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PETE Unit Plan

Name: Abigail Weeks, Jasmine Nixon, Sharaun Mouzone

Date: October 11, 2016

Unit
Activity

Manipulatives

Unit
Context

Learner Characteristics: 15 four-year old preschool students. Average level

of athletic ability, short attention span, and are beginning to listen and follow
verbal directions.
Physical Environment: Students will be outside for their activities, but in
case of weather that prohibits that, we will be able to set up in the middle
classroom.
Equipment Access:
Lesson 1: 16 poly spots, a small pool noodle, 8 cones, mp3 player, and
speaker.
Lesson 2: 16 poly spots, 17 scarves, 8 cones, mp3 player, and speaker.
Lesson 3: 8 cones, 4 baskets, 40 small plastic balls, 2 Frisbees, 2 hula hoops,
2 fold up chairs, sheet, mp3 player, and speaker.
Lesson 4: 3 tables, 19 chairs, 17 Styrofoam plates, 17 glue sticks, 17 bags of
cut out pictures of foods, 17 copies of given picture to color, iPad, and 6
crayons of each color: blue, red, yellow, brown, and green.
Lesson 5: 16 poly spots, 8 cones, 5 pictures of different animals (eagle, frog,
bunny, giraffe, and horse), a picture of sweets, a picture of fruits and
vegetables, mp3 player, and speaker.
Lesson 6: 13 Bean Bags, 2 Buckets, 8 cones, 16 poly spots.
Lesson 7: 2 baskets, 2 scoops, 15 small balls, volleyball, 20 cones, and 1
parachute.
Lesson 8: 16 poly spots, a small pool noodle, a stuffed cupcake, a small
football, 8 buckets, 40 small plastic balls, mp3 player, and speaker.
Lesson 9: 13 Bean Bags, 16 poly spots, and music.
Lesson 10: 1 parachute, 10 small balls, mp3 player, and speaker.
Special Concerns: Student will be asked to take home a medical form to get
filled out by their parents at the beginning of the year. The students and
parents will then be responsible for informing the teacher about any medical
problems that arise.

Standards
Addressed

NASPE Standards for PE

S1.E1.K Motor Skills & Movement
Forms
S1.E8.K
S1.E10.K
S2.E1.K Movement Concepts
S2.E1.Ka
S2.E2.K
S3.E1.K Physical Activity

NC Standards for PE
PE.K.MS.1.1 Movement Forms
PE.K.MS.1.2
PE.K.MC.2.1
__ Applied Knowledge

__ Physically Active Lifestyle

PE.K.HF.3.3 Health-Related Fitness
PE.K.PR.4.2 Personal & Social Behavior
PE.K.PR.4.1

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S3.E2.K
S5.E3.Ka Health-Related Fitness
S4.E1.K Personal & Social Behavior
S4.E3.K
S4.E4.K
S5.E3.Kb Values Physical Activity
S5.E1.K
S5.E3.Ka
3, 4, 5, 6, 7, 8 Health (For further
explanation, see
http://www.shapeamerica.org/standard
s/health/index.cfm)

Unit Goal

Students will learn the psychomotor skills necessary in the different manipulative activities,
noodle tag, scarf dance, obstacle course, myplate, animal walks, bean bag relay race, parachute
play, shopping for treats, line boogie, and parachute popcorn, to perform with at least 60%
accuracy.

Unit
Objectives

Psychomotor:

Students will be able to perform with 95% accuracy, skipping, galloping, and running
when asked to during a game of tag.
Students will be able to perform two of the three skills: skipping, hopping, and running,
with 100% accuracy during the warm up activity.
Students will be able to perform the frog, eagle, and bunny movements with 100%
success when asked by the teacher during their warm up.
Students will be able to perform a scoop with a racket with 80% accuracy during an
activity for warm ups at the beginning of class.

