Lesson Plan

Name: Shelby McChesney

Lesson Title or Subject/Topic: Sporting Fitness
Unit: Sporting Fitness
Date: 02/11/12
Estimated Time/Length of Lesson: 30 minutes
Grade Level: 7th grade
Central Focus
What is the
Central Focus
for the content in
the learning
segment?
Content
Standards
What standard(s)
are most relevant
to the learning
goals?
Include SHAPE
Standards and
WI Content
Standards.

Students will develop health-related fitness components as they practice sport skills. They
will work on improving a variety of sport skills including, dribbling a soccer ball, dribbling
a basketball, and throwing a football.

National P.E. Standards:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Wisconsin State Teacher Standards:
Teachers know the subjects they are teaching. The teacher understands the central
concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create
learning experiences that make these aspects of subject matter meaningful for pupils.
Teachers know how children grow. The teacher understands how children with broad
ranges of ability learn and provides instruction that supports their intellectual, social, and
personal development.
Teachers understand that children learn differently. The teacher understands how pupils
differ in their approaches to learning and the barriers that impede learning and can adapt
instruction to meet the diverse needs of pupils, including those with disabilities and
exceptionalities.
Teachers know how to teach. The teacher understands and uses a variety of instructional
strategies, including the use of technology, to encourage children's development of critical
thinking, problem solving, and performance skills.
Teachers know how to manage a classroom. The teacher uses an understanding of
individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and self-motivation.
Teachers communicate well. The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Teachers are able to plan different kinds of lessons. The teacher organizes and plans
systematic instruction based upon knowledge of subject matter, pupils, the community, and
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curriculum goals.
Teachers know how to test for student progress. The teacher understands and uses formal
and informal assessment strategies to evaluate and ensure the continuous intellectual, social,
and physical development of the pupil.
Teachers are able to evaluate themselves. The teacher is a reflective practitioner who
continually evaluates the effects of his or her choices and actions on pupils, parents,
professionals in the learning community and others and who actively seeks out
opportunities to grow professionally.
10 Teachers are connected with other teachers and the community. The teacher fosters
relationships with school colleagues, parents, and agencies in the larger community to
support pupil learning and well being and acts with integrity, fairness and in an ethical
manner.
Student
Learning
Goal(s)/
Objective(s)

LEARNING GOALS
Students will learn how to better work in pairs by using encouragement.
Students will learn how the health-related fitness components and sport skills
intermix with each other.

What are the

specific learning
goal(s) for
student in this
lesson?

OBJECTIVES
Psychomotor The student will be able to demonstrate the skills needed at each
station by dribbling the soccer ball through cones, dribbling the basketball through
cones and shooting the ball in the hoop, throwing the football to each other, and
performing a variety of fitness related activities, 8 out of 10 times, with 80%
accuracy, as observed by the instructor.
Cognitive The student will be able to understand and demonstrate how to dribble a
soccer ball around cones by caressing the ball in stride with dominant foot, the ball
hitting the inside, outside, sole or laces of the shoes, close control, pushing firmly,
keeping head up, pull chin back, arms out, while changing pace and direction
through the cones, as observed by instructor.
o The student will be able to understand and demonstrate how to dribble a
basketball through cones by placing their hand on the ball with their thumb
out, fingers spread wide, ball touching all five finger pads, keeping eyes up,
and dribbling the ball in a yo-yo action with hand on the ball, push ball hard
toward floor, switching back from left and right hands, while changing pace
and direction through the cones, as observed by instructor.
o The student will be able to understand and demonstrate how to throw a
football by grabbing the top of the ball like holding a soda can, put 3-4
fingers on the laces, stretch arm way back to make an L shape, short to
medium step, releasing the ball at 2:00 with right hand (at 11:00 with left
hand), pointing the football upward, turn palm out on follow-through, ball
comes off index finer, and thumb finishes down, as observed by the
instructor.
o The student will be able to demonstrate and understand how to catch a
football by using big hands, reaching out, shape hands like a diamond,
catching the ball in the diamond, using soft hands, pulling ball into chest,
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catching with hands, and turning the ball downward against forearm and
tucking ball under armpit, as observed by instructor.
Affective The student will be able to cooperate with others by using teamwork,
communication, and encouragement when working individually and in pairs.

Safety
Statement

Students will watch out for their peers who are at the other stations right next to them.
Students will always keep head up when dribbling and throwing; to make sure other balls
cause no accidents.

Assessment of
Learning

Questions will be asked at the end of the class period during a class discussion.

Describe your
formative and
summative
assessments you
will use.
Learning
Environment/
Behavior
Expectations
What procedures
will you use to
ensure students
are safe, on task
and engaged?
What might
happen that you
might not
expect?

