Unit Plan PE Running and Tag

Locomotor Movements
and
Fleeing/Chasing/Dodgin
g Unit
3rd Grade
Alice Beal Elementary School
Springfield, MA
September 26th-October 7th
Linnea Borjestedt
Unit Outcomes
(By the end of the
unit, students will
be able to)
Psychomotor
By the end of this
unit students will
be able to
demonstrate
fleeing, chasing,
and dodging
during gameplay.
By the end of this
unit students will
be able to
demonstrate
proper running
form.
Cognitive
By the end of this
unit students will
be able to
identify the skills
used in a tag
game.
By the end of this
unit students will
be able to
identify the skill
cues of proper
running form.
Affective
By the end of this
unit students will
be able to
demonstrate
sportsmanship by
respecting one
another during
gameplay as well
as after.
Referenc
e MA CF
& NASPE
Standar
ds
by #
MA CF
2.1
NASPE
S1.E2.3
S5.E2.3
a
S5.E2.3
b
MA CF
2.1
NASPE
S1.E2.3
S5.E2.3
a
S5.E2.3
b
MA CF
2.7
NASPE
S4.E1.3
S4.E4.3
a
Content to be
taught
Assessment
(include rubrics,
quizzes, etc. in
written
materials
section)
Proper running
form
Chasing
Dodging
Fleeing
What is
chasing/
dodging/
fleeing
Cues for proper
running form
How to tag
safely
Teamwork
Communication
Sportsmanship
Expectations
Teacher
Observatio
n
Teacher
Checklist
Pacer Test
PreAssessme
nt
PostAssessme
nt
Exit Slip
Posters
Teacher
Observatio
n
SelfAssessme
nt
Daily
Observatio
n Form
Unit Outcomes
(By the end of the
unit, students will
be able to)
Psychomotor
Students will be
able to correctly
perform a variety
of skills during
gameplay.
Cognitive
Students will be
able to enhance
their knowledge
of rules and
strategies for
tagging games.
Affective
Students will be
able to show
respect to their
partners, teams,
teachers, and all
equipment.
Referenc
e MA CF
& NASPE
Standar
ds
by #
Content to be
taught
Assessment
MA CF
2.1
Day 1:
International Walk
to School Day
Teacher
Observation
NASPE
S1.E2.3 Day 2: Rats and
S5.E2.3 Rabbits
a
S5.E2.3 Day 3: Pacer Test
b
MA CF
2.1
Teacher Checklist
Pacer Test Chart
Day 4: PostAssessment and

Mighty Milers
Teacher
Observation
Day 1:
International Walk
to School Day
Poster
NASPE
S5.E2.3 Rabbits
a
S5.E2.3
Day 3: Pacer Test
b
MA CF
2.1
(include rubrics,
quizzes, etc. in
written materials
section)
Exit Slip
Pacer Test Chart

Mighty Milers
Post-Assessment
Day 1:
International Walk
to School Day
Closure- Turn and

Talk
NASPE
S4.E4.3 Rabbits
a
Closure- Informal
Questioning
Day 3: Pacer Test
Closure- Informal
Questioning

Mighty Milers
Thumbs up/
Thumbs down
Grading Policy
Effort (70%)- Student comes to class prepared everyday in school
uniform with sneakers on. The student actively participates in every
activity. The student follows all directions and responds to the teacher
signals.
Skill (10%)- Student shows the ability to perform daily locomotor
tasks/activities. Students show improvement throughout the unit.
Knowledge (20%)- Student correctly completes written/oral
assessments of the basics of running, chasing, fleeing, and dodging.
5- Outstanding: Student comes to class prepared with proper attire
and follows all class rules and expectations. Student excels in all three
domains or shows major improvement throughout the unit. Student
respects the teacher, classmates, and all equipment.
4- Good: Student comes prepared to class 90% of the time and follows
class rules and expectations. Student respects all other students, the
teacher, and equipment. Student shows significant improvement
throughout the unit or excels in all three domains.
3- Average: Student comes prepared to class 80% of the time.
Students behavior is inconsistent but shows effort most of the time.
The student shows some improvement or performs in all three
domains.
2- Below Average: Student does not come to class prepared on a
consistent basis. Student is disruptive and does not show full effort
throughout the unit. Student shows little improvement and does not
perform in all three domains.
1- No Participation: Student is unprepared multiple times during the
unit and does not unprepared student evaluation.
Daily Observation
Students are scored daily on a scale of 1-5.

5- Outstanding: Student comes prepared to class and follows all rules
and expectations. The student always responds to teachers signals
and actively participates in each lesson.
4- Good: Student comes prepared for class and follows all rules and
expectations. The student responds to teachers signals most of the
time and participates in most activities.
3- Average: Student comes to class prepared. Student does not
consistently follow class rules and expectations. The student responds
to teachers signals most of the time and participates in most
activities.
OR
Student comes to class unprepared, but fills out unprepared student
evaluation with 100% accuracy
2- Below Average: Student comes to class prepared and does not
follow class rules and expectations for most of the lesson. The student
does not respond to teachers signals and has to be reminded
frequently of them. The student participates in some of the activities.
OR
Student comes to class unprepared, but fills out unprepared student
evaluation with 75% accuracy.
1- Unsatisfactory: Student comes to class prepared but does not
follow class rules. The student has to be sat out frequently. The
student participates in some of the activities.
OR
Student comes to class unprepared, but fills out some of the
unprepared student evaluation with some accuracy.
0- No Participation: The student is unprepared for class and does not
fill out the unprepared student evaluation.
SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Linnea Borjestedt
DATE: 10/4/2016
TIME: 40 mins
SCHOOL: Alice Beal Elementary
LESSON#: 1
FACILITIES: Gymnasium
CLASS SIZE: 25
GRADE: 3-5
UNIT/THEME: Running/Tag Games
GENERIC LEVEL: Pre-Control
EQUIPMENT:
2.) Colored Pencils
1.) Smart board
3.) Invitations
FOCUS OF LESSON: International Walk to School Day

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National
Standard(s)/Grade Level Outcomes; Task #s where content is

taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(P) Describe one way to how you could walk to school when asked during the closure of the
lesson (S3.E1.3a) (MA CF 2.6)
(C) Identify 5 reasons why it is important to walk to school (S3.E1.3b) (MA CF 2.6)
(A) Follow all rules and expectations throughout the entire lesson without reminders (S4.E1.3)
(MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Explain all rules and expectations so that all students understand what is being asked of them.
2. Check for student understanding throughout the lesson.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
The teacher will have to make sure that students all understand the date and time of the event.
This is just the information day and the students are responsible for reminding their parents of the
event. Make sure students know the importance of walking to school for themselves as well as
the environment.
REFERENCES :
http://www.shapeamerica.org/standards/health/
LESSON PLAN FORM

TIME
SEQUENCE OF LESSON
1 min
Students will enter the gymnasium and line up on the green line.
3 mins
Introduction: The teacher will welcome the students to class.

The objective of learning what International Walk to School Day
is will be posted on the whiteboard and read/described to the
class. The teacher will also take attendance.
10 mins
Warm Up (Mighty Milers): The students will start the class

with mighty milers. They will start on the green line and when
the music starts they can begin to walk two laps around the
gymnasium. Once the students have walked two laps they can
start to jog. The students will jog for the duration of two songs.
Once the songs are over the music will be turned off and the
students will freeze.
11 mins
Transition: On the teachers go signal the students will walk

over to the smart board. The teacher will move students based
on their shirt color (light blue, white, dark blue).
23 mins
Brainstorm: The students will work with the teacher to

brainstorm why we walk to school. The teacher will also go over
what the word international means to show the importance of the
day. Some of the reasons we walk to school are:
Exercise/for your health
Helps the environment/less pollution
Use less gas and save more money
Socialize with friends
24 mins
34 mins
35 mins
ORGANIZATION
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Transition: The teacher will move students based on their shirt

color to the lunch tables set up in the center of the gymnasium.
Posters: The students will work in groups to design posters
using the information gone over during the brainstorm. They
will create the posters so that they can hold them up to show
during the walk to school.
Extensions:
(Easier) Students can draw only pictures
(Harder) Use vocab words that were used during the
brainstorm for the posters.
Transition: On the teachers go signal the students will
transition back to the black square and take a seat. The teacher
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will move students based on their shirt color (light blue, white,
dark blue).
38 mins
Closure:
Assessments:
Affective: The teacher will be assessing students behavior
throughout the lesson. At the end of the lesson the teacher will
ask students how they thought they behaved during the lesson.
Cognitive: Identify the reasons why we walk to school.
Behavioral: Explain how you could change your schedule at
home to be able to walk to school.
39 mins

transition to the water fountain. The teacher will move students
based on their shirt color (light blue, white, dark blue).
40 mins
Drink/Line Up: The students will be able to get a quick drink at

the end of the lesson before lining up on the green line. When
lining up students should be facing forward and silent.
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Posters for International Walk to School Day
International Walk to School Day
Brainstorm ideas for international walk to school day posters below.

Sketch a design and have it approved by the teacher before creating
poster.

DATE: 9/27/2016
TIME: 40 mins
LESSON#: 4
CLASS SIZE: 25
UNIT/THEME: Locomotor Skills
GENERIC LEVEL: Control
EQUIPMENT:
2.) 10 Cones
1.) Whistle
GRADE: 3-5
FOCUS OF LESSON: Fleeing, Chasing, And Dodging


(P) Demonstrate fleeing, chasing, and dodging correctly during Rats and Rabbits (MA CF 2.1)
(S2.E5.3a) (S2.E5.3b).
(C) Identify the three skills used in a tag game correctly when asked by the teacher during the
closure of the lesson (MA CF 2.1) (S2.E5.3a) (S2.E5.3b).
(A) Follow all rules and expectations correctly throughout the entire lesson (MA CF 2.7)
(S4.E1.3).
1.) Demonstrate with-it-ness by sitting students out who are not following rules or expectations.
2.) Give group and individual feedback throughout the lesson
Make sure students know the boundaries of the activity. If outside the boundaries need to be
marked out with cones. If inside the lunch tables need to be moved out of the way of the activity.
Students need to be reminded how to tag during the tag game. (On the back near the other
persons shoulders)
REFERENCES :
Couturier, L. (2014). Pg. 30-31, 33, 36. National standards & grade-level
outcomes for K-12 physical education. SHAPE America --Society of
Health and Physical Education.
Graham, G., Holt-Hale, S A., & Parker, M. (2013). Children moving: A reflective approach to
teaching physical education (9th ed.). New York, New York: McCraw Hill.
Spark PE 3-6 Book

LESSON PLAN FORM
TIME
SEQUENCE OF LESSON
1 min
8 mins

9 mins
Transition: Students will transition back to the black square by

their shirt color. The students will walk over and sit without
sliding or running.
12 mins

The objective of learning fleeing, chasing, and dodging, will be
posted on the whiteboard and read/described to the class. The
teacher will also take attendance.
13 mins
Transition: Students will line up on the green line and be

assigned either a rat or a rabbit. The rats will line up on the far
side of the gymnasium and the rabbits will line up on the near
side of the gymnasium.
33 mins
Activity 1: Rats and Rabbits

