Phys Ed Lesson Epe

EPE Lesson Plan
Name: Noelle Nestman and Tayler Cowen

November 22, 2016
Subject: Physical Education
Date:
Grade: 2
Topic
Concept focus:
BMP of Statics (Beginner)
- Relationships: of body parts and with people
BMP of Locomotion
- Space Awareness: location, direction and pathways
Skill Focus:
- Non-manipulative: balancing
- Locomotor: travelling
Attitude Focus:
- Encourage cooperation and positive participation. Students should show respect
for the environment and the people around them.
Teaching Instructional Strategies:
Experiential Learning
Outcomes:
PE2.4 Explore, express, and apply, with
guidance, a variety of ways to skillfully
move the body on the spot while
participating in movement activities,
including at a:
Utilization level of skill when:
Balancing
PE2.6 Vary the performance of the body,

while performing locomotor, nonlocomotor, and manipulative skills by
applying the basic movement variables
of:
Space (general space, levels,
directions, pathways, and
extensions)
Indicator(s):
d. Balance in control for five consecutive
seconds using a variety of bases of support
such as one foot, one foot and one hand,
two knees.
e. Balance in a front support position (on
two hands and two feet) and then practice
varying the balance by lifting points of
contact (e.g., one hand, one foot, one hand
and one foot together).
f. Balance on one foot and change the
position of other body parts (e.g., leg in
front of body and then behind body, arms
to sides and then arms stretched above
head, upper body straight and then twisted)
moving smoothly and holding each new
position for five seconds in control.
a. Respond physically and correctly to
movement vocabulary verbalized by the
teacher (e.g., slide right, jump left, run in a
big square, grow slowly, throw the ball
sideways, close your stance, open your
arms to the sky, lengthen your leap).
Equipment/ Preparation
Whistle for teacher
Timer/ stop watch
Safety Considerations
Students must be aware of their surroundings and their peers when doing
their locomotor activities.
Students must be aware of their own body when doing difficult balances.
Prerequisite Learning:
Students will previously had experience with the non-manipulative movement of

balancing
Students have previously practice their balances from different points of their
body
Students have done balances alone as well as with partners
Students have practiced space awareness and various skill themes within
balances
Adaptive Dimension/ Extension of Activity:

Students create own balance idea to instruct the class.
If student is unable to mirror the exact balance of Andy they can modify
the balance to their ability
Cross Curricular Connections
Mathematics Counting on strategies and counting backwards strategies
Evaluation
Teachers will observe stillness and balance of the students. Are they falling over? Can
they hold the balance for at least 5 seconds?
If the teacher notices that a student is unable to hold certain balances, they will assist
in their balance.
Set: 5 minutes
For a quick warm up:
Students will find a partner and sit back to back along the outside of the gym. When
the whistle blows all students stand up and run around the outside of the gym, each
partner runs the opposite way. When the whistle blows again students have to sprint to
their partner keeping around the outside of the gym once they get to their partner they
have to do a balance with their partner. Teacher will tell them to sit back to back again
and then restart.
Development:
This activity is modified from http://www.pecentral.org/lessonideas/ViewLesson.asp?
ID=1439#.WCtmOYSnVfR
Instructions: 3 minutes
Students will be instructed to come to the center of the gym for instructions for the
balance game.
Ask students: Have you ever watched the movie Toy Story?
Remind the students that the toys can move around when humans are not present.
When someone walks in to a room, like Andy from the movie, the toys freeze in their
spots.
Round 1: 8 minutes
One student will stand at the front of the room and be named Andy. This student will
keep their backs turned to the rest of the class as the class moves throughout the gym
in the locomotion assigned by the teacher. When Andy is ready to turn around, they
will yell out, Andy is coming 3-2-1. When the student reaches the count of 1, Andy
will turn around, and create a balance with their own body that the rest of the class will
mirror. As a class, students will hold that specific balance and count from 1-5. Once
they are done counting they will yell, Hes gone! and Andy will turn around again.
The student who is named Andy will lead the group for two rounds before switching
off with another student.
Round 2: 8 minutes
This round will be similar to the first round, except instead of the students mirroring a
balance that Andy has created, the teacher will tell Andy of a specific balance that
he/she must tell the class. Each student will create their own balance based on the
instructions.
For example the teacher will give instructions for the students to create:
A low, 2 point balance
A high, one point balance
A balance using one foot and one hand
Balance on two knees
Balance with a partner
Create a wide balance
Balance on both hands and one foot
Teaching Notes:
Locomotions to try during the game:
Walking
Running
Hopping
Skipping
Galloping
Side shuffling
*As students move throughout the gym, change the directions of locomotions
Curved
Zigzag
Straight
Backwards
High/Medium/Low
Cues to use within lesson:
Form a circle for instruction teacher makes a circle with hand above head (one
finger pointing up)
When students are instructed to find a space by themselves (arms length at least
away from other students) teacher uses both hands to create a triangle like
shape which indicates home
When whistle is blown students know to find their partner during the beginning
activity
Closure:
To end this lesson, the students will be instructed to pair up and do 2 minutes of mirror
balancing (each student will have 1 minute to lead).
Bring students together in the middle of the gym and create a discussion based on:
What is the easiest way to balance? Why?

Phys Ed Lesson Epe

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Phys Ed Lesson Epe

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EPE Lesson Plan

Name: Noelle Nestman and Tayler Cowen

PE2.6 Vary the performance of the body,

Students will previously had experience with the non-manipulative movement of

Students have done balances alone as well as with partners

Adaptive Dimension/ Extension of Activity:

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