Cognitive:

Students will be able to explain how to execute a hop with 85% accuracy when asked by
the teacher during a game of tag.
Students will be able to identify with 95% accuracy which skill they learned last class,
which is a skip when asked by the teacher during the lesson introduction.
Students will be able to identify foods within all of the food groups with 90% accuracy
when asked by the facilitator during the station groups.
Students will be able to identify with 90% accuracy which foods they should eat
everyday, which was learned last class.
Students will explain how to effectively keep the ball on the parachute with 100%
accuracy during a review at the end of class.

Affective:

Students will participate with good sportsmanship and enthusiasm during 100% of the
lesson.
Students will be able to list one reason why they enjoyed an activity during the class
when asked by the teacher at the end review of class.
Students will participate enthusiastically and with great teamwork for 100% of lesson
during the parachute activity.

Health-Related Fitness:

Students will practice increasing their cardiovascular endurance when playing tag for 6
minutes at the beginning of class.
Students will practice increasing their cardiovascular endurance for 8 minutes while
participating in an obstacle course during the core of the lesson.
Students will practice increasing their cardiovascular endurance for 8 minutes when
participating in a dancing animal game during the core of the lesson.
Students will participate increasing their cardiovascular endurance for 7 minutes when
participating in a ball scoop race during the warm up portion of class.

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Content
Outline

Motor Skills:
Walking

Running

Skipping

Galloping

Hopping

Scope and
Sequence
of Content

Informing Tasks:
Skipping

Critical Elements:
One foot in front of the
other, slowly stepping
with one foot in front of
the other.

Instructional Cues:
Step, Other foot, Step,
Slow.

One foot in front of the

other, moving faster
than a walk, moving
arms opposite than foot.

Step, Other foot, Step,

Fast, Fast arms.

Two feet on the ground,

one foot up. Leg on the
ground, knee is bent,
and leg in the air knee
is bent, with opposite
arm swinging up to give
more height. Foot steps
down. VICE VERSA.

Knee up, Swing arms,

Bend knee.

One foot in front of

other, step out with front
foot, and bring back foot
to meet the front foot.
Bend knees as the feet
are apart, and speed it
up to complete a gallop.

Both feet together, bend

at the knees, jump off
the ground, land back
on two feet.

Foot front, spread apart,

back together, bend
knees, move faster. Like a
horse.

Bend, feet together, jump,

feet together.

Extension Tasks:
Students will be in 5
lines, and one person
from each line will skip
to the other side at a
time.

Applying Tasks:
Students will skip within a
game of tag.

Students will skip

Students will skip through

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Skipping

around the area within

the boundaries.

an obstacle course.

Walking

Students will be in 5
lines, and one person
from each line will walk
to the other side at a
time.

Students will walk when

playing a game of tag.

Students will walk

around the area within
the boundaries.

Students will walk through

an obstacle course.

Walking

Galloping

Galloping

Students will be in 5
lines, and one person
from each line will
gallop to the other side
at one time.

Students will gallop

around the area within
the boundaries.

Students will gallop when

playing a game of tag.

Students will gallop

through an obstacle
course.

Students will run when

playing a game of tag.
Running

Students will be in 5
lines, and one person
from each line will run
to the other side at one
time.
Students will run through
an obstacle course.

Running

Students will run around

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the area within the

boundaries.

Hopping

Hopping
Block Time
Plan

Lesson 1:
NOODLE TAG
INFORMING- The
students will be
asked, Who has
played tag before?
Teacher will show
them a pool noodle
and explain that they
will be using this
instead of their hand
to tag the people.
EXTENSIONStudents will get to
practice walking,
running, skipping,
and galloping in
lines.
APPLYINGStudents will play
tag with the pool
noodle. They will
start walking, then
skipping, galloping
and running.
ASSESSMENT- See
below

Lesson 4:

Students will be in 5
lines, and one person
from each line will hop to
the other side at one
time.

Students will hop when

playing a game of tag.

Students will hop through

an obstacle course.