Divide the class up into two teams. Have each team stand, in a
straight line, on opposite sides of the centerline; facing each
other. Teams should be a few feet away from the centerline.
Name one team Rats and the other team Rabbits. If the word
RATS is called the Rats team must turn around and run to their
end line while the Rabbits chase them. If a Rat is tagged before
they cross the end line they now become a player on the Rabbits
team. If the word RABBITS is called the Rats must chase the
Rabbits and try to tag them before they cross the end line. If
tagged they must go to the Rats team. The game continues until
there are only a few players on one team. You can shout out
other words that have the same RA sound to keep teams on their
toes and listening.
Extensions:
(Easier) Move the teams closer together
ORGANIZATION
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(Easier) Assign the teams names that do not sound

similar (cats and dogs)
(Harder) Move the teams further apart
34 mins

dark blue).
37 mins
Closure:
Assessments:
Cognitive: Identify the three skills used in a tag game.
Psychomotor: How did you use fleeing, chasing, and dodging
during the activity?
38 mins

40 mins

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Formative Assessment Checklist (Running Form) Note* X

makes complete*
Name
Alan
Ovee
Savannah
Alexandria
Lanae
Corey
Amanda
Isaiah
Cue 1: Use
opposition
Cue 2:
Breath in
through
nose, out
through
mouth
Cue 3: Run
on balls of
feet
Cue 4: Keep
body
straight
Xavier
Aubrey
Nathan
Brenda
Samuel
Esmeralda
Yarianna
Aden
Lucas
Jazmyn
Exit Slip
Name:______________________________________________________________
Room:___________________
Whatisthispictureportraying?Whatskillsdoweuseinclassthatarebeingusedinthis
picture?

DATE: 10/6/2016
TIME: 40 mins
SCHOOL: Alice Beal Elementary School
LESSON#: 3
CLASS SIZE: 25
UNIT/THEME: Running/Fleeing/Chasing/Dodging
GRADE: 4
EQUIPMENT:
1.) (4) Cones
2.) (13) Clipboards
4.) Pacer Test Music
5.) (13) Pencils
6.) iPod
3.) (25) Charts
FOCUS OF LESSON: Pacer Test


(P) Demonstrate pacing and stamina by successfully completing two levels of the pacer test
(S1.E2.3) (MA CF 2.2).
(C) Identify the importance of pacing during the pace test when asked by the teacher in the
closure of the lesson (S1.E2.3) (MA CF 2.4).
(A) Follow all directions throughout the lesson with minimal reminders from the teacher
(S4.E1.3) (MA CF 2.7).
1. Encourage students to give it their best effort.
2. Guide students through the pacer test. Use teacher or student demonstrations.
For this lesson I have to make sure that students try their best. Many will want to stop quickly
because they go too fast. Remind students to stay within the boundaries and run in a straight line.
Have students find a point across from them to run to so they do not run into one another.
REFERENCES :
LESSON PLAN FORM

TIME
SEQUENCE OF LESSON
1 min
Students will enter the gymnasium and sit in the black square.
3 mins

The objective of the pacer test will be posted on the whiteboard
and read/described to the class. The teacher will also take
attendance.
8 mins
Informing: Students will be taught what the pacer test is. There
will be either a student demonstration or a teacher
demonstration. The students will listen to the tapes instructions
and ask any questions they have.
9 mins
Transition: Students will quickly find a partner. Once in a pair

they one student will collect a worksheet and a clipboard, write
their name down, and give the clipboard to the partner. The
person who wrote their name first will be the first runner and the
partner will be the recorder. The runners will line up on the
green line and the recorders will stand behind the black line on
the sides.
34 mins
Pacer Test: The recording will prompt the students who are the
runners. Once the test says the word start the runners will run to
the other green line. The runners will run on every sound (beep)
made by the recording after the word start. If a runner fails to
complete a lap before the beep they will receive one strike. If
they fail to make the line again after, their test is done. Each
runner gets two strikes before they are done with their test.
Once everyone has completed their test the runners will switch
with the recorders and the next set of students will run the test.
35 mins

dark blue).
38 mins
Closure:
Assessments:
ORGANIZATION
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Cognitive: Identify the importance of pacing when running the
pacer test.
Psychomotor: Can everyone stand up and show me the part of
your foot that you run on?
39 mins

40 mins

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Pacer Test (Fitnessgram)

