Second Grade physical activity #1

Freeze Tag
·​ ​How to play:
At least one (several depending on the size of the group playing) is “it”. The “it” player(s) run
around trying to tag the other players. Once someone is tagged, that person must stand frozen
in that spot in which they were tagged. If another player that is not an “it” player tags the frozen
player, they have now become “unfrozen” and are free to run again.
·​ ​Where to play:
Preferably in an enclosed space, or a marked playing field with boundaries.

·​ ​Equipment:
Sound equipment
Jumps ropes

·​ ​Why?:
Keeps the students active because every player is moving constantly.
It encourages cooperation among all players, especially the players that are not “it” because
they can help out their fellow players by “unfreezing them”
It’s an easy game to understand with simple rules.
It is appropriate for second graders because it is a step up from regular tag, with only a couple
of additional rules

·​ ​Teachers involvement:
Facilitate. Supervise. Encourage team work. Choosing/rotating turns with “it” players.

Grade:
Kindergarten

Standard to be addressed​:
Standard 1- ​1.1 Travel within a large group, without bumping into others or falling while using
locomotor skills

Student Learning Outcomes (SLOs):

● Cognitive: Students will be able to ________
● Psychomotor: Students will be able to _______
● Affective: Students will be able to __________
 ● Use locomotor skills
● Remember movement sequence through music and repetition
● participate / engage in a large group activity

Activity name and description

Listen and Move by Greg and Steve from ​We All Live Together Vol 2.
https://youtu.be/j24_xH5uvdA

Listen and Move is a classic track to engage students in music and movement. This track asks
students to perform six different locomotor movements (Walk, gallop, tiptoe, run, skate, bounce).

Grade:
Grade One

Standard to be addressed​:
●
● 1.3​ - Change speeds in response to tempos, rhythms, and signals while traveling in straight,
curved, and zigzag pathways, using the following locomotor movements: walking, running,
leaping, hopping, jumping, galloping, sliding, and skipping.
● 2.1​ - Identify the right and left sides of the body and movement from left to right and right to
left
● 5.6​ - Identify and demonstrate effective practices for working with a group without interfering
with others.

Student Learning Outcomes (SLOs):

● Cognitive:​ Students will be able to recognize the difference between left and right,
remember different movements paired to different sounds/music
● Psychomotor:​ Students will be able to demonstrate different movements involving different
gross motor skills, able to change direction, and adapt to different movements
● Affective:​ Students will be able to work in a group environment without colliding with other
classmates and acknowledging personal space resulting in positive and effective group
activity

Activity name and description

● Grade One students will participate in a musical and physical activity.
● Teacher will instruct students to stand on parallel lines, dividing the class in half.
● Teacher will also instruct students to remain on and inside the lines, and to not push, shove,
or bump into others.
● The first half of the video will announce which movement to do during a particular sound.
● Teacher will instruct students which direction to do the movement in.
 Listen and Move by Greg and Steve from ​We All Live Together Vol 2.
https://youtu.be/j24_xH5uvdA

Listen and Move is a classic track to engage students in music and movement. This track asks
students to perform six different locomotor movements (Walk, gallop, tiptoe, run, skate, bounce).

San Francisco Unified School District

LESSON PLAN FORM – ​Classroom Teacher Applicant Version

Applicant’s Name: Credential Area: Physical Education

Grade Level of Lesson: 1st Grade Subject: Physical Education Date: 02/12/2019

t Theme/Topic: Music & Movement

Lesson Title/ Movement and Sound

Topic:

Expected Student ​Student Learning Outcomes (SLOs):

Learning Outcome:
● Cognitive:​ Students will be able to recognize the difference between left and right,
remember different movements paired to different sounds/music
● Psychomotor:​ Students will be able to demonstrate different movements involving
different gross motor skills, able to change direction, and adapt to different movements
● Affective:​ Students will be able to work in a ground environment without colliding with
other classmates and acknowledging personal space resulting in positive and effective
group activity

CA Academic ​Which ​California Academic Content and Performance Standards will​ your lesson address?
Standard Addressed: ● 1.3​ - Change speeds in response to tempos, rhythms, and signals while traveling in
straight, curved, and zigzag pathways, using the following locomotor movements:
walking, running, leaping, hopping, jumping, galloping, sliding, and skipping.
● 2.1​ - Identify the right and left sides of the body and movement from left to right and
right to left
 ● 5.6​ - Identify and demonstrate effective practices for working with a group without
interfering with others.

