Towson University

Physical Education Lesson Plan

Department of Kinesiology

Overview
Name: Taylor Dudley-Vera Lesson Focus: Locomotor skills
(Body)
Model/ Framework: Movement Education Length of Lesson: 40 mins.
Learning Segment: Locomotor Movement Grade Level: 1st grade
Lesson # : Lesson # 1 of 4 # of Students: 24

Alignment to SHAPE America

Standard 1: The physically literate individual demonstrates
competency in a variety of motor skills and movement
patterns.
Standard 2: The physically literate individual applies
SHAPE Standards: knowledge of concepts, principles, strategies and tactics
related to movement and performance.
Standard 4: The physically literate individual exhibits
responsible personal and social behavior that respects self
and others.
S4.E2.1: Follows the rules and parameters of the learning
SHAPE Affective Outcome:
environment.
S2.E1.1: Moves in self-space and general space in response
SHAPE Cognitive Outcome:
to designated beats or rhythms.
S1.E1.1: Hops, gallops, jogs and slides using a mature
SHAPE Psychomotor Outcome:
pattern.

Specific Objectives
I can: follows the rules of the gym while performing the
Affective Objective:
locomotor skills during the activities.
I can: use what I know about rhythm to move about the
Cognitive Objective:
space to the beat using the locomotor skills.
I can: hop, gallop, jog and slide correctly while participating
Psychomotor Objective:
in the activities.

Achievement Outcomes (how will you know that your objectives have been met):

Achievement Outcomes (evidence objectives have been met):

I can: follow the rules of the gymnasium while performing the
Affective Objective: locomotor skills around the space by keeping my body in
controlling and respecting my classmates and teacher.
Cognitive Objective: I can: move to a slow rhythm at a slow pace and get faster as
 the rhythm gets harder.
I can: hop on one leg, gallop forward with a leading foot,
Psychomotor Objective:
jog, and slide with a leading foot.

Assessment Information
Type of Assessment Summative X Formative Self
X Skills Rubric Film Analysis Written Work
Project/Portfolio Self- Checklist
Form of Assessment
Assessment
(Check)
Peer Assessment Perf. Task Test
Other (Explain):

Academic Language
Discourse: The norms and functions used with locomotor skills
Hop - The hop requires a push-off from one foot and landing on the same
foot.
Gallop - A forward movement where one foot leads the gallop while the
Vocabulary: other foot follows.
Jog- a transfer of weight from one foot to the other however; the body is
propelled into the air and suspended between run steps.
Slide - Is similar to a gallop performed with the right or left foot leading.
Syntax:

Time Plan (include formations/grouping)

Introduction: Students will resume to the NMES routine and will go along to “Listen
and Move” track.

Transition to Introduction/Objective(s): Students will sit in squad spots and will

start dynamic stretching.

Statement of Objectives: (question to prompt higher-ordered thinking regarding

objective)
What are the locomotor movements?
Why do we use them?
How will they help us with are units in PE?
Activity 1: At the beat of the drum, students will move around the area using one of
the locomotor movements. They will base the movement they perform off of the
speed at which the drum is beat. If students are slacking in participation, give them a
locomotor to move about the space. Do not let them choose because they will choose
lower level locomotors that do not assess accurately as to what they can perform.

CM: Students move at wrong pace, wrong locomotor movement

R: Students will choose which movement is best for them for the happening speed of
the drum.
E: Drum will beat from slow to fast and then back to slow, etc.
AD: Students should move around the space as best they can with added redirection

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and assistance from IA or teacher.
Transition:
“Let’s transition into something that puts our locomotor skills into play.”
*Explain next activity*
Activity 2: Students will start inside of the circle. Each student will flip over a
polyspot and grab the card underneath. The student will keep the card with them
while they perform that locomotor skill around the cone perimeter. If they get the rest
card, they will rest for 5-10 seconds Once they make it back to where they started,
they will go back into the circle, place the card under an empty polyspot and then
pick up a new card (once they flip over a poly spot, they have to take that card!)

CM: students will mix colors and cards up, student will perform locomotor skill
wrong, student will perform a jump instead of a hop.
R: Incorporating a poster so the students are not expected to remember what each
color means, less colors to collect.
E: extend the period of time to perform the skill.
AD: Students are expected to move about the space as best as they can and perform
the skill to the best of their ability with assistance of IA or teacher. For low-level
readers, cards will have pictures with them.
Transition:
“Alright. Great competition! Good job! Go ahead and get a quick drink. We are going
to finish up with a game of locomotor tag.”
Activity 3: Have five students use noodles and they will be the “taggers.” You will
yell out a locomotor and the students are to perform the locomotor skill while
dodging the taggers performing the same locomotor skill. Once tagged, they will go
to one of four corners and perform the exercise posted at that corner.

CM: students don’t know they are tagged or refuse, students are “too rough” with
tagging
R: decrease the amount of taggers
E: Increase to 8 taggers. Smaller space to move around in.
AD: Students are expected to move about the space as best as they can and perform
the skill to the best of their ability with assistance of IA or teacher.
Transition:
“Great job! Let’s meet in the center circle for our closure.”

Back-up Activity “Simon Says”

Teacher will say “simon says…” for example “simon says skip.” Students will play.
As students get “out,” they will continue to do laps around the gym till it is down to
the last student.

CM: Student accidentally does in when “simon doesn’t say”

R: Using slower pace and only skills the students are competent in.
E: Using directions and changing them quickly
AD: Students are expected to move about the space as best as they can and perform

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 the skill to the best of their ability with assistance of IA or teacher.

Closure/Review:
What were the locomotor skills we worked on?
Why do we use these?
How will they help us?

Future Goal

Satisfactory

Excellent
Elements of good teaching Personal reflection

Good
 I had good subject matter
knowledge of the content being
taught and was able to provide
accurate information to students
 I understood the prior knowledge
and abilities of the students and
planned meaningful tasks that
provided challenge but also
allowed students to experience
success
 I designed instructional tasks that
were relevant and meaningful to
students and linked to a clear
learning intention for the lesson
 I allocated as much time as
possible to content coverage and
provided all students with
sufficient opportunities to learn
 I communicated clearly, was
positive and enthusiastic about the
subject matter, my students’
achievements and their efforts to
learn and improve
 I communicated high, realistic
expectations to my students and
developed a clear, work-oriented
class climate.
 I created and sustained a brisk
pace for class activities and
prevented events from disrupting
the momentum of this pace
 I held students accountable for
appropriate participation in
practice, for task completion, and
for performance outcomes