Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan Template (Elementary and Middle School)

Background Information
Teacher: Cassidy Gustafson
Date: October 17, 2016
School: Cleveland Elementary
Grade Level: 2nd
Lesson Focus: Chasing, Fleeing, and Dodging
# Of students: 16
Equipment and Facilities:
16 Polyspots
16 Hula Hoops
3 Jerseys (Pinnies)
Safety Considerations: Potential Wet Grass.
Lesson Specifics
Behavioral Contingencies:
Three Strike System:
1. Warning
2. Sit out for 5 Minutes with Ren
3. Sent to Ms. Monique for the rest of the period.
Previously Learned Skills: Locomotor Skills
Teaching Strategy: Direct Instruction.
Academic Language:
Students will be able to master chasing, fleeing, and dodging in a series of games and scenarios connected
to current interests that they may have. Students will also develop the importance of tagging, not pushing,
in a safe way to prevent potential injury of other students. Students will also develop the idea that once he
or she is tagged, they are out, and that they do not get another try until the round is complete.
Student Objectives:
1. To develop an understanding of how to chase, flee, and dodge.
2. To understand the proper way to tag another peer without potentially causing pain.
3. Students will connect the skills of chasing, fleeing, and dodging to outside life scenarios.
Psychomotor (P): Students will be able to successfully be able to chase, flee, and dodge in a series of
games and activites
Cognitive (C): Students will be able to recite to me basic rules and instructions in how the skills of the day
work and why.

H-R Fitness (H): Students will be able to reach at least 50% MVPA in duration of the class, going towards
the recommended amount of physical activity a week.

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

Demonstrate the motor skills and movement patterns needed to perform a variety of physical
activities.

Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning
and performance of physical activities.

Assess and maintain a level of physical fitness to improve health and performance.

NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity
and fitness.
Exhibits responsible personal and social behavior that respects self and others.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement

Teacher: In front of students
Students: On their designated polyspots in front of me (lines).
Equipment: Polyspots, for the time being.
Diagram the pre-class arrangement:
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Time
Content Development
Management
(Illustration of formations)
a) Goal Orientation for each task
5 Minutes
Instant Activity:
Card Warm Up
Diagram Instant Activity
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*Students will be spread out in designated grass space.

Students will be spread out among the grass space, where they will be given a card with a number. Students
will be walking around until I say stop and look! When I say stop and look, I will announce the exercise,
and whatever number is on their card, is the number of times they will perform that task.
2 Minutes
Transition
Students will come to sit in front of me for the next set of instruction.
Set Induction 1 Minute
Today is our first day of tag games, which includes chasing, fleeing, and dodging. Has everyone played
tag? How do we tag someone? Can a student come up here and show me how you properly tag someone?
Can someone explain why we tag someone this way? Well, can I have three volunteers?
Purpose:
Students will develop the understanding in fleeing and dodging a tag, while learning how to tag and chase
another student.
Start/Stop Signals: Hand up in the air to count down (this makes students put hands up and have
eyes on me by the time I count down to one).
Grouping Strategies: Random.
National Standards:
Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.

Exhibits responsible personal and social behavior that respects self and others.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social
interaction.
Transition:
*Students will be divided and lined up accordingly*
Lesson Core - Task 1: 10 Minutes:
Students are lined up to play Sharks and Sailors. I have pre selected my sharks, and have set up boats (hula
hoops) on each end of the ocean (grass area).
You three are my sharks. Everyone else you are a sailor! See those hula hoops? Those are your boats. Your
goal is to swim in the ocean, and when I say Get on your ship!, you have to get to your boat without
getting tagged by a shark! Any questions ?
Demonstration Plan:
I will have one student demonstrate physically, and two verbally.
Questions to Check Understanding
1. How do we tag someone?
2. Can someone tell me what you can do to run faster?
3. Someone come up here and show me how you incorrectly/correctly tag someone. .
Diagram Task 1
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National Standards:
Demonstrates competency in motor skills and movement patterns needed to perform a variety of
physical activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
Exhibits responsible personal and social behavior that respects self and others.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.
Teaching Cues for Task 1:
Tagging: Two open hands between the shoulders and mid back.

Running:
1. One foot in front of other
2. Oppo arm, oppo leg
3. Swing your arms quickly
Common Errors Task 1:
1. Lack of participation
2. Students can potentially get aggressive with one another.
Lesson Core - Task 2: 4 Minutes:
It is stretch time! Everyone is to go grab their polyspot that they sat on in the beginning of class. Once
students are spread out and on a polyspot, I will call out dynamic and static stretches.
Demonstration Plan:
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CLOSURE:2 Minutes
Bring everyone back and ask them to put polyspots away. Students will be asked to demonstrate and tell me
one skill they learned and why they liked it.
Review:
Can someone demonstrate what they learned? Good!
I am excited that everyone had a good time, and I am looking forward to next week.
Lets line up!

Diagram The Closure

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