Material Used: ​What instructional materials and equipment/supplies will you use in this lesson?
● Sound System
● Phone

Activity Description ​Grade One students will participate in a musical and physical activity.
● Teacher will instruct students to stand on parallel lines, dividing the class in half.
● Teacher will also instruct students to remain on and inside the lines, and to not push,
shove, or bump into others.
● The first half of the video will announce which movement to do during a particular
sound.
● Teacher will instruct students which direction to do the movement in.
Listen and Move by Greg and Steve from ​We All Live Together Vol 2.
● https://youtu.be/j24_xH5uvdA
● Listen and Move is a classic track to engage students in music and movement. This track
asks students to perform six different locomotor movements (Walk, gallop, tiptoe, run,
skate, bounce).
 San Francisco Unified School District

LESSON PLAN FORM – ​Classroom Teacher Applicant Version

Applicant’s Name: Credential Area: Physical Education

Grade Level of Lesson: 3rd Grade Subject: Physical Education Date: 02/19/2019

t Theme/Topic: Dribbling/ Shooting

Lesson Title/ Basic Soccer Dribbling/ Shooting Skill

Topic:

Expected Student ​Student Learning Outcomes (SLOs):

Learning Outcome: ● Cognitive:​ Students will be able to describe the importance of learning how to change
directions.
● Psychomotor:​ Students will be able to demonstrate how to control a ball with your foot.
● Affective:​ Students will be able to respect different skills levels while trying to win a
game as a team.

CA Academic ​Which ​California Academic Content and Performance Standards will​ your lesson address?
Standard Addressed:
● 1.14 Foot-dribble a ball continuously while traveling and changing direction.
● 2.1 Describe how changing speed and changing direction can allow one person to
move away from another.
● 5.5 Demonstrate respect for individual differences in physical abilities.
● 5.6 Work in pairs or small groups to achieve an agreed-upon goal
Material Used: ​What instructional materials and equipment/supplies will you use in this lesson?
● Balls
● Cones
● Bowling Pins

Activity Description ​Grade Three students will participate in a musical and physical activity.
● Students will be provided into two or three teams.
● Students will be in a single file line
● Students will foot dribble around through the cones.
● Students will then will try to attempt to kick the ball and try to knock over the bowling
pins.
● Students will then reset and handoff
 San Francisco Unified School District

LESSON PLAN FORM – ​Classroom Teacher Applicant Version

icant’s Name:
dential Area: Physical Education

de Level of Lesson: 5​th​Grade bject: Physical Education e: 03/052019

Theme/Topic: California Fitness Test

son Title/ and Reach Test

ic:

at will students know and be able to do as a result of this lesson? (Be

ected Student Learning
cific)
comes:
● Cognitive: Explain how the test measures the flexibility of the lower back and
hamstring muscles
● Psychomotor: Perform the sit and reach fitness test using proper form.
● Affective: Show confidence on improving their flexibility of the hamstring
muscle and lower back.

Academic Standards Addressed​: ch ​California Academic Content and Performance Standards​ will your
on address?
.6 Perform flexibility exercises that will stretch particular muscle areas for given
sical activities.
.9 Meet age- and gender-specific fitness standards for aerobic capacity,
cular strength, flexibility, and body composition, using a scientifically based
th-related fitness assessment.
.14 Explain the benefits of stretching after warm-up activities.
erials Used: at instructional materials and equipment/supplies will you use in this
on?
Sit and Reach Box

vity Description dents will perform through a series of yoga/stretches poses. The teacher
instruct the students on how to perform the different poses. Students will
n perform and follow along with the teachers
his test involves sitting on the floor with legs stretched out straight ahead. Shoes
uld be removed. The soles of the feet are placed flat against the box. Both knees
uld be locked and pressed flat to the floor. With the palms facing downwards, and
hands-on top of each other or side by side, the students reaches forward along
measuring line as far as possible. Ensure that the hands remain at the same
l, not one reaching further forward than the other. After some practice reaches,
subject reaches out and holds that position for one-two seconds while the
ance is recorded. Make sure there are no jerky movements.

Dear Parents and Guardians,

This Thursday, March 7, 2019 our fifth grade students at San Francisco State University
will participate in a series of tests to meet the Physical Education Standards for
California Public Schools. California requires these tests to ensure the proper and
healthy physical development of the students in their schools. Students will perform the
following:

·​ ​Pacer test– to measure their cardiovascular endurance

-​ ​students will run 20 meters in stages
·​ ​Shoulder stretch test – to measure their triceps and arm flexibility
-​ ​Students will reach both arms behind their head
·​ ​Sit and Reach test – to measure their hamstring and lower back flexibility
-​ ​Students will sit on the floor, one foot planted on the ground, one leg against a box, head
upright, and will reach both hands across a box
·​ ​Trunk Lift test – to measure lower back strength
-​ ​Students will lay on their stomachs, hands flat on the ground, and will lift their upper body off
the floor to a maximum of 12 inches
·​ ​Curl Up test – to measure their core strength.
-​ ​Students will lay on their backs with knees bent, hands flat, and reach both arms towards
their feet
 You can help your student(s) prepare by:

·​ ​Make sure they get plenty of sleep the night before

·​ ​Be sure they eat a healthy and complete breakfast Thursday morning
·​ ​Talk to them about the importance of taking their health and fitness seriously

·​ ​Engage in some fun physical activity with them that will increase their heart rate

Please do not feel pressured, as these tests and their results will be used to measure
their muscular capabilities.

Please contact your student’s teacher with any questions or concerns.

Sincerely,

2​nd ​Grade
Group

CA Academic ​Which ​California Academic Content and Performance Standards will​ your lesson address?
Standard ● 1.14 Hand-dribble, with control, a ball for a sustained period.
Addressed:

Material Used: ​What instructional materials and equipment/supplies will you use in this lesson?
● Basketball
Activity Description ​Grade 5 students will:
● Hand dribble a ball with one hand, with control for a sustained period.

SLO Students will be able to:

● Psychomotor: execute a controlled dribble of a manipulative object (ball)
● Cognitive: coordinate between hand and eye
● Affective:

CA Academic Which ​California Academic Content and Performance Standards will​ your lesson address?
Standard ● 2.4 Distinguish between a jog and a run, a hop and a jump, and a gallop and a slide and
Addressed: explain the key differences and similarities in those movements.

Material Used: ​What instructional materials and equipment/supplies will you use in this lesson?
● Body
● Cones

Activity Description ​Grade 5 students will:

● slide—A step-together-step in a sideward direction with the same foot always
leading.
SLO Students will be able to:
● Psychomotor: perform a proper slide with appropriate foot-to-foot motion
● Cognitive: coordinate feet in a rhythmic motion, achieving “phlight” between slides.
● Affective:

Curriculum

Grade Level​: 2nd Grade

Teachers’ names​:

School:

Address​:

Number of Students in Grade 2​: 51 Students

Number of English Learning Students​: 29.7 %

Number of students with special (individual) needs​: 8.8%

Grade 2 Standards

STANDARD Students demonstrate the motor skills and movement patterns

1 needed to perform a variety of physical activities.

Movement Concepts
1.1 Move to open spaces within boundaries while traveling at increasing rates of speed.
Body Management

1.2 Transfer weight from feet to hands and from hands to feet, landing with control.
1.3 Demonstrate balance on the ground and on objects, using bases of support other
than both feet.
1.4 Create a routine that includes two types of body rolls (e.g., log roll, egg roll, shoulder
roll, forward roll) and a stationary balance position after each roll.

Locomotor Movement

1.5 Jump for distance, landing on both feet and bending the hips, knees, and ankles to
reduce the impact force.
1.6 Skip and leap, using proper form.

Manipulative Skills

1.7 Roll a ball for distance, using proper form.

1.8 Throw a ball for distance, using proper form.
1.9 Catch a gently thrown ball above the waist, reducing the impact force.
1.10 Catch a gently thrown ball below the waist, reducing the impact force.
1.11 Kick a slowly rolling ball.
1.12 Strike a balloon consistently in an upward or forward motion, using a short-handled
paddle.
1.13 Strike a ball with a bat from a tee or cone, using correct grip and side orientation.
1.14 Hand-dribble, with control, a ball for a sustained period.
1.15 Foot-dribble, with control, a ball along the ground.
1.16 Jump a rope turned repeatedly.
9

California Department of Education Reposted September 17, 2010

Grade Two
G​RADE ​T​WO
Rhythmic Skills

1.17 Demonstrate a smooth transition between even-beat locomotor skills and

uneven-beat locomotor skills in response to music or an external beat.
1.18 Perform rhythmic sequences related to simple folk dance or ribbon routines.
1.19 Perform with a partner rhythmic sequences related to simple folk dance or ribbon
routines.

STANDARD Students demonstrate knowledge of movement concepts,

2 principles, and strategies that apply to the learning and

performance of physical activities.

Movement Concepts

2.1 Define ​open space.

2.2 Explain how to reduce the impact force of an oncoming object.

Body Management

2.3 Explain the importance of a wide rather than a narrow base of support in balance
activities.
2.4 Explain why one hand or foot is often preferred when practicing movement skills.

Locomotor Movement

2.5 Compare and contrast locomotor movements conducted to even and uneven beats.

Manipulative Skills

2.6 Identify opportunities to use underhand and overhand movement (throw) patterns.
2.7 Identify different opportunities to use striking skills.
2.8 Compare the changes in force applied to a ball and the ball speed when rolling a
ball for various distances.
2.9 Explain key elements of throwing for distance.
2.10 Identify the roles of body parts not directly involved in catching objects.
2.11 Identify when to begin the kicking motion when kicking a slowly rolling ball.
2.12 Identify the different points of contact when striking a balloon upward and striking a
balloon forward.
 2.13 Explain the purpose of using a side orientation when striking a ball from a batting
tee.
2.14 Differentiate the effects of varying arm and hand speeds when hand-dribbling a
ball.

STANDARD Students assess and maintain a level of physical fitness to

3 improve health and performance.

Fitness Concepts

3.1 Participate in enjoyable and challenging physical activities for increasing periods of time.

Aerobic Capacity

3.2 Participate three to four times each week, for increasing periods of time, in moderate to
vigorous physical activities that increase breathing and heart rate.

Muscular Strength/Endurance

3.3 Perform abdominal curl-ups, modified push-ups, oblique curl-ups, forward and side
lunges, squats, and triceps push-ups from a chair or bench to enhance endurance and
increase muscle efficiency.
3.4 Traverse the overhead ladder one bar at a time.

Flexibility

3.5 Demonstrate the proper form for stretching the hamstrings, quadriceps, shoulders, biceps,
and triceps.

Body Composition

3.6 Engage in moderate to vigorous physical activity for increasing periods of time.

Assessment

3.7 Measure improvements in individual fitness levels

 STANDARD Students demonstrate knowledge of physical fitness concepts,

4 principles, and strategies to improve health and performance.

Fitness Concepts

4.1 Explain the fuel requirements of the body during physical activity and inactivity.
4.2 Describe the role of moderate to vigorous physical activity in achieving or
maintaining good health.
4.3 Identify ways to increase time for physical activity outside of school.
4.4 Discuss how body temperature and blood volume are maintained during physical
activity when an adequate amount of water is consumed.
4.5 Explain how the intensity and duration of exercise, as well as nutritional choices,
affect fuel use during physical activity.

Aerobic Capacity

4.6 Compare and contrast the function of the heart during rest and during physical
activity.
4.7 Describe the relationship between the heart and lungs during physical activity.
4.8 Compare and contrast changes in heart rate before, during, and after physical
activity.

Muscular Strength/Endurance

4.9 Describe how muscle strength and muscle endurance enhance motor skill
performance.
4.10 Identify muscles being strengthened during the performance of particular physical
activities.
4.11 Identify which activities or skills would be accomplished more efficiently with
stronger muscles.
4.12 Explain the role that weight-bearing activities play in bone strength.

Flexibility

4.13 Identify the muscles being stretched during the performance of particular physical
activities.
4.14 Explain why it is safer to stretch a warm muscle rather than a cold muscle.

Body Composition
4.15 Describe the differences in density and weight between bones, muscles, organs, and fat.

STANDARD Students demonstrate and utilize knowledge of psychological and

5 sociological concepts, principles, and strategies that apply to the

learning and performance of physical activity.

Self-Responsibility

5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups)
without interfering with others.
5.2 Accept responsibility for one’s own behavior in a group activity.

Social Interaction

5.3 Acknowledge one’s opponent or partner before, during, and after an activity or game
and give positive feedback on the opponent’s or partner’s performance.
5.4 Encourage others by using verbal and nonverbal communication.
5.5 Demonstrate respect for self, others, and equipment during physical activities.
5.6 Demonstrate how to solve a problem with another person during physical activity.

Group Dynamics
5.7 Participate positively in physical activities that rely on cooperation.

Mission Statement:
Our is school that takes pride in acting as a community of families, staff, and students. We aim
to maintain a safe, secure, and nurturing learning environment for our community. We take
responsibility in our learning and safe behavior. We work together as a community to resolve
conflicts and maintain a respectful environment. We encourage our students to do their best
academically, socially, and physically. Our school is a community of diversity and positivity.

Program outcomes:
1. Demonstrating an increase in muscular strength and endurance
2. Recognizing the importance of a healthy lifestyle
3. Providing effective information to help create healthier alternatives related to
physical activities
4. Explaining that an active life helps create a positive life
5. Participating with enjoyment when it comes to collaborative physical activities
 6. Identifying physical activities that they enjoy doing

Framework:
What categories of motor skills are you emphasizing?:
Body management, manipulative, locomotor, and flexibility

What are the Fitness Components?:

1. Explain the fuel requirements of the body during physical activity and inactivity.
2. Describe the role of moderate to vigorous physical activity in achieving or maintaining good health.
3. Identify ways to increase time for physical activity outside of school.
4. Discuss how body temperature and blood volume are maintained during physical activity when an
adequate amount of water is consumed.
5. Explain how the intensity and duration of exercise, as well as nutritional choices, affect fuel use during
physical activity.

