Date: Lesson Name: Category: Grade Level:

3/3-3/7 Obstacle Course Cardio Endurance K-5

Benchmarks:
K) PE.K.L.2.3: Recognize the difference in the activity of the heart during rest and while physically active.
1st) PE.1.L.2.4: Compare and contrast changes in the heart rate before, during, and after physical activity.
2nd) PE.2.L.2.3: Recognize the physiological signs of moderate to vigorous physical activity.
3rd) PE.3.L.2.3: Describe the relationship between the heart and lungs during physical activity.
4th) PE.4.L.2.7: Maintain target zone heart rate for a specified length of time during an aerobic activity.
5th) PE.5.L.2.6: Identify the heart rate intensity that is necessary to enhance cardiorespiratory endurance.

Student Prerequisites:
1) Students should know how to perform all psychomotor movements, how to work well with others, as
well as how to follow directions the first time.

Student Objectives:
The students will be able to (TSWBAT):
1) Psychomotor: TSWBAT correctly perform all movements.
2) Cognitive: TSWBAT know, understand, and restate the information presented when prompted.
3) Affective: TSWBAT follow classroom rules, expectations, and procedures.

Teacher Objectives:
The teacher will be able to (TTWBAT):
1) Instructional: TTWBAT provide positive, specific, and corrective feedback continuously.
2) Managerial: TTWBAT keep students appropriately engaged in activity (+50%) while effectively limiting
management (10-20%) and instructional time (15-25%).

Side Notes:
1) Potential for rain on Thursday.
2) Students who do not have the proper footwear will have to sit out.
3) Students may not use the bathroom unless it is an emergency.
4) Students who need to go to the clinic must have a pass, must take the shortest route, and must stay
within their group of two or three on the way there and back.
5) Students may not get water unless they brought their own water bottle.
6) Jackets must go on the side table.
7) Have the students check and recheck personal space.

Safety Concerns:
1) Students should have enough personal space to perform movements.

Attention Signals:
1) Paws it, Whistle, echo clap

Consequences:
1) For those students who do not follow the instructions the following will occur
a. Minor: two warning, then, penalty box for a few minutes, then, ruff day letter goes home.
b. Major: call to administration.
Incentives:
1) Students are working for Cool Coins and All-Star bulldog of the month.

Equipment Needed:
 1) 2 ground balance beams, 1 low balance beam, 2 parachutes, 4 long thin ropes, 14 geo mats, 1 cargo net,
1 push walk mat, electrical tape, 6 under/over hurdles, dozens of toobeez balls, dozens of poly spots,
dozens of small cones, 2 volleyball poles, 4 folding tables, dozens of ribbon wands, 6 scooters, 14 large
cones, 6 medium water noodles, 1 tug of war rope, 1 octagonal apparatus, 1 short thick rope, 1 vault
apparatus, 1 triangle mat, 6 large buckets, 3 large water noodles, 1 tumbler apparatus, 4 large gymnastic
mats, 4 small gymnastics mats, 16 stakes

Arrival: 1Minute
1) Spots are not available, so classes will sit in a line on the pavilion between the different elements.

Warm up: 2 Minutes

1) Student led whole body stretch.

Lesson Introduction: 4 Minutes

1) Learning goal
a. I will be able to increase my level of physical fitness by completing all the elements within the
obstacle course.
2) Design Questions
a. DQ2: What will I do to help students effectively interact with new knowledge?
b. DQ3: What will I do to help students practice and deepen their understanding of new
knowledge?
3) Scale
a. Thumb up (home run), Thumb sideways (double), Thumb down (struck out)
4) Inferential Questions
a. See below. Think, pair, share for all.
5) Accommodations
a. Close proximity seating, directions repeated, wait time extended, verbal encouragement
6) Tracking
a. Chart thumb up, sideways, and down at the beginning and at the end of the lesson on the white
board.
7) Vocabulary
a. Muscular strength, muscular endurance, cardiorespiratory, target heart rate, resting heart rate

Lesson Description: 35 Minutes

1) Obstacle Course
a. See attached rough drawings for lay out.
b. Over the course of 25 minutes students will complete 18 elements within the obstacle course.
c. There is no start or finish line. Students will be dispersed throughout the course to start in order
to avoid bottle necking.
d. Students may move at their own pace, but should push themselves to in order to increase their
level of physical fitness.
e. Have two students demonstrate the course before starting.
f. Rules
i. Safety first. Slow down on balance beams, vault, laser grid, scooter pull, cargo crawl.
ii. Always give the person in front of you space.
iii. Passing is allowed at the appropriate time.
iv. After finishing the balance beam students may get a drink of water from the fountain.
v. Students must complete every element during each cycle. No skipping.
g. Inferential questions
i. Ask throughout lesson.
1. What are some of the physiological signs your body shows during physical
activity?
 2. What are the body parts that make up the cardiovascular system?
3. Explain how all the body parts work together to complete their job.
4. What is happening to your heart at rest versus during physical activity?
5. How do you calculate target heart rate?

Lesson Closure: 2 Minutes

1) Recheck learning goal and scale, chart results, sportsmanship check (give a friend a high five)
a. Scale check
2) What was your favorite element?

Dismissal: 1 Minute
1) Students will remain seated in their rows until prompted to stand up. Dont forget water bottles and
jackets.

Total: 45 Minutes