SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Lucas Bolduc

DATE: September 12th, 2014

SCHOOL: Gallup Hill Elementary

LESSON#:

CLASS SIZE: 20

GRADE:

1st

15

TIME: 2:00 2:50pm

FACILITIES: Gymnasium

UNIT/THEME: Locomotor GENERIC LEVEL: Pre-

Control Proficiency
EQUIPMENT:

1) 5 Hula Hoops

2) 5 Racers

3) Rock Wall

4) Rolling Mat.

5) 3 Safety Mats 6) Balance-beams/stepping stones

FOCUS OF LESSON: Self Space & Relationships: Front and Back

STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
1. Cognitive Identify what self space is by responding to questions asked during the closure of the
lesson (SHAPE/NASPE 3 ; MA CF Physical Activity and Fitness 2.2)
2. Psychomotor Students will be able to move in their own personal space in a forward and
backwards direction, without touching anyone/thing 100% of the class time. (SHAPE/NASPE 2;
MA CF Physical Activity and Fitness 2.1)
3. Affective exhibit personal behavior that respects self and others by staying in their own space
when instructed to do so (SHAPE/NASPE 4; 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:
Pinpoint those who are following the directions with 100% accuracy
Demonstrate everything I am asking for because of the developmental age group.
Use a whistle to clearly give a stop signal.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
This is a younger age group: show and tell everything I possibly can.
Stay away from tables, mats, and all other equipment placed along the far-wall.
Students may no begin until my signal is give.
Students must stop all movement and face me upon hearing my whistle.
REFERENCES :
Boudreau, B., Butler, J., Damren, L., ODonnell, J., Franzoni, D. (2010) NHAHPERD
presents cool cues for skill building. www.nhahperd.org/resources/cool_cues.pdf
Colvin, A. Vonnie, Nancy J., Egner Markos, & Walker, P.J. (2000) Teaching the Nuts and Bolts
of Physical Education: Building Basic Movement Skills. Champaign, IL: Human Kinetics
Graham, George. (2008) Teaching Children Physical Education: Becoming a Master Teacher.
Champaign, IL: Human Kinetics.
Hopple, C. J. (2005). Elementary physical education teaching and assessment: A practical guide (2nd ed.).
Champaign, IL: Human Kinetics.

LESSON PLAN FORM

TIME
2:00
2:01pm

2:01
2:09pm

SEQUENCE OF LESSON
Opening: Students will enter
the gymnasium and line up on
the nearest black line of the
entrance.
Instant Activity: Reinforcing
the expectations that have been
put into place, students will be
asked to walk in their own
space, showing respect for
others. As they walk around, I
will use Guided Discovery to
have the students walk in the
direction of their toes
(forward), and walk the
direction of their heels
(backwards), while not touching
anyone or anything (self space)

2:09
2:10pm

Transition: On my signal,
students will safely and slowly
travel over to the chalkboard for
the introduction.

2:10
2:15pm

Introduction: Once students

are safely in the meeting spot, I
will take attendance and the
continue talking about self
space, showing them how I am
in my own self space; use how
close children are sitting
together asking if they are in
their own space at that moment.
Once this is complete, students
will face me at the closest
station as I begin to model the
activities.
Skill Cues:
Your Area
Cant Touch anyone, no
one can reach you.
Look straight
Look over shoulder
In control

ORGANIZATION
(Entrance)
S s s s s s s s s

REFLECTIONS
Students entered and stood on the
black line, quietly, after I had
given them the signal to be quiet.

T
C
S

s
s

s s
S
s s
S s s s
T

(Board)
T
S s s s s s
Sssssss

C This activity was much more

effective with no hotspots.
Students were not concentrated on
them because they were a
C nonfactor.

Quick attendance taken, our

conversation went well, as we
were able to look back on the
instant activity and describe selfspace and how we moved in it
(forwards and backwards).

