Blane Spiker Body and Space Awareness 2nd Grade

Body and Spatial Awareness
2nd Grade
Blane Spiker
PED 306-01
December 9th, 2013
Unit Table of Contents

Page
#
1. Unit goal
3
2. Rationale for teaching the unit
..3
3. List of Unit objectives
4
4. Unit Overview- Block Plan Calendar
.6
5. Daily Lesson plans
...7
6. Unit Assessment plan
...31
7. Appendix:
I-III
Skill Performance Analyses for all skills taught in the unit

35
IV
Definitions of all Movement Concepts taught in the unit

..41
A-H
Description/explanation of Warm Ups/Fitness Activities/Applied Activities

used in the unit
42
I-K
Description/examples of practice aids, visual aids, handouts, etc. used in

the unit
50
8. References (materials actually used in the unit)

...53
Unit Goal
The goal of this 2nd grade unit on body and space awareness is to teach cognitive skills
(skill names), movement concepts (spatial awareness, body awareness), personal-social skills
(sharing, safety, and rules) and further develop students basic locomotor skills needed for
positive participation in physical activity.
Unit Rationale
Body and Spatial Awareness are important movement concepts to learn as a child
develops his/her physical skills. Students demonstrate Body and Spatial Awareness in all
sports and in many aspects of life. In every sport, students move throughout general and
personal space while performing movements with their bodies. By learning how to apply these
movement concepts to physical skills in elementary school, students learn about how and where
their bodies can move, interact, and how they can form. Learning these Movement Concepts
addresses Michigan Content Standards and GLCEs for elementary school. Students will
develop competence in body and spatial awareness skills and knowledge to incorporate these
skills into fun physical activities. Students will also learn how these movement concepts can
later be applied to many different sports. Body and Spatial Awareness skills do not require
expensive equipment, nor does it require any specific facility to enjoy playing the activities to
develop these concepts and apply them to movement. Body and Spatial Awareness are
beneficial to both males and females and can be used as a developmental activity together at
elementary school. Body and Spatial Awareness provide opportunities to work on coordination
and balance. Body and Spatial Awareness also address positive social skills such as teamwork,
cooperation, communication and following rules.
List of Unit Objectives

Psychomotor
PM#1, TSWD spatial awareness by moving around in general space in between the cones
using different locomotor skills for the duration of the music clip.
PM#2, In response to the teachers questions, the student will move their body parts to their
other correct body part every time a question is asked.
PM#3, The students will correctly perform all locomotor movements presented in the lesson
using the four cues previously described in the SPA for the duration of the class.
PM#4, In response to what locomotor skill the leader has chosen to perform, the students in the
group will mirror what the leader is doing for the duration of the designated music time.
PM#5, In response to teacher prompts, TSW move their bodies to explore shapes the body can
make.
PM#6, In response to the teacher prompts, TSW move their body parts to the different levels the
body can go to/through (low, medium and high).
PM#7, In response to teacher prompts, the students will demonstrate space awareness
movement concepts by correctly selecting the correct pathway (zigzag, straight, curved).
PM#8, The students will demonstrate balance by keeping their bodies above the floor without
falling for a minimum of 5 seconds.
Cognitive
C#1, In response to the review questions, the student will correctly identify which part of the
lesson was personal space (inside hula hoops) after the teacher asks the review questions.
C#2, In response to the review questions, the student will correctly identify which part of the
lesson was general space (outside of the hula hoops) after the teacher asks the review
questions.
C#3, In response to the teachers questions, TSW show knowledge of his/her different body
parts by correctly placing the selected body part in the designated hula hoop.
C#4, In response to teacher prompts, TSW will experiment to demonstrate how to make
shapes, letters and numbers.
C#5, After experimenting to discover and creates shapes of different letters and numbers with
their body, TSW work with a partner to create more difficult numbers and letters.
5
C#6, In response to teacher prompts, TSW show knowledge of levels by correctly placing the
selected body part in the correct level (low, medium and high).
C# 7, In response to teacher prompts, the students will demonstrate knowledge of pathways by
choosing the correct pathway to move (zigzag, straight, curved).
C#8, The students will demonstrate knowledge of balance by correctly answering the teacher
when asked about the two key factors of balance.
Affective
A#1, TSW listen to the teacher and respond to his/her requests to explore the concept of body
and spatial awareness.
A#2, TSW respond appropriately to any of the following management signals used during
instruction and practice:
When I say go (Go)
Freeze
Toe to Toe
A#3, TSW will show respect by not interfering with other students as they explore the concept of
body and spatial awareness.
A#4, TSW listen to the teacher and respond to his/her questions to explore the concept of body
parts.
A#5, TSW listen to the teacher and respond to his/her prompts to explore the concept of
shapes.
A#6, TSW listen to the teacher and respond to his/her prompts to explore the concept of levels.
levels
A#8, TSW listen to the teacher and respond to his/her prompts to explore the concept of
pathways.
pathways
A#10, TSW listen to the teacher and respond to his/her questions to explore the concept of
balance.
Unit Block Plan Calendar (UBPC)

UNIT WEEK #1
Instructional
objectives #
MCS #:
UNIT DAY #1
PM1, C1, C2, A1, A2,
A3
UNIT DAY #2
PM2, PM3, PM4, C3,
A2, A4
M.MC.02.01,
M.MS.0202
M.MS.02.02, M.MC.02.11
M.MC.02.01
Warm-up
activity/topic
Fitness activity/topic
Review topic(s) if
applicable
Lesson focus
Freeze Tag
Freeze Tag
Dynamic Stretching
N/A
Static Stretching
N/A
Personal and general

space, peers names
Locomotor Hellos
N/A
Body parts, space

awareness
Hula Hoop Twister
See if students
selected the correct
body part and color
hula hoop
UNIT DAY #3
PM6, C6, A7, A8
UNIT DAY #4
PM5, C4, C5, A5, A6
M.MC.02.03
M.MC.01.09
Applied activity(ies)
Assessment(s)
UNIT WEEK #2
Instructional
objectives #
MCS #:
Warm-up activity
Fitness activity
Review topic(s)
applicable
Lesson focus
Freeze Tag
Dynamic Stretching
if Body Parts
Assessment(s)
UNIT WEEK #3
Instructional
objectives #
MCS #:
Warm-up activity
Fitness activity
Levels, body/space
awareness
Animal Levels
N/A
Ghostbusters
Static Stretching
Right side vs. Left
Side
Body shapes
Body Shape Fun
Balance, body
awareness
UNIT DAY #5
PM7, C7, A2, A8, A9
UNIT DAY #6
PM8, C8, A2, A10
M.MC.02.04
M.MS.02.01
Ghostbusters
Dynamic Stretching
Ghostbusters
Static Stretching
Review topic(s) if
applicable
Lesson focus
Assessment(s)
N/A
N/A
Pathways
Skiing Pathways
N/A
Balance
Tree Dancin
Balance
Unit Plan
Lesson Contextual Information
(Required for each lesson in unit- you will write 6 lessons)
Lesson #: _1__ of _6__
Time required: _30_ minutes
Grade: 2nd
Psychomotor Objectives for this lesson: PM#1, TSWD spatial awareness by moving
around in general space in between the cones using different locomotor skills for the duration of the
music clip.
M.MC.02.01, M.MS.0202
Cognitive Objectives for this lesson: C#1, In response to the review questions, the student
will correctly identify which part of the lesson was personal space (inside hula hoops) after the teacher
asks the review questions.
C#2, In response to the review questions, the student will correctly identify which part of the lesson was
general space (outside of the hula hoops) after the teacher asks the review questions.
M.MC.02.01
Affective Objectives for this lesson: A#1, TSW listen to the teacher and respond to his/her
requests to explore the concept of body and spatial awareness.
A#2, TSW respond appropriately to any of the following management signals used during instruction
and practice:
When I say go (Go)
Freeze
A#3, TSW will show respect by not interfering with other students as they explore
the concept of body and spatial awareness.
Pre-requisite skills or knowledge needed for success in this lesson: Ability to run,
skip, jump, hop and gallop
Adaptations and/or extensions for this lesson:

a.) Students might have trouble avoiding other students. Tell the students to slow down the pace in
which they are moving
- Students may follow others around. Remind the students to not follow others and to explore
their own general space
b.) Students might find moving around in general space to be easy. Increase the speed to make it
more difficult to stay in their own personal space
- Challenge the students to make it to a hula hoop by ~3 seconds when they are doing the
8
activity Hello Locomotors
Management issues for this lesson:

Specific Signals: Freeze! When I say go
1. Teacher will have students find their own personal space
2. Teacher will have prompts ready to demonstrate the difference between personal and general space
3. After the teacher says When I say go, find your own personal hula hoop, the students will comply
4. Teacher will ask the students to explore within their hula hoops
5. Teacher will ask the students to introduce themselves to one another and learn more about each
other
6. When the teacher says Freeze! the students will stop moving their bodies and the teacher will
gather the students closer together for the lesson closure.
Safety issues for this lesson:

- Students may bump into one another while exploring general space. Address that each student must
stay in their own personal space, keep their heads up and use control while moving their body parts.
Equipment and/or supplies needed for this lesson:

4 cones to mark boundary, 1 hula hoop for each student, upbeat music and CD/tape player
Facility set-up needed for this lesson:
Unit Plan
Lesson Plan Teaching Timeline
(Required Format For All 6 Lessons in the Unit Plan- Adjust to Fit Teaching Style Used)
Timeline
:
Instructional and managerial dialogue, directions, explanations, and

diagrams:
Opening Activities:
Time
Needed
Welcome, roll, call, overview:

Hello class! How is everyone doing today? (Wait for response) Good! Today
we will be learning about personal space and general space or space
awareness. Its good to understand the space around you and how/where you
can move within the space as in everything you do, you move throughout
space! And Im not talking about space way up there above the clouds. Im
talking about general space all around you. To get started, WISG, skip around
9
the gym without hitting anyone until you hear Freeze. Go!
Time
Needed
Transition plan:
Time
Needed
Warm-up activity:
Time
Needed
Time
Needed
Transition plan: Freeze! When I say go, please stand on the black
line, spread out, giving yourself plenty of room. Go!
Time
Needed
Transition plan: Freeze! When I say go, please meet me over here in
the learning corner and spread out so everyone can see me. Go!
Freeze! Great job 2nd graders! I saw some very good forms of skipping out
there! Now were going to play a tag game. Its a variation of tag called
Freeze Tag. I think you all will enjoy it.
Freeze Tag, Appendix A
Fitness activity:
Dynamic Stretching, Appendix B
Lesson focus:
Time
Anticipatory set:
Needed
2 min
Great work with the dynamic stretching 2nd graders! For the next few weeks we will be
focusing on what is called body and spatial awareness. Today specifically we will be
focusing on personal space and general space. Can anyone tell me what self-space is?
(Wait for response. Encourage responses and give positive feedback). Yeah, so basically
personal space is the space your body is currently in. This is important because
sometimes you dont want people to come into your self-space or they might bump into
you and knock you over. Then you get hurt and thats no fun! Can anyone tell me what
general space is? Good! General space is the area around you. Its important because
you need to be aware of your surroundings. If youre playing soccer and you have the
ball, you want to try and avoid a defender in general space from coming into your
personal space and taking the ball from you. This is being aware of your surroundings
and general space. Everything you do involves you moving throughout your personal
space and moving into different areas of general space.
Time
Needed
Transition plan: Okay class, now were going to get some prompts
out and learn the difference between personal space and general
space.
Time
Needed
Guided practice:
Time
Needed
Transition plan: Okay class, now were going to apply what we have
learned into an activity. WISG, everyone find their own hoop and stand
in it. Go!
Time
Needed
Individual/partner practice:
For my prompts I chose to use sports to describe the difference between

personal space and general space. What examples in a sport come to mind
for personal space? (Wait for response. Encourage responses and give positive
feedback). All good examples. I chose baseball. When a batter is in the
batting box, he is the only batter allowed in that box. No one else is allowed in
that box. Sometimes the ball comes flying in at him/her and he/she needs to
move out of the way really fast to not get hit, but this isnt usually the case.
What about general space? What is a good example of general space in a
sport? Thats right! Every sport has general space. Anywhere you are not or
someone else is, that is general space. I chose swimming. All of the water
surrounding the swimmer is general space. The swimmer wants to stay in his
lane, though, so he doesnt invade someone elses personal space while
racing.
When the music starts, I want you to move in the hoop any way you wish
10
while staying in the hoop. When the music stops, I want you to stop what you
are doing and face me
(Play music for 20-30 seconds)
What kind of space were you moving in while in your own, individual hoop?
Exactly! Personal space. You arent able to touch anyone or anything else
when you are in the hoop. The space left over is general space!
Okay, when the music starts back up, I would like you to walk in general
space avoiding the hoops on the floor. When the music stops, I would like you
to move safely to the closest open hoop
Ask them to skip, jog, walk, etc. Play the music for 20-30 seconds for each
locomotor skill you choose. Remind them that when they move in general
space, they need to make sure they don't come close to anyone else's self
space. Make sure students are moving away from others' space. Keep the
speed slow if students are having trouble with this. Remind them not to follow
others--they have to be moving away from others. If you can tell students are
having trouble with a particular locomotor movement, take a moment to show
them. You can also challenge them to find a hoop by the time you count to "5"
(or 3, etc.) after the music stops.
Time
Needed
Drills/practice:
Time
Needed
Transition plan: Freeze! Next Im going to call out a number.

Whatever number I call out, I want that many people to stand in a
hoop together. For example, if I call out 6, what does that mean?
Exactly, 6 students to a hoop. 4!
Time
Needed
Time
Needed
Applied activity:
Locomotor Hellos, Appendix C
Transition plan: Freeze! WISG, everyone pick up a hula hoop and

bring it over here (point to spot) and then have a seat in the learning
corner. Go. (in soft voice)
Closing Activities:
Time
Needed
Lesson closure:
Time
Needed
Transition plan: WISG, can I have everyone line up behind (student

name) on the black line and face towards the door. Go (in soft voice).
WISG, lets quietly walk over to the door and get you ready for Mrs.
Great work everyone! I hope you had the chance to get to know more about your
classmates. What did we learn today? (Wait for response). Why might it be important to
know personal and general space? (Wait for response). To review, what space did the
hula hoops signify? Correct, personal space. And what about the area outside of the hula
hoops? Correct, general space. Did everyone have fun learning about personal and
general space while learning about others as well? Good, Im glad.
11
Limes class. Go.
Time
Needed
Exit/dismissal procedures: At door. Make sure to follow students out of the

classroom and hand them off to Mrs. Lime.
12
Unit Plan
Lesson #: _2__ of _6__
Grade: 2nd Grade
Psychomotor Objectives for this lesson: PM#2, In response to the teachers
questions, the student will move their body parts to their other correct body part every
time a question is asked.
PM#3, The students will correctly perform all locomotor movements presented in the
lesson using the four cues previously described in the SPA for the duration of the class.
M.MS.02.02
PM#4, In response to what locomotor skill the leader has chosen to perform, the students
in the group will mirror what the leader is doing for the duration of the designated music
time.
M.MC.02.11
Cognitive Objectives for this lesson: C#3, In response to the teachers questions,
TSW show knowledge of his/her different body parts by correctly placing the selected body
part in the designated hula hoop.
M.MC.02.01
Affective Objectives for this lesson: A#4, TSW listen to the teacher and respond to
his/her questions to explore the concept of body parts.
When I say goGO!
Freeze
Pre-requisite skills or knowledge needed for success in this lesson: Must have
prior knowledge of all locomotor skills.

c.) Adaptations: Some students may not know every body part. Make sure that every
student learns every body part before moving on and allow the student to watch
other students select the correct body parts
- Some students may have trouble remembering all the different locomotor skills.
Review these skills if needed for the large group or approach a single student
and remind that student of the cues
d.) Extensions: Make the students find the colored hula hoop in a select amount of
time
- Have the students perform the locomotor skills at varying speeds to allow for a
change of pace

1. Teacher will gather students in the learning corner
2. Teacher will teach the students about body parts
3. After the teacher asks the students for the correct body part, the students will
demonstrate for the teacher.
4. Teacher will ask the students to perform any locomotor skill that they choose
5. The teacher will tell the students to follow what locomotor skill the leader is
performing
13
6. The teacher will instruct the students to pick the correct colored hula hoops
Students may run/bump into one another while performing locomotor skills throughout the
gym area. Address the students to keep their heads up and look straight forward so they
do not move into someone else.

