Physical Education Teacher Education Lesson Plan EDSS 450P

(APE) DINOSAUR DAY 2

Semester/Year: FALL 2018
Teacher: Brittney Franks

Grade Level K-6 Number of Students 10 (+,-) Lesson Length 30min

Major 1. Warm up & stretches

Activities 2. Dino Movement Dice
Taught 3. Dino Stations
4. Closure

CA Content Standards Addressed:

Standard 1 Standard 1: Students demonstrate the motor skills and movement patterns needed to
perform a variety of physical activities.
Grade 1
1.10 Demonstrate the underhand movement (throw) pattern.
1.11 Demonstrate the overhand movement (throw) pattern.
Standard 3 Standard 3: Students assess and maintain a level of physical fitness to improve health and
performance.
Grade 3
3.1 Demonstrate warm-up and cool-down exercises
3.6 Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings,
quadriceps, triceps, biceps, back, and neck.
3.7 Sustain continuous movement for increasing periods of time while participating in moderate
to vigorous physical activity.
Standard 5 Standard 5: Students demonstrate and utilize knowledge of psychological and sociological
concepts, principles, and strategies that apply to the learning and performance of physical
activity.
Grade 2
5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without
interfering with others.
Grade 3
5.5 Demonstrate respect for individual differences in physical abilities.
5.6 Work in pairs or small groups to achieve an agreed-upon goal.

Common Core Standards Addressed:

Speaking & Grade 2
Listening CCSS.SL.2.6 Produce complete sentences when appropriate to task and situation in other to
Standards provide requested detail or clarification.
K-5 Grade 3
CCSS.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

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English Language Development Standards Addressed:

Emerging 2.1 Exchanging information and ideas: Contribute to conversations and express ideas by asking
and answering yes-no and wh- questions and responding using gestures, words, and learned
phrases.
Expanding 2.1 Exchanging information and ideas: Contribute to class, group, and partner discussions,
including sustained dialogue, by listening attentively, following turn-taking rules, asking
relevant questions, affirming others, and adding relevant information.
Bridging 2.1 Exchanging information and ideas: Contribute to class, group, and partner discussions,
including sustained dialogue, by listening attentively, following turn-taking rules, asking
relevant questions, affirming others, adding pertinent information, building on responses,
and providing useful feedback.

Behavioral Objectives
Motor 1. Students will stomp their feet by alternating bringing their knees up to waist height and
stepping back down at least 4 times during all activities with a visual and verbal prompt.
2. Students will underhand toss a bean bag in the direction of a target by stepping forward
with opposition and swinging their arm back in preparation to toss at least 2 times during
the final activity with a visual and verbal or physical prompt.
3. Students will overhand throw a bean bag at a toy dinosaur by stepping forward in
opposition, bringing the bean bag up to their ear and throwing the bean bag in the direction
of the target at least 2 times in the final activity with a verbal and visual or physical prompt.
Cognitive 1. Students will state or sign how to perform a proper underhand toss (step, swing back, toss)
at least 1 time throughout the activities with a verbal and visual prompt.
2. Students will state or sign to the teacher at least 1/3 APE rules: listen, work hard and be
nice; before the warm up songs with a verbal and visual prompt.
3. Students will state or sign how to perform a proper overhand throw (step, big arm, throw) at
least 1 time throughout the activities with a verbal or visual prompt.
Affective 1. Students will state “your turn” or point to whose turn it is when practicing taking turns at
least 3 times throughout the activities with a verbal and visual prompt.

Type and Quantity of Equipment:

 Poly spots  10
 Speaker  1
 IPad  1
 Tap in/tap out visual  1
 Dino Movement Dice  1
 Mini Corn Hole  2
 Dinosaur Toys  3
 Dino Movement Puzzle  1
 Bean Bags  20

Safety Precautions:
 Set up all equipment before students arrive and make sure there is no extra equipment laying around.
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 Make sure all students’ shoes are tied before the warm up begins.
 Tell students to make sure they are looking up at where they are going when traveling to different
stations.

Skills, Activities, Methods and Organization Instructional

Topics & Time (Skill Progressions & Diagrams) Cues,
Skill Modifications
Activity #1 WARM UP Cues:
6 minutes Purpose: “clap 2 hands”
It is important for the students to warm up before participating in
Objective physical activity in order to prevent injury. This warm up also “kick high”
Addressed reinforces the class routines as it is how the students begin every
M1 class. It is also where we will introduce our social skill that we “jump 2 feet”
C1 will be working on throughout the lesson.
A1 “arm up, touch your
Activity Description: back, find your
Students will stand on a poly spot upon arrival and teacher will elbow, count”
CA Content have them tap in to tell/show the teacher what mood they are in
Standard and how their day is going thus far. “feet apart, hands in
3.1 front, turn, touch
3.6 Students will perform 2 warm up songs (Clap your hands & Up knee, count”
3.7 and down) as a group with the teacher.
5.1 “your turn”
5.5 Students will perform 2 stretches (triceps & hamstring) as a group
5.6 with the teacher. Modifications:
Kick: tap foot
Students will sit down on their poly spots, teacher will read a forward
Common Core dinosaur book about taking turn as that will be one of the skills
CCSS.SL.2.6 being practiced today. Jump: swing arms
CCSS.RF.3.3 and bend knees
After the book is read, teacher will ask the students how we should
take turns and what we should say when it is a friends turn… we
say “your turn”.

Practice by holding the toy dinosaur then passing it to the next

student and saying “your turn” until every student has had a turn.

Plan for Paraprofessionals:

 Give visual demonstrations
 If necessary, verbally and/or physically prompt the student
when they are off task or need assistance
 Make sure students remain on task and focused

Diagram:

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Transition Time Students will stand up on their spots.