DATE: 10/7/2016
TIME: 40 mins
LESSON#: 4
CLASS SIZE: 25
UNIT/THEME: Running/Fleeing/Chasing/Dodging
EQUIPMENT:
1.) Smart Board
GRADE: 3rd
2.) (25) Tests
3.) (25) Pencils
4.) Yarn ball

FOCUS OF LESSON: Post-Test

(P) Demonstrate knowledge of the unit by answering all questions on the assessment (S1.E11.3)
(MA CF 2.2).
(C) Identify three skills used in a tag game for questions six of the assessment (S2.E5.3b) (MA
CF 2.2).
(A) Follow all directions throughout the lesson with minimal reminders from the teacher
(S4.E1.3) (MA CF 2.7).
1. Encourage students to give it their best effort.
2. Remind students to look back at the unit activities to help them with their answers.
Make sure students are evenly spread out throughout the gymnasium. There should be no
students talking or looking at each others papers. If there is talking or cheating the test of that
student(s) will be taken.
REFERENCES :
LESSON PLAN FORM
TIME
SEQUENCE OF LESSON
1 min
Students will enter the gymnasium and sit in the black square.
3 mins

The objective of the post-test will be posted on the whiteboard
and read/described to the class. The teacher will also take
attendance.
6 mins
Informing: Students will be reminded that once they have a test

they should no longer be talking. If they are talking their test
will be taken. If a student has a question they can raise their
hand and a teacher will come to them.
7 mins
Transition: On the teachers go signal the students will find

their own space and silently take their test.
34 mins
Assessment: Students will answer the questions to the

assessment to the best of their ability. If they have a question
they can raise their hand and a teacher will come help them.
Once they have finished taking the test the teacher will collect
their papers and they can sit in the black square. They can
whisper to other friends that are also done but if it gets to loud
the students will have to sit silently until everyone has finished.
35 mins
Transition: If time allows students will line up on the green

line for mighty milers.
(If time)
Mighty Milers: The students will start the class with mighty
milers. They will start on the green line and when the music
starts they can begin to walk two laps around the gymnasium.
Once the students have walked two laps they can start to jog.
The students will jog for the duration of two songs. Once the
songs are over the music will be turned off and the students will
freeze.
36 mins

dark blue).
38 mins
Closure:
Assessments:
ORGANIZATION
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40 mins

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Formative and Summative Assessment (Cognitive assessment)
Name: ___________________________________________
Room:______
1. What does it mean to dodge?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Dodging is a skill that should be performed at what speed?
a. Slow
Medium
b. Fast
c.
3. In the ready position for dodging, what part of the foot

should you be standing on?
a. Toes
b. Heels
c. Balls of you
feet
4. Name three cues of proper running form.
_________________________________________________________
_________________________________________________________
_________________________________________________________
5. What does the word pacing mean?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6.Name the three skills you would use in a tag game:

__________________
___________________ ___________________
Rain Day Lesson Plan

DATE: 9/27/2016
TIME: 40 mins
LESSON#: 4
CLASS SIZE: 25
UNIT/THEME: Locomotor Skills
GENERIC LEVEL: Control
EQUIPMENT:
2.) 10 Cones
1.) Whistle
GRADE: 3-5
FOCUS OF LESSON: Fleeing, Chasing, And Dodging


(P) Demonstrate fleeing, chasing, and dodging correctly during the activity Declare (MA CF 2.1)
(S2.E5.3a) (S2.E5.3b).
(C) Identify the three skills used in a tag game correctly when asked by the teacher during the
closure of the lesson (MA CF 2.1) (S2.E5.3a) (S2.E5.3b).
(A) Follow all rules and expectations correctly throughout the entire lesson (MA CF 2.7)
(S4.E1.3).
1.) Demonstrate with-it-ness by sitting students out who are not following rules or expectations.
2.) Give group and individual feedback throughout the lesson
Make sure students know the boundaries of the activity. If outside the boundaries need to be
marked out with cones. If inside the lunch tables need to be moved out of the way of the activity.
Students need to be reminded how to tag during the tag game. (On the back near the other
persons shoulders)
REFERENCES :
LESSON PLAN FORM (Rain Day)