Many different colored hula hoops; pre-recorded timed tape: a continuous tape of 20
seconds of music and 20 seconds of no music; color-coded spinner; optional: stopwatch
Unit Plan
Timeline: Instructional and managerial dialogue, directions, explanations, and

diagrams:
Opening Activities:
Time
Needed
Time
Needed
Transition plan:
Time
Needed
3 min
Time
Warm-up activity:
1 min
30
sec.
Hello Class! How is everyone doing today? Today we will be learning about
personal and general space concepts, as well as learning/reviewing the
different body parts. Its good to understand your body parts and how/where
they can move as you use them every day! To get started, WISG, gallop along
the lines of the gym. Any lines until you hear Freeze!. Go!
Freeze! Great work 2nd graders! You did a wonderful job of galloping on the
lines. Since it seemed like you had so much fun last time, were going to play
the same game we did last class period: Freeze Tag! WISG, everyone spread
out in their own personal space. Go!
Transition plan: Freeze! When I say go, please spread out on the black
14
Needed
Time
Needed
4 min
Time
Needed
circle and get into your own personal space. Go!
Fitness activity:
Static Stretching, Appendix D
Transition plan: Freeze! When I say go, please meet me over here in the
learning corner. Go!
Lesson focus:
Time
Needed
Anticipatory set:
Time
Needed
Time
Needed
Transition plan: Before we get started with the activity, we must learn
2 min
3 min
Time
Needed
Time
Needed
3 min
Good job 2nd graders really stretching out those muscles! Next we will be
continuing our focus on personal and general space and learning the different
body parts. As you already know, knowing personal and general space is
important in everyday life. You move throughout space and stand in space in
every second of the day. You need to know when it is okay to come into
someones personal space and when it is not okay. Knowing your body parts is
equally as important. You need to know what body part is which and what that
body part can or cannot do. Do you think it would be effective to try and catch
a football with your feet? Probably not! Having fingers on your hands makes it
much easier to grip around the football to catch it.
and/or review the parts of our body.
Instruction/demonstration:
For this portion of the lesson, point out all of the different body parts that may
be beneficial to know for Physical Education class (Knees, elbows, hands, feet,
etc.). Explain why these body parts are beneficial to know and their function.
(Ex. Knees bend and straighten. To get as much height as possible while
jumping, you must first bend the knees and then push up and straighten the
knees to get high. Knees can also be used for crawling on the floor as you hold
your body up on your hands and knees.) Be creative.
Transition plan: Okay 2nd graders, lets make sure we have these body
parts all figured out.
Guided practice:
(Follow up every question by demonstrating the question as well. Allow enough

time for the students to respond to the question and make sure every student
is touching the correct body part before moving on)
Can I have everyone touch their hand to their knees? Good. What about your
nose to your elbow? Thats hard isnt it? Can anyone do it in here? I sure cant.
Only a select few people can do that. What about your elbow to your knees?
Can you all show me how you would touch your elbows to your feet? Knees to
your torso?
Time
Needed
Time
Needed
2 min
Excellent class. Good work remembering all of the different body parts. I know
there are a lot of them but those are some important things to remember!
Transition plan: When I say go, jog around the area where there are no
cones in any direction you would like without hitting anyone. Go!
Continue having the students perform multiple locomotor skills throughout the
gym. Have the students perform each locomotor skill for 15-20 seconds.
Assess their form and note how each student is performing each skill. If you do
not get the chance to assess each student, dont worry. The next part of the
15
Time
Needed
Time
Needed
Time
Needed
6 min
Time
Needed
lesson has the students performing locomotor skills as well.

Transition plan: When I say go, I would like everyone to line up behind the
poly spots on the black line in groups of 5. Go!
Drills/practice:
Applied activity:
Hula Hoop Twister, Appendix E
Transition plan: Freeze! WISG, everyone come over to the learning corner
and have a seat. Go. (in soft voice)
Closing Activities:
Time
Needed
3 min
Time
Needed
1 min
Time
Needed
Lesson closure:
Great work 2nd Graders! I saw so many different locomotors from the leaders
and you all transitioned very well when the music started and after the music
stopped. What did we learn today? (Wait for response) Why might it be
important to learn all of the different body parts? (Wait for response). Which
body part is this? (Point to any body part you taught) Which body part is this?
What can ____ do? Very good 2nd graders! I hope you had fun exploring your
bodies today and I hope you all have a wonderful weekend!
Transition plan: WISG, can I have everyone wearing black line up on the
black line. Go. Now everyone wearing blue. And everyone else. WISG, lets
quietly walk over to the door and get you ready for Mrs. Limes class. Go.
Exit/dismissal procedures: At the door. Make sure to follow students out of
the classroom and hand them off to Mrs. Lime.
16
Unit Plan
Lesson #: 4_ of _6_
Time required: 30 minutes
Grade: 2nd Grade
Psychomotor Objectives for this lesson: P#5, In response to teacher prompts, TSW
move their bodies to explore shapes the body can make.
M.MC.01.09
Cognitive Objectives for this lesson: C#4, In response to teacher prompts, TSW will
experiment to demonstrate how to make shapes, letters and numbers.
M.MC.01.09
C#5, After experimenting to discover and creates shapes of different letters and numbers
with their body, TSW work with a partner to create more difficult numbers and letters.
his/her prompts to explore the concept of shapes.
A#6, TSW offer respect for partners ideas by trying their ideas as they explore the new
movements concepts.
A#2, TSW respond appropriately to any of the following management signals during
When I say go (Go!)
Freeze
Toe to toe
prior knowledge of body parts.

a.) Adaptations: Students might not be able to form the letters/numbers correctly. Have the
students concentrate on how to bend/straighten before going into numbers/letters.
- Students may find working with their partner to make shapes is difficult. Either have the student
practice individually or show the student other students that have correctly formed the shape.
b.)Extensions: Students may find it easy to perform the shapes of letters. Have the students group
together to make words out of different letters.
- Students may find some of the letters to be easy to make. Increase the difficulty by adding letters
such as Q and/or ask the student to make both the upper case and lower case form of the letter.
17
Specific Signals: Freeze! When I say go Ready? Toe to toe

1. Teacher will have the students find their own personal space.
2. Teacher will have prompts ready to demonstrate what shape the students should form.
3. After I show the cue cards to the students, I will say When I say go, show me how to
make (number/letter) and the students will demonstrate the shape for me.
4. When I say freeze! the students will stop forming shapes and I will gather them closer
together around me for the lesson closure.
Students may bump into one another while forming the shapes. Address that each student
must stay in their own personal space and use control while moving their body parts
Students may also lose balance and fall while forming into certain shapes. Tell the
students to try and maintain balance and if you do fall to catch themselves and not to lock
their elbows as it creates a lot of pressure on the wrist.

Prompt papers with numbers and letters (teacher provided)
Unit Plan
Timeline
:

diagrams:
Opening Activities:
Time
Needed
1 min
Time
Needed

Good morning 2nd graders! How is everyones week going? Good. Today were
going to use our past knowledge of body parts to learn the shapes the body
can make. Once again, its important to know what our bodies can do and
how they can move. WISG, perform any locomotor skill that you know around
the gym freely without running into one another. GO!
Transition plan:
Freeze! WISG, can everyone gather around me so I can explain the warm-up
to all of you. Go!
18
Time
Needed
6 min
Time
Needed
Time
Needed
Warm-up activity:
Time
Needed
Transition plan: Great work with the fitness activity 2nd graders! WISG,
3 min
Ghostbuster, Appendix E
Transition plan:
Fitness activity:
come over here by me and spread out enough so that you can all see me.
Go!
Lesson focus:
Time
Needed
2 min
Time
Needed
Time
Needed
Anticipatory set:
Next we are going to be learning about body awareness and specifically,

shapes. Does anybody remember what body awareness means? (Wait for
response) Body awareness is basically what the body can do, whether it is
making shapes or moving like an inflatable Sky Guy (those inflatable guys that
move in front of businesses. Be sure to move like the Sky Guys would to
demonstrate: all sporadic. Theyll love it!) If your coach asks you to get wide
in front of the hockey goal to screen the goalie behind you and you get skinny
or narrow because you didnt know what wide meant, your coach isnt going
to be too happy with you as the goalie can see everything.
Transition plan: Before we get started, lets review our left and right
sides
Review if needed:
3 min
Can everyone raise their right hand for me? (correct student if wrong). Good
job! (Face opposite way and raise right hand) This is your right side. (Continue
facing opposite way and raise left hand) This is your left side. Everyone got
that? Good!
Transition plan: Okay 1st graders, next I will be showing you some
prompts. I will explain the prompts to you and ask you to then perform what is
on the prompts.
Instruction/demonstration: (See Appendix I for prompts)
(Ask the students to give an example of each body shape each time you
present a new one. Move around the students to give students a different
view of you Ex. What do you need to do to make your body very straight?
Bent? How do you make a bent shape? etc.)
Time
Needed
This is an example of straight (Show prompt). Straight can be level or upright

in the same direction. This is an example of bent (Show prompt). Notice how
the line doesnt extend in the same direction? This is an example of
symmetrical (show prompt). If I were to cut my body into 2 halves, both sides
would be showing/doing the same thing. The right side of the body should be
exactly similar to the left side facing each other? Everyone understand that?
(Wait for response). Good. This is an example of asymmetrical (show prompt).
Notice how the right side of the picture is different? If I were to cut my body
into two halves, one side would be doing something completely different than
my other side. The right side of the body should be different than the left.
Transition plan: Okay, lets put this new knowledge to use! When I say
go, get into your own personal space. Go!
1 min
Time
Needed
Time
Needed
19
Time
Needed
4 min
Exploration/Practice
Can you show me how to make the shape straight with your body (show
prompt)? You can do anything you would like to demonstrate straight. Great
work!
1st graders, can you show how to make your body bent (show prompt)? As
before, you can shape your body any way as long as it is bent. (Give positive
feedback) Great work! (Pick a student out and tell the students how their bent
is different from the others).
Okay 1st grade, show me how you could make your body symmetrical (show
prompt). Awesome work! You all were perfect mirrors!
Time
Needed
What about asymmetrical (show prompt)? Can you show me an example of

that?
Nice job 1st graders!
Transition plan: Okay 2nd graders, now Im going to show you prompts of
numbers and letters. When I put the prompt up, I would like you to try and
make that number or letter with your bodies.
Time
Needed
Applied activity:
5 min
Can everybody show me how to make a T (show prompt)? Very good! Is a

