Document1

Revised 01/14/14
West Virginia University PETE Lesson Plan

Name: Alex Loura Date: 9/24/14

Grade Level
3
rd
Number of students: 20
Students with special needs: N/A
Unit Name
Shark Attack

Lesson Focus
Parachute

Equipment
Needed

Poly spots, Parachute, Baton


Standards
Addressed
NASPE Standards for PE
_x_ Motor Skills & Movement
Forms
Movement Concepts
x Physical Activity & Fitness
x Personal & Social Behavior
__ Values PA

WV P-4 Wellness Standards for
PE
__ Wellness Promotion
__ Wellness Information
__ Wellness Behaviors
_x_ Personal & Social Behavior
__ Movement Forms
_x_ Motor Skills
WV 5-12 Standards for PE
__ Movement Forms
__ Motor Skills
__ Physical Activity
__ Physical Fitness
__ Personal & Social Behavior
Lesson
Objectives

Must have a
Behavior, Condition,
and Criteria
Psychomotor: SWBAT manipulate the parachute in many ways and perform loco motor
skills 80% of the time when given directions from teacher.

Cognitive: SWBAT understand how to use the parachute and answer how many
different ways they can move underneath the chute 80% of the time.

Affective: SWBAT work together as a group with the parachute and respect others
around them 80% of the time.

H-R Fitness: TSWBAT reach a level of 50% MVPA during the lesson

Safety Considerations: Make sure students are
aware of space. Warn students of collisions so they
are aware that it is possible. Tell students to stay
inside the blue of the court.










Behavioral Contingencies: First offense: Warning
of moving down clip. Second offense: Move clip
down. Third offense: sit out for 5 minutes.
On FREEZE students will stop what they are doing
and sit down.
On GO students will begin tasks.

Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)





Warm-up


5 min Students will stand on their poly spots in rows of
five to begin the warm-up.

Standard 1. Spatial
awareness.
Standard 5.
Cooperation
When students enter the gym they will run around the court 3 times and then sit in
their assigned poly spots.
Students will then be instructed to go through a series of movements and
stretches.
10 jumping jacks
Small arm circles forward 10 sec.
Small arm circles backwards 10 sec.
Large arm circles forward 10 sec.
Large arm circles backwards 10 sec.
Right arm across stretch 10 sec. Repeat for left arm
Right arm overhead stretch 10 sec. Repeat for left arm.
Straddle stretch down the middle 10 sec. Stretch left and right for 10
sec. each.
10 push ups
10 sit ups
Document1
Revised 01/14/14
Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
Intro
Freeze Tag










Shark & Minnows
10 min. Students will run around and stay within the
basketball court. Taggers will receive a baton
to tag with.
1, 3, and 5 NASPE
Motor skills, physical
activity, and social
behavior.
Two to three students will be chosen to be a tagger. Non taggers will run around
the gym to avoid being tagged. If tagged student must freeze where they are and
raise their hand. This student cannot move until another non tagger gives them a
high five. Once the frozen student is given a high five they can proceed to evade
the taggers.
Students with nearest birthday will be taggers first. Students with a blue colored
shirt will be taggers next.

One student will be chosen to be the shark and will stand in the middle of the
court. The rest of the students will stand against the baseline wall.
When the music starts the students against the wall (minnows) will try to get to the
other side of the court without getting tagged by the shark. If minnow is tagged by
a shark the minnow becomes a shark. When music stops students that werent
tagged will stand against the baseline wall and the shark and new sharks will stand
in the middle of the court and get ready for the next round.



Core



15-20
min.
Lay out parachute in middle of gymnasium.
Students should circle around the parachute and
be evenly spaced.
1, 3, and 5 NASPE
Motor skills, physical
activity, and social
behavior.
Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
Mini Games









Shark Attack
Before the class starts the game of shark attack, students will go through a series
of mini games:
1. Students will lift up chute when their color is called the student must run
underneath the chute and get to the opposite side.
2. Students will hold chute a waist level and make waves. When their colored
is called the student will crawl to the middle and crawl back to their spot.
3. Students will hold chute at waste level. Teacher will put many types if balls
on top of the shoot and students will have to make waves and see how long
it takes to get all the balls off of the chute.

1. Pretend our parachute is the ocean. Hold it waist high, and make small waves
by shaking it gently.
2. I will select 5 people to be our 1
st
sharks. Sharks will put their fins on by putting
a hand on top of their head.
On GO, Sharks will swim under the ocean. (move under the chute so they
cannot be seen)
4. On Shark Attack sharks will bite (gently touch) an ankle of someone standing
on the outside)
5. A Swimmer bitten by a shark becomes a shark, and the old sharks become part
of the ocean by holding onto the chute.
6. Once students have been a shark, they will stand on 1 foot so new sharks know
not to bite them.
7. New sharks will swim underneath and keep the game going.
8. This will continue until all students have been a shark.
* If this goes by quickly, we would restart the game but this time new sharks would
swim (jog, skip, gallop, shuffle) 1 time around the outside of the chute, before
they go underneath for a swim.
Closure
2-3
minutes
Students will sit on floor in a group facing the
teacher.
N/A
Teacher will go over basic rules of the game with students by asking them
questions. Teacher will ask what type of skills did they need to have to participate
in the games they played. Ask students the different ways they swam underwater
to get to the swimmers. Teacher will go over rules and routines by asking student
questions.



Document1
Revised 01/14/14
Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)






Contingency Plan:
If we have to go outside we will complete the same
lesson as is. If students are late I will modify the
lesson so that most of the time is focused on the core
of the lesson.





(What if you have to go outside? What if you do not have the
gymnasium? What if the students are late? What if you have a
double class?)
Technology Integration:
N/A




(Music, Heart Rate Monitors, Pedometers, FLIP video cameras,
digital cameras, etc,)

Reflection: