KTIP Lesson Plan Format
Lesson Plan Format
Name: Damian Vitale Date:
Subject: Fitness development # of Students: 18 # of IEP Students: 0
Major content: Physical Education Unit Title:
Fitness Development: 2-week
unit 3-50
minute classes.
ACTIONS—Described prior to observation
Goals and Objectives-
Students will be able to understand and discuss basic elements of fitness, aerobic fitness, muscular fitness and flexibility.
Students will be able to use these components to design a basic fitness program using concepts of exercise duration, intensity and frequency.
Students will get introductory experience in advanced fitness/sport conditioning concepts.
Students will be able to define aerobic and muscular fitness.
Connections-
2.31 Students demonstrate skills and self-responsibility in understanding, achieving, and maintaining physical wellness.
By designing individual workout program,
students will experience personal responsibility for wellness by choosing
activities they can and choose to do. By
using frequency, duration and intensity, students will demonstrate their
understanding of basic fitness concepts.
2.32 Students demonstrate positive strategies for achieving and maintaining mental and emotional wellness.
Through
design of exercise program and by experiencing various exercise modalities, it
is hoped students develop a positive attitude toward exercise. Students will learn about the link between
physical wellness and mental wellness
thereby adopt positive strategies toward mental emotional wellness.
2.33 Students demonstrate the ability to assess and access health systems, services and resources available in their community which maintain and promote healthy living for its citizens.
Through
discussion, guest speaker and a resource list, students will have readily
available information regarding community resources available for maintaining
physical and mental wellness.
2.35 Students demonstrate knowledge, skills,and values that have lifetime implications for involvement in physical activity.
Through
the unit and through developing individual workout plans, Students will be
expected to demonstrate knowledge of lifetime skills necessary to wellness and
also how to implement these skills into daily living.
Context-
The fitness unit is an integral part of the physical education department’s goal of developing interest in lifelong fitness. This unit also directly serves the goal of providing students with the knowledge and skills to take responsibility for their own physical fitness. Each of the six lessons in this unit are designed to address certain aspects of fitness in order to: provide students with a better understanding of fitness concepts; assess their position on a fitness spectrum and develop a plan for meeting their fitness goals; and educate students about resources available to them in pursuing their fitness goals. By teaching fitness, it is believed that students will better be able to control their wellness and thereby be more productive citizens.
Resources-
Fitness Pre-test
Heart Rate Monitors
Internet sites that provide standards and assessment tools.
http://www.acsm.org/index.asp (ACSM Home Page)
Guidelines for
Healthy Aerobic Activity (ACSM Link)
Calculating Your Exercise Heart Rate Range (Heart Rate Calculation Link)
Procedures-
There are no students with physical disabilities in this class. For those less fit or less physically capable, all activities are designed to allow for maximum participation without regard to ability or fitness level. While some activities (the mile walk/jog and the pacer) will point out discrepancies in fitness and athleticism between students, part of this goal is for students to recognize their place on the fitness spectrum and put it in proper perspective relative to their fitness goals.
Lesson:
Students change: 3-5 minutes
Daily warm-up: 5-8 minute jog
Discussion: Introduce unit. 8-10 minutes
Fitness can and SHOULD BE ENJOYABLE AND/OR FUN. Make statement that if fitness is not enjoyable it is the individual’s responsibility.
Students will design workout program that must meet the criteria listed in the rubric. Discuss rubric. Assign due date as last day of unit. Advise not to start on this until second week as they won’t have all information needed.
Preview and prime unit. Some will be fitness through fun and games; some will be fitness through blood, sweat and tears.
Give Pre-test on fitness fundamentals.
Active Game: 20-25 minutes.
Roller
tag,
Lesson 2: 50 minutes
Change: 3-5 minutes
Warm-up: 2-3 minute jog
Discuss basic elements of fitness: 5-6 minutes
Cardiovascular fitness- general meaning and modalities
Muscular fitness- general meaning and modalities
Flexibility- general meaning and modalities
Activity: 30 minutes
2- 1 miles on the clock. 1 walk, jog or run; 1 jog or run. Take heart rate after each mile. Those who finish first stretch and may do push ups or sit ups. Those who run both are looking for same times or second one faster than first. Those who choose to walk must do so fast.
Hand out on fitness info. Keep in folder. Study for post test on fitness.
Lesson 3: 50 minutes
Change: 3-5 minutes, PUT ON HEART RATE MONITORS
Warm-up: Jump rope 5-8 minutes
Discuss fitness levels and goals: 4-6 minutes
High fitness levels not needed for health
High fitness only for those who want it and/or need it. i.e. athletes.
How much fitness depends on individual goals.
Fitness depends on workout duration, intensity, and frequency. Define each.
Activity: 20 minutes.
Poisen Penguins and Variations: ON WHISTLE: note heart rate, LISTEN FOR EXERICE (alternate between sets of push ups and crunches) record heart rate after poison penguins, and after exercises).
Activity: 5-7 minutes:
Pull ups w/ spotters if needed or flexed arm hang.
Homework: Visit ACSM site and calculate MHR and 5% increments.
Lesson 4: 50 minutes
Change: 3-5 minutes
Warm up: Partner tag 5-8 minutes
Discuss fitness assessments and applications: 3-5 minutes.
Activity: Pacer test followed by class stretch. 20 minutes.
Take any questions regarding workout design project.
REMIND
STUDENTS NOT TO CHANGE NEXT CLASS FOR LECTURE:
Lesson
5:
NO CHANGE
Guest Speaker: 45 minutes.
Introduce speaker, reason for being here:
Describe personal background in exercise, fitness and wellness as well as gym or gyms works out in.
Hand out flyer on local exercise options: fitness centers, parks, etc.
Lesson 6: 50 minutes
Change: 3-5 minutes, PUT ON HEART RATE MONITORS
Warm up: On board includes laps and calisthenics
Activity: Circuit. Include one game at least (crab soccer, b-ball, floor hockey, etc.) Record Heart rates after each station on sheet provided.
Student Assessment-
Students’ workout homework will be assessed according to rubric found in assessment link on web page.
An informal assessment of general class knowledge will be taken from pre-test results. Depth of topic covered will be adjusted accordingly.
Students will also be evaluated on how they assess Pacer score and describe ways to allow fitness to decline, maintain fitness, or improve fitness according to rubric found in assessment link.
Heart rate recordings will also be assessed.
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REFINEMENT- Prepared after the lesson and the post observation conference.
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IMPACT—Prepared after the lesson and post-observation conference
Reflection/Analysis of Teaching and Learning-
Discuss student progress in relation to the sated objectives (i.e., what they learning with indicators of achievement.) Discuss success of instruction as it relates to assessment of student progress. Include three student samples (high, average, low) and an analysis of their performance based on assessment results.
REFINEMENT—Prepared after the lesson and post-observation conference
Lesson Extension/Follow up:
Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.
Note: All three sections (ACTION, IMPACT AND REFINEMENT) should be included in your portfolio for review by each committee member.