T more of a straight shape or bent shape? Correct! (Explain that one could
argue that it could be either or if a student responds with bent).
(See Appendix I for numbers/letters)
Now can everybody show me a 4 (show prompt)? Great work! I like all of the
different ways of making a 4.
These are getting too easy for all of you! Lets make the letters and numbers
a little more difficult.
Transition: When I say go, I want you to go toe to toe with the closest person
to you. Go!
Good. Now I want you and your partner to make the shapes I show you using
both of you together. It can be in the air, or it can be on the floor or any other
way you want to make it. Just be careful to stay balanced while performing
these shapes. Keep that tummy tight and get a good base so you dont fall
and hurt yourself. Also, I want everyone to show respect for your partners
ideas by trying their ideas as they explore the new movement concepts with
you.
I would like you and your partner to make the letter B (show prompt). Would
you say that B is straight or bent? Its a little of both isnt it? One side has to
be straight and bumps of the B have to be bent.
Next I would like you and your partner to make the letter A (show prompt).
Would you say that A is more symmetrical or asymmetrical? (Correct if
needed) Good!
Next I would like you and your partner to make the number 3 (show prompt).
Is 3 bent or straight? Good. Symmetrical or asymmetrical? Good.
20
Last one. Lets have you and your partner make the G (show prompt). That
letter was a little harder wasnt it? You might have had to think about that for
a little bit.
Time
Needed
Transition plan: Freeze! WISG, can I have everyone come over to the
learning corner and have a seat. Go.
Closing Activities:
Time
Needed
2 min
Time
Needed
1 min
Time
Needed
Lesson closure:
Excellent work 1st graders! What did we learn today? Why might it be
important to know body awareness and shapes? What shape is my body in?
(Show body straight). Good work! What shape is my body in now,
asymmetrical or symmetrical? (Show asymmetrical). Excellent! Great work
today 1st graders! You really impressed me with all the different ways that you
were able to make the letters and numbers. It was awesome!
Transition plan: WISG, can I have everyone wearing black line up on the
black line. Go. Now everyone wearing blue. And everyone else. WISG, lets
quietly walk over to the door and get you ready for Mrs. Limes class. Go.
Exit/dismissal procedures:
At the door. Make sure to follow students out of the classroom and hand them
off to Mrs. Lime.
21
Unit Plan
Lesson #: _3__ of _6__
Time required: _30_

Grade: 2nd
minutes
Psychomotor Objectives for this lesson: P#6, In response to the teacher prompts,
TSW move their body parts to the different levels the body can go to/through (low,
medium and high).
M.MC.02.03
Cognitive Objectives for this lesson: C#6, In response to teacher prompts, TSW show
knowledge of levels by correctly placing the selected body part in the correct level (low,
medium and high).
M.MC.02.03
his/her prompts to explore the concept of levels.
When I say go (Go)
Freeze
A#8, TSW will show respect by not interfering with other students as they explore the
concept of levels
prior knowledge of body parts. Must have the ability to balance. Must have prior
knowledge of personal space.

a.) Adaptations: Students might not have the knowledge of the body parts. Show the
students the correct body part or have them look at peers for help.
- Students may have trouble balancing while moving into the different levels.
Remind the students to keep the tummy (core) tight and have a strong base of
support
b.) Extensions: Students may find it easy to move into the different levels using one
body part. Try asking students to move two separate body parts into the same
level.
- Students may always choose to be a slow or fast animal. Ask the student to
change speeds between animals.
Specific Signals: Freeze! When I say go,,, Ready?

2. Teacher will have prompts ready to demonstrate what level and body part the student
should use
3. After the teacher shows the prompt to the students, the teacher will say When I say
go, show me how to move your (Body part) into the (specific level) and the students will
demonstrate for the teacher
4. Teacher will ask the students to become different animals at different levels.
5. When the teacher says Freeze! the students will stop moving their bodies and the
teacher will gather the students closer together for the lesson closure
22
- Students may bump into one another while moving their body parts or running around as
animals. Address that each student must stay in their own personal space and use control
while moving their body parts.
- Students may also lose balance and fall while moving into the different levels. Tell the
students to try and maintain balance by keeping their tummys tight and getting a solid
base formed, and if they do fall to catch themselves and not to lock their elbows as it
creates a lot of pressure on the wrists.

Prompts with body parts and levels (teacher provided)
Unit Plan
Timeline
:

diagrams:
Opening Activities:
Time
Needed
1 min
Hello class! How is everyone doing today? (Wait for response) Good! Today
we will be learning about different levels your body can move in and how you
can move throughout space. Its good to understand your body and
how/where it can move because you use it every day! To get started, WISG,
fly like ghosts into the gym and keep flying until you hear Freeze. Go!
Time
Needed
20 sec
Transition plan:
Time
Needed
Warm-up activity:
3 min
Freeze! Great job 2nd graders! You looked like real ghosts out there! Now
were going to play a game that I know you all are familiar with: Freeze Tag!
(Cheering!)
23
Time
Needed
Time
Needed
Transition plan: Freeze! When I say go, please stand on the black line
spread out giving yourself some personal space. Go!
Fitness activity:
2 min
Time
Needed
Transition plan: Freeze! When I say go, please meet me over here in the
learning corner and spread out so everyone can see me. Go!
Lesson focus: Body and Spatial Awareness

Time
Needed
2 min
Time
Needed
Time
Needed
2 min
Anticipatory set:
Great work with the dynamic stretching 2nd graders! Now we will be learning
our next topic: levels! Can anyone tell me what levels are? (Wait for response.
Encourage responses and give positive feedback). Yeah, so basically levels are
where you are at in general space in relation to height. This is important
because sometimes you need to duck under something (or get into a low
level). Sometimes you need to jump over something (or get in a high level).
When rebounding a ball in basketball you dont want to be crouched on the
floor. You want to be as high up as possible. We do all of our different
locomotors that we have learned at all different levels and many other
movements can be used in all the different levels as well.
Transition plan: Before we get started, lets review some body parts.
Teach OR Review skill and/or Movement Concept as needed:

(Follow up every question by locating the body part on yourself as well. Also,
allow enough time for the students to respond to the question and make sure
every student has the correct body part before moving on)
Where are your elbows located? Good. How about your nose? Good. And your
hands? Feet? How about your legs? And what about your torso? Right arm?
Left arm?
Time
Needed
Time
Needed
4 min
Excellent class! It seems that everyone remembers all of their body parts.
That is important knowledge to know as when I will be explaining any skill, I
will say body parts and if you dont know all of the body parts you will have no
idea what Im talking about!
Transition plan: Okay, lets get some prompts out and practice a little
bit.
Guided practice (to teach/review skill) and/or exploration (to

review/explore concept): (See Appendix J for prompts)
For my prompts, I chose to use animals to describe the different levels. What
kind of animal would you categorize in a high level? (Wait for response.
Encourage responses and give positive feedback). Exactly. I choose a giraffe.
Giraffes are tall and their heads are WAY up in the sky (Put hands way up to
signal a high level). What about a low level? What would be a good animal to
choose for the low level? (Wait for response. Encourage responses and give
positive feedback). All good answers. I choose an alligator. When they walk,
their whole bodies are on the ground at a low level. Those alligatorsalways
up to no good (Laughter. Applause). And lastly, what about the medium level
or in between? (Wait for response. Encourage responses and give positive
feedback). Good answers! I chose a gorilla. They have those long arms that
24
Time
Needed
30 sec
Time
Needed
5 min
keep them from being at a low level but they are leaning so it doesnt
necessarily put them at a high level (demonstrate how a gorilla runs).
Transition plan: Okay class, now were going to combine the different
body parts we reviewed and use them in different levels. WISG, everyone
spread out a little bit into their own personal space with nobody in arms
length away. Go!
(After asking questions and using prompts, walk around viewing everyones
different movements)
Before we get started, its important to respect everyones personal space.
Do not interfere with any student while they are performing the different
movements in the different levels. Also, some of these movements may test
your balance. Its important to keep your tummies tight and to create a solid
base to help you stay up and balance. I dont want anyone falling on the floor
and hurting themselves. If you do fall, catch yourself and dont lock the
elbows.
2nd graders, can you show me how to move your noses into a medium level?
Great! How about your legs into a medium or in between level? What about
your torsos into a low level? Right arm in a high level? How about your noses
in a low level. Ears in a medium level? Low level? High level? Good work 2 nd
graders!
Time
Needed
Time
Needed
Transition plan:
N/A
Drills/practice:
N/A
Time
Needed
Time
Needed
6 min
Transition plan: When I say go, everyone please spread out throughout
the area marked by the cones in their own personal space. Go!
Applied activity:
When I say go, can everyone show me how a crab would walk? Go! (Have the
students walk for a little bit, provide feedback.) Oh boy, a delicious fish is
about to swim over you. Try and grab the fish with your claw. Freeze! When I
say go, can everyone show me how a bear would walk/run? (Have the
students walk for a little bit, provide feedback). Uh oh, a mountain lion is
approaching the bear. What might the bear do to scare off the mountain lion?
(Hopefully students will stand on two feet and roar. If the students just roar,
ask the students How would the bear make itself big to scare off the lion?).
Transition: Freeze! Next I am going to say a level and I want you to become
any animal you want and run, walk, crawl, hop or any other movement that
animal may do at the level I specified. Be careful to watch out for other
students and make sure to keep your heads up so you dont run into anybody.
Ready?
25
Time
Needed
Medium level (Show prompt. Encourage and provide feedback)