TIME
SEQUENCE OF LESSON
1 min
8 mins

9 mins
Transition: Students will transition back to the black square by

their shirt color. The students will walk over and sit without
sliding or running.
12 mins

The objective of learning fleeing, chasing, and dodging, will be
posted on the whiteboard and read/described to the class. The
teacher will also take attendance.
13 mins
Transition: Students will transition into their own space

throughout the gymnasium.
32 mins
Activity 1: Declare
The teacher calls out two categories. Secretly each student picks
what category they choose. They make sure not to tell anyone
else in the class. When the teacher says declare the students
show what they are and try to tag the other team in order to
switch them to their side. The categories will be for example
heads and tails. If a student picked heads they will put one hand
on their head. If they picked tails they put a hand on their back.
You can switch this up using elbows and knees and so on.
Extensions
(Easier) Have students work with partners
(Harder) 3 star jumps or 5 jumping jacks before you can
ORGANIZATION
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tag anyone
33 mins

dark blue).
37 mins
Closure:
Assessments:
Cognitive: Identify the three skills used in a tag game.
Psychomotor: How did you use fleeing, chasing, and dodging
during the activity?
38 mins

40 mins

lining up students should be facing forward and silent
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Results of Assessment
During the course of the four-day running and
fleeing/chasing/dodging unit I gave a variety of assessments. I carried
these assessments out with the third grade students. I used primarily
teacher observation to assess my students. I had students of all
different skill levels during this unit. I could not compare each student
to each other so I had to use a variety of assessments to meet the
needs of all of my learners. My assessments consisted of teacher
observation, informal questioning, teacher checklist, formative
assessment, summative assessment, pacer test, exit slip, and a poster.
I was able to see how my students grew and learned throughout the
course of the unit. I tried to focus on all the domains to get a full
picture of each student.
I had a teacher checklist that helped me collect data on my
students over the course of the unit. At the end of the unit I would
have been confused as to who could complete what tasks so this
greatly helped me along the way. I found that most of my students
who accomplish all the tasks but there were some that were hesitant.
For future lessons I could make two groups. One group for students
who need a challenge and one where students are learning more skill
based activities. This would help my students learn how to use certain
skills in different gameplay and hopefully be able to play with their
classmates.
I chose to give a written pre-test and post-test for this unit. I
wanted to assess my students knowledge before we started so I knew
where to start. After reviewing the pre-test I realized that I would have
to start with the very basics. Not only did I want my students to be
able to excel in the psychomotor domain but the cognitive as well. My
students knew how to do many of the skills but never what they were
called. This was very evident on their pre-tests. Room four had an
average of 27.06% on their written pre-test (formative). Room five had
an average of 28.25%. The classes were very similar.
Over the course of the unit I not only taught how to complete
certain skills but what they were and when to use them. For example
many of my students did not know that chasing, fleeing, and dodging
were the skills that you use in a tag game. Many of them just knew the
chaser as a tagger and the rest as runners. I also made sure to touch
upon proper running form. Throughout the course of my unit I used
exit slips, posters, and teacher checklists to measure my students

learning. I know that not every student learns the same and I made
sure to use a variety of assessments. I used performance-based
assessments, written assessments, and even assessments where
students could illustrate their learning. I know that my students were
learning during the course of this unit because the post-test
(summative) scores improved dramatically. Room four had a post-test
average of 67.63%. Room five had a post test average of 77.27%.
This was a wonderful change to see but it could always be better.
87.8% of my students showed improvement in their scores. I did have
one student who chose not to answer any questions and took a zero for
his test. He did bring the class average down but there are some days
that you are not going to be able to win with every student.
The biggest question on the assessment that I saw improvement
with was, Name the three skills you would use in a tag game. There
went from seven correct answers on the pre-test to 102 correct
answers. This number amazed me. I was really proud that this
question especially stuck out in my students mind.
The impact of student learning was a medium impact. Most
students scored between 70% and 100%. There were some students
who had a low impact to no impact on their scores. I believe that there
is a language barrier issue with some students and this affected the
students results. This data tells me that I did a good job teaching the
majority of the class but I need to be able to reach out to the students
who did not show as much improvement. I realize that I need to adjust
the phrasing of some questions. Students had trouble understanding
what the question about running form meant. I explained to the class
that it is how your body looks when running and that made a lot more
sense to them. This could have been a phrasing issue or it could just
not have been taught properly. I have to make sure that I am using the
language during class that I am going to be using on the assessments.
It would also help to check for student understanding by asking some
of the students who do not raise their hands.
Impact on Student Learning

