Physical Education Lesson Plan
Needed Equipment: Instructor: Mr. Moreno Major Content: Physical Education
Scooter boards, cones, Date: 10/31/19 Intro/IA/Warm-up: Warm up exercises
music if available Grade Level:7th Fitness: Four Corner Fitness
Lesson Focus: Strength/Agility Manipulative
Game: Scooterboard Tag
CA Physical Education Content Standards Covered (1,2,5 or 3,4,5) (HS 1,3 or 2,3):
1.4 Demonstrate body management and object-manipulation skills needed for successful participation in individual and dual physical activities.
2.6 Diagram and demonstrate basic offensive and defensive strategies for individual and dual physical activities.
5.2 Accept responsibility for individual improvement
Common Core State Standards (English): CCSS.ELA-LITERACY.WHST.6-8.2.C
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-LITERACY.WHST.6-8.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Main Instructional Objectives (Measurable):
COG: SWBAT identify the one aspect of physical fitness that these exercises improve.
PM: SWBAT perform both offensive and defensive strategies in this activity.
AFF: SWBAT participate in the activity and name one way they improved from the beginning until the end.
Time Lesson Content Organization/Management/Teaching Student Learning Objectives
Allotted (Include Tasks, refinements, Hints (Cognitive, Psychomotor, Affective)
extensions, critical elements, (Include routines, safety issues, grouping California Content Standards
checks for understanding) techniques, transitions, diagrams etc…) References
Closure Questions ELD Strategies
Common Core State Standards
CHECK AREA FOR SAFETY Safety: Check the area for any tripping
hazards, and check all the equipment for any
Class Description:
1-2 min The class has 44 students, 2 IEP students and
issues that can harm students.
1 504 student. The students will do all
activities on the black top. There are 6 full
court basketball courts and we will be using 2
of those full court basketball courts. Cones
and lines will be around to signify the
boundaries. Prior to starting class, students
grab a carpet square and sit on their
designated number.
Anticipatory Set
5 min Access students prior knowledge by asking
students if they have ever played tag before. Differentiation:
Let them know that today we will be playing
tag, but on scooterboards with a slight twist of TIER II General Academic Vocabulary:
fitness and muscular strength exercises. TARGET HEART RATE
Introduce the lesson to the students and what FITNESS
a scooter board is. Explain what areas of CARDIO
physical fitness they are working on. WARM UPS
Transition: When I clap my hands students
will grab scooter board and return to their number.
TIER III Domain Specific Vocabulary:
1-2 min Warm Up Activity: ACTIVATE CORE
Students perform different balance activities TWO FINGER TAG
on scooter board and on carpet square. PUSH OFF
BALANCE
- V-sit (10 sec hold/3x) on SB
- Ab Roller on SB
- Core strengthening exercises on SB
- Push ups 10 reps
3-5 min - Curl ups 2 sets of 15
- Push up Plank position 3 sets of 20
sec holds
TH: Make sure students don’t stand on scooter
boards with their feet.
Go over Safety Protocol when using Scooter
Boards
Briefly go over the three different types of
ways to ride a Scooter board
- On Buttocks
- On Knees
- On Stomach
10 min
Content Standards (Overarching Standards 1, 2, 5)
Intro Activity: Ride Your Scooter Board and 1.4 Demonstrate body management and object-
have students self-experiment the three
different types of ways to ride a SB on manipulation skills needed for successful
blacktop. participation in individual and dual physical
activities.
TH: Make sure every student gets a chance to
Lesson Focus/Game be a tagger, call different colors out so there
(Students will practice and self explore their body
will be new taggers. management on scooter boards prior to the activity,
Scooter board Tag they will self assess eachother and see what is the
best way to ride/feel more comfortable riding in).
Establish safe boundaries for students 2.6 Diagram and demonstrate basic offensive and
(big rectangle w/4 cones) to move in defensive strategies for individual and dual physical
for this activity. Have all students sit activities.
properly on one scooter board. Go over
rules again for safely moving on a (Explain to students that as a tagger, offensively they
scooter board. There are different will need to use their lower body strength to tag other
colored scooterboards players, where the non taggees must defend
(red,blue,green,purple,orange,yellow). themselves by communicating with one another if
The teacher will choose a random color, another tagger is nearby and also using lower body
the students who are sitting on that strength to escape being tagged).
color scooterboard will be the "taggers".
If a student is tagged they must switch 5.2 Accept responsibility for individual improvement
scooterboards with eachother and now
the student tagged becomes the tagger. (Students self evaluate themselves at the end of class
Teacher is calling out different colors to by communicating to their classmates on what
be taggers every 30 seconds so that worked and what didn’t for themselves, way to
eventually everyone gets a turn to be a improve whether it’s a different position to ride or
tagger and non-taggee. driving more from their heels etc)
Modification: Create a fitness section . COG: SWBAT identify the one aspect of physical
right outside the boundaries where if a fitness that these exercises improve.
student gets tagged, they must pick up
their scooter board and go towards the
fitness section. Once at the fitness PM: SWBAT perform both offensive and defensive
section, the turn their scooterboard over strategies in this activity.
and perform the exercise that the
teacher has chosen. For example, 5 AFF: SWBAT participate in the activity and name
repetitions of (jumping jacks, pushups, one way they improved from the beginning until the
burpees, sit ups, crunches, mountain end.
climbers etc). Once they have
completed the exercise, they return to ELD Strategies: Principles of Representation,
the tag game. Rotate taggers often. This Expression, and Engagement.
is a great modification to switch the
game up a bit so that students are Reference: PE Central, CA CS, Susan Osendorf
working on muscular strength and
cardiovascular strength together.
Transition: Call students in having them Bring in their SB and stack against wall.
-Students will return to their #s for closure.
2 min Formal Assessment COG: SWBAT state at least one type of offensive and
defensive strategy
Students will be assessed formally PM: SWBAT perform the exercises in the fitness section.
towards the end of class. They will
get in a group of 4-5 students, I AFF: SWBAT work together to avoid being tagged
will ask them questions regarding (communication).
the game (which are correlated
with the objectives) and they will
think-pair-share. They will discuss
the question and respond.
Bring students in about 3-5
minutes earlier then normal so
they can complete the self
assessment BELOW.
Closure:
- Ask students about the
different body parts used
during this activity.
- What aspect of physical
fitness do you feel you
improve during this activity?
(muscular, aerobic,
flexibility, endurance) etc.
- What offensive and
defensive strategies did you
use to help you out during
the game?
Dismiss students to their locker
rooms
Self-Assessment on Scooter board Tag
Name: Period:
Directions: After completing today’s lesson activity, answer the following multiple choice and open answer questions below.
1. What areas of physical fitness did the class work on today? (Circle all that apply)
a. Cardiovascular Endurance
b. Muscular Strength
c. Flexibility
d. Muscular Endurance
e. Cardio
2. What were some strategies that you used to avoid from getting tagged and when you were the tagger, what strategies did you use to try and tag
someone?
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3. In what ways did you improve from beginning to end? If you felt you did not improve, what are some things aspects you need to improve on?
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