Low level
High level
Transition plan: Freeze. When I say go, everyone come over to the
learning corner and have a seat. Go. (in soft voice)
Closing Activities:
Time
Needed
2 min
Time
Needed
30 sec
Time
Needed
Lesson closure:
Great work everyone! I saw so many great movements and different animals
in the different levels. What did we learn today? (Wait for response). Why
might it be important to know levels? (Wait for response). What level were you
in while walking like a crab? What level did your hand go into when reaching
up for the fish? What about when you were walking like a bear? What level did
the bear go into once he tried to scare the lion off? Did everyone have fun
exploring the different levels and being different animals? (Smile). Good, Im
glad.
Transition plan: When I say go, can I have everyone line up behind
(student name) on the black line and face towards the door. Go (in soft voice).
When I say go, lets quietly walk over to the door and get you ready for Mrs.
Limes class. Go.
Exit/dismissal procedures: At the door. Make sure to follow students out of
the classroom and hand them off to Mrs. Lime.
Unit Plan
Lesson #: _5__ of _6__
Grade: 2nd
Psychomotor Objectives for this lesson: PM#7, In response to teacher prompts, the
students will demonstrate space awareness movement concepts by correctly selecting the
correct pathway (zigzag, straight, curved).
M.MC.02.04
Cognitive Objectives for this lesson: C#7, In response to teacher prompts, the
students will demonstrate knowledge of pathways by choosing the correct pathway to

move (zigzag, straight, curved).
M.MC.02.04
his/her prompts to explore the concept of pathways.
When I say go (Go)
Freeze
concept of pathways
Pre-requisite skills or knowledge needed for success in this lesson: Levels
26

a.) Adaptations: Students may find it hard to ski on the paper plates. Let them know that they can
snow shoe (use no paper plates) along the mountain.
- Students may not grasp the concept of pathways. Keep showing prompts and demonstrate if
necessary
b.) Extensions: Have the students change speeds during individual practice to challenge themselves.
- Students may always choose the same pathway for each level. Ask the students to change pathways
every time a new level is called out.

1. Teacher will have students sit in the learning corner

2. Teacher will demonstrate pathways using prompts
3. After the teacher shows the prompts to the students, the teacher will say When I
say go, show me how to move in a (pathway) using (locomotor skill)
4. Teacher will ask the students to move in a certain level in any pathway
5. When the teacher says Freeze! the students will stop moving and the teacher will
gather the students closer together for the lesson closure.
- Students must be aware of their surroundings. Discuss with the student to have their head and eyes
up so they do not bump into each other.
- Students may slip on the paper plates. Tell students to keep their strides smaller to help keep the
plates from sliding from underneath them.

2 paper plates for each student
Unit Plan
Timeline
:

diagrams:
Opening Activities:
27
Time
Needed
Time
Needed
Transition plan: Freeze! All you little planes out there were flying so fast!
Time
Needed
4 min
Time
Needed
Time
Needed
2 min
Time
Needed
Warm-up activity:
1 min
Good morning class! How is everyones day going? Good! Today we are going
to be learning about pathways. Its good to know the different paths you can
take to get from one place to another. To get us started, WISG can I have
everyone fly into the gym as an airplane. Go!
Since you had so much fun last time, for our warm-up we are going to stick to
Ghostbusters tag. Who wants to be it?
Ghostbusters, Appendix E
Transition plan: Freeze! WISG, can I have everyone come to the black
line and spread out. We will do our dynamic stretching now. Go!
Fitness activity:
Transition plan: Freeze! WISG, can I have everyone come over to the
learning corner. Go!
Lesson focus:
Time
Needed
2 min
Time
Needed
Time
Needed
3 min
Time
Needed
Time
Needed
3 min
Anticipatory set:
Alrighty 2nd graders! Today we are going to focus on pathways. Can anybody
tell me what a pathway is? (Wait for response. Give positive feedback).
Exactly! There are a lot of different pathways one can take to get from one
place to another. If you have ever watched football, you will know that wide
receivers (the guys that catch the passes) dont just run straight on their
routes. It would be easy to defend them if they did. Instead, they take
different pathways to try and fool the defense. Sometimes they run straight
and cut back (show example). Sometimes they fake left and go right. There
are multiple pathways they take and it helps them elude the defenders for
them to get open, catch the pass and score that touchdown!
Transition plan: Now I will show you some prompts of a few different
pathways you all can take
Instruction/demonstration: See Appendix K for prompts
The first pathway is straight (show prompt). What sport would you want to
perform a skill in that would be straight? (Wait for responses. Give positive
feedback). All good answers! The next pathway is curved (show prompt).
What sport will you have to curve in? The last pathway we will learn today is
zigzag (show prompt). What sports might you need to zigzag in? Good work
2nd graders! All wonderful answers.
Transition plan: Well, lets put this newfound knowledge to use. WISG,
please spread out throughout the gym in your own personal space. Go!
Guided practice:
I am going to hold up a prompt with one of the pathways we have learned

and I am going to call out a locomotor movement for you to perform this
specific pathway in. Remember to keep your head up and eyes open so you
dont run into each other.
*Perform multiple locomotor movements with each pathway previously
28
Time
Needed
Time
Needed
4 min
Time
Needed
30 sec.
taught. Each locomotor movement should last for about 15-20 seconds. Use
Freeze in between calling out the pathway and locomotor skill to get
everyones attention.
Transition plan: Freeze! Okay 2nd graders, now we are going to explore
pathways a little more.
Since we learned about levels last week, lets combine the two movement
concepts. Im going to call out a level (high, medium or low) and I want you to
perform any pathway that we have learned. I dont want you to do the same
pathway for every level, though. So each new level I call out, change up your
pathway. And get creative. If you want to be an animal, be an animal. If you
want to be a plane, be a plane. Try to be something that makes sense at the
correct level. As in the high level, a plane would be very fitting as they fly high
in the sky. Once again, watch out for others as you are moving freely
throughout the gym.
*Do each level for about 20-30 seconds. Encourage students to choose
different pathways. Go around and give positive feedback for their creative
ideas.
Transition plan: Freeze! Great work 2nd graders. I saw so many different
ways to explore the pathways. WISG, everyone come over to the paper plates.
Each person should get 2 paper plates. Once you get your paper plates, find
your own personal space in the gym. Go!
Drills/Practice
Time
Needed
6 min
Time
Needed
1 min
Applied activity:
Skiing Pathways, Appendix G
Transition plan: Freeze! WISG, can I have everyone return their paper
plates to the pile in a neat and orderly fashion. Please do not just throw them
at the pile. Try and stack them nicely. Once you stack your plates, join me
over in the learning corner. Go.
Closing Activities:
Time
Needed
1 min
Time
Needed
30
Lesson closure:
Excellent work today 2nd graders! What did we learn today? (Wait for
response). Why might learning pathways be important? If I were to move
around in a circle, what pathway would I be moving in? What if I went from
where Im at to directly across the gym without veering off left or right?
Awesome job everyone!
Transition plan: When I say go, can I have everyone line up behind
(student name) on the black line and face towards the door. Go (in soft voice).
29
seconds
When I say go, lets quietly walk over to the door and get you ready for Mrs.
Limes class. Go.
Time
Needed
off to Mrs. Lime.
30
Unit Plan
Lesson #: _6__ of _6__
Grade: 2nd
Psychomotor Objectives for this lesson: PM#8, The students will demonstrate
balance by keeping their bodies above the floor without falling for a minimum of 5
seconds.
M.MS.02.01
Cognitive Objectives for this lesson: C#8, The students will demonstrate knowledge
of balance by correctly answering the teacher when asked about the two key factors of
balance.
M.MS.02.01
his/her questions to explore the concept of balance.
When I say go (Go)
Freeze
Toe to toe
Pre-requisite skills or knowledge needed for success in this lesson: N/A
a.) Adaptations: The students might have trouble balancing with a partner. Give hints or show the
students what peers have done to balance
- Students may not want to touch other students. Allow the students to continue exploring
balance on their own
b.) Extensions: Students may find the yoga tree pose easy. Have the students lean over with their
torso to make balance more challenging.
- Students may find the partner balance easy. Challenge the students to use less support e.g.
one less arm or leg.