90
80
70
Percentage Score (%)
60
Pre-Test
50
Post-Test
40
30
20
10
0
Work Cited
https://www.youtube.com/watch?v=1ZaohOq0AaI
Massachusetts comprehensive health curriculum framework. (1999).
Malden, MA: Commonwealth of Massachusetts, Dept. of
Education.
McKenzie, T. L., Williston, B. J., Rosengard, P. F., & Lane, C. (2010).
SPARK physical education. San Diego, CA: San Diego State
University Foundation.
Spark PE 3-6 Curriculum Book
Youth and Schools/ Running Start. (n.d.). Retrieved from
http://www.nyrr.org/youth-and-schools/running-start

Unit Plan PE Running and Tag

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Unit Plan PE Running and Tag

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Locomotor Movements

Pacer Test Chart

Day 4: PostAssessment and

Pacer Test Chart

Day 4: PostAssessment and

Closure- Turn and

Day 3: Pacer Test

Day 4: PostAssessment and

Students are scored daily on a scale of 1-5.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

SCHOOL: Alice Beal Elementary

UNIT/THEME: Running/Tag Games

GENERIC LEVEL: Pre-Control

2.) Colored Pencils

1.) Smart board

FOCUS OF LESSON: International Walk to School Day

Standard(s)/Grade Level Outcomes; Task #s where content is

LESSON PLAN FORM

Introduction: The teacher will welcome the students to class.

Warm Up (Mighty Milers): The students will start the class

Transition: On the teachers go signal the students will walk

Brainstorm: The students will work with the teacher to

Transition: The teacher will move students based on their shirt

Transition: On the teachers go signal the students will

Drink/Line Up: The students will be able to get a quick drink at

Posters for International Walk to School Day

International Walk to School Day

Brainstorm ideas for international walk to school day posters below.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

SCHOOL: Alice Beal Elementary

UNIT/THEME: Locomotor Skills

GENERIC LEVEL: Control

FOCUS OF LESSON: Fleeing, Chasing, And Dodging

Standard(s)/Grade Level Outcomes; Task #s where content is

Spark PE 3-6 Book

Warm Up (Mighty Milers): The students will start the class

Transition: Students will transition back to the black square by

Introduction: The teacher will welcome the students to class.

Transition: Students will line up on the green line and be

Activity 1: Rats and Rabbits

(Easier) Assign the teams names that do not sound

Transition: On the teachers go signal the students will

Transition: On the teachers go signal the students will

Drink/Line Up: The students will be able to get a quick drink at

Formative Assessment Checklist (Running Form) Note* X

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

SCHOOL: Alice Beal Elementary School

GENERIC LEVEL: Pre-Control

1.) (4) Cones

2.) (13) Clipboards

4.) Pacer Test Music

5.) (13) Pencils

3.) (25) Charts

FOCUS OF LESSON: Pacer Test

Standard(s)/Grade Level Outcomes; Task #s where content is

LESSON PLAN FORM

Introduction: The teacher will welcome the students to class.

Transition: Students will quickly find a partner. Once in a pair

Transition: On the teachers go signal the students will

Affective: The teacher will be assessing students behavior

Transition: On the teachers go signal the students will

Drink/Line Up: The students will be able to get a quick drink at

Pacer Test (Fitnessgram)