Instructor will walk around the gym to help students that are having a hard time with the
different sport skills. Remind students to keep enough space between each other (about arms
length away). Make sure that all students are being included in the activities. Encourage
students to try their best even if they may not get the sport skills down right away.
Clear, concise instruction
Be safe
Be respectful to the teacher and to your peers
Remind students to find their own space
Keep students on task
Smooth transitions between all activities
Move to see the instructor
Have fun!!

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity: Wobble Dance
Motivational Set
o 8 jump forward and wobble
____5__ Minutes
o 8 jump backward and wobble
o 8 hustle to the left while staying planted
How will you start the
o 8 hustle to the right while staying planted
lesson to engage and
o 8 step forward and back 5 times
motivate students in
o 8 shuffle to the left to make a 90 degree angle turn
learning?
o Repeat steps

Instruction: (Body of
the lesson)
____21____ Minutes
Write the step by step
Teaching
procedure/progression
here.

Tasks
(Extensions)
activities for
the whole
class.
Example: Hit
the ball over to
your partner
10 times.

What will you say and

do? What questions
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?

1.
2.
3.
4.
5.
6.

Cues
(refinements
) Simple
secrets to
improve
performance.
Example: Hand
in the cookie
jar.

Challenges :
(Applications)More game like
chances to
practice the
same tasks at
the same
difficulty level.
Example: In 90
seconds see
how many
times you can
hit the ball to
your partner.

Modifications
: Add
modifications
to make the
tasks easier
and harder
according to
the skill level
of the
students.

Greet Students
Explain the instant activity
Perform the instant activity
Explain the main activity for the day
Go over each station
Students will perform stations

Demonstration #1:
Activity 1: Sporting Fitness Stations
Station 1: Soccer dribbling
Partner 1 will dribble the soccer ball through the cones, around the cone at the
other side of the court, and then dribble through the cones to make it back to
home base. While partner 1 is dribbling, partner 2 will perform the given
fitness activities that are at home base, until partner 1 gets back.
Partner 2 will then dribble the soccer ball through the cones, around the cone
at the other side of the court, and then dribble through the cones to make it
back to home base. While partner 2 is dribbling, partner 1 will perform the
given fitness activities that are at home base, until partner 2 gets back.
Station 2: Agility ladders and Over/Under bars
This can be a competition activity between partners.
Partner 2 will run through the agility ladders, then through the over and under
bars and back. Partner 1 will be timing partner 2. Partner 1 will write partner
2s time down on a log sheet.
Partner 1 will run through the agility ladders, then through the over and under
bars and back. Partner 2 will be timing partner 1. Partner 2 will write partner
1s time down on a log sheet.
Station 3: Basketball dribbling
Partner 2 will dribble the basketball through the cones. Once partner 2
reaches the basketball hoop, he/she will shoot the ball and make it in 3 times.
Once partner 2 makes it in, then he/she can dribble back through the cones to
home base. While partner 2 is dribbling, partner 1 will perform the given
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Closure
_____2___ Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check

fitness activities that are at home base, until partner 2 gets back to home base.
Partner 1 will dribble the basketball through the cones. Once partner 1
reaches the basketball hoop, he/she will shoot the ball and make it in 3 times.
Once partner 1 makes it in, then he/she can dribble back through the cones to
home base. While partner 1 is dribbling, partner 2 will perform the given
fitness activities that are at home base, until partner 1 gets back to home base.
Station 4: Scooter races
Both partners will hop on their scooters (safely) with both feet on top of the
scooter and hands out on the ground (In a plank-like position). Partners will
race down to the far cone. After the partners make it to the cone, then they
will race back down to home base while sitting on there tush and moving
themselves with their feet.
For students who are unable to do the plank-like position on the scooter, they
can pretend like they are swimming on their scooter, by using their hands to
move themselves forward
Station 5: Football
Partner 1 will run to the first cone while partner 2 stays at home base. Partner
2 will throw the football to partner 1. Once partner 1 receives the football,
both partners will do 5 jumping jacks.
Partner 1 will then run to the second cone while partner 2 stays at home base.
Partner 2 will throw the football to partner 1. Once partner 1 receives the
football, both partners will do 5 jumping jacks.
Partner 1 will run to the third cone while partner 2 stays at home base.
Partner 2 will throw the football to partner 1. Once partner 1 receives the
football, both partners will do 5 jumping jacks.
Once partner 1 is done with his/her jumping jacks at the third cone, he/she
will skip back to the first cone.
Partners will switch positions.
Partner 2 will run to the first cone while partner 1 stays at home base. Partner
1 will throw the football to partner 2. Once partner 2 receives the football,
both partners will do 5 jumping jacks.
Partner 2 will run to the second cone while partner 1 stays at home base.
Partner 1 will throw the football to partner 2. Once partner 2 receives the
football, both partners will do 5 jumping jacks.

I will end the lesson by asking the following questions:

At each station what parts of your body did you work? (Ex. Legs,
biceps, muscular strength, cardiovascular strength, flexibility, etc.)
What relationships did you notice between the sport skills you
worked on and the health related fitness component?

For Understanding
(CFUs)
Hook to next lesson
Differentiation

Next time we will incorporate all of the sport skills by adding other
variables to them.
Students with IEPs or 504 plans or students requiring other
accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual
demonstrations, and putting words on board to read and visually
see.

Materials
What specific
materials/equipment
does the teacher need
for this lesson?
What materials do the
students need for this
lesson?

Agility ladders
Scooters
Cones
2 basketballs
2 soccer balls
2 pencils
2 pieces of paper
2 footballs
Over/under bars
Stopwatch

Academic Language Demand(s):

Cardiovascular endurance
Muscular endurance
Muscular strength
Flexibility
Body composition

What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson
What specific way(s)
Students will need to verbally answer questions from the lesson.
will students need to use
language (reading,
Students will need to listen to instructions to know what is expected of them.
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
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Describe the language

function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON

Encouragement
Positive reinforcement
No negative or derogatory terms will be used in the class
PRE-PLANNING: We have had many physical education classes that hav
each of the sport skills.

POST PLANNING: I will continue to teach my students how the health-re

components intertwine with all types of physical activity.
TEACHER REFLECTION NOTES:

ATTACHMENTS

Task cards

Resources:
List references and
Other Resources
used to support or
develop the lesson.

NASPE book

Station 1: Soccer
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Standing calf stretch

Deep lunge right and left
V-sit groin stretch
Station 2: Agility ladders and Over/Under bars

This can be a competition activity between partners.

Partner 2 will run through the agility ladders, then through the over and under bars and
back. Partner 1 will be timing partner 2. Partner 1 will write partner 2s time down on a
log sheet.
Partner 1 will run through the agility ladders, then through the over and under bars and
back. Partner 2 will be timing partner 1. Partner 2 will write partner 1s time down on a
log sheet.
Partner 1 will dribble the soccer ball through the cones, around the cone at the other side
of the court, and then dribble through the cones to make it back to home base. While
partner 1 is dribbling, partner 2 will perform the given fitness activities that are at home
base, until partner 1 gets back.
Partner 2 will then dribble the soccer ball through the cones, around the cone at the other
side of the court, and then dribble through the cones to make it back to home base. While
partner 2 is dribbling, partner 1 will perform the given fitness activities that are at home
base, until partner 2 gets back.

Station 3: Basketball
Mountain climbers
Crunches
Push-ups

Partner 2 will dribble the basketball through the cones. Once partner 2 reaches the
basketball hoop, he/she will shoot the ball and make it in 3 times. Once partner 2 makes it
in, then he/she can dribble back through the cones to home base. While partner 2 is

dribbling, partner 1 will perform the given fitness activities that are at home base, until
partner 2 gets back to home base.
Partner 1 will dribble the basketball through the cones. Once partner 1 reaches the
basketball hoop, he/she will shoot the ball and make it in 3 times. Once partner 1 makes it
in, then he/she can dribble back through the cones to home base. While partner 1 is
dribbling, partner 2 will perform the given fitness activities that are at home base, until
partner 1 gets back to home base.

Station 4: Scooter Races

Both partners will hop on their scooters (safely) with both feet on top of the scooter and
hands out on the ground (In a plank-like position). Partners will race down to the far cone.
After the partners make it to the cone, then they will race back down to home base while
sitting on there tush and moving themselves with their feet.
For students who are unable to do the plank-like position on the scooter, they can pretend
like they are swimming on their scooter, by using their hands to move themselves forward

Station 5: Football
Partner 1 will run to the first cone while partner 2 stays at home base. Partner 2 will throw
the football to partner 1. Once partner 1 receives the football, both partners will do 5
jumping jacks.
Partner 1 will then run to the second cone while partner 2 stays at home base. Partner 2
will throw the football to partner 1. Once partner 1 receives the football, both partners will
do 5 jumping jacks.
Partner 1 will run to the third cone while partner 2 stays at home base. Partner 2 will
throw the football to partner 1. Once partner 1 receives the football, both partners will do
5 jumping jacks.
Once partner 1 is done with his/her jumping jacks at the third cone, he/she will skip back
to the first cone.
Partners will switch positions.

Partner 2 will run to the first cone while partner 1 stays at home base. Partner 1 will throw
the football to partner 2. Once partner 2 receives the football, both partners will do 5
jumping jacks.
Partner 2 will run to the second cone while partner 1 stays at home base. Partner 1 will
throw the football to partner 2. Once partner 2 receives the football, both partners will do
5 jumping jacks.

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