Specific signals: Freeze! When I say go Toe to toe
2. Teacher will have students explore basic balance poses
3. Teacher will have students go toe to toe with a partner to explore partner balance
poses
4. Teacher will ask students to learn the yoga tree pose to practice balancing further
5. When the teacher says Freeze! the students will stop moving their bodies and the
teacher will gather the students closer together for the lesson closure
Address to students the importance of keeping your tummy tight and creating a solid base
to stay balanced.
31
Tickle Tune Typhoon CD "Circle Around" (Tree Dancin' Song)
Unit Plan
Timeline: Instructional and managerial dialogue, directions, explanations, and

diagrams:
Opening Activities:
Time
Needed
1 min
Time
Needed
Time
Needed
3 min
Time
Needed
Time
Needed
3 min
Time
Needed

Good morning 2nd graders! Hows everyones day going so far? Good! Today is
our last day of body and spatial awareness. Were going to be concentrating on
balance today as we use it every day to keep ourselves standing! We will end
with a fun dancing game. WISG, can I have everyone use any locomotor we
have worked on that they want and move throughout the gym. Go!
Transition plan: Freeze! (Start Ghostbusters music to get them in the mood).
Lets play some Ghostbusters tag!
Warm-up activity:
Ghostbusters tag, Appendix E
Transition plan: Freeze! WISG, will everyone please join me on the black
circle for some static stretching. Go!
Fitness activity:
Transition plan: Freeze! WISG, can everyone please join me in the learning
corner. Go!
32
Lesson focus:
Time
Needed
2 min
Time
Needed
Time
Needed
3 min
Time
Needed
Time
Needed
4 min
Time
Needed
Time
Needed
Anticipatory set:
So today we will be focusing on balance. I think everyone knows what balance

is, but why might balance be important? (Wait for response. Provide positive
feedback) Yeah, so balance is important because we use it every, single, day!
Every time you stand, you need balance to keep you up. Every time you are
walking, you need to use balance to keep you from falling down. Every time you
crouch down to look in the bottom drawer of the refrigerator, guess what? You
use balance! Balance is important in every sport that you play from pitching on
a baseball mound to getting checked in ice hockey. If you dont have the
strength and proper balance, whenever you get hit you are going to get
knocked down and thats no fun! A lot of your balance actually comes from your
core or tummy. If you develop a strong core and keep that tight as youre
balancing, you will have much better balance than not keeping that tight.
Transition plan: Okay, lets learn about some proper ways to keep our
balance
Instruction/demonstration:
*As you ask the questions about balance, demonstrate the best and worst ways
to balance
Lets say I was leaning forward with my trunk out in front of my legs. Would it
be best to have both legs back or one leg in front and one leg underneath my
hips? (Wait for response). Yeah, why would it be beneficial to have that leg out
in front? Exactly, so your body weight is distributed evenly. Balance is all about
distributing weight evenly. If your torso is hanging over your legs, where would
a lot of your body weight be? Exactly, out in front and that doesnt work well for
keeping your balance. What if I were to lean back like I was going to sit in a
chair. What should my torso do as I bend my knees? (Wait for response).
Perfect! The torso should lean forward because if it doesnt, youre going to fall
right on your bum as most of your weight will be going backwards.
Transition plan: WISG, can I have everyone spread out on this half of the
gym. Go!
Guided practice:
Next were going to work on balance. Im going to call out for you to do
something and you can try to stay balanced any way you would like.
2nd Graders I would like for you to use one arm and two legs to hold yourself off
of the ground so your torso or hips are not touching the floor. (Walk around and
provide positive feedback) Good! How about holding yourself off the ground
and only using your left leg and right arm. Now do your right arm and right leg.
Thats a little harder isnt it? Why might it be harder? Yeah, your weight isnt
evenly distributed. You kind of have to turn yourself toward your right side to
distribute that weight more evenly. Last one. I want you all to try and balance
on your behinds without having your arms or legs touch the floor. Thats
difficult isnt it? Why might it be difficult? Yeah, so another important part of
balance is a wide base. Its harder to balance something that has a smaller or
narrower base of support. Making a wide base or creating more surface area
can help make balance a little easier.
Transition plan: WISG, I want you to go toe to toe with a partner near you.
Go!
33
4 min
Time
Needed
Time
Needed
Time
Needed
5 min
Time
Needed
Now were going to try some partner balances. Im going to state how I want
you and your partner to move in order to use each other for balance.
Remember to keep your tummies tight and get a nice wide base for optimum
balance.
Okay, first one balance on one leg and touch one arm each trying to keep your
balance (Walk around giving positive feedback). Good work 2 nd graders! Okay,
now between the two of you, only two feet can be touching the floor and two
hands can be touching the floor. (Walk around and help students who are
having trouble with this one). Thats a tough one. Now I want you both to be in
a low level with only one foot per person touching the floor holding your torso
and hips above the ground. You can hold onto each other any way you would
like with your hands. Great work 2nd graders.
Transition plan: Freeze! Great work 2nd graders. Now lets have a little fun
while dancing and working on balance.
Drills/practice:
Applied activity:
Tree Dancin, Appendix H
Transition plan: Freeze! WISG, everyone come join me in the learning

corner. Go.
Closing Activities:
Time
Needed
2 min
Time
Needed
1 min
Time
Needed
Lesson closure:
Excellent work today 2nd graders. I hope you had fun working on balance. What
are two things that help make balance a little easier? (Hopefully they say keep
tummy tight and wide base. If not, give clues to help). (Demonstrate keeping
the tummy tight and making a wide base after they give you the answers).
Would it be easier to knock me down if I was standing with feet together and
making myself as skinny as possible or if I had my feet spread apart and bent
my knees to make myself in a medium level? Exactly. Its hard to balance when
youre skinny because if any force is put on you from any direction, that
completely throws off your weight and causes you to tip more easily.
Transition plan: When I say go, can I have everyone line up behind (student
name) on the black line and face towards the door. Go (in soft voice). When I
say go, lets quietly walk over to the door and get you ready for Mrs. Limes
class. Go.
off to Mrs. Lime.
34
Unit Assessment Plan

Psychomotor
Balance
PM#8, The students will demonstrate balance by keeping their bodies above the floor
without falling for a minimum of 5 seconds.
I am assessing balance at the 2nd grade level as students should have already been
practicing balance since the kindergarten grade, but are not yet very skilled in this
concept. Balance is an important concept to learn as it can be applied to almost every
activity that a student will perform. If the student is moving or not leaning on something,
balance is required not to fall down. It is important to make sure students have properly
developed this concept in order to be successful at almost every skill taught in physical
education.
The assessment will take place during Lesson #4
I will assess the student learning by observing each individual student as they are
practicing making shapes. If they are able to keep upright and not fall while performing
difficult shapes, I will confirm that they have demonstrated adequate balance
35
I have chosen this method for balance as it will be easy for the teacher to walk around
while they are making body shapes and assess without the students even knowing they
are being assessed.
This is calculated in their grade with very little influence on their total grade. It will be
worth 2 out of 10 points for the unit. The main focus of the unit is Body and Space
awareness.
Cognitive
Body Awareness
C#4, In response to teacher prompts, TSW will experiment to demonstrate how to make
shapes, letters and numbers.
I am assessing body awareness at this grade level because it is important to understand

the concepts of personal and general space. Second graders should have some
experience in this area from past grade levels but it is good to reinforce these concepts
as they age. Body awareness must be learned at a young age so students are aware of
what their bodies can do and what movements they can possess.
Assessment will take place during Lesson #4
I will assess the students as I ask them to make the specified movement concept and
see if they demonstrate knowledge by correctly performing the movement concept.
I selected this method of assessment as it will be easy to identify if the students selected
the correct movement concept as I ask them to perform the movement concepts
This assessment score will be worth 4 points (the most of all the obecjtives) as this is the
main focus of the unit
36
Affective
Shows Respect
concept of levels
It is important to show respect at every grade level and important to allow other students
to explore the concepts being taught. I will assess this at every grade level, not just 2nd
grade.
The assessment will take place during Lesson #4
I will assess respect by observing students and making sure they are allowing their
classmates to explore the movement concepts without verbally or physically interfering
in any way.
I selected this method of assessment because it is easy to observe while the students
are exploring the movement concepts and easy to see if a student is not showing
respect.
37
This assessment is worth a low total compared to the overall score. 2 out of 10 points.
Its important to show respect but the main goal is to teach body and space awareness
for this unit.
Summary Unit Assessment Rubric

(required format)
Throwing Rubric- First Grade

NAMES
Psychomotor skill
Balance
Maintains balance
without falling over
2
Cognitive
knowledge
Body
Awareness
P-S
behavior
Follows
Directions
TOTAL
POINT
S
2
1
P-S
Behavio
r
Shows
Respect
2
2
2
Tori
Erica
2
2
4
4
Logan
Ian
Aaron
NOTES
10
10
9
Excellent
Has trouble
following
directions
Balance is
an issue
sometimes
No concept
of balance
Does not
follow
directions
and goofs
around
38
Unit Appendix
Appendix I
RUN
Skill Performance Analysis (S.P.A.) Form

PART 1:
List ALL steps in performing the skill from preparation to follow-
through.
1. Ready Position Feet shoulder width apart, facing forward, knees bent
2. Swing one leg forward
3. Swing opposite arm forward at the same time as the opposite leg
4. Push off of opposite foot so you get a little airborne
5. Contact ground at the middle of the foot on the foot that you swung
6. Swing the leg of the foot that you pushed off of forward
7. Swing opposite arm forward at the same time as the opposite leg
8. Repeat steps
39
PART 2:
List the five MOST CRITICAL steps for performing the skill, with short
cue descriptive words for use in the initial stages of learning.
1. Ready Position
CUE: Ready
2. Swing leg
CUE: Swing leg
3. Slight/brief airborne period
CUE: Airborne
4. Swing Opposite leg
CUE: Swing other leg
5. Repeat
CUE: Repeat
PART 3:
Using the information from PART 2, write the psychomotor objective for
the skill (in bullets or narrative form).
PSYCHOMOTOR OBJECTIVE:
The student will demonstrate a run with:
1. Ready Position
2. Swing foot
3. Contact middle of foot
4. Swing opposite foot
5. Repeat
To the end of the gym and back (50feet x 2 = 100feet)
PART 4:
Describe your assessment plan.
The teacher will observe students running independently to the other side of the
gym and back providing feedback and encouragement in a formative assessment
PART 5:
Describe common skill errors and strategies for preventing or

correcting them.
Not swinging opposite arm with opposite leg just reiterate the fact that as right leg
comes forward, left arm should come forward and vice versa
40
Appendix II
GALLOP

PART 1:
through.
1. Step with your preferred foot forward
2. Push off of your preferred foot, getting airborne
3. Bring your back leg up to meet the heel of your front leg
4. Land on your non-preferred foot
5. Kick your front leg out
6. Repeat sequence
PART 2:
List the four MOST CRITICAL steps for performing the skill, with short
1. Step with your preferred foot
CUE: Step
41
2. Push off of preferred foot
CUE: Push off
3. Bring back leg forward to meet front leg heel

Kick
4. Repeat
CUE: Heel
CUE: Repeat
PART 3:
Using the information from PART 2, write the psychomotor objective for
the skill (in bullets or narrative form).
The student will demonstrate a gallop with:
1. Step with your preferred foot
CUE: Step
2. Push off of preferred foot
CUE: Push off
3. Bring back leg forward to meet front leg heel

Kick
4. Repeat
CUE: Heel
CUE: Repeat
PART 4:
The teacher will observe students galloping independently to the other side of the
PART 5:

correcting them.
Swinging non-dominant foot forward pretend there is a weight tied to your nondominant foot thats keeps it dragging in the back
42
Appendix III
SKIP

PART 1:
through.
1. Step forward with your preferred leg
2. Hop off of your preferred leg
3. Swing your non-preferred leg forward while in the air
4. Land on your preferred leg
5. Step forward with your non-preferred leg
6. Hop off of your non-preferred leg
7. Repeat
43
PART 2:
List the four MOST CRITICAL steps for performing the skill, with short
CUE: Step
CUE: Hop
CUE: Step
CUE: Hop
PART 3:
Using the information from PART 2, write the psychomotor objective

for the skill (in bullets or narrative form).
The student will demonstrate a skip with:
CUE: Step
CUE: Hop
CUE: Step
CUE: Hop
PART 4:
The teacher will observe students skipping independently to the other side of the
PART 5:

correcting them.
Not landing on the same foot the student hopped off of teach the student a hop
before showing them a skip. Break down the sequence cue by cue until the student
understands
44
Appendix IV
Movement Concept Definitions
Body Awareness: What the body can perform, the shapes it can make, how the body can
balance, the different body parts and the transfer of weight to different body parts.
Spatial Awareness: Where the body can move throughout general and personal space, how the
body can move through space, the directions the body can go, and the different levels the body
can move to/through.
45
Appendix A
Type of activity: Warm Up
Name of activity: Freeze Tag
Source of activity information: Past experience
Equipment needed: 4 cones
Facility set-up needed: 4 cones 50x50 area
Safety issues to address:
Make sure students are being careful about where they are touching/tagging
other students and it is not violating personal space.
Make sure students are running with their heads up and have been taught to
move safely through general space without crashing into others
Description/instructions/diagram for activity:
46
There are to be two taggers. The taggers objectives are to tag as many students as
possible. The non-taggers objective is not to be tagged (or avoid being tagged by a
tagger). If I person is tagged, that person must freeze immediately, spread their
legs in a straddle position and place their hands on top of their head (otherwise
known as being frozen). The only way the student who is frozen can be unfrozen
(or continuing playing and running around) is if a non-tagger who is not already
frozen crawls underneath the frozen students legs. There is to be no camping by
taggers while a student is frozen. The 4 cones will mark the boundary. If a student
runs outside of the boundary to avoid a tag or for any other reason, that student
must go back to where they initially ran out and be in the frozen position.
Appendix B
Type of Activity: Fitness Activity
Name of Activity: Dynamic Stretching
Source of activity information: Past experience

Equipment needed: N/A
Facility set-up needed: Open gym
Make sure students are running with their heads up and have been taught to
move safely through general space without crashing into others
47

