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Activity Plan HPEX 390
Class/Grade: Fourth Grade
2013
Activity Focus: Planets
# of Students: 15-30 students is ideal
Location:
Date: April 22,
Gym
Equipment: Basketballs, soccer balls, hula-hoops, pictures of the planets, facts about the planets.
Safety Concerns: Make sure the students are not running into each other. Be aware that they will
be using different types of equipment and it may get somewhat chaotic.
National Content Standards (NASPE, 2004)
Virginia Standards of Learning – __________________
- 4.7 The student will investigate and understand the
1. Demonstrates competency in motor skills &
organization of the solar system. Key
movement patterns needed to
concepts include
perform a variety of physical
a) the planets in the solar system;
activities.
2. Demonstrates understanding of movement
b) the order of the planets in the solar
concepts, principles, strategies, & tactics
system; and
as they apply to the learning &
c) the relative sizes of the planets.
performance of physical activities.
- 4.8 The student will investigate and understand the
3. Participates regularly in physical activity.
relationships among Earth, the moon, and the sun. Key
4. Achieves & maintains a health-enhancing level
concepts include
of physical fitness.
a) the motions of Earth, the moon, and the sun;
b) the causes for Earth’s seasons;
5. Exhibits responsible personal & social
c) the causes for the phases of the moon;
behavior that respects self & others in
d) the relative size, position, age, and makeup of
physical activity settings.
6. Values physical activity for health, enjoyment,
Earth, the moon, and the sun; and
challenge, self-expression, and/or social
e) historical contributions in understanding the
interaction.
Earth-moon-sun system.
Virginia Standards of Learning – Health & Physical Ed.
- 4.2 The student will understand and apply
movement concepts and principles in
complex motor skills.
a) Recall and demonstrate movement
principles and concepts for selected motor patterns
and combination skills (e.g., trajectory, force,
speed).
b) Apply movement principles and concepts to
basic game strategies.
c) Use movement principles to improve
personal performance and provide feedback to
others.
d) Use feedback, including available
Activity Plan HPEX 390
technology, to improve performance.
-4.4 The student will demonstrate positive
interactions with others in cooperative
and competitive physical activities.
a) Work productively and respectfully with
others in achieving a common group
goal.
b) Work toward positive solutions in
resolving disagreements.
c) Demonstrate appropriate etiquette and
application of rules and procedures.
Behavioral Objectives:
Affective: Upon completion of the activity time the student will be able to feel confident in their
ability to work as a team as measured by positive interaction with teammates and cooperation with
others.
Psychomotor: Upon completion of the activity time the student will be able increase
cardiorespiratory endurance during activity as measured by pre and post activity pulse rates.
Cognitive: Upon completion of the activity time the student will be able to correctly identify each
of the eight planets as measured by their ability to answer the activity questions correctly.
Health Related Fitness: Upon completion of the activity time the student will be able to identify
that their heart rate increased after running the length of the room as measured by taking their pulse
before they ran and after they ran.
Activity Plan:
Purpose The purpose of this activity is to get the students involved with learning the planets and to
broaden their knowledge on the subject. This activity deals with building the students knowledge as
well as incorporating physical activity into the lesson.
Objectives Given a description of a planet, students will be able to discuss in a group setting and
come to a conclusion for the answer, and incorporate physical activity into the action.
Procedure
a. Introduction
Activity Plan HPEX 390
i. The teacher will introduce the activity by asking the students if they recognize the
eight planets pictured on the wall. Once the students, as a class, identify the eight
planets, the teachers will introduce the activity.
ii. The teacher will introduce the game in individual parts. First, the teacher will assign
(6) groups of (5) students and have them stand behind a tape line on the floor.
iii. The teacher will then tell students that the activity will involve different questions
about each planet that the groups should be familiar with. The teacher will
explain that students should work together when coming up with the answer.
iv. Once the group has agreed on an answer, it’s the job of the first person to run to the
correct planet and tag the wall. Whichever group tags the wall first will receive
one point. The next person is line is responsible for running to tag the wall after
the group comes up with an answer to the second question, and so on and so
forth.
b. Development
i. The teacher will then model once or twice how each group should discuss the
question, come up with an answer, and run to tag the wall.
ii. The teacher will then ask the students to check their pulses before they begin the
game. She will ask them to remember their heart rate in order to compare it once
they’re finished.
iii. The teacher will then have students stand in their groups, he/she will read out the
question and yell “GO” to indicate that the students can begin to discuss and run
if they know the answer.
iv. The teacher will read sixteen facts (two per planet) and make sure that each group is
participating.
c. Summary
i. Once all sixteen facts or questions have been called out, the students will check their
pulse again and determine whether their heart rate increased or decreased over
the course of the activity.
ii. The teacher will have an “exit pass” in which each student will give a fact about any
planet they choose. Once they give the teacher a fact, they are free to leave with
their class.
Materials
-Pictures of the 8 planets
-Enough basketballs for each group (6)
-Enough soccer balls for each group (6)
-Enough hula-hoops for each group (6)
-16 facts for about planets for the teacher to read
Activity Plan HPEX 390
Mercury
1. Closest planet to the sun
2. Smallest of the eight planets
Venus
1. Second from the sun
2. Comes before planet Earth in order
from the sun
Earth
1. The third planet from the sun
2. The planet we live on
Mars
1. The fourth planet from the sun
2. Comes after planet Earth in order
from the sun
Jupiter
1. The fifth planet from the sun
2. Largest planet in our solar system
Saturn
1. The sixth planet from the sun
2. The second largest planet in our
solar system
Uranus
1. The seventh planet from the sun
2. Third largest planet in our solar
system
Neptune
1. The eighth and last planet from the
sun
2. Replaced Pluto as the last planet in
our solar system
Resources:
(n.d.). Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/
Activity Plan HPEX 390
Finer, A. (2009, September 18). The eight planets for kids. Retrieved from
http://kids.nineplanets.org/
Harvey, S. (n.d.). Retrieved from http://solarsystem.nasa.gov/planets/