10 seconds
Activity #2 DINOSAUR MOVEMENT DICE Cues:
4 minutes Purpose: “your turn”
This activity is going to get the students moving while also
Objective teaching them how to take turns and follow directions. The “heels up”
Addressed activities on the movement dice will also be seen in the next
M1 activity therefore allowing the students to practice the skills. “reach high,
A1 straight arms”
Activity Description:
CA Content Students will begin by standing on their spots, the teacher will “knees up high”
Standard choose one student who is standing quietly and raising their hand
3.7 to roll the movement dice. “T-rex arms and
5.1 look right/left”
5.5 Teacher will remind students that you hold the cube, we count to 3
5.6 as a class then you toss the cube. “big arms”

Once the cube is rolled, the teacher will read and demonstrate the
Common Core movement and then the class will perform the movement with the
CCSS.SL.2.6 teacher. Modifications:
CCSS.RF.3.3 1. tiptoe: reach high
The student who rolled the cube last will hand it to the next
student the teacher chooses and say “your turn”. 2. stomp: step
forward/back
Movements on cube:
 Tiptoe like a triceratops: on spot, go up on tip toes and
back down 5 times
 Stretch like a brachiosaurus: reach up high sway side to
side 10 times
 Stomp like a stegosaurus: stomp with high knees 10 times
 Twist like a t-rex: arms short, look right look left 10 times
 Flap like a pteranadon: fast and slow, high and low
 Run like a velociraptor: on spot run fast, run slow

Plan for Paraprofessionals:

 Give visual demonstrations
 If necessary, verbally and/or physically prompt the student
when they are off task or need assistance
 Make sure students remain on task and focused
 Help direct students to an open spot once the music stops

Diagram:
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Transition Time Students will stand on their spots.

5 seconds

Activity #3 DINOSAUR STATIONS Cues:

15 minutes Purpose: “your turn”
There will be 3 stations that the students will rotate through. In
Objective small groups they will visit each station and perform the activities. “stay with your
Addressed The stations provide the opportunity for the students to work on group”
M1 their object control, movement, motor planning, social and turn
M2 taking skills. It also allows them to practice following directions. “match the
M3 number”
C2 Activity Description:
C3 Teacher will demonstrate each station while the students are on “step, swing, toss”
A1 their poly spots.
“step, big arm,
CA Content Demo throw”
Standard 1. Dino Puzzle: Demo how the student must walk on the dino
1.10 feet to retrieve the puzzle piece as a group then perform the Modifications:
1.11 movement written on the back when they travel back to 1. Move closer
3.7 place it on the puzzle picture. Remind students to take to targets
5.1 turns who gets to pick up the piece.
5.5 2. Feed the Dinosaur: Demo proper form for an underhand
5.6 toss (step, bend down, arm back, swing forward)
a. Have students practice on their spots
3. Knock down the Dino’s: Demo proper form for an
overhand throw (step, big arm, throw)
Common Core a. Have students practice on their spots
CCSS.SL.2.6
CCSS.RF.3.3 After giving a demonstration, reinforce that we need to practice
take turns and saying “your turn”.

Remind students that when they hear the bell, it means that it is
time to switch stations and that they need to rotate.

The teacher will divide the class into 3 groups and send each
group to a station.

Students will begin the new station activity upon arrival.

There should be one adult (teacher or paraprofessional) at each

station or traveling with each group.

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Students will begin the stations.
Station Descriptions –
1. Dino Puzzle:
Students will start by looking at the master dino puzzle,
then will travel by walking on the dinosaur poly spot
feet to retrieve a puzzle piece. Each piece has a
description of a movement activity which they will
perform on the way back to put the puzzle piece on the
master puzzle.
i. Run like a velociraptor
ii. Stomp like a stegosaurus
iii. Tiptoe like a triceratops
iv. Walk tall like a brachiosaurus
2. Feed the Dinosaurs:
Students will underhand toss a bean bag into the
mini corn hole board that has a dinosaur visual on
it. Students will toss 4 bean bags then reset the
activity for the next students turn.
3. Knock down the Dino’s:
Students will overhand throw a bean bag at a toy
dinosaur to knock it over. Students will throw 4
bean bags then reset the activity for the next
student.

Plan for Paraprofessionals:

 Give visual demonstrations
 If necessary, verbally and/or physically prompt the student
when they are off task or need assistance
 Make sure students remain on task and focused
 Direct students when traveling from one station to the next
 Help reset equipment before rotating to new station

Diagram:

Transition Time Students will clean up their station and go stand on their warm-up *ring the bell*
45 seconds spots.
Closure and CLOSURE
Homework Purpose:
3 minutes Having the students come together and discuss the activities
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performed today is a great way to address cognitive objectives and
Objective wrap up the lesson. It also allows us to reinforce our behavior
Addressed management plan by having the students tap out (described
C2 below).
C3
A1 Description:
Teacher will ask the students questions:
What did we practice today?
CA Content Did we take turns? What do you say to a friend when you take
Standard turns? “Your turn”
5.1 When we throw to our dinosaurs what do we do? (Step, big arm,
5.5 throw)
5.6 When we underhand toss to feed our dinosaurs what do we do?
(step, swing, toss)

Help me say it is time to stop, point at your wrist. “time to stop”

Common Core
CCSS.SL.2.6 Put your hands on your knees, on 3 we are going to ROAR. Ready
CCSS.RF.3.3 1, 2, 3, ROAR!

We are all done.

Plan for Paraprofessionals:

 Give visual demonstrations
 If necessary, verbally and/or physically prompt the student
when they are off task or need assistance
 Make sure students remain on task and focused

Diagram:

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