Do all of these down and back 1-2 times (50 x 2 = 100)
Butt kicks: Alternate bringing the heels up towards the rear and continuously move
forward while alternating leg kicks in a semi-fast motion
High knees: Lift knees slightly above the waist line (or as high as possible) bringing
the knee angle to 90 or more while continuously moving forward and alternating
legs in a semi-fast motion
Toe Touches: Kick/swing the leg up as high as possible while keeping the leg
straight and try to touch your opposite toe with your opposite hand (R toe, L hand |
L toe, R hand). Bring leg back down in a controlled motion and try with other leg
while continuously moving forward.
Walking Lunges: Step forward using a long stride, keeping the front knee
just behind your toes. Lower your body by dropping your back knee toward
the ground. Maintain an upright posture. Push back up to a standing position
using your back leg and repeat.
Appendix C
Type of activity: Applied Activity
Name of activity: Locomotor Hellos
Source of activity information: http://pecentral.org/lessonideas/ViewLesson.asp?
ID=313 See References
Equipment needed: 1 hula hoop for each student, 4 cones for boundary, upbeat
music, CD/tape player
Facility set-up needed: 4 cones 50 x 50 area
48
Make sure students are stopping before they reach the hula hoops and not bumping
into one another.
Tell students you will call out a number when the music stops. This is the number of
people who must now stand in a hoop together! For example, if you call out "6", 6
students must all go to a hoop and stand in it (or, get at least one foot in the hoop).
Then, ask students to introduce themselves to those in their hoop, saying their
name and shaking hands. On subsequent turns, call out different numbers; have
students tell those in their group their favorite sport; where they were born (or
moved from); their favorite subject in school; etc. Each time, still have them tell the
others in their group their name.
Appendix D
Type of activity: Fitness Activity
Name of activity: Static Stretching
Source of activity information: ABC-OF-FITNESS & ExRx.net. See references
Equipment needed: Limber bodies
Facility set-up needed: Spaced out on a large circle or form a large circle
Safety issues to address: Address to not go beyond the bodys capabilities of
stretching.
49
*Hold each stretch for 20 sec. for each leg (if applies) for 2 sets
Hamstring stretch: Legs straight, reach hands out as far as possible trying to
touch toes without bending knees. (Seated)
Groin Stretch: Bring bottom of both feet together bending knees, bring feet as
close to body as possible while pushing knees down to the ground with elbows or
just using the leg muscles. (Seated)
Glute Stretch: Lie on your back. Bend your left knee. Cross your right leg over your
left knee so your right ankle rests just above your left knee. Hold behind the left
thigh with both hands and gently pull towards you until you feel the stretch in your
bottom and outer thigh.
Quad Stretch: Stand and touch wall or stationary object (other student) for
balance. Grasp top ankle or forefoot behind. Pull ankle or forefoot to rear end.
Straighten hip by moving knee backward. Hold stretch. Repeat with opposite side.
50
Appendix E
Type of activity: Warm-up
Name of activity: Ghostbusters
Source of activity information:
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1024
See References
Equipment needed: Ghosterbusters Theme Song, Tape/CD player, 6-8 Medium
sized Foam Balls
Facility set-up needed: Entire gym (half gym if smaller class). Use lines as
boundaries.
Safety issues to address: Make sure students have been taught to move safely
through general space without crashing into others
- Taggers must tag gently below the shoulders
- Students who fall down cannot be tagged
Description/instructions/diagram for activity: Choose 6-8 students to
be slimers. Give these students some soft foam balls. They are to tag their
classmates with the balls and are not to throw them. Have these students stand
in the center of the playing area to begin the game.
On the teachers signal, the slimers attempt to tag the other students with the foam
balls. When a student is tagged he/she must stop, place his/her hands on their head
and stand with their legs in straddle position. To be deslimed, another student
must run up and say "WHO YA GONNA CALL?"; the person who is slimed must
say "GHOSTBUSTERS". The student that approached the slimed student then
slides through the slimed students legs. (For students in skirts, dresses, or are
physically challenged they can be tagged on the shoulder). That person is then free
to run again. After two minutes, stop the game and have taggers give the ball to a
student who has not been it yet.
51
Appendix F
Name of activity: Hula Hoop Twister
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4015
See references
Equipment needed: Many different colored hula hoops; pre-recorded timed tape:
a continuous tape of 20 seconds of music and 20 seconds of no music; optional:
stopwatch, color-coded spinner
Facility set-up needed: Depending on the amount of students, use the full gym or
half the gym for fewer students. Lay different colored hula hoops spaced apart
throughout the entire gym. Cones/lines as boundary
Safety issues to address: Make sure students are keeping their heads up and not
running into one another. Also address to not just throw a body part into the hula
hoop as they may hit someone else.
Description/instructions/diagram for activity: Prior to the introduction of this activity, many
different colored hula hoops (the same colors of the spinner) are scattered
throughout the teaching environment. The children are divided into small groups of
about 5-6 children and stand in column fashion. To the cue of music, the student
leader of each group performs a locomotor movement of his/her choice traveling
around the hula hoops, with the group shadowing the leader. When the music stops,
the instructor will either call out specific directions, such as: Put your right hand in
a green hula hoop, or Stand with your left foot in a blue hula hoop. - or spin the
color-coded spinner and then have the students place an assigned hand, foot,
elbow, knee, etc. in the correct colored hoop. This is a continuous activity with the
group leader changing each time.
Note: For fun, the instructor may time the students to see how many seconds it
takes for all students to successfully complete the task - and go for a world
record!
52
Appendix G
Name of activity: Skiing Pathways
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=307 See References
Equipment needed: 2 paper plates for each student
Facility set-up needed: Large, open gym
Safety issues to address: Make sure the students keep their heads up and eyes
forward so they dont bump into each other. Address that the paper plates can be
slippery and to not to stride too far or they might fall or pull a muscle.
Description/instructions/diagram for activity: See Drills/Practice for Diagram in
Lesson 5
After introducing the concept of straight, curved, and zigzag pathways and
having students move through general space while making different pathways, give
each student a pair of skis (paper plates) to place underneath their feet. Students
must keep their feet on the paper plates while listening to the ski instructor (you).
Explain to each student that they are on a mountain. Point out valleys (one side of
the gym) and other mountains (other side of gym), where to get hot
chocolate (any corner), etc. Tell students they will be skiing today, and that we will
have to change their pathways as they move in order not to crash into other skiers.
Ask students then to ski around the mountain using straight, then curved and
zigzag, pathways. Observe students to make sure that they are making the correct
pathway. Have them ski to the "valley" or "other mountains" or to get "hot
chocolate" using different combinations of pathways, for example, like making a
spiral into a zig-zag pathway, etc. Then, ask them to design a pattern made up of
the different pathways and practice "freestyle skiing" that pattern in the "snow"
until they can do it exactly the same each time. If desired and time allows, have
students demonstrate their pattern to other students (for example, all boys show
the girls and visa-versa). This can also serve as an assessment of students'
understanding of pathways.
53
Note: This activity works best on smooth floors!
Appendix H
Name of activity: Tree Dancin
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10004 See References
Equipment needed: Tickle Tune Typhoon CD "Circle Around" (Tree Dancin' Song)
Facility set-up needed: See Drills/Practice in Lesson 6
Safety issues to address: Make sure each students gets a good base of support
so they do not fall and hurt themselves
Demonstrate the yoga "tree" pose. Balance on one leg while drawing the other leg
up and resting it on standing leg by the knee. Arms or "branches" may rise up into
the air above head with palms touching, or stretch out to the sides for added
balance.
Play the song "Tree Dancin" by Tickle Tune Typhoon. Kids can dance around the
room or outside of their yoga mats swaying their "branches" (arms) and tapping
their "roots" (toes). When teacher stops the song, children freeze in the yoga "tree"
pose and try to keep their balance. Switch legs each time you pause the music.
Encourage children to have strong "trunks" and hold their pose steady as a tree.
54
Appendix I
*Note: For a real lesson I would have these each on their own separate pages. Just
trying to save some trees!
STRAIGHT
BENT
I
SYMMETRICAL vs.
ASYMMETRICAL
NUMBERS/LETTE
RS
55
Appendix J
MEDIUM
HIGH
LOW
56
Appendix K
STRAIGHT
CURVE
I
ZIGZAG
57
Unit Plan References

Beighle, A. & Pangazi, R. (2009). Dynamic Physical Education for Elementary School
Students.
16th Edition. Benjamin Cummings: San Francisco.
Clayton, A. (2002, December 23). K-2 PE Lesson Ideas: Hula Hoop Twister. Retrieved
from PE Central: http://pecentral.org/lessonideas/ViewLesson.asp?ID=4015
Dunham, L. (2000, May 5). K-2 PE Lesson Ideas: Skiing Pathways. Retrieved from PE
Central: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=307
Glute Stretch (Leg Stretches). (2013, December 8). Retrieved from ABC-OF-FITNESS:
http://www.abc-of-fitness.com/leg-stretch/glute-stretch.asp
Lehr, T. (2001, October 7). K-2 PE Lesson Ideas: Ghostbuster. Retrieved from PE
Marquiss, L. (2010, June 7). K-2 Pe Lesson Ideas: Tree Dancin'. Retrieved from PE
Standing Quadriceps Stretch. (1999). Retrieved from ExRx:
http://www.exrx.net/Stretches/Quadriceps/Standing.html

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Body and Spatial Awareness

Unit Table of Contents

Skill Performance Analyses for all skills taught in the unit

Definitions of all Movement Concepts taught in the unit

Description/explanation of Warm Ups/Fitness Activities/Applied Activities

Description/examples of practice aids, visual aids, handouts, etc. used in

8. References (materials actually used in the unit)

List of Unit Objectives

Unit Block Plan Calendar (UBPC)

Personal and general

Body parts, space

Lesson #: _1__ of _6__

Time required: _30_ minutes

Adaptations and/or extensions for this lesson:

Management issues for this lesson:

Safety issues for this lesson:

Equipment and/or supplies needed for this lesson:

Facility set-up needed for this lesson:

Instructional and managerial dialogue, directions, explanations, and

Welcome, roll, call, overview:

Dynamic Stretching, Appendix B

For my prompts I chose to use sports to describe the difference between

Transition plan: Freeze! Next Im going to call out a number.

Locomotor Hellos, Appendix C

Transition plan: Freeze! WISG, everyone pick up a hula hoop and

Transition plan: WISG, can I have everyone line up behind (student

Exit/dismissal procedures: At door. Make sure to follow students out of the

Lesson #: _2__ of _6__

Time required: _30_ minutes

Grade: 2nd Grade

Psychomotor Objectives for this lesson: PM#2, In response to the teachers

Adaptations and/or extensions for this lesson:

Management issues for this lesson:

Specific Signals: Freeze! When I say go

Equipment and/or supplies needed for this lesson:

Facility set-up needed for this lesson:

Timeline: Instructional and managerial dialogue, directions, explanations, and

Welcome, roll, call, overview:

circle and get into your own personal space. Go!

(Follow up every question by demonstrating the question as well. Allow enough

lesson has the students performing locomotor skills as well.

Time required: 30 minutes

Grade: 2nd Grade

Adaptations and/or extensions for this lesson:

Management issues for this lesson:

Specific Signals: Freeze! When I say go Ready? Toe to toe

Safety issues for this lesson:

Equipment and/or supplies needed for this lesson:

Facility set-up needed for this lesson:

Instructional and managerial dialogue, directions, explanations, and

Welcome, roll, call, overview:

Static Stretching, Appendix D

Next we are going to be learning about body awareness and specifically,

This is an example of straight (Show prompt). Straight can be level or upright

What about asymmetrical (show prompt)? Can you show me an example of

Can everybody show me how to make a T (show prompt)? Very good! Is a

(See Appendix I for numbers/letters)

Time required: _30_

Adaptations and/or extensions for this lesson:

Management issues for this lesson:

Specific Signals: Freeze! When I say go,,, Ready?

Safety issues for this lesson: