely *take turns with friends
Station 3: Kitchen & Water Fountain Station 3: Hula Hoops Students can:
*hula hoop around hips or arms
*roll hula hoops across floor
Students can: *spin hula hoops
*share with their friends *jump with hula hoops like jump rope or while flat on
*take turns using kitchen supplies floor
Station 4: Station 4: Balance Beam Students can:
*walk sideways across balance beam
Para: Para:
*walk forwards across balance beam
X Visual- Balance Beam Presentation: https://docs.

google.
*walk and dip across balance beam
*1/2 turn on balance beam
*balance on all 4s on beam
com/presentation/d/1IgpipMspz0gMl_AK6hTAVNR8aa *small jump on balance beam
cRoWn-hI7wAfOW-ao/edit#slide=id.p3
Students can:
Station 5: Swings Station 5: Dance Ribbons *invite a friend to play
Para: Students can: Para: *share a with a friend
*hold on to swing safely *twirl ribbons to beat of music
*pump their legs forward and back *use equipment safely
Station 6: Playground Students can: Station 6: Scooters
*move about playground safely Students can:
Para: Para:
*climb up stairs or climbing wall or ramps *invite a friend to play
*go down the slide safely *share a with a friend
*use scooter safely on orange floor
Para: Para:
X X
Para:
X Para:
X
Assessments:
Formal:
- Video
Informal:
- Observation
Formal:
- Video
Informal:
- Observation
Differentiation:
Speed/Pace
Overall:

-->Outdoor Hop-a-Longs- To decrease difficulty trace students, prompt students, ask students how to spell their name, students bounce stationary; to increase difficulty students trace
a friend and draw eyes, ears, nose, mouth, hair, clothing, etc.
themselves

Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
Notes/Self Assessment: Students only had 1 day of these indoor stations bc we were outside, repeat next week
Gross Motor Lesson Plans Weeks: 28-29 Unit of Study: Insects Assess Balancing Skills
Students will explain the 5 food

Cognitive:
TSG Standards: Objective 4- Traveling Skills Objectives: groups
Objective 5- Balancing Skills Affective: why it is important to eat
vegetables
Psychomotor:
OUTDOORS INDOORS
**Bring hop-a-long cart, jump ropes and bikes outside **Set up stations, rotate stations every 3-5 minutes- tell students to make a new choice
Instruction: Jack Hartmann, Workout with Letter Sounds: https://www. Instruction: Jack Hartmann, Workout with Letter Sounds: https://www.
youtube.com/watch?v=VFa0b_IIRac&t=3s youtube.com/watch?v=VFa0b_IIRac&t=3s
Jack Hartmann, Exercise, Rhyme & Freeze: https://www. Jack Hartmann, Exercise, Rhyme & Freeze: https://www.
youtube.com/watch?v=cSPmGPIyykU&t=42s youtube.com/watch?v=cSPmGPIyykU&t=42s
Traveling Skills- skip, gallop, run & stop Traveling Skills- skip, gallop, run & stop
Balancing skills- on one foot Balancing skills- on one foot
Hopping Skills- on one foot, jump and land Hopping Skills- on one foot, jump and land
Brain Pop Jr, Food Groups: https://jr.brainpop. Brain Pop Jr, Food Groups: https://jr.brainpop.
com/health/food/foodgroups/ com/health/food/foodgroups/
Station 1: Jump Ropes Students can: Station 1: Potato Sack Hop Students can:
* *put two feet in sack and hop down and back safely
*share with friends
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Potato Sack Hop Students can:
*use pedals to stop/go, steer the bike safely *put two feet in sack and hop down and back safely
Para: Para:
*go at different speeds while riding the bike *share with friends
*bounce on hop-a-longs safely *take turns with friends
Station 3: Kitchen & Water Fountain Station 3: Running Students can:
*run from dot to dot
*run safely
Students can: *take turns
*share with their friends *watch out for friends, spatial awareness
Station 4: Station 4: Balance Beam Students can:
Para: Para:

google.
Station 5: Swings Station 5: Bowling/Dance Ribbons
Para: Para: Students can:
*dance with the scarves
*move the scarves back and forthStudents can:
Students can: *share a with a friend
Para: Para:
Para: Para:
X X
Para:
X Para:
X
Assessments:
Formal:
- Video
Informal:
- Observation
- Class discussion on 5 food groups
- Class review of the covering mouth, bones and/or 4 components of fitness, how to brush teeth, fire safety
Formal:
- Video
Informal:
- Observation
Differentiation:
Speed/Pace
Overall:

themselves
Transitions: Review previouisly taught concepts

Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills
Notes/Self Assessment: Conduct TSG Station for balance assessment

