UW-Platteville HPE Program Physical Education Lesson Plan Template - Lesson Title - Non-Locomotor Skills - Spatial Awareness, Bending, Twisting, Stretching, Turning Unit Non-Locomotor Day - 10

Sep 23, 2026

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Physical education lesson plan for kindergarten and first grade focused on non-locomotor fundamentals. Students review and practice spatial awareness and body movements including bending, twisting, stretching, and turning, demonstrating skills using specific cues. The plan aligns with Wisconsin physical education standards (Standard 5) and targets cooperation, fair play, and responsible personal and social behavior. It specifies instructional time, integrated grouping, classroom supports, differentiated accommodations for learners including ELL, 504, and autism-related needs, and assessment activities before and during the lesson.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages9

Reading Time3 min

AccessFree to download

Lesson Title and Unit Overview

Grade Level and Date Taught

Instructional References and Planning Expectations

Time Allocation and Grouping

Classroom Support Features

Student Learning Needs

Student Counts and Support Types

Accommodations and IEP/504 Considerations

Lesson Standards and Learning Outcomes

Content Standards and Enduring Understanding

GLE/Symbolic Notation and DOK

Student Learning Outcomes (Psychomotor/Cognitive/Affective)

Instructional Language and Prior Learning

Academic Language and Terms

Prior Learning and Misconceptions

Pre-Assessment and Objectives

Assessment Before the Lesson

Skill Development and Warm-Up Application

UW-Platteville HPE Program Physical Education Lesson Plan Template Lesson Title: Non-Locomotor Skills – Spatial Awareness, Bending, Twisting, Stretching, Turning Unit Non-Locomotor Day\# 10 Grade level(s)/Course Kindergarten/First Grade Date taught – April 23rd, 2014 (Wednesday) | Textbook, Instructional Program, or Web Resource referenced to guide your instruction
Title: Come On Everybody, Let’s Sing! (p. 203)
Publisher: Warner Bros. Publications U.S. Inc.
Date of Publication: 2000 | | --- | | District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
We are expected to have students learn new skills, whether it’s for a game, motor, or for life. We will keep the students full of zip throughout the class period. Students will learn concepts related to the topics and as teachers, we will use a variety of instructional strategies to meet the needs of our students. | | Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
The physical education program teaches 20 minute lessons. We devote 3-4 weeks to a given unit. | | Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
Our class is integrated, so there will be no ability grouping/ | | List any other special features of your school or classroom that will affect the teaching of this lesson.
We are given an aid or a paraprofessional as needed in the gym. | INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS | Total \# of students 26 \# of Males 13 \# of Females 13 | | | | --- | --- | --- | | Special Needs Students: Category | Number of Students | Accommodations and/or pertinent IEP Objectives | | Students with IEPs | 0 | N/A | | English Language Learners | 1 | Student will be able to witness activities being demonstrated beforehand to have a better comprehension of the task and skills at hand | | Gifted and Talented | 1 | Student will be in a flexible group; depending on the activity and/or skill | | 504 | 1 | Instruction for the Student (who is visually impaired) will include audio and visual cues. Descriptiveswill be used throughout the entire lesson. | | Autism or other special needs (Emotional-Behavioral Disorders) | 1 | Student with a behavioral disorder may be given 1 on 1 assistance from their aid or paraprofessional. In some cases, they may need a break from the activity or the class. | | Use information here to complete the “Differentiated Instruction” and “Classroom Management”prompt within actual lesson plan. | | | INFORMATION ABOUT THE LESSON | Content Strand – Wisconsin K-12 PHYSED Content Standards or NASPE K-12 PHYSED Content Standards
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. | | | | --- | --- | --- | | Enduring Understanding and/or Essential Question
The main purpose of our lesson is to teach the basics of non-locomotor skills to kindergarten and first grade students. We will review non-locomotor skills such as spatial awareness, bending, twisting, stretching, and turning. They will be able to demonstrate a non-locomotor skill when given specific cues. | | | | GLE and Symbolic Notation
WIS PE 5:1:B1 Shows cooperation and fair play for others by helping, sharing, and taking turns.
WIS PE5:1:B2 Participates in a variety of cooperative activities | DOK = Depth of Knowledge
Standard 5 WIS PE 5:1:B1: 1-2
Standard 5 WIS PE5:1:B2: 1 | | | Student Learning Outcomes
Psychomotor: Practicing the non-locomotor skills
Cognitive: Learning what non-locomotor means
Affective: Sportsmanship, playing fair and giving aid to students when appropriate; Be respectful | | | | Academic Language – locomotor, non-locomotor | | | | Content specific terms:
Swaying, bending, twisting, ect. | | Process terms:
Alternating leaders | | Prior Learning/Prior

FAQs

What non-locomotor skills are students expected to learn and demonstrate?

Students focus on spatial awareness, bending, twisting, stretching, and turning. They demonstrate each non-locomotor skill when given specific cues.

How does the plan address learners with different needs?

It provides accommodations for English Language Learners, 504 support (including audio and visual cues), and students with autism or behavioral needs (including 1-on-1 assistance and possible breaks). Gifted learners participate in flexible grouping.

How is learning assessed before the lesson?

Pre-assessment gathers information about student knowledge. Students acknowledge the difference between locomotor and non-locomotor skills and may be asked to demonstrate a non-locomotor skill.

Sep 23, 2026

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