UNIVERSITY OF LA VERNE

EDUC 330 LESSON PLAN FORMAT

TEACHER:
Brianna
Cammarano

COURSE: EDUC
330

GRADE 1

LESSON TITLE
Quick Lesson 4.7:
Flexibility

INTEGRATED
AREAS:
Science and Anatomy SOURCE: Textbook
page 121

CRN: 1253
DATE OF
PRESENTATION:
April 12, 2016

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARDS:
3.6 Stretch arms, shoulders, back, and
legs without hyperflexing or
hyperextending the joints.
2.1 Identify the right and left sides of the
body and movement from right to left to
right.
5.1 Participate willingly in new physical
activities.
MULTIPLE INTELLIGENCES
ADDRESSED
Bodily-Kinesthetic
Intrapersonal

GOAL OF UNIT
In this first grade axial movements unit the
focus is to address the whole child.
Students will understand what axial
movements are, how to stretch, and why it
is important.
MAIN OBJECTIVE OF LESSON
Students will be able to practice and
improve flexibility, as well as identify
different stretches and direction. The
stretches include; reach for the sky stretch,
seated toe-touch, calf stretch, gluteus
maximus and hamstring stretch, gluteus
maximus and lower-back stretch, shake
hands stretch, arm stretch, and trunk-twist
stretch. They will understand direction by
understanding right, left, above, and below.

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES

COGNITIVE
AFFECTIVE OBJECTIVES PSYCHOMOTOR
OBJECTIVES
Participate willingly in new OBJECTIVES

Identify right and left sides

of body. Also, understand
the importance of
stretching in order to
prevent injury. Students
will understand the body
needs to warm up.

physical activities.

ASSESSMENT
STRATEGIES FOR ASSESSMENT

Stretch different parts of the

body without hyperextending.
The students will participate
in the following stretches;
reach for the sky stretch,
seated toe-touch, calf stretch,
gluteus maximus and
hamstring stretch, gluteus
maximus and lower-back
stretch, shake hands stretch,
arm stretch, and trunk-twist
stretch.

Ensure participation from every student by teacher evaluation. Also, have students
complete paper survey when they finish to see if they willingly participated in the
activity and liked it. That is the form of assessment for this lesson.
LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS

Allow children in wheelchairs to try all of the stretches.

Assist students to make sure they have the proper beginning body position.
Model for children.
Teacher demonstration to give students visual representation.

MATERIALS, EQUIPMENT, and/or TECHNOLOGY NEEDED

Mats/ or carpeted area, or towels

Evaluation sheets
Ipod/Iphone for music

STEPS THROUGH THE LESSON

INTO (set the stage; the hook, lesson objectives)

I would ask if any of the students

had ever done any stretching.
If anyone said yes I would ask if
they know why it is so important
to stretch and talk about how it
prevents injuries.
Than I would explain to them that
we are going to improve our
flexibility by stretching together.

THROUGH (instructional input, modeling, checking

for understanding, guided practice)

To get the muscles warmed up as a

class with the teacher leading we
will walk in place for 15 seconds
and do arm circles for 15 seconds.
Play music softly in the
background.
Than the students would practice
learning different stretches as a
class.
The stretches need to be held for
10- 20 seconds minimum.
Every stretch talk to students about
muscles being stretched and ask

them to repeat and tell you the muscle.

RATIONALE (why are you doing this?)

I would start by a question to get

them engaged.
For instance, if some of them had
ever played sports they would
probably raise their hand in
excitement to tell the class that they
had stretched before.
Therefore, this would just be my
way of getting the class excited and
thinking.

RATIONALE (why are you doing this?)

The muscles need to be warm to do

all of the stretches listed.
Therefore, doing the callisthenic
exercises will help make sure
students are warm and minimize
chances of injury.
Also, the teacher needs to be
explaining to students why it is
important to have warm muscles
and proper starting positions for
stretching.
The teacher should model every
stretch so the students can visually
see the stretch.

Encourage students to focus on

breathing as they stretch.
1.The first stretch will be reach for
the sky, which is where students
stretch arms and trunk by raising
the hands to the sky. (direction
above)
2. The next stretch is the seated
toe-touch, which is where students
get into a sitting position and reach
forward and try to touch their toes
or ankles. As you reach, do not
bounce. Muscles in hamstrings,
calves and lower back.
3. The next stretch is the calf
stretch, which is where students
stretch legs by leaning forward and
reaching for their toes. This
stretches the calf muscle.
4. The next is the gluteus maximus
and hamstring stretch, which is
where students get into supine
position (lay on back face up) and
bring one leg up to 90degree angle,
with a straight knee while the other
leg remains on floor.
5. The next is gluteus maximus
and lower-back stretch, where
students from a supine position
pull one thigh to the chest (with
the knee bent) and while leaving
the other leg on the floor.
6. The nest is the shake hands
stretch where students from a
standing position, pull one arm
over the head in a patting back
position. Tuck the other arm
behind the back, reach up, and try
to touch the fingers of the other
hand. Do the same with the other
arm.
7. The next stretch is the arm
stretch, which is where students
from a standing position pull one
arm across in front of the body
with the other gently pulling on the
elbow. Do with both arms.
8. The last is the trunk-twist stretch
where students sit with one leg
crossing the other leg. Turn the
body opposite of the leg that is

The teacher needs to monitor

students and make sure all students
are stretching safely.

crossed. Avoid leaning back while

stretching so you do not over
stretch.

BEYOND (independent practice, further research)

When you go home show a

parent, friend, or family member
a stretch you learned today and
perform it with them.

RATIONALE (why are you doing this?)

This way the students can share

what they learned and it will help
better absorb the information.