Health and Physical Education

Integrated Lesson Plan

Tammy McCluskey
March 17, 2014
Allison Ross
EED 425

Health and Physical Education Integrated Lesson Plan

Those Big Round Balls in the Sky! The Solar System
Grade Level: Fifth Grade
Content Area: Science and Physical Education
Theme: The Solar System and its Orbit
Standards
Next Generation Science Standards (NGSS):
ESS1.B: Earth and the Solar System The orbits of Earth around the sun and
of the moon around Earth, together with the rotation of Earth about an axis
between its North and South poles, cause observable patterns. These include
day and night; daily changes in the length and direction of shadows; and
different positions of the sun, moon, and starts at different times of the day,
month, and year.
Language Arts Standards:
CCSS.ELA-Literacy.RI.5.9 - Integrate information from several texts on the
same topic in order to write or speak about the subject knowledgeably.

CCSS.ELA-Literacy.SL.5.1 - Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others' ideas and expressing their
own clearly.
Physical Education Standards (Nevada Department of Education):
Content Standard 1.0 Students understand and apply movement concepts
and principles to the learning and development of motor skills.
Content Standard 2.0 Students demonstrate competency in many
movement forms and proficiency in a few movement forms.

Content Standard 2.5.2 Execute a combination of skills in a new and

dynamic environment.

Content Standard 5.0 Students demonstrate personal responsibility,

positive social interaction, and respect for diversity in physical activity settings.

ELL Proficiency Standards:

- Modeling
- Student-Directed Learning
- Cooperative Learning
ELL Standard LI-3 - Sequencing events from read-aloud, presentations and
conversations in complete sentences with instructional support.
ELP Standard 4.0 Students demonstrate comprehension of content-related
vocabulary sufficiently to construct and apply academic knowledge.
Objectives
Students will know and understand facts about planets in the earths solar system
with 75% accuracy.
Students will be able to perform physical activities with 75% accuracy.
Knowledge - Students will recognize each planet by name.
Comprehension - Students will understand facts about each planet.
Application- Student can align planets in order of the solar system.
Analysis - Students will be able to identify the differences of each planet.
Synthesis - Students will arrange planets according to size.
Evaluation - Students will discuss opinions based on the facts on each planet and
validate why each planet is that way.
Learning Strategies
Modeling
Student-Directed Learning
Cooperative Learning
Physical Movement
Key Vocabulary:
Earth the planet on which we live; the
world.
Jupiter fifth planet from the sun and the
largest planet in the solar system.
Mars fourth planet from the sun, second
smallest planet.
Mercury smallest planet; planet

Materials:
Assorted colors of sidewalk chalk
6 Hula hoops
Timer
Planet fact/name activity cards
Word definition vocabulary cards
handout (one sheet for each
student)

closest to the sun.

Neptune farthest planet from the sun;

last planet; most dense planet.

Orbit the curved path of a celestial
object or spacecraft around a star, planet,
or moon, esp. a periodic elliptical
revolution.
Saturn sixth planet from the sun; second
largest planet; surrounded by large rings.
Solar System the collection of eight
planets and their moons in orbit around
the sun, together with smaller bodies in the
form of asteroids, meteoroids, and comets.
Sun: the star around which the earth

orbits.
Uranus: seventh planet from the sun.
Venus: second planet from the sun.

Lesson Sequence
Prior Knowledge: Students should possess a working knowledge of the solar
system, the planets and their location in relation to the sun, what orbit is.
Presentation: (How is the new material being introduced? Strategies? Scaffolding? Steps in
lesson)(Language and content objectives, comprehensible input, strategies, interaction, feedback)

KEY
TW = Teacher Will
SW = Student Will
Lesson Preparation:
1. TW draw the complete solar system on the blacktop previously chosen
and approved by principal (for safety purposes).
2. Planets should be drawn in the order as follows: sun in the middle,
followed by Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.
3. TW place the planet fact/names activity cards on the correct
corresponding planet along with the required physical activity equipment
necessary to complete the physical activity task on the card.

Scaffolding Strategies:
1. Pre-Teaching Vocabulary will be used with the Word Definition
Vocabulary Cards to cover the vocabulary words for this lesson. TW allow
students to read the definitions off of the Smart Board out loud and then
ask students to match the correct picture with the its definition, ensuring
to give them enough response time to discuss their response with the
class. By front-loading the vocabulary words, students will have a better
understanding of the way they are used in the lesson.
Opener for the lesson:
1. TW begin the lesson by handing out the Vocabulary Card pages.
2. TW review vocabulary words by using the Pre-Teaching Vocabulary technique
listed under scaffolding strategies. Students will fill in their Vocabulary Cards with
the correct definitions. Once they have written in their definitions they will cut
out their cards and staple them together to form a book. The book will be
retained for use throughout the Solar System unit.

3. TW review with students the order of the planets.

4. TW tell students, Today we are going to orbit the solar system and
perform some fun activities while we visit each of the planets.
5. TW have use higher-order questions to get students interested in the
process of orbiting the planets and exercise. TW ask, Why do you think it
is important for the planets to have an orbital path? After giving students
enough response time and allowing several students the opportunity to
answer, the TW then say, We are now going to go outside and create an
orbital path around the solar system.
Safety Procedures for Outside Activity:
1. Area (parking lot, sidewalk, etc.) should be clear of incoming or outgoing
traffic, harmful materials, and large debris.
2. Walls and fences should not be used as finish lines.
3. Students should be standing close to the teacher outside while
instructions are given.
4. The teacher should remind students to be cautious and aware of the
personal space of others when moving around the solar system.
Focused Instruction:
1. TW split students into four even groups.
2. TW walk to each planet and model the physical activity to be completed at
each planet.
3. TW have each team line up at opposite ends of Neptunes orbit.
4. Once the time begins, the first student will run to the planet that is in the
closest proximity, Mercury, and complete the assigned physical activity
and then read the fact listed on the planet activity/fact card aloud and

then return to their team.

5. The next student will run to the next planet on the orbit, Venus and
complete the physical activity and then read the fact listed on the planet
card aloud and then return to their team.
6. This process will continue until the team has visited all the planets in the
solar system, reading each fact aloud and completing each physical
activity.
Appropriate Physical Activities:
1. 15 jumping jacks on the planet Mercury.
2. 30 seconds of the twist on Venus.
3. 30 seconds worth of sit ups on Earth.
4. 15 squats on Mars.
5. 15 burpees on Jupiter.
6. Hoola hoop for 30 seconds on Saturn.
7. 10 pushups in 30 seconds on Uranus.
8. Hop on one foot alternating feet for 30 seconds on Neptune.
Appropriate Health Activities:
Accommodations for Diverse Learners:
1. ELL Modifications Planet names and activities can be written in native
language of ELL students on the back of the cards.
2. Physically Handicapped Modifications Students with physical handicaps can
have another student complete the physical activity for them while they read
the fact cards.
3. Advance Students - Students can give an additional fact about the planets
from facts they remember from previous lessons on the solar system.
Assessment: (assess learning)
Students will be assessed through a formal assessment on the solar system.
Students will be assessed through an alternative assessment based on how many
reps are completed for each physical activity. Students will be scored based using a
rubric.

References
Clark County School District. (n.d.) Physical education content standards. Retrieved
from http://ccsd.net/resources/science-health-physical-education-foreignlanguage-driver-education/pecont.pdf
Common Core State Standard Initiative. (2014). English language arts standards.
Retrieved from http://www.corestandards.org/ELA-Literacy/L/5/
National Science Teachers Association. (2014). Earth and space science standards.
Retrieved from http://nstahosted.org/pdfs/ngss/20130509/topic-grouped/ESEarthAndSpaceScienceStandards.pdf
Nevada Department of Education. (2012). PE content standards. Retrieved from
http://www.doe.nv.gov/APAC_PE_Standards/
Packer. (Artist). (2013, 02, 28). Chalk Solar System! [Web Photo]. Retrieved from
http://www.littlehandsbigwork.com/2013_02_01_archive.html
Space Facts. (2014). Planet facts. Retrieved from http://space-facts.com/planets/

Word Definitions
Word: _______________________________________________________________
Definition: ___________________________________________________________
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Word Definitions
Word: _______________________________________________________________
Definition: ___________________________________________________________
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Word Definitions
Word: _______________________________________________________________
Definition: ___________________________________________________________
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Word Definitions
Word: _______________________________________________________________
Definition: ___________________________________________________________
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Those Big Round Balls in the Sky - Rubric

CATEGORY

Knowledge Gained

Students understand
the facts of each planet
in the solar system at
an 90 -100% rate

Students understand
the facts of each planet
in the solar system at
an 80 - 90% rate

Students understand
the facts of each planet
in the solar system at
an 70 -80% rate

Students understand
the facts of each planet
in the solar system at
an 60 -70% rate

Spelling

All words are spelled

All common words are 75% of the words are
correctly in the title and spelled correctly in the spelled correctly in the
answers
title, labels and
title and answers.
description. 1-2
scientific words may be
misspelled.

Physical Activity

95% or more of the

assigned activity are
completed and done
correctly

Fewer than 80% of the

words are spelled
correctly in the title and
answers

94-85% of the assigned 94-85% of the assigned Less than 85% of the
activity are completed
activity are completed assigned activity are
and done correctly
and done correctly
completed and done
correctly

Mercury
FACT: One year in
Mercury is 88 days
long.
Activity: Complete 15
jumping jacks.

Venus
FACT: Venus is the
hottest planet in the
solar system.
Activity: Do the twist
for 30 seconds.

Earth
FACT: Earth is the only planet
not named after a Roman god
or goddess.
Activity: Do sit-ups for 30
seconds.

Mars
FACT: Mars is the home to the
tallest mountain in the solar
system.
Activity: Do 15 squats.

Jupiter
FACT: Jupiter has 2 rings.
Activity: Do 15 burpees.

Saturn
FACT: There are 12 rings
and 2 gaps that make up
Saturns rings.
Activity: Hoola hoop for
30 seconds.

. Uranus
FACT: Coldest planet in the
solar system.
Activity: Do 10 pushups.

. Neptune
FACT: First planet found by
mathematical prediction.
Activity: Hop on one foot
alternating feet for 30 seconds.