Students will hop around

the area within the
boundaries.
Lesson 2:
SCARF DANCE
INFORMING- Students
will be asked, Do you
have any older brothers
and sisters? Do you
like to copy what they
do? We will be playing
a dance game, where
you will copy what the
teacher does with the
scarf.
EXTENSIONTeacher will
demonstrate an
example of what he/she
will be doing during the
scarf dance, and the
students will copy.
APPLYING- Music will
be turned on, and
teacher will begin to
move their scarf around
while dancing, and
students will be copying
everything he does.
They will also get to do
free dance.
ASSESSMENT- See
below.
Lesson 5:

Lesson 3:
OBSTACLE COURSE
INFORMING- Students
will be asked to
demonstrate how to walk,
skip, and gallop. The
teachers will also teach
the students space
awareness. Which is
under, over, through, and
around.
EXTENSION- Students
will walk through hulahoops, hop over a frisbee,
and go around baskets.
APPLYINGStudents will go through
an obstacle course. They
will pick up a ball out of
the basket, go around the
baskets. They will jump
over the Frisbees, go
under the sheet, through
the hula-hoops, and drop
the ball in the basket and
go around them.
ASSESSMENT- See
below.

Lesson 6:

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MYPLATE
INFORMINGStudents will be told
that they will be in
three different
groups. Each group
will rotate.
EXTENSIONStudents will watch
a video about
sometime foods and
everyday foods.
APPLYINGStudents will
complete two
different task
(coloring, and
making a My Plate)
to show what they
have learned.
ASSESSMENT- See
below.

ANIMAL WALKS
INFORMING- Teacher
will hold up pictures of 5
different animals (eagle,
frog, bunny, giraffe, and
horse), and
demonstrate the way
each animal moves.
EXTENSION- Students
will play follow the
leader in a circle,
copying the movement
that the teacher does.
APPLYING- Students
will be able to do the
animal movement as
the teacher shows each
one while the music is
playing. When the
music pauses, they are
to be as still as the can.
ASSESSMENT- See
below.

BEANBAG RELAY
RACE
INFORMING- Students
will be shown how to
complete the relay race
while performing the
locomotor skills with
beanbags. Teacher will
demonstrate how to
complete the relay race
involving beanbags and
locomotor skills.
EXTENSION- Students
will practice skipping,
running, and hopping
and refer it to the race.
APPLYING- Students
will participate in the
beanbag relay race by
performing the
locomotor skill called
and performing it to the
beanbags and from the
beanbags to the bucket.
From the bucket, the
students are to perform
the skill back to the line
and hive five the next
person in line.
ASSESSMENT- See
below.

Lesson 7:
PARACHUTE PLAY
INFORMINGStudents will be
shown a parachute
and asked, Have
you played with this
before?, if the
answer is yes, ask
them, What have
you done with it?
EXTENSIONStudents will be
asked to hold the
parachute and

Lesson 8:
SHOPPING FOR
TREATS
INFORMING- Students
will be asked, How
many of you go grocery
shopping with mom or
dad, and help them put
groceries in their carts?
We will be shopping
from one bucket, to put
it in our carts today.
You will be put in
groups and you will
have to shop with your

Lesson 9:
LINE BOOGIE
INFORMING- Students
will review the locomotor
skills in the lesson and
performing it with the
lesson dealing with
beanbags. Music will be
played.
EXTENSION- Students
will demonstrate
skipping, hopping, and
running.
APPLYING- Within the
lesson, the students will

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shake it up and
down.
APPLYINGTeacher will put a
ball on the
parachute and tell
the students to
shake the parachute
and keep the ball
inside of the
parachute.
ASSESSMENT- See
below.

Lesson 10:
PARACHUTE
POPCORN
INFORMING- Who
has eaten popcorn?
When it is in the
microwave it starts
off as little kernels,
then it pops into
popcorn. Students
will start by shaking
the parachute with
nothing on it.
EXTENSIONTeacher will add a
small ball, the
students will shake
the parachute, trying
to keep the one ball
on the parachute.
APPLYING- Teacher
will add one ball at a
time, until all 10 balls
are on the
parachute. The
students will see
how long they can
shake the parachute

group to get all of the

items into your cart.
EXTENSION- Students
will walk to the basket,
one at a time, and pick
up one ball at a time to
bring it to their cart.
APPLYING- Students
will skip to the basket,
one at a time, and pick
up one ball at a time to
bring it to their cart.
Students will then
gallop to the basket,
one at a time, and pick
up one ball at a time to
bring to their cart.
ASSESSMENT- See
below.

perform the locomotor

skills while working in
groups of four and
performing teamwork
with a beanbag. The
lesson will involve
students to work on
passing the beanbag by
overhead and between
the legs.
ASSESSMENT- See
below.

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until they all fall off.

ASSESSMENT- See
below.
Instruction
al Strategy

Task will be instructed using multiple strategies. Games and activities will be
thoroughly explained by the instructors. Because of the age of the students,
the more strategies involved, the better understanding. The following
strategies will be used:
Interactive Teaching- The teachers will be telling, demonstrating, and directing
the students what to do. The students will then do the skill or activity, and the
teacher will evaluate. This style is teacher controlled because of their age, we
feel as if they will stay on task better.
Station Teaching- The teachers will have two or three different stations. This
helps with having different activities to do, so the attention of the students
stays within the activities. This also condenses the amount of students within
each group, which makes the class easier to manage. This stage provides a
framework for learning experiences.
Team Teaching- More than one teacher is responsible for getting the
information to the students. During this style of teaching, the teachers are
teaching the same information together, and not taking turns teaching different
information. This helps the management of the class stay focused for the
maximum learning time.

Assessme
nts

Each day, students will be graded by assessment below. Students will

start off with 10 points for the day. The assessments listed below are
worth 5 points. The other 5 points will be based on each students
individual learning within each class time. Each time a student has to sit
down on the blue picnic table, 1 point gets taken away.
Lesson 1:
1

Walking
Running
Skipping

Lesson 2:

Question: What does doing jumping jacks help in your body?

Answer: being able to stretch.
Lesson 3:

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Checklist
NAME

FRUITS

VEGGIES

PROTEIN

GRAINS

DAIRY

Lesson 4:
______ Has good sportsmanship
______ Has good social skills
______ Listens to directions
______ Colors fruits the right color
______ Colors vegetables the right color
______ Identifies a fruit product
______ Identifies a vegetable product
______ Identifies a dairy product
______ Identifies a grain product
Lesson 5:
Informal assessment- One teacher will hold up a picture of fruits and
vegetables. Another teacher will hold up a picture of sweets. The last teacher
will ask, which picture has foods that you should eat everyday?. This teacher
will explain that students should stand by which one they think is right.
Lesson 6:
Informal assessment- Students will answer verbally:
Why is it good to high five your friends in class?
Lesson 7:
___ Good Sportsmanship
___ Listened to directions
___ Enthusiastic
___ Kept hands to themselves
Lesson 8:
___ Listened to directions
___ Did not talk during instruction
___ Was prepared for their turn

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___ Waited for their teammate before leaving

___ Kept their hands to themselves
___ Had good sportsmanship
Lesson 9:
___ Good Sportsmanship
___ Listened to directions
___ Enthusiastic
___ Helped teammates
___ Didnt call anybody names
Lesson 10:
___ Good Sportsmanship
___ Listened to directions
___ Enthusiastic
___ Kept hands to themselves
Resources
Used

Books: Teaching Physical Education for Learning by Judith E. Rink (7

Edition).
Journal Articles:
Electronic Sources:
SPARK AMERICA
NC.DPI
PE CENTRAL
Personal Sources:
Curriculum and Assessment, Fall 2015, Sports Stacking Unit Plan, Authors:
Jasmine Nixon, Abigail Freeman, and Daiqwan Murrill
th