PreK-2 Lesson Plan Sample

This page is a sample of the Monday lesson plan for PreK-2 Unit 1, Week 1. You will need to subscribe or log in to view the remaining lesson plans and units. Sample assessment opportunities are also presented here:

Grades PreK-2
Cooperative Games
Lesson 1

Tandalay Assessment Standards Movement Activities & Games

Motor skills and movement patterns:
1. Demonstrates clear contrasts between slow and fast movement when skipping (or hopping, galloping, sliding, etc.) (NASPE Standard 1).
2. Demonstrates clear contrasts between heavy and light movements while traveling with various locomotor movements (revised NASPE Standard 1).
3. Travels over and under objects and partners using locomotor skills (CA 1-1.2).
4. Travels in front of and behind objects and partners using locomotor skills (CA 1-1.2).
Compares and contrasts changes in heart rate before, during, and after physical activity. Discusses the demands on the heart during slow vs. fast movements (CA 2-4.8-revised).
Works in diverse group setting without interfering with others (NASPE Standard 5).
Demonstrates the characteristics of sharing and cooperation in a physical activity setting (CA 1-5.3).
Newsletter topic/written assessment: States reasons for safe and controlled movements (NASPE Benchmark for Second Grade). Identifies appropriate behaviors for participating in physical activity (NASPE Benchmark for Second Grade).

WARM UP: Imagination Challenge

*Before you begin this activity, have the students place their hands over their hearts and feel their heart beat. Throughout today's lesson, we will be checking our heart rates to see if our hearts are beating faster or slower than they are right now.

Direct students to spread out.
Arm circles…small…huge…forward…backward…tall…etc…
Make yourself as tall as you can…
As wide as you can…
As short as you can…
As narrow as you can…
Make yourself look as big as you can…
Make yourself into a twisted pretzel…
Into a great statue…
Make yourself into a log and roll! Roll, roll, roll....
Pretend you are a Ninja and perform a shoulder roll in stealth mode... If you are not comfortable with a forward or shoulder roll, get into your toughest Ninja stance...
Make your eyes look up…down…sideways…cross-eyed…
Make yourself look like a blender…vanilla shake…
Look sad and cry…
Happy…laugh…look goofy…
Look like a robot…
Look like you’re climbing a rope…
Look like you’re marching in place…

Following the warm-up, perform some Quick Standing Stretches. Following the stretches, have students check their heart rates. Are they beating faster or slower?

During your stretch time, tell the students that you will be looking for these things today, and throughout the unit. Talk about what it means to interfere with others, what it means to cooperate, and what it means to share. Allow students the opportunity to join the discussion.

ASSESSMENT REMINDERS:

Compares and contrasts changes in heart rate before, during, and after physical activity. Discusses the demands on the heart during slow vs. fast movements (CA Standard Grade Two; 4.8-revised).
Works in diverse group setting without interfering with others. (NASPE Standard 5).
Demonstrates the characteristics of sharing and cooperation in a physical activity setting. (CA Standard 5, Grade One, 5.3)

ACTIVITY 1: Animal Fun!

· Set up a course with cones.

· Have the class travel around the course in follow-the-leader style.

· At each cone, change the type of animal walk. e.g. elephant, bear, crab, seal, gorilla, frog jump, cat, kangaroo jump.

· Talk about "heavy" and "light." Which animals would move in a heavy manner? Would they move fast or slow? Pick an animal movement that is heavy. Repeat the process for "light." Designate at least one leg of the course to a heavy-moving and to a lightly-moving animal.

· Have the class complete the course one or more times.

ASSESS: Demonstrates clear contrasts between heavy and light movements while traveling with various locomotor movements. (revised NASPE Standard 1)

CHECK the heart rates!

ACTIVITY 2: Stuck in the mud

· 20% of players are designated to be “It” players. They all are holding a Fluffilo. Their mission is to tag everyone that is playing and stop all action.

· Once a player is tagged, he/she must stand still with feet apart and hands on their head.

· The remaining players can free a player by crawling between their legs. Wham! They’re back in the game. A continuous exhausting tag game.

· Change players who are "it" frequently.

· If it works out, you may want to have the stuck players become the next taggers.

VARIATION: Play leap frog tag! Same idea, but when tagged, players become a nice little rock for other students to leap frog over.

OPTION: allow tagged players to EITHER get stuck in the mud or become a rock!

ASSESS: Travels over and under objects and partners using locomotor skills (CA Standard Grade One; 1.2).

CHECK heart rates immediately after blowing the whistle. How fast are those hearts beating now?

ACTIVITY 3: Locomotor License

· Let students know the teacher will be the police officer and they will each be in their own cars, driving around town. The Teacher will call out a prompt in which the students will have to move accordingly.

· Examples:

Bumpy road=skipping

Speed limit 30 mph= walking

Narrow Road= galloping

School Crossing= walk really slow

Flat Tire= hopping

Highway Driving= running

Emergency= freeze

Stuck in the Mud= jog in place

Its Raining= put on windshield wipers by doing jumping jacks

ASSESS: Demonstrates clear contrasts between slow and fast movement when skipping (or hopping, galloping, sliding, etc.) (NASPE Standard 1)

ACTIVITY 4: Follow the Leader (with music if possible!)

Place students in groups of 5.
Have them line up in their groups.
Give each student a hoop.
The first person in line is the leader.
Have the leader do a move while traveling and using the hoop in a creative way, and the rest follow.
When music stops or on Teacher's signal, the leader moves to the back of the line.
Next person’s turn until everyone gets a turn.

ASSESS: Travels in front of and behind objects and partners using locomotor skills. (CA Standard Grade One; 1.2)

COOL DOWN: Hoop Stretch while Discussing Today's Themes

· Sit inside hoop.

· Stretch hamstrings: one leg out front, other leg, both legs.

· Stretch quadriceps: Lie on side and gently pull heel to tush (bottom, buttocks... NOT to the hip). Repeat with other leg.

· Stretch out long, pull legs into chest, stretch long.

· Roll over onto tummy, press up gently with the arms, look to the sky, lower gently. Sit back on heels, and relax arms at sides.

· Stand up, pick up hoop, and put it away.

Discussion:

Did you notice changes in your heart rate when you were performing different activities? When was it beating faster? Slower? Check it now. Is it beating fast or slow?

ASSESS: Compares and contrasts changes in heart rate before, during, and after physical activity. Discusses the demands on the heart during slow vs. fast movements (CA Standard Grade Two; 4.8-revised).

How did you do today?
Did you interfere with others while you were playing?
What did you learn about traffic lights today?
What did you learn about personal space? If I ask you to find your own personal space, how much room do you need?

ASSESS: Works in diverse group setting without interfering with others (NASPE Standard 5).
ASSESS: Demonstrates the characteristics of sharing and cooperation in a physical activity setting.

Did you learn some new names and make some new friends?
Did you have fun? What???? I can't heeeeaaar you!!!! Did you have fun????
After a rousing cheer, have the students high-five (or fist-bump) and call at least three new people by name on the way back to class.

Enter your pretest assessment scores into your database. You will be able to compare them to the posttest scores at the end of the unit.

Lesson Plans:

PreK-2 Lesson Plans

3-5 Lesson Plans

6-8 Lesson Plans