Lesson Plan: Ice Skating

Grade Level: 1
Month: December
Content Area/Subject: Physical Education
Topic/Theme: Christmas

Brain Based Activities, Techniques, Strategies:

Orchestrated Immersion – Learning environments are created that immerse students in a learning
experiences.
Gross Motor Integration – Learning engages the whole body. All learning is mind-body: movement,
foods, attention cycles, and chemicals help drive and modulate learning.

Domain and Level:

Psychomotor – Idea 1 – PE.1.M.1.1 – Travel using various locomotor skills while changing directions,
pathways, and speeds.

Objectives for the Domain:

Students will be able to –
1. Understand the rules of the activity.
2. Travel using a different surface while changing directions, pathways, and speeds.

Introduction (Set Induction):

Students will discuss their lesson in Drama/Visual Arts. Students will apply what they learned to this
class period. Tell students that they will be ice skaters and ice hockey players.

Procedure:
1. Each student will be given a pair of microfiber cleaning slippers to wear over their shoes to act
as ice skates. Students will practice running, gliding, sliding, and other maneuvers while
“skating” and become ice skaters.
2. Students will get divided into two groups by handing out Christmas themed ribbons to group
them. One group will wear green vests and the other group will wear red vests.
3. Students will be given simple rules to the game of hockey and engage in a discussion to show
understanding of those rules.
 4. Students will play ice hockey.

Materials:
Christmas group ribbons, microfiber cleaning slippers, red vests, green vests, hockey sticks, hockey ball

Evaluations:
Observe the student’s participation during activities.

Assessment:
Observe how well each student is doing at following directions and participating in each activity.

Access Point:
Cognitive complexity – level 2 – understanding: Constructing meaning from different types of functions
be they written or graphic messages, or activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing, or explaining.
Psychomotor complexity – Level 3 – perceptual abilities: Objectives in this area should address skills
related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as
they are related to the ability to take in information from the environment and react.
Psychomotor complexity – Level 4 – physical abilities – Objectives in this area should address skills
related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as
they are related to the ability to take in information from the environment and react.

Accommodations:
If a student has physical challenges, fine or gross motor, show them other ways that they can participate
in the activity by performing simpler movements. Accept and encourage whatever movements the
student is able to perform.