After completing the various activities in this lesson, students will be able to understand the importance for a healthy body to be able to do an activity for 1 - 5 minutes.
Physical Education Collection Resources (51)
This template is meant to be a guide for Nebraska Physical Education Teachers when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.
This 12 session course is designed for the beginning or novice archer and uses recurve indoor target bows and equipment. The purpose of the course is to introduce students to the basic techniques of indoor target archery emphasizing the care and use of equipment, range safety, stance and shooting techniques, scoring and competition.
In this problem-based learning module, students will be asked to brainstorm ideas and think innovatively both independently and collaboratively in addressing a real-world problem that is relevant to their daily lives and health. Are students aware of their calorie intake and how it affects their overall health? Students will investigate the calories consumed in a typical day and how much physical activity is needed to stay healthy and fit. Students/teams will be encouraged to use the internet for research purposes in their design phase. Students will utilize various online platforms to design an infographic that can be shared with relevant individuals in the community and others in the school building
This open textbook was created with the support of an ALG Textbook Transformation Grant. Topics include art integration, music integration, physical education / dance integration, and the theoretical foundations of arts integration in education
Newly revised in 2012! This easy-to-read booklet is perfect for teachers, coaches, and families who want to help students with asthma take part in sports and physical activities. Discusses how to help students control their asthma and follow an asthma action plan. Also explains how to manage asthma triggers, ensure students have access to their asthma medicines, recognize worsening asthma symptoms and take action, and modify activities based on a childs asthma status. Includes sample asthma action plans and information about using a peak flow meter, metered-dose inhaler, and dry powder inhaler.
In this lesson students will explore many challenges using beanbags. Locomotor as well as manipulatives and non-manipulatives are involved. Students will enhance their knowledge of physical fitness skills as well as related terminology.
This task is tied to a part of our PBL unit. Students are to create a video tutorial of an exercise or movement related to a sport and explain the proper way of completing it.
Students will analyze a photograph to learn about body image. They will also discuss how society views the human body in different cultures.
This course was developed to satisfy the California Commission of Teaching credentialing requirements for teacher candidates. The class provides opportunities for candidates to learn how to teach the basic and essential fundamentals of physical education for K-6th grade students. The central knowledge is about children’s motor skill development along with the emotional and social aspects related to physical activity. Teachers will learn the key aspects of a physical education lesson, which include a warm-up activity, the lesson plan (skill development and game applications), and closure. As a total lesson, at least half the time is spent in moderate to vigorous activity.
The course also addresses classroom management techniques, safety and liability, kinesiology, and instructional techniques. It incorporates discussions of multicultural aspects and special needs populations, and concludes with ideas for integrating physical education with academic subjects such as mathematics, language, and natural and social sciences.
Overview:This unit is presented as a series of cooperation, team buidling, and problem solving learning tasks. Learning tasks should begin as partner to partner, and progress to small group, large group, and finally, whole class. Standards 4 and Standards 5 are addessed in this unit. Teachers are encouraged to select the learning tasks that best fit their teaching style and students’ needs. Learning Tasks can be implemented across grade levels using different extensions and refinements. Modifications and accomodations specific to your learners are strongly recommended. The National Standards and Grade Level Outcomes in this unit are referenced from the "National Standards & Grade Level outcomes for K-12 Physical Education," book. SHAPE America Standards: Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.SHAPE Grade-Level Outcomes:KindergartenFollows directions in group settings (e.g., safe behaviors, following rules, taking turns). (S4.E1.K)Acknowledges responsibility for behavior when prompted. (S4.E2.K)Follows instruction and directions when prompted. (S4.E3.K)Shares equipment and space with others. (S4.E4.K)Follows teacher directions for safe participation and proper use of equipment with minimal reminders. (S4.E6.K)Acknowledges that some physical activities are challenging/difficult. (S2.E2.K)First GradeAccepts personal responsibility by using equipment and space appropriately. (S4.E1.1)Follows the rules and parameters of the learning environment. (S4.E2.1)Responds appropriately to general feedback from the teacher. (S4.E3.1)Works independently with others in a variety of class environments (e.g., small and large groups). (S4.E4.1)Exhibits the established protocols for class activities. (S4.E5.1)Follows teacher directions for safe participation and proper use of equipment without teacher reminders. (S4.E6.1)Recognizes that challenge in physical activity can lead to success (S5. E2.1)Describes positive feelings that result from participating in physical activities (S5. E3. 1a)Second GradeWorks independently with others in partner environments. (S4.E4.2)Recognizes the role of rules and etiquette in teacher-designed physical activities. (S4.E5.2)Works independently and safely in physical education. (S4.E6.2a)Works safely with physical education equipment. (S4.E6.2b)Compares physical activities that bring confidence and challenge. (S5.E2.1)Third GradeExhibits personal responsibility in teacher-directed activities. (S4.E1.3)Works independently for extended periods of time. (S4.E2.3)Accepts and implements specific corrective feedback from the teacher. (S4.E3.3)Works cooperatively with others. (S4.E4.3a)Praises others for their success in movement performance. (S4.E4.3b)Recognizes the role of rules and etiquette in physical activity with peers. (S4.E5.3)Works independently and safely in physical activity settings. (S4.E6.3)Reflects on the reasons for enjoying selected physical activities (S5. E3. 3)Describes the positive social interactions that come when engaged with others in physical activity. (S5.E4.3)Fourth GradeExhibits responsible behavior in independent group situations. (S4.E1.4)Reflects on personal social behavior in physical activity. (S4.E2.4)Listens respectfully to corrective feedback from others (e.g., peers, adults). (S4.E3.4)Praises the movement performance of others both more skilled and less skilled. (S4.E4.4a)Exhibits etiquette and adherence to rules in a variety of physical activities. (S4.E5.4)Works safely with peers and equipment in physical activity settings. (S4.E6.4)Rates the enjoyment of participating in challenging and mastered physical activities (S5. E2. 4)Describes and compares the positive social interactions when engaged in partner, small-group and large-group physical activities. (S5.E4.4)Fifth GradeEngages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee). (S4.E1.5)Participates with responsible personal behavior in a variety of physical activity contexts, environments and facilities. (S4.E2.5a)Exhibits respect for self with appropriate behavior while engaging in physical activity. (S4.E2.5b)Gives corrective feedback respectfully to peers. (S4.E3.5)Accepts,recognizes and actively involves others with both higher and lower skill abilities into physical activities and group projects. (S4.E4.5)Applies safety principles with age appropriate physical activities. (S4.E6.5)SHAPE America - Society of Health and Physical Educators. National Standards & Grade-Level Outcomes for K-12 Physical Education. Human Kinetics Publishers, 2014, www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdf.Image source: "Colorful Cooperation" by OpenClipart-Vectors / 27439 images from Pixabay.com at https://pixabay.com/en/circle-colorful-cooperation-1300241/
This unit is presented as a series of progressive task categories. Each category includes a variety of learning tasks suggested for meeting the applicable outcomes. Teachers are encouraged to select learning tasks that best fit their teaching style and students’ needs. Modifications, accommodations, and extensions specific to your learners are strongly recommended. Attributions:SHAPE America Standards: https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdfVolleying Clip Art: https://pixabay.com/en/volleyball-player-silhouette-309628/Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education.9th ed. New York: McGraw-Hill.
This lesson provides simple activities for younger children to explore balance. Students will demonstrate spatial awareness and the ability to follow instructions. They will experience different movement forms.