Gross Motor Lesson Plans Weeks: 30-31 Unit of Study: Insects Assess Throw/Catch Skills

Cognitive:
vegetables
Psychomotor:
OUTDOORS INDOORS
Instruction: Jack Hartmann, Easter Bunny Dance: https://www.youtube. Instruction: Jack Hartmann, Easter Bunny Dance: https://www.
com/watch?v=nZFRg1GucZ8 youtube.com/watch?v=nZFRg1GucZ8
Jack Hartmann, Count to 20 and Workout: https://www. Jack Hartmann, Count to 20 and Workout: https://www.
youtube.com/watch?v=_MVzXKfr6e8 youtube.com/watch?v=_MVzXKfr6e8
Brain Pop Jr, Exercise: https://jr.brainpop. Brain Pop Jr, Exercise: https://jr.brainpop.
com/health/bewell/exercise/ com/health/bewell/exercise/
Throwing skills- point (at target), (ball by) ear, step forward, Throwing skills- point (at target), (ball by) ear, step
throw (forward), throw
Catching skills- hugs ball, tracks target, uses hands to catch Catching skills- hugs ball, tracks target, uses hands to
catch
Station 1: Jump Ropes Students can: Station 1: Easter Egg Color Sort Students can:
* *look under cones for easter eggs
*match easter eggs to color coordinating baskets
*determine which color has the most/least amound of
eggs
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Easter Egg Color Sort Students can:
*use pedals to stop/go, steer the bike safely *look under cones for easter eggs
Para: Para:
*go at different speeds while riding the bike *match easter eggs to color coordinating baskets
*bounce on hop-a-longs safely *determine which color has the most/least amound of
*roll hula hoops, spin hula hoops eggs
Station 3: Kitchen & Water Fountain Station 3: Egg & Spoon Race Students can:
*run from dot to dot
*run safely
Students can: *take turns
*share with their friends *watch out for friends, spatial awareness
Station 4: Station 4: Students can:
Para: Para:

google.
Station 5: Swings Station 5: Bowling/Dance Ribbons
Para: Para: Students can:
*dance with the scarves
*move the scarves back and forthStudents can:
Students can: *share a with a friend
Para: Para:
Para: Para:
X X
Para:
X Para:
X
Assessments:
Formal:
- Video
Informal:
- Observation
Formal:
- Video
Informal:
- Observation
Differentiation:
Speed/Pace
Overall:

themselves

Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills

Gross Motor Lesson Plans Weeks: 30-31 Unit of Study: Insects Assess Throw/Catch Skills

Cognitive:
vegetables
Psychomotor:
OUTDOORS INDOORS
Instruction/Warm Up: Jack Hartmann,Count to 20 and Workout: https://www. Instruction/Warm Up: Jack Hartmann,Count to 20 and Workout: https://www.
Jack Hartmann, Pump Up the Pattern: https://www.youtube. Jack Hartmann, Pump Up the Pattern: https://www.
com/watch?v=hoFhVdYsmPg youtube.com/watch?v=hoFhVdYsmPg
Brain Pop Jr,Food Groups: https://jr.brainpop. Brain Pop Jr,Food Groups: https://jr.brainpop.
com/health/food/foodgroups/ com/health/food/foodgroups/
Throwing skills- point (at target), (ball by) ear, step forward, Throwing skills- point (at target), (ball by) ear, step forward,
throw throw
Catching skills- hugs ball, tracks target, uses hands to catch Catching skills- hugs ball, tracks target, uses hands to
catch
Station 1: Jump Ropes Students can: Station 1:Soccer Students can:
* *pass the ball to a friend
*shoot a goal
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Soccer Students can:
Para: Para:
Station 3: Kitchen & Water Fountain Station 3: Basketball Students can:
Students can: *Bounce and catch
*share with their friends *Toss and catch independently
*take turns using kitchen supplies *Toss and catch with a friend
*(must) ask to use water fountain *Shoot a basket
Station 4: Bubbles Station 4: Balance Obstacles Students can:

Para: Para:

google.
Station 5: Swings Station 5: Balance/Stability Balls
Students can:
Para: Para: *sit on the ball and bounce lightly
Students can: *roll on their tummies from feet to hands
*hold on to swing safely https://docs.google. *roll on their backs from feet to hands
*pump their legs forward and back com/document/d/15wz0sG59ucqAO5b39RZfuWQrRBX *use picture visuals to try new exercises with stability
*pull themselves up onto swing Nhh34YCMgyCNxTgw/edit ball
Para: Para:
Para: Para:
X X
Para:
X Para:
X
Assessments:
Formal:
- Video
Informal:
- Observation
Formal:
- Video
Informal:
- Observation
Differentiation:
Speed/Pace
Overall:

themselves

Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills

Gross Motor Lesson Plans Weeks: 34-35 Unit of Study: Ocean Assess Traveling Skills
Students will explain what muscles

Cognitive:
TSG Standards: Objective 4- Traveling Skills Objectives: are
Objective 5- Balancing Skills Affective: why it is important to exercise and
make strong muscles
Psychomotor:
OUTDOORS INDOORS
Instruction/Warm Up: Jack Hartmann,Count to 20 and Workout: https://www. Instruction/Warm Up: Jack Hartmann,Count to 20 and Workout: https://www.
Jack Hartmann, Pump Up the Pattern: https://www.youtube. Jack Hartmann, Pump Up the Pattern: https://www.
com/watch?v=hoFhVdYsmPg youtube.com/watch?v=hoFhVdYsmPg
Brain Pop Jr, Muscles:https://jr.brainpop. Brain Pop Jr, Muscles:https://jr.brainpop.

com/health/bodies/muscles/ com/health/bodies/muscles/
KidsHealth.org, Muscular System: https://www.youtube. Traveling Skills:

com/watch?v=C6u0u_59UDc Skip- Step, Hop, Step,, Hop
KidsHealth.org, How your Muscles Work: https://www.youtube. Gallop- Step, Together, step, Together
com/watch?v=f_F5UwtdPOc Walk backwards- Toe, Heel & Look over shoulder
Jump & Spin, land on 2 feet
PeekaBoo Kidz, How your Muscles grow: https://www.
youtube.com/watch?v=Vnj9Ay6xmOk&t=17s
Traveling Skills:
Skip- Step, Hop, Step,, Hop
Gallop- Step, Together, step, Together
Walk backwards- Toe, Heel & Look over shoulder
Jump & Spin, land on 2 feet
Station 1: Jump Ropes Students can: Station 1: Feet Balance Walkers Students can:
* *pass the ball to a friend
*shoot a goal
Station 2: Bikes, Hop-a-Longs & Hula Hoops Students can: Station 2: Throwing Activity Students can:
Para: Para:
Station 3: Kitchen & Water Fountain Station 3: Obstacle Course Students can:
Students can: *Bounce and catch
*share with their friends *Toss and catch independently
*take turns using kitchen supplies *Toss and catch with a friend
*(must) ask to use water fountain *Shoot a basket
Station 4: Basketball & Sidewalk Chalk Station 4: Jump Ropes Students can:
Para: Para:
X *walk and dip across balance beam

*small jump on balance beam
Station 5: Swings Station 5: Dance Ribbons/Balance Boards

Students can:
Para: Para: *sit on the ball and bounce lightly
Students can: *roll on their tummies from feet to hands
*hold on to swing safely *roll on their backs from feet to hands
*pump their legs forward and back *use picture visuals to try new exercises with stability
*pull themselves up onto swing ball
Station 6: Playground & Tunnel Students can: Station 6: Hop Scotch
Para: Para:
Station 7: Kite Station 7: Table Top Activities
Para: Para:
X X
Station 8: Station 8: Table Top Activities
Para:
X Para:
X
Assessments:
Formal:
- Video
Informal:
- Observation
Formal:
- Video
Informal:
- Observation
Differentiation/Adaptations:
Speed/Pace
Overall:


*If students are able to follow make a new choice every 3 minutes or so, if not have students make new choices when they can (EC)
*Have students try an activity/choice at least 1 time every 5 minutes (II)
themselves
-->Bikes- to decrease difficulty use bikes without pedals, help students steer, gently push students along, use hulahoop to help students use pedals
Visuals:
-Gym Entrance Doors on if inside/outside
-Gym Entrance Doors on where to go (Orange line, Carpet, Playground Door)
-Agenda Sequence on White Board (Large Group, Choice Time, Clean Up)
- Choice Pictures
-I Can Pictures Outside
-Smart Board picture/video presentation when available
Transitions:
-Students can transition at their own pace
-Transition Timer/Clean Up Song Auditory Cue

- Collaborated with Classroom teacher to design Individiualized goals
- Distributed these to all classroom teachers and paras
- Went over the goals with Paras and explained expectations
SL:https://docs.google.com/document/d/1sINh_MQH4V-KTqRZkd_ngcYeNoV_L55MNkSmuTUxpBU/edit?usp=sharing
LJ: https://docs.google.com/document/d/1nSwheHKqv4ndFWDs5EblabrYnYFYRZ06g4uwtfU8C5E/edit?usp=sharing
KJ & TR: https://docs.google.com/document/d/18Qmqe8kaR7ZGS9_PNhjjVPJeX89r_ixmLPi90SDr7uQ/edit?usp=sharing
Choice Board/Picture Schedule for students who need it:

- JC

Resources:

-SPARK PE
-IAHPERD
-Class Dojo
-Twitter
-YouTube
-Boxing Timer App
-Apple Music App
-Pictures of skills

Gross Motor Lesson Plan 18-19

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Gross Motor Lesson Plans Weeks: 1-2 Title: All About Me- Head Shoulders Knees & Toes

Students will understand what PE

Objective 6- Gross-motor Manipulative Skills Students will be able to safely &

Small Group Activities: Small Group Activities:

Assessments: - Thumbs up/down

Differentiation: Speed/Pace of Head shoulders Knees and Toes

Students will understand what

Instruction: The Hokey Pokey Instruction: The Hokey Pokey

Speed/Pace of Hokey Pokey

Large Group Activity:

Go at different paces, tempos, etc

Small Group Activities:

Notes/Self Assessment: Add Hula Hoops "I Can"

TSG Standards: Objectives: Cognitive: Students will know their 5 senses

Instruction: 5 senses Instruction: 5 senses

Station 2: Sidewalk Chalk, Students can: Students can:

Station 4: Station 4: Basketball

Speed/Pace of Traveling Skills

Large Group Activity:

Large Group Activity:

Go at different paces, tempos, etc

Small Group Activities:

***See Individualized Gross Motor Goals for EC and II

-Teaching Strategies Gold

Students will be introduced to the

Instruction: Bones Fitness Instruction: Bones Fitness

Station 4: Station 4: Basketball

Speed/Pace of Traveling Skills

Large Group Activity:

Go at different paces, tempos, etc

Small Group Activities:

***See Individualized Gross Motor Goals for EC and II

-Teaching Strategies Gold

Discuss what physical activity is with students

Students will be reviewing the

Instruction: Pumpkin Patch Fitness Instruction: Pumpkin Patch Fitness

Station 5: Swings Station 5: Skeleton Puzzle Students can:

Station 6: Playground Students can: Station 6: Draw Students can draw:

Large Group Activity:

Go at different paces, tempos, etc

Small Group Activities:

***See Individualized Gross Motor Goals for EC and II

-indoor station rotations- remind students of directions/routines

-Teaching Strategies Gold

Students will be introduced to the

Instruction: Pumpkin Patch Fitness Instruction: Pumpkin Patch Fitness

Station 5: Swings Station 5: Draw Students can:

Station 6: Playground Students can: Station 6: Glue Students can draw:

Large Group Activity:

Large Group Activity:

Go at different paces, tempos, etc

Small Group Activities:

***See Individualized Gross Motor Goals for EC and II

Transitions: Review bones

-Teaching Strategies Gold

Students will be introduced to the

Instruction: Bear Hunt: Instruction: Bear Hunt:

Don't Wake The Bear: Don't Wake The Bear:

Station 5: Swings Station 5:

Para Student Assignments: James Rupinskas

Large Group Activity:

Go at different paces, tempos, etc

Small Group Activities: