PE Unit Plan Elementary

Cody Ross
Physical Education- Health Related Fitness

Taught 9/10/14 10/20/14
5th Grade- Highland Elementary
PE Unit Outcomes/State & National Standards/Content/Assessment

Behavioral, Affective, and Cognitive Domains
Grade/Experience Level_____5th Grade____
Unit Outcomes
(By the end of the unit,
students will be able
to)
Psychomotor
Demonstrate multiple
forms of physical fitness
including running,
jogging, walking, and
throwing a Frisbee to
enhance health and
promote lifelong
physical activity.
Reference MA
CF & NASPE
Standards
by #
MACF
Standard 2.1
Shape
Standard
S3.E3.5
Cognitive
Understand the
importance of physical
fitness for enhancing
health and promoting
lifelong physical
activity.
MACF
Standard 2.1,
2.4, 2.5
Shape
Standard
S5.E1.5
Content to be
taught
Day 1: Introduction
to Cross Country
Track and Step
Counters
Day 2: Practice time
on Track and
Alphabet Tag
on Track and Intro
to Ultimate Frisbee
on Track and
Ultimate Frisbee
200 Catches Class
Challenge
Day 5: Fall Classic
Preview class and
Ultimate Frisbee
Day 6: Fall Classic
Day 1: What a Cross
Country Track is,
What is Physical
Activity, Step
Counter Etiquette.
Days 1-4: Step
Counters
Days 2-6: Health
Benefits of Physical
Activity and
Importance of
Lifelong Physical
Activity
Assessment
(include rubrics,
quizzes, etc. in written
materials section)
-Step Counter Score
Sheet
-Lap Counter Sticks
-Teacher Observationduring class the
teacher will be
observing which
students are meeting
the goals and which
students are not.
-Checking for
Understanding
Questions
-Teacher Journal
reflecting on students
understanding of
content being taught,
based off answers
from CFU questions.
Quiz- On rules of the
track along with
effects of physical
activity to the body
and why its important.
Affective
Work cooperatively with
classmates when
performing a variety of
physical activities by
showing respect and
encouraging classmates
throughout the lessons.
MACF
Standard 2.7
Shape
Standard
S4.E4.5
Days 1-6: Positive

encouragement of
classmates on track
Days 1-6: Team
Work
Days 1-6:
Respecting the rules
of the track and
equipment
-Teachers Observation
of Students
-Teacher Journalreflecting on students
ability to work
together and show
support for each other.
- Exit Slip having the
students write down
things they can say to
their classmates while
working on track.
Grading System
Everything is graded on a 4 point scale depicted below
Class Participation 50%
Activity Involvement 3= fully involved 2=mostly involved 1=somewhat involved 0= not
involved
Distractions Caused- 3= 0 distractions 2=1-2 distractions 1=3-5 distractions 0= > 5
Step Counter Sheets 3= Filled out for days present in class. 2= Filled out for most days
present in class. 0 and 1= Not filled out due to misuse of equipment.
Preparedness 30%
3= Has appropriate footwear every day. 2= Has appropriate almost every day. 1=
Rarely has appropriate footwear. 0= Never has appropriate footwear.
Fall Classic 20%
3= Completes fall classic in under 20 mins. 2= Does not complete fall classic in under
20 mins but shows effort. 1= Does not complete fall classic in under 20 mins and shows
minimal effort. 0= Does not participate in fall classic.
Resources
"Alphabet Tag." PE Central. N.p., n.d. Web.
<http%3A%2F%2Fwww.pecentral.org%2Flessonideas%2FViewLesson.asp
%3FID%3D1009>.
Beep Beep warm up song cassette tape
CITY warm up song cassette tape
Massachusetts Comprehensive Curriculum Frameworks for Health and Physical
Education. (1999, January 1). from
http://www.doe.mass.edu/frameworks/health/1999/1099.pdf
Meeks, Linda Brower., and Philip Heit. Comprehensive School Health Education:
Totally Awesome Strategies for Teaching Health. 7th ed. Blacklick, OH:
MeeksHeit Pub., 2011. Print.
Mr. Teneros Fall Classic Unit
American Alliance for Health, Physical Education, Recreation and Dance. (2013).
Grade-level outcomes for K-12 physical education. Reston, VA: Author.
Lesson Plan
Mr. Ross
NAME: Cody Ross
DATE TAUGHT: 9/10/14
SCHOOL: Highland Elementary

School
GRADE LEVEL: 3rd -5th grade
Generic Level: Pre
TIME: 9:25am
CLASS SIZE: 25
FACILITIES: Gym and field
LESSON #: 1
control/Control
EQUIPMENT NEEDS (#): 20-25 step counters, 1 whistle, 20-25 step record sheets, 20-25 pencils
LESSON FOCUS: Intro to Cross Country track and Step Counters
UNIT: Fitness
NATIONAL STANDARDS:
1 - The physically literate individual demonstrates competency in a variety of motor skills and
movement patterns.
3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain
a health-enhancing level of physical activity and fitness.
4 - The physically literate individual exhibits responsible personal and social behavior that respects
self and others.
MASSACHUSETTS FRAMEWORKS:
2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight,
curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend
versatility and improve physical performance
2.4 Identify physical and psychological changes that result from participation in a variety of physical
activities
2.7. Demonstrate responsible personal and social conduct used in physical activity settings.
LEARNER PERFORMANCE OBJECTIVES/OUTCOMES: By the end of this lesson, all learners
should be able to:
1) COGNITIVE: Accurately identify the rules for having a step counter by answering questions
posed by the teacher. (MACF: 2.1; SAS: S4.E4.5)
2) COGNITIVE: Accurately identify the rules of the cross-country track when asked to at the end
of the lesson. (MACF: 2.1; SAS: S4.E4.5)
3) COGNITIVE: Accurately identify the reasons why physical activity is good for the over health of
the body especially the heart. (MACF: 2.4; SAS: S3.E3.5)
4) AFFECTIVE: Show support for classmates when moving around the track by giving
motivational comments. (MACF: 2.7; SAS: S4.E4.5)
5) PSYCHOMOTOR: Demonstrate proper understanding of how to use the cross-country track by
walking/jogging/running around the track staying to the left of the flags and on the arrows.
(MACF: 2.1; SAS: S3.E3.5)
TEACHER PERFORMANCE GOALS: During the lesson the teacher will strive to (MUST
include one related to safety):
1.) Maintain proper teacher positioning by always being in a position where I can see all the
students.
2.) Be aware of the students safety and create a safe environment for the students to practice in
by having clear boundaries and identifying any hazards for the students to watch out for.
3.) Check for student understanding throughout the lesson to make sure the information I am
teaching is being absorbed.
REFERENCES: (List ALL related referencesNOT simply Children Moving)
TIME
SEQUENCE OF LESSON
0-1 Introduction: I will meet the students at the door
and introduce my self as Mr. Ross, and ask them
to have a seat on the black line.
1-2
4-12
REFLECTION
Signals: My signals today will be Ready Go when

I want you to start an activity. And 3, 2, 1 freeze for
when I would like you to stop an activity. At any
point when you hear my whistle blow, you must
stop what you are doing and come to me. If you
are walking the track you need to leave the track
and come directly to me.
Accommodations: Students with IEPs who need
extra instruction will be given such to
accommodate their needs. ELL students will be
assigned a peer translator to help them understand
the content of the lesson.
2-4
ORGANIZATION
Lesson Focus: Todays lesson focus will be

Fitness. We will be using step counters to track
how active we are. First we must learn how to
properly use the step counters and then, we will be
walking around the cross-country track in
preparation for the fall classic. A one-mile event
that we are getting ready for. Our cross-country
track is a quarter mile. Today if there is time we will
also play modified game of tag.
Step counters: Each student will receive a step
counter. The teacher will demonstrate how to put
the step counter on their waistband. The teacher
will also demonstrate how to read the step counter
and how to reset it. The students will be told very
clearly that using the step counters is a privilege; if
they are not used properly then they will be taken
away. Each student will receive a step counter
record sheet. They will right their name and name
and step counter number on the sheet. The
teacher will explain how to use the sheet to record
the number of steps from each class.
Check for Understanding: I will ask one or two
students to demonstrate in front of the class how to
Try and be less

wordy with
instruction.
Need to get
students
outside and
moving faster.
Put a positive
spin on step
counters and
reinforce it.
Don't allow
students to get
away with
shaking step
counters. Take
them away.
Not the most

necessary for
the 5th grade but
can be done if
properly put on and use the step counter and how

to record the steps on the sheet.
1215
Step counter practice: I will have all the students

stand up and walk across the gymnasium and
back. They will look at their step counter and tell
me how many steps they took. All the step
counters should be around the same number. This
will allow me to make sure they all know what they
are doing. I will also ask the students to reset their
step counters so I know they know how to do that.
1517
Transition: I will ask the students to line up at the

door to get ready to go outside. The students will
walk outside and go to the corner of the building to
the start line.
1730
Track Time: I will walk and jog with the students

around the track to show them where the track is
and inform them of all the rules. I will tell them that
the flags are always on your left. Follow the arrows
and don't touch the flags. Also never go into the
woods or up into the parking lot. After I have gone
around once with the students and I feel they
understand the rules I will let them have a couple
minutes on the track depending on how much time
is left in class.
3032
3236
3640
Transition: When I blow my whistle the students

will come make a line in front of me to get ready to
go inside. When everyone is in line we will walk
inside and the students will sit on the black line.
Step Counter Record sheets: I will have all the
students return to the black line. I will have one
student demonstrate how to record their steps on
the score sheet. Then I will have everyone else do
so. They will record their amount of steps for the
day. They will also put their step counter and
record sheet away in the proper places. (to be
shown by teacher) Then the students will return to
the black end line.
Closure: The teacher will ask the following
questions:
you think class

needs it.
Make sure to
show them all
the speeds you
can move on
the track. Go
over every rule
so everyone
can hear you.
Make sure to
have student
demons,
multiple demos.
How do we properly use the step counters?

What are the rules of the track?
Transition: The students will line up on the black
line awaiting dismissal from class.
Name______________________
Date:
Steps:
Date:
Steps:
Grade___________
Step Counter #____________
Lesson Plan
Mr. Ross
NAME: Cody Ross

School
TIME:
CLASS SIZE: 25
LESSON #: 2
Generic Level: Pre control/Control
LESSON FOCUS: Cross Country track and Alphabet Tag
UNIT: Fitness
NATIONAL STANDARDS:
movement patterns.
3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain
a health-enhancing level of physical activity and fitness.
self and others.
should be able to:
6) COGNITIVE: Accurately identify the rules for alphabet tag when asked to by the teacher.
(MACF: 2.1; NS: 3)
of the lesson. (MACF: 2.1; NS: 3)
motivational comments. (MACF: 2.7; NS: 4)
walking/jogging/running around the track staying to the right of the flags and on the arrows.
(MACF: 2.1; NS: 1)
students.

TIME
SEQUENCE OF LESSON
ORGANIZATION
and introduce my self as Mr. Ross, and ask them to
have a seat on the black line.
1-2
Signals: My signals today will be Ready Go when I

want you to start an activity. And 3, 2, 1 freeze for
2-4

Fitness. We will be working with our step counters
again. This time we will have 6 minutes of track
time to start class. After that we will play a game of
tag, another way to be active and take many steps.
4-6

counter. You will have the same step counter that
you had last week. You will use that step counter
and record your new steps today.
6-8
Rules of Alphabet tag: I will explain that if there

is time we will play tag game, but I am going to
teach the rules Inside. Simple games of freeze tag.
When you are frozen, someone can come unfreeze
you by drawing a letter on your back and if you can
guess that letter correctly then you are free.
Accommodation: Students may use numbers if
a student in the class is not as familiar with the
English alphabet. This is geared towards the
ELL students.
8-10
Rules of fruit tag: To be tagged the tagger must

turn you into a fruit. Someone can come along and
peel you, to free you. They must ask what fruit are
you, and then peel you.
1012

line. When the students are lined up the teacher
will lead them outside and have them make 5 lines
on the starting line.
REFLECTION
I went over the

track rules
extensively
again. I could
have been more
concise to get
the students
outside faster. I
need to still
work on my
wordiness.
The ELL
accommodation
worked very
well for
students.
I never got to
fruit tag
Track time went

well, the
students came
fairly quickly to
me when I blew
1225
2527
2732
3237
3740
Track Time and Tag Games: I will transition the

students outside and start them off on the track.
After 6 minutes I will blow my whistle and have
everyone come to the center. The rules of each tag
game will be reviewed quickly before being played.
Students will be made aware of the boundary
cones that will be set up.
the whistle. I
used a
countdown,
which helped.
Transition: When I blow my whistle I will have the

students line up in front of me and then we will walk
inside where the students will have a seat on the
black line.
Step Counter Record sheets: I will have a
student demonstrate how to record their steps and
turn in their sheets. They will record their amount of
steps for the day. They will also put their step
counter and record sheet away in the proper
places. (To be shown by teacher) Then the
students will return to the black end line.
Exit Slip: Students will complete an exit slip asking
them to write down things they can say to
classmates when working on the track.
questions:
Are there multiple ways to increase your step
count?
What are the rules of alphabet tag?
Did not have as

much time as I
wanted for the
closure but was
still able to get
some good
answers and
gage the
classes
knowledge
about the rules
and the step
counters.
Exit Slip
Write down two positive comments that you
could make towards a classmate while
working on the track.
1.
2.
Lesson Plan
Mr. Ross
NAME: Cody Ross

School
TIME: 9:25
CLASS SIZE: 25
LESSON #: 3
LESSON FOCUS: Importance of Physical Fitness, Track time and Introduction to Ultimate Frisbee
UNIT: Health Related Fitness
NATIONAL STANDARDS:
movement patterns.
self and others.
5 - The physically literate individual recognizes the value of physical activity for health, enjoyment,
challenge, self-expression and/or social interacton.
should be able to:
10) COGNITIVE: Accurately explain the importance of physical activity to maintain a healthy heart
when asked to by the teacher. (MACF: 2.5; NS: S3.E3.3,4,5)
of the lesson. (MACF: 2.1; NS: S4.E5.3,4,5)
12) COGNITIVE: Describe the benefits of physical fitness for your body when asked to by the
teacher. (MACF: 2.5; NS: S5.E1.3,4,5)
motivational comments. (MACF: 2.7; NS: S4.E1.3,4,5)
(MACF: 2.1; NS: S1.E2.3,4,5)
students.
4.) Be concise when speaking in the introduction to get the students outside quickly
5.) Give positive feedback to those running and walking the track at all times.
TIME
SEQUENCE OF LESSON
and introduce my self as Mr. Ross, and ask them to
have a seat on the black line.
1-2
2-4
4-6
6-7
7-9
9-19
19-

stop what you are doing and come to me. If you are
walking the track you need to leave the track and
come directly to me.
again. This time we will have track time to start
class. After that we will explore with ultimate
Frisbees.
Skill Cues for Ultimate Frisbee:
Backhand:
Step with same side foot.
Bring arm across body with Frisbee
Snap wrist and release at target.
Transition: Students will be asked to line up by the
door. The teacher will lead the students out to the
track starting line. The students will create 5 even
lines on the start line and show the teacher they are
ready to go by standing quietly and still.
Track Time: Students will be released 5 at a time
to go out on the track. They will have 10 minutes on
the track. The teacher will walk around the inside of
the track to help motivate students and also watch
for students not abiding by the rules of the track.
Transition: The teacher will blow the whistle and
ORGANIZATION
REFLECTION
Did a better job

of talking less
and getting the
students
outside.
Came up with,
Step, Coil
Snap. Just
three words to
tell the
students that
worked very
well.
Students did
very well with
10 minutes on
the track
20
2030
3032
3237
3740
the students will come to the teacher as fast as

possible leaving the track. They will sit quietly and
show the teacher they are ready for the next
activity.
Frisbee Exploration: Using a guided discovery
approach, the teacher will partner up the students
and give them a Frisbee. They will be told to
explore with the Frisbee, remembering the skill
cues taught inside. They will have a certain space
they can go and throw the Frisbee back and forth.
The teacher will give the students motivational
objectives and guiding questions throughout.
(How many can you get in a row? How many
ways can you throw it? What is your best way of
throwing the Frisbee?)
Transition: When the teacher blows the whistle the
students will line up in front of the teacher as fast as
possible without pushing each other. The teacher
will lead the students inside.
Step Counter Record sheets: As they go in the
teacher will instruct them to record their steps on
there sheet and turn them in. They will record their
amount of steps for the day. They will also put their
step counter and record sheet away in the proper
places. (to be shown by teacher) Then the students
will return to the black end line.
questions:
How many steps did you take today?
How many laps were you able to complete?
What was your best way of throwing the Frisbee?
Students skill
level was
varied. They
liked being
able to
experiment. A
lot of students
reached the
goal of getting
three catches
in a row.
This week the

students
started to
understand
how to record
their steps, I
left them
outside longer
because it took
less time to
record steps.
Lesson Plan
Mr. Ross
NAME: Cody Ross

School
TIME: 9:25
CLASS SIZE: 25
LESSON #: 4
EQUIPMENT NEEDS (#): 20-25 step counters, 1 whistle, 20-25 step record sheets, 20-25 pencils,
15 Frisbees
LESSON FOCUS: Importance of Physical Fitness, Track time and Ultimate Frisbee Modified
Game
NATIONAL STANDARDS:
movement patterns.
self and others.
should be able to:
15) COGNITIVE: Accurately explain the importance of physical activity to maintain a healthy heart
when asked to by the teacher. (MACF: 2.5; NS: S3.E3.5)
of the lesson. (MACF: 2.1; NS: S4.E5.5)
teacher. (MACF: 2.5; NS: S5.E1.5)
motivational comments. (MACF: 2.7; NS: S4.E1.5)
(MACF: 2.1; NS: S1.E2.5)
students.
Mr. Teneros 100 catches challenge activity.
TIME
SEQUENCE OF LESSON
to have a seat on the black line.
1-2
2-4

I want you to start an activity. And 3, 2, 1 freeze for
again. This time we will have track time to start
class. After that we will play a modified throwing
game with Frisbees. Students will each have a
partner. There will be a line of hula-hoops. One
partner will be on either side of the hula-hoop. The
goal is for as a class to get 100 passes completed.
The class will be working together to complete this
goal. Teacher will pose questions to students to
guide them to stand closer together rather then
farther apart.
assigned a peer translator to help them understand
the content of the lesson.
4-6
6-7
7-9
ORGANIZATION
REFLECTION
I had the goals

written on the
track. 2 laps
around the
track and I
changed the
challenge to 200
catches.
I did not see

any students
shaking their
step counters
this week,
finally they got
the message.

Skill Cues for Ultimate Frisbee:
Backhand:
Step with same side foot.
Bring arm across body with Frisbee
Snap wrist and release at target.
Transition: Students will be asked to line up by
Almost all
the door. The teacher will lead the students out to

the track starting line. The students will create 5
even lines on the start line and show the teacher
they are ready to go by standing quietly and still.
9-19
1920
2027
2729
Track Time: Students will be released 5 at a time

to go out on the track. They will have 10 minutes
on the track. The teacher will walk around the
inside of the track to help motivate students and
also watch for students not abiding by the rules of
the track.
Transition: The teacher will blow the whistle and
the students will come to the teacher as fast as
possible leaving the track. They will sit quietly and
show the teacher they are ready for the next
activity.
Frisbee 100: Students will each have a partner.
There will be a line of hula-hoops. One partner will
be on either side of the hula-hoop. The goal is for
as a class to get 100 passes completed. The class
will be working together to complete this goal.
Teacher will pose questions to students to guide
them to stand closer together rather then farther
apart.
(Is it easier to be far apart or close together?
How many can you get in a row?)
Transition: When the teacher blows the whistle
the students will line up in front of the teacher as
fast as possible without pushing each other. The
teacher will lead the students inside.
2933
Step Counter Record sheets: As they go in the

teacher will instruct them to record their steps on
there sheet and turn them in. They will record their
amount of steps for the day. They will also put their
step counter and record sheet away in the proper
places. (to be shown by teacher) Then the
students will return to the black end line.
3337
Quiz: Students will take the quiz on the benefits

and affects of physical activity.
students were
reaching the
goal of two laps
around the
track.
The students
really got into
this challenge.
They really
enjoyed
counting how
many they had.
Some students
would feel bad
if they didn't
catch any, but I
would tell them
they worked
just as hard as
everyone else,
not everyone is
an expert right
now.
I also started to
ask questions
about fitness in
the closure,
why do we do a
fitness unit,
how is it
beneficial?
3740

questions:
How many steps did you take today?
How many laps were you able to complete?
What was your best way of throwing the Frisbee?
Quiz
Name________________________________
Date_____________________
Question 1: What happens to the body during physical activity. Write down two
things that happen.
1.
2.
Question 2: What are two benefits of Physical Activity?
1.
2.
Lesson Plan
Mr. Ross
NAME: Cody Ross

School
TIME: 9:25
CLASS SIZE: 25
GRADE LEVEL: 5th grade
LESSON #: 5
EQUIPMENT NEEDS (#):, 1 whistle, 15 Frisbees, Lap counter Sticks (100), Music Player, Rugs
(25), Beep Beep Warm Up Tape.
LESSON FOCUS: Fall Classic Preview Class
NATIONAL STANDARDS:
movement patterns.
self and others.
should be able to:
20) COGNITIVE: Identify a goal to meet for the Fall Classic 1 mile challenge, either the Target
Time, Thumbs Up, or Grade A challenge. (MACF: 2.5; NS: S3.E3.5)
(MACF: 2.1; NS: S1.E2.5)
students.
TIME
SEQUENCE OF LESSON
to find a rug and have a seat.
1-2
2-4

I want you to start an activity. And 3, 2, 1 freeze
for when I would like you to stop an activity. At any
Lesson Focus: Todays lesson focus will a Fall
Classic preview class. We will warm up our bodies
then go over goals for the Fall Classic. Then we
will go outside and work for ten minutes on the
track using the lap counters just like we will on the
day of the fall classic.
assigned a peer translator to help them
understand the content of the lesson.
4-9
9-15
Warm Up: Students will follow along with the

teacher as they move to the words of a song. The
song starts off slow as the students walk and
slowly progresses to a fast pace where the
students are running in place.
Goals: The students will then be asked to move
over next to the Fall Classic poster. The teacher
will go over the goals for the Fall Classic. Target
Time and Thumbs Up award times will be
introduced. The students will be made aware of
what time they need to reach to get each award.
Both these two awards get the students names up
on a poster. The final award is the grade A
challenge if the students can complete the fall
classic in under 20 minutes. We expect all
students to complete this challenge. The teacher
will also go over the lap counter sticks so the
ORGANIZATION
REFLECTION
Mr. Tenero
taught with me
for some parts
of this lesson.
He showed me
the warm up. I
really liked it,
the students got
moving and
enjoyed the
song that was
playing.
The students
really liked
seeing the
posters from
last year with
the students
names and
times from the
fall classic.
students understand how they work. You receive a

1 stick after your first lap, exchange it for a 2 stick
after your second lap, exchange it for a 3 stick
after 3rd lap, turn it in at the finish line after
finishing your 4th lap.
1517
1732
Transition: Students will be asked to line up to go

outside. When outside the boys will go to the start
line and the girls will stand behind them.
Track Time: The boys will start first and the girls
will start 1 minute after them. The teacher will
keep track of time and hand out lap sticks as the
students complete each lap. When the teacher
blows the first whistle after ten minutes the boys
will leave the track and return their sticks. One
minute later the second whistle will be blown and
the girls will leave the track and return their sticks.
The teacher will talk to the students about their
goals. The teacher will check in with students to
see if they are on pace to meet their goal. If the
students wanted to meet the Target Time or
Thumbs Up awards they would have done so
within the ten minutes they were on the track.
(Is it easier to be far apart or close together?
How many can you get in a row?)
3235
Frisbee: If there is any time left the students will

be able to pass with a Frisbee.
3536
Transition: The students will line up at the corner

of the building to go inside. Once inside the green
light will be open so the students can get a drink if
they would like.
3640
Closure: The teacher will remind the students that

the Fall Classic will be next week. This is the last
chance to get your self-ready. If you did not meet
your goal today then maybe find some time to
practice before next week.
Got the students

outside quickly
and ran a
practice run for
the fall classic. I
t was good for
me as well to
practice the
routine of
handing out
sticks and
watching the
time.
Lesson Plan
Mr. Ross
NAME: Cody Ross

School
TIME: 9:25
CLASS SIZE: 25
GRADE LEVEL: 5th grade
LESSON #: 6
EQUIPMENT NEEDS (#):, 1 whistle, 15 Frisbees, Lap counter Sticks (100), Music Player, Rugs
(25), C-I-T-Y Warm Up Tape.
LESSON FOCUS: Fall Classic Preview Class
NATIONAL STANDARDS:
movement patterns.
self and others.
should be able to:
24) COGNITIVE: Identify a goal to meet for the Fall Classic 1 mile challenge, either the Target
Time, Thumbs Up, or Grade A challenge. (MACF: 2.5; NS: S3.E3.5)
(MACF: 2.1; NS: S1.E2.5)
students.
Mr. Teneros C-I-T-Y Cassette Tape
TIME
SEQUENCE OF LESSON
ORGANIZATION REFLECTION
0-1
Introduction: I will meet the students at the door and

introduce my self as Mr. Ross, and ask them to find a
rug and have a seat.
1-2

when I would like you to stop an activity. At any point
when you hear my whistle blow, you must stop what
you are doing and come to me. If you are walking the
track you need to leave the track and come directly to
me.
2-4
Lesson Focus: Todays lesson focus will a Fall

Classic preview class. We will warm up our bodies
then go over goals for the Fall Classic. Then we will
go outside and work for ten minutes on the track
using the lap counters just like we will on the day of
the fall classic.
extra instruction will be given such to accommodate
their needs. ELL students will be assigned a peer
translator to help them understand the content of the
lesson.
4-9
Warm Up: Students will follow along with the teacher

as they move to the words of a song. The song starts
off slow as the students walk The students will then
jog and bounce. The students then spell C-I-T-Y.
Then reach for the sky a couple times before doing
jumping jacks and more bounces. Then the students
will spell C-I-T-Y again before moving into more
reaches and invisible jump rope. The song will last
around 3 minutes.
9-10
Transition: Students will be asked to line up to go

outside. When outside the girls will go to the start line
and the boys will stand behind them.
1030
Track Time: The girls will start first and the boys will
start 1 minute after them. The teacher will keep track
of time and hand out lap sticks as the students
complete each lap. When the students complete their
four laps, they can go into the gym and get a drink if
they would like and come right back outside. Students
then become helpers and supporters. The teacher
may ask a student to help hand out lap sticks to
students. All other students should go out on the track
and help their classmates, whether that means
moving with them on the track or just cheering them
on.
The teacher will be giving motivational comments
to the students while they are on the track and
letting them know hoe much time they have been
on the track for.
3035
3539
3940
Cool Down: When all students finish everyone will

go inside and the teacher will lead the students
through a quick static cool down stretch. They will
stretch their calves, groin, hamstrings, and arms. The
teacher will point out each muscle as they stretch it.
Closure: The teacher will highlight those students
that reached one of the two more challenging goals.
And also acknowledge all the other students for
completing the four-lap challenge. The teacher will
inform the students that they will be moving onto a
new unit in the next class.
Transition: The students will line up on the black line
awaiting dismissal from class.
Assessment Discussion
The students were assessed every day on their ability to properly record
their steps. The students did a great job doing so. The one difficulty I had was how
the sheets were used. I made a table with a row for the date and a row for the steps.
It made sense to me, but not as much to the students. The 5th grade students
understood what it meant, but not so much for the 4th and 3rd grade students. I had
two rows for recording steps because I didn't want them to run out of room. But it
was not entirely clear where they should be recording their steps. There were some
classes I drew it up on the board so everyone could see. Those classes did well.
Others I did not do so and I could see the difference in their sheets. Also I have a lot
of ELL students. It was more difficult to describe the process to them. I paired some
of the students I knew would have trouble up with a peer to help them. But there
were some students who I forgot to pair up or thought they didn't need it when in
fact they did. Also I would notice they did it wrong after they left and then not see
them for a whole week and forgot if one specific class had troubles. Saying all that,
all the students were able to get the numbers written down and a date written
down. In the end that was my goal. If they didn't do it perfectly it didn't ruin the
assessment. It showed me that most of the issues were on my end not the students.
If I was to do this again, I would make the score sheets much more user friendly so it
was not hard to understand where to put dates and numbers. I was happy with how
the score sheet worked out, students were able to see their progress and I am going
to put all their steps up on a bulletin board showing how far each class could have
traveled in MA.

PE Unit Plan Elementary

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PE Unit Plan Elementary

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Cody Ross

Physical Education- Health Related Fitness

PE Unit Outcomes/State & National Standards/Content/Assessment

Days 1-6: Positive

NAME: Cody Ross

DATE TAUGHT: 9/10/14

SCHOOL: Highland Elementary

Signals: My signals today will be Ready Go when

Lesson Focus: Todays lesson focus will be

Try and be less

Not the most

properly put on and use the step counter and how

Step counter practice: I will have all the students

Transition: I will ask the students to line up at the

Track Time: I will walk and jog with the students

Transition: When I blow my whistle the students

you think class

How do we properly use the step counters?

Step Counter #____________

NAME: Cody Ross

DATE TAUGHT: 9/17/14

SCHOOL: Highland Elementary

teaching is being absorbed.

REFERENCES: (List ALL related referencesNOT simply Children Moving)

Signals: My signals today will be Ready Go when I

Lesson Focus: Todays lesson focus will be

Step counters: Each student will receive a step

Rules of Alphabet tag: I will explain that if there

Rules of fruit tag: To be tagged the tagger must

Transition: The students will line up on the black

I went over the

Track time went

Track Time and Tag Games: I will transition the

Transition: When I blow my whistle I will have the

Did not have as

NAME: Cody Ross

DATE TAUGHT: 9/24/14

SCHOOL: Highland Elementary

Signals: My signals today will be Ready Go when I

Did a better job

the students will come to the teacher as fast as

This week the

NAME: Cody Ross

DATE TAUGHT: 9/30/14

SCHOOL: Highland Elementary

Signals: My signals today will be Ready Go when

I had the goals

I did not see

Step counters: Each student will receive a step

the door. The teacher will lead the students out to

Track Time: Students will be released 5 at a time

Step Counter Record sheets: As they go in the

Quiz: Students will take the quiz on the benefits

Closure: The teacher will ask the following

DATE TAUGHT: 9/30/14

SCHOOL: Highland Elementary

Signals: My signals today will be Ready Go when

Warm Up: Students will follow along with the

students understand how they work. You receive a

Transition: Students will be asked to line up to go

Frisbee: If there is any time left the students will

Transition: The students will line up at the corner

Closure: The teacher will remind the students that

Got the students