2:15
2:16pm

2:16
2:45pm

Transition: After
demonstrating with me and a
student at each station, students
will be split up into 5 groups and
designated a start station.
Application Stations: Strongly
reinforcing self-space for each
demonstration, also I have
students demonstrate a station so
the children can see someone
like them performing the
activity. Each station will be set
up so the students rotate after
every five minutes or slightly
less, so that each student gets to
explore direction in their own
self-space in a variety of ways.
There will be about 5 students
per group, with some groups
only having 4. Keeping in mind,
a clockwise, rotational transition
needs to take place with all the
groups after each stoppage.
Station #1 Rolling Mat
Rolling mat, students will stand
in a line and one at a time, roll
down the mat on their side, or
forwards. A flat, blue mat will
be placed underneath the
rolling/slanted mat to prevent
injury. Once students complete
a trial
Station #2 Rock Wall
Pointing out the red line,
students may not place their feet
anywhere on, or above that line;
additional safety- place soft blue
mats below rock wall. This
activity helps students see that
only do we have self-space, but
it can sometimes get bigger
when we do other tasks (i.e. the
space below on us on a rock
wall so that if a student were to
slip, they would still be in their
own space). This activity also
introduces children to the
concepts on above/below and/or

Selected 5 students following all

the expectations to use racers first,
then count off groups of 4 and tell
them where to go.

(Demo for Each Station)

(Station)
T
sssssss
sssssss

s s s s s (MAT)
(Safety mat underneath)

(Rock Wall)
(R
s
s
s
O s
C
K
W s
A
L
L)

Being slightly older and having

played wityh some of this
equipment already, I used phrases
like can you shows how to or
Remind us what that looks like.
Students did well with this
approach and provided visuals for
everyone in the class.

Prior to activity time, it was

covered in the informing piece
how we wait on our space and
perform in our own space, one at a
time.

Concepts of left and right were

added to forward backward
because students were responding
so well; again, emphasizing how
our personal space can grow when
we do certain tasks.

up/down. For purposes of this

lesson, children will relate
up/down back to forward and
backward.
Station #3 Hula-hoops
Building upon the last lesson,
students will manipulate a hulahoop in a designated area, in
their own self space. Students
manipulate the hoops forwards
and backwards, and may travel,
but in their own space.
Station #4 Racers Students
will sit on their bottoms, place
their feet in foot-holding-bar,
place hands on handles, and
begin to wiggle their bodies to
move forward. Half of the gym
is divided just for this station, as
students will explore that our
self-space can move in large,
general space. Demonstrating
self-space, students will not
bump into one another. Once
time is called, students will park
their racers were they first got
on them and wait for my rotation
signal.

(Hoop Cart)
S
s
S
S
s

C C (Half court line) C C

S

Transition & Closure: After

picking up all equipment and
traveling to the meeting areas,
all three domains will be
reviewed in reference to self
space, moving forwards, and
moving backwards. Once this is
complete, students will show be

S
S

(Parking for Racers)

Station #5 Balance Pathways

Set up in straight and curved
pathways, balance-like-beams
will be set up in two designated
area. Like the rolling mat,
students will complete their trial,
travel to the end of whatever line
they choose and continue
sss
walking on the pathways
forwards and backwards, in their s s
own self-space. space).
2:45
2:50pm

A more defined area allowed for

safer practice not only with the
hoops, but in the surrounding
stations as well.

Like the rolling mat, patience is

stressed, but with concepts of
backwards and forwards while
staying in your own space.

(Curved Pathway)
(Straight Pathway)

T
S s s ssss
Ssssss

The 1st grade students handled

most of the small equipment, i.e.
hoops, racers, balance equipment.
I did the rock wall securing as
well as the rolling mat. Once
students completed this, they lined
up at the door where we covered
all 3 domains, awaiting for the

self-space by walking over to

black line without touching
anyone and the teacher will take
them from there.

teacher to arrive. This save of

another transition was helpful as it
improved lesson flow.