What are the most important Movement Concepts to work with?:

Move to open spaces within boundaries while traveling at increasing rates of speed.

What are the phases and stages of motor development of this grade level?:
Initial to Intermediate stages.

What teaching styles are you adopting to develop your curriculum?

We are adopting direct instruction, kinesthetic, and game based teaching styles to develop our
curriculum.

What Categories of motor skills are you emphasizing?:

Locomotor, manipulative, body management

Conditions for Implementation:

1. Facilities:
How many gyms are available?: 1
Blacktop?: 2
Gardens? 1
Playground? 1
Classroom?:
Weight training?: 0
Swimming pool?: 0

2. Equipment:
Balls (basketball, soft balls, tennis balls, rubber balls)
Hoola Hoops
Basketball hoop
Cones (large and small)
Sound equipment
Jump ropes

3. Class size: How many students? 51

Are there English Learners? 29.7%

Disabilities?: 8.8%

Length and number of class periods: 20 minutes/per week

Behavioral outcomes
1. Behavioral outcomes (according to individual and group needs):
- Participate in a group setting/environment
- Understand personal space
- Cooperate effectively with classmates
- Demonstrating good sportsmanship
- Maintain positive attitude

2. Educational outcomes related to an active and healthy lifestyle aligned with school mission:
Respectful engagement with students and staff

- Take responsibility for one’s body, actions, and behavior

- Understanding the importance of physical fitness and healthy lifestyles

3.Terminal outcomes (marker objectives to be achieved by a certain time. See CA Standards for
the grade level assigned for guidance):
 - Identify ways to increase time for physical activity outside of school.
- Demonstrating increase in flexibility, endurance, and strength.

Program Design:

Weeks 1-4 Weeks 5-8 Weeks 9-12 Weeks 13-16 Weeks 17-20

Unit 1: ​Initial Unit 2: ​Initial Unit 3: ​Initial Unit 4: Unit 5: ​Muscular

Locomotor Skills Rhythmic Skills Manipulative Motor Manipulative Strength/Endurance
Skills Skills, Movement Flexibility
Dance Concepts, Social
● Walking ● Zumba Catching/ Tossing Interaction, Group Strength/Endurance
● Running ● Cha-Cha Slide ● Bean bag toss Dynamics Activity
● Skipping ● Electric Shuffle ● Ball toss ● Wheelbarrow
● Jumping ● Jazz ● Bean Bag/ Ball Group Activity walking
toss with a (Catching/ Tossing) ● Obstacle
target Courses
● Catching a ● Tossing/Catc ● Animals walk
bean bag and hing ● Balloon
ball with a (stationary) Tennis
partner ● Passing/ ● Bean Bag toss
Catching ● Monkey Bar
(with a
moving
target)
● Group
activity
Weeks 21-24 Weeks 25-28 Weeks 29-32 Weeks 33-36

Unit 6: ​Flexibility Unit 7: Aerobic Unit 8: Unit 9: ​Combinations

Capacity Combinations of of Movement Patterns
Movement Patterns and Skills,
● Stretching ● Jump rope and Skills, Self-Responsibility
● Static Stretching ● Obstacle course Self-Responsibility
● Dynamic ● Sport Activity
Stretching ● Running Fitness Testing
● Yoga ● Tag Assessment Week
● Pacers
*Testing the skills (conditioning)
they have learned ● Anaerobic
throughout the school ● Muscular
year* Endurance
● Flexibility
*cardiovascular/
strength/ and flexibility*

Assessment:
How will you find out your students’ level of motor skills and fitness performance?:
Minimal instruction and observations

Type of assessment: Observations with checklists

What will be required?:

Students will be required to toss and catch bean bags, participate in yoga stretches, navigate
through obstacle courses, perform a variety of physical activities

Time?:
Beginning of school year, middle of school year, End of year

Equipment?:
Jump ropes, balls, yoga mats, sound equipment, bean bags, cones, tape measure, place markers

Post assessments:
What will be required?: Students will be required to toss and catch bean bags, participate in yoga
stretches, navigate through obstacle courses, perform a variety of physical activities

Time?:
End of year (May/June)

Equipment?:
Jump ropes, balls, yoga mats, sound equipment, bean bags, cones, tape measure, place markers

How will you use the results of your assessments?

We will use the results of the assessments to understand the areas and skills we need to spend
more time teaching and practicing.