Category Archives: Movement

TEDU 390 – Activity Plan Assignment

This is a movement based lesson plan, created by my group in TEDU 390, that can be used by a classroom teacher to try and incorporate a type of physical activity into their curriculum teaching. This lesson in particular has a math focus and ties angle concepts into yoga.

Physical Education Activity Plan Assignment

Group: Jayne Benitez Abreu, Abigail Brown, & Melanie Gin

Class/Grade:  4th Grade         Activity Focus: Math/Geometry – Angles     # of Students: 20-30

Location:    Gym     Classroom     Field     Blacktop  

Equipment: There is no equipment needed for the students to use. The instructor will need a whiteboard or posters with the different angle types (acute, obtuse, right, and straight) on them as a reference for the students.

Safety Concerns: Students should: be sure to check their shoes are ready for movement, put everything away, review classroom rules, consider spatial awareness, consider how to be respectful, and be told to be conservative with their movements (stretches should not strain the body, just a little push). All students should have enough space that they will not touch other people during the exercise. All other materials should be moved so there is nothing to trip and nothing for students to hit themselves on.

National Content Standards (NASPE, 2004)

The Physically literate individual…

  1. Demonstrates competency in a variety of motor skills and movement patterns.
  2. Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
  3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
  4. Exhibits responsible personal and social behavior that respects self and others.
  5. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Virginia Standards of Learning – Grade____4___

Subject ____Math ___

SOL Section 4.10 a) – Geometry:

Identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices

Virginia Standards of Learning – Health & Physical Ed.

SOL Section 4.1 a) – Motor Skill Development:

–  Demonstrate mature form for specialized locomotor, non-locomotor, and manipulative skill combinations in game and modified sports activities, to include overhand throw and catch with a partner while moving, overhand throw to a target for distance, dribbling and passing soccer ball with varying speed while moving, dribbling with non-dominant/non-preferred hand

SOL Section 4.4 a) – Social Development:

–  Identify a group goal and the strategies needed for successful completion while working productively and respectfully with others.

Behavioral Objectives:

Affective:  Upon completion of the activity time the student will be able to feel happiness and enjoy interacting with peers as measured by the expressions on their faces.

Psychomotor:  Upon completion of the activity time the student will be able to perform mature, non-locomotor movements and maintain good personal and public space as measured by observations from the instructor as students perform task.

Cognitive:  Upon completion of the activity time the student will be able to differentiate the four types of angles (acute, obtuse, right, straight) as measured by observation of student performance during the activity and review of the visuals provided.

Health Related Fitness: Upon completion of the activity time the student will be able to improve their flexibility as measured by the demonstration and proper holding of yoga poses performed in class.

Activity Plan

Angle Yoga. This will be a whole class, instructor led activity that combines basic yoga and the geometric concepts of angles into one activity.

  • The activity will begin with a simple review on angles, using the posters or whiteboard in the room to go through the four basic types with the students to ensure they have a frame of reference for the activity.
  • Students will visually see representations of each, and the instructor will describe the characteristics and the names of each angle. This should take about 1-2 mins.
  • Next, the instructor will have the class spread out around the gym, making sure students have decent spacing, and briefly describe the activity of the day is yoga, and what that means. Make sure the students understand that this is a calm, stretching activity and that this will be a quiet, very little talking activity.
  • Have them practice deep breathing to get them into the correct mindset. They will simply breathe in and out slowly and deeply following the instructor’s example to get them to relax for about a minute. The instructor will do a brief demonstration of how it should look, breathing in for 5 seconds, and breathing out for 7.
  • Following this, the instructor will begin demonstrating the first yoga angle pose and ask the students to copy the pose. As all of the students get into the pose, the instructor will ask the class at large which of the 4 angles they are performing, to which the class with respond with the answer. The instructor must be sure to highlight to the students which part of the body they are asking about. For instance, if the angle is made with the arms, the instructor will say: “What kind of angle are our arms making right now?” The class will then try to hold it for about a minute, being sure to stretch and move without putting too much stress on the body.
  • This will be continued for the remaining poses (about 3-5) as well and will last a total of about 5-6 minutes. Finally, the class will finish their activity, shake everything out, and then gather around for a quick review of the angle concepts.
  • Total approximate, activity time: 10 mins.


(original poses referenced from:

–          Acute – Arms in a ‘V’ form above the body while standing straight and reaching upwards with feet together (mountain pose)

–          Obtuse – Arms held out to side, in wide ‘V’ shape almost straight, but not quite, with body in a lunge position and legs apart (warrior pose)

–          Right – One arm straight out and the other straight up with body standing straight up and one leg bent with foot placed against inner thigh for balance (tree pose)

–          Straight – Arms straight out to sides and upper body bent at angle parallel to the floor w/ legs spread apart (triangle pose)


  • Students unable to participate physically can assist by helping the class make sure their poses are accurate as leaders of the lesson.
  • Students bound to a wheelchair or in a cast can sit in a chair to perform the activity solely with their arms.
  • More time can be given to students who need to follow the activity at their own pace.
  • If a student is having trouble balancing in certain poses, help them modify their pose by allowing them to hold their feet differently.

Resources – The section of the VDOE website that addresses mathematics SOLs and helpful information on the curriculum framework. – The section of the VDOE website that addresses physical education SOLs and other relevant information. -A fun and user-friendly site with information about angles. – The original activity we used as inspiration to develop our lesson plan. – A listed description of the yoga poses used for the exercise. – A fun and interactive video about the different types of angles. Possible way to review information with students before or after the activity.