The lesson plan is for a 2nd grade physical education class focusing on bean bag manipulation skills. It includes: - An 7 minute ASAP activity of freeze tag to get students' hearts rates up. - A 3 minute introduction where students will learn they will be exploring bean bags. - A 25 minute core activity where students will practice different ways of moving and balancing bean bags, including tossing and catching. - A 5 minute closure to review what was learned and cues for tossing and catching.

1. lpmanipulatives3-140603110808-phpapp01.docx
Revised 01/11/11
West Virginia University PETE Lesson Plan
Name: Elly Schumacher Date: 10/2/13
Grade Level 2nd Number of students: 21
Students with special needs: 0
Unit Name Manipulatives (Throwing/Catching) & Juggling
Lesson Focus Bean Bag Exploration
Equipment
Needed
21 bean bags, 21 poly spots, CD Player with music, 2 pinnies
Standards
Addressed
NASPE Standards for PE
x_ Motor Skills & Movement Forms
Movement Concepts
x Physical Activity
x Health-Related Fitness
x Personal & Social Behavior
Values Physical Activity
WV P-4 Wellness Standards for PE
__ Wellness Promotion
__ Wellness Information
__ Wellness Behaviors
x_ Personal & Social Behavior
__ Movement Forms
_x_ Motor Skills
Lesson
Objectives
Must have a
Behavior, Condition,
and Criteria
Psychomotor: TSWBAT toss and catch the bean bag at least 3 out of 5 times
during the lesson.
Cognitive: TSWBAT demonstrate an understanding of the cues for tossing and
catching by showing the teacher during the closure.
Affective: TSWBAT keep their hands to themselves during instructional time and
during 85% of the lesson.
H-R Fitness: TSWBAT reach or exceed 50% MVPA during the ASAP activity.
Safety Considerations: Beanbags in students’
hands during activity and on the floor during
instruction time. Teacher will keep a close eye on
students while moving through space to avoid
collision.
Behavioral Contingencies: Time out contingency.
If students talk while teacher talks, don’t follow
directions, or act inappropriately, they will sit out
for 2 minutes. Students will be assessed upon
their return to the activity. Should they continue
to misbehave their clip will be moved down and
they will sit out the remainder of the lesson.

2. Task Progression
(Student Activity)
Time Management
Arrangement
.
Teacher
Communication
Script & Performance
Cues
(Write out your script,
introducing tasks, getting
equipment, transitioning
from activities. Cues and
example feedback
statements)
Type in large box below
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
ASAP 7 min Students will stay
inside the boundaries
of the basketball court
or inside the “blue”.
Students will reach
50% MVPA during
the ASAP activity.
Ok boys and girls, who knows where their heart is? Everyone put their hand on
their heart. Is it beating fast or slow? Is it good for your heart to beat fast or slow? It
is important to participate in activities that get your heart beating fast in order to
stay healthy. The activity we are going to do today is going to get your heart
beating fast. We are going to be playing Freeze tag. Has anyone ever played
freeze tag before? I am going to choose 2 taggers to be “it” and you are going to
run around and try to tag everyone who isn’t it. When you get tagged, you must
freeze with your legs spread apart. To get unfrozen, someone must crawl between
your legs and tap you on the back to let you know they are out of the way, and then
you can continue playing. When I say freeze everyone stop and we will have new
taggers. Remember to stay inside the blue area of the basketball court. If you go
outside that you will be frozen. (Hand out pinnies to taggers) Ready, Go!
Introduction 3 min Students will be sitting
in their circle spots
facing the teacher with
their hands to
themselves.
Students will be able
to sit quietly with
their hands to
themselves and their
eyes on the teacher
during the
introduction.
Ok boys and girls, today we are going to explore using bean bags. Has anyone
ever played with a bean bag before? Good. Each of you is going to stand on a poly
spot and I am going to hand out bean bags. We are going to work on moving the
bean bags in different ways and using different parts of our bodies. Once you get a
bean bag, what are some things you think we aren’t supposed to do with it? You
will keep it between your feet until I tell you to pick it up. When I say freeze after we
have been using the bean bags, you will drop the bean bag between your legs.
Does anyone have any questions? Ok, with our lips closed, everyone needs to go
find a poly spot to stand on.
Core 25 min Students will be
standing on their own
poly spot facing the
teacher with the bean
bag in their hands.
Students will be able
to successfully toss
and catch the bean
bag 3 out of 5 times
during the activity.

3. lpmanipulatives3-140603110808-phpapp01.docx
Revised 01/11/11
Task Progression
(Student Activity)
Time Management
Arrangement
.
Teacher
Communication
Script & Performance
Cues
(Write out your script,
introducing tasks, getting
equipment, transitioning
from activities. Cues and
example feedback
statements)
Type in large box below
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
Everyone pick their bean bags up off the ground. What does it feel like? Is it hard
or soft? Heavy or light? What is the shape of your bean bag? Raise your bean bag
in the air if you have a yellow bean bag? Blue? Red? Green? Good. Now, while still
keeping the bean bag in your hand, who can make their bean bag go up and
down? Side to side? In big circles? Small circles? What other shapes can you draw
with your bean bag? Now we are going to pretend the bean bag is a roll of tape,
and we are going to wrap ourselves up! Now can you unwrap yourself? Great job
boys and girls. Now let’s wrap the bean bag around each leg. Can anyone make a
figure eight? (teacher demonstration of a figure 8) Now we are going to practice
balancing the bean bag. I am going to yell out a body part and you are going to try
to balance the bean bag on the body part. Top of hand, bottom of hand, top of
head. Now we are going to try to walk with the bean bag on top of our heads.
When I start the music, you are going to try to balance the bean bag on top of your
head while you walk. In order to balance the beanbag, we need to remember to
have airplane arms while we walk. When the music stops, get to a poly spot as
fast as you can. (Play music) Now I want you to try to place the bean bag on the
top of your foot and bring it up to your hands like this (teacher demonstration) Now
we are going to work on tossing and catching the bean bag. First, I want you to
work on tossing the bean bag in the air with two hands and catching it with two
hands. Cues for tossing: both hands together begging for cookies with beanbag in
the middle, flick wrists towards body like telling someone to “come here”. Cues for
catching: hands together close to body, palms up like you’re begging mommy for
cookies, thumbs out, cradle the beanbag like you’re catching an egg. (plays music
while students toss and catch bean bag with two hands) Now I want you to try to
throw it up with one hand and catch it with two (plays music) Now let’s see if
anyone can toss it with 1 hand and catch it. (plays music) If you can toss and catch
it easily, try to toss it a little bit higher. Don’t throw it as high as you can, because if
you do that and hit someone I’m going to ask you to sit out. Finally, we are going to
try to walk around while tossing and catching. You can toss and catch it however
you want while you walk around. (with one hand or two) whichever is easier for
you. (plays music) Everyone grab their bean bags and get to their circle spots!
5,4,3,2,1! (students must be in circle spots by the time teacher gets to 1)

4. Task Progression
(Student Activity)
Time Management
Arrangement
.
Teacher
Communication
Script & Performance
Cues
(Write out your script,
introducing tasks, getting
equipment, transitioning
from activities. Cues and
example feedback
statements)
Type in large box below
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
Closure 5 min Students will be sitting
in their circle spots
facing the teacher.
Students will be able
to answer questions
about cues for
catching and tossing
as well as what they
learned during the
lesson.
Who can tell me what they learned today? (choose a few different students and
allow them to explain what they learned) What was your favorite part of the lesson?
(choose a few different students and allow them to explain their favorite part) Who
can tell me the cues of catching? Tossing? If you have a yellow bean bag hold it in
the air. Blue, green, red (teacher collects bean bags) I’m proud of how well
everyone followed directions today and how well we did tossing the bean bags.
Next time I teach you guys, we will be working on moving the bean bags between
partners and we might even get to play a fun game with them! Sound good? Ok, if
you have blond hair line up at the door. Brown next. Black next. Finally, red.

5. lpmanipulatives3-140603110808-phpapp01.docx
Revised 01/11/11
Task Progression
(Student Activity)
Time Management
Arrangement
.
Teacher
Communication
Script & Performance
Cues
(Write out your script,
introducing tasks, getting
equipment, transitioning
from activities. Cues and
example feedback
statements)
Type in large box below
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
Contingency Plan:
We will participate in the lesson provided if we go
outside or have a double class. If we don’t have the
gymnasium students will work on a crossword puzzle
about the heart wherever we can find space. If
students are late we will still participate in the ASAP
activity as planned, but the core and closure will be
cut a little short.
(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:
CD player with CD for music and start and stop
signals
(Music, Heart Rate Monitors, Pedometers, FLIP video cameras,
digital cameras, etc,)

6. Contingency Plan:
We will participate in the lesson provided if we go
outside or have a double class. If we don’t have the
gymnasium students will work on a crossword puzzle
about the heart wherever we can find space. If
students are late we will still participate in the ASAP
activity as planned, but the core and closure will be
cut a little short.
(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:
CD player with CD for music and start and stop
signals
(Music, Heart Rate Monitors, Pedometers, FLIP video cameras,
digital cameras, etc,)
Reflection: Three things that went well in my lesson today were the ASAP activity, the introduction,
and the core. The ASAP activity went well because the students were moving around and expressed
to me that they were very tired afterwards. The Introduction went well because the students were
very engaged in the conversation with me about health related fitness and seemed to understand
why the component I was talking about was important. The core went well because students listened
very well and tried all of the activities I challenged them with. They were very receptive to extension
tasks and really enjoyed trying harder activities. Two areas for improvement for me are explaining
tasks a little more simply and using my gym voice. Sometimes I explain activities a little too long and
students get bored and start doing other things, and I need to keep working on developing my gym
voice as well. One thing I would do different next lesson is not pass the bean bags out until everyone
is on their poly spot and quiet because once they got the bean bag in their hands they begin to throw
it around or touch it after I have told them not to. Overall, I think my lesson went really well today.