December 17 18 19

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PE Lesson Plan (10)

Grade level: Period: 3 Overview & purpose: Students will take health related fitness tests for a starting point in their fitness program. This will provide a baseline for monitoring their improvement. Further testing can be used for formative assessment and to allow students to measure their success in attaining personal goals. Outcomes being covered 2.D.1 2.D.2 1.D.1 1.D.2 10 Subject: Physical Health and Education End of Term Fitness Testing Prepared by: Keely Campbell STU Education Intern. Co-operating Teacher: Josh Collins
2.D.3 1.D.7
Objectives
(Specify skills/information that will be learned.)
Students will be expected to: Demonstrate efficient and effective movement skills and concepts Demonstrate a functional level of activity specific motor skills Demonstrate efficient and effective body mechanics Demonstrate an ability to cooperate with others
Materials needed Physical activity clothing Indoor shoes appropriate for the gymnasium Personal fitness testing sheet Pencil Stop watch Exercise mats Beep test recording Pylons Vertical jump measurements Meter sticks Measurement tools Seated stretch test equipment Benches
Information/Background
(Give and/or demonstrate necessary information)
During the first week of school in September the students did the exact same fitness tests as in this lesson for their pre-assessment. At the end of October the students did a midterm fitness test to see if they have improved. They are now doing the fitness test for the final time to see their overall improvement over the course of the semester. They know what to expect and the goal is that they improve from their previous results.
Verification/Assessment
(Steps to check for student understanding)
Assessment should be based on personal improvement and learning, not on attainment of a particular standard. Students can be assessed on their design of circuit training or other program. Evidence of application of the principles of training is the key element. Students may be assessed on their practical appreciation of the need for warm-up and cool-down through observation of their daily behavior. A checklist or rubric can be used. Rubrics and checklists for self, peer, and or teacher assessment will be used. The pre-assessment was in September in the first week of classes when the students were tested on their fitness level. This is the post -assessment or post-test where they are tested mid-way through the term to see if their fitness has improved. The students fitness testing logs are the teachers way of conducting a summative assessment. The teacher observing the students and helping them if necessary, using formative assessment. End of term assessment will be conducted the last week of school (this week) in December to see if the students have improved upon the mid-term testing.
Detention reminders - Nothing as of now.
Activity/Procedure
(Describe the independent activity to reinforce this lesson)
Procedure: 1. 2. Warm up (15 min) Students will warm up with a group activity or a run (2 minutes run, 1 minute walk x2) Students will then grab a drink of water and stretch Fitness Testing Activity (40 min) On Tuesday, students will do their 12 minute run rest (counting how many laps they can do around the gym in the time given, and improve upon the amount of laps they did last time). Students are paired up in partners for all of the fitness test activities. There will be two 12 minute run tests the partner not running records the other persons laps ran. Around a 10 minute walk cool down for all students will follow. On Wednesday, students will complete the following exercises for the indicated amount of time taking turns with their partner and counting each others repetitions. They will take note of what they got and record it in the post -test column on the sheet o Push-ups (1 min) o Sit and Reach o Sit-ups (1 min) o Shuttle Run (30 sec) o Prone Position (plank) o Vertical Jump On Thursday, students will complete the beep test. Two rounds of the beep test will be conducted, one partner keeping an eye on the other. The Beep Test is a 20-metre shuttle-run appraisal. A sound from audio recording determines how fast the participants will have to run. The test gives results that compare with the high-tech appraisals conducted under laboratory settings; it is a highly accurate way to measure your maximal oxygen consumption (or VO2 max). Upon completion they will record the number they made it to, in hopes that they improved from last time. Conclusion (5 min) Students will record what they did that day and pass their sheets back into the teacher Teacher will have an individual discussion with each student Students will have time to get water and change
3. -
Modifications
Modifications have been made for students who are injured or hurt, these students have the option to walk around the gym (if able) during the testing. They can also record their partner and help others in the class if necessary. Students who are unable to help others or walk will be given a worksheet on the fitness unit that we are beginning next week. Very few modifications need to be made for these lessons due to the fact that all activities are individual and based on their personal fitness and improvement.
References Department of Education. (2007). Physical health and education 9/10. In Educational Programs and Services Branch (Ed.), Physical Health and Education 9/10 Curriculum. New Brunswick: Department of Education and Early Childhood Development.
Doing Outcomes Block 1/2 Apply principles of training to a fitness program Participates in physical activity at a level that contributes to the goals of a fitness plan Demonstrates cooperation skills in interactions with others Assess personal results of health-related fitness tests and design a personal program Refine and apply the principles of training in the development of personal fitness Design and implement effective warm-up and cool-down routines for specific activities
Outcome # 1.D.1 1.D.2 1.D.7 2.D.1 2.D.2 2.D.3
Knowing Outcomes Block 1/2 Explain the concept of healthy active living and the wellness-awareness continuum Explain the differences between health-related fitness and skill-related fitness and how they relate to healthy, active living a) Design a fitness program based on the principles of training b) Explain the importance of an appropriate warm-up and cool-down Differentiate between the benefits of active living and physical fitness development, based on the wellness continuum
Outcome # 1.K.1 1.K.2 1.K.3 2.K.1
Explain the principles of training for physical activities
2.K.3
Valuing Outcomes Block 1/2 Demonstrate self-control and willingness to participate in a variety of activities Demonstrate sporting behaviour and fair play in interactions with others Attempt new activities and define success for themselves Apply safety rules, routines, and procedures consistently while participating in physical activity
Outcome # 1.V.1 1.V.2 1.V.3 2.V.1
Personal Reflection: 1. 2. 3. 4. Preparation and Research Was I well prepared? What could I have done differently? Written Plan Was I organized? What did I learn that would help me in the future? Presentation Were the students involved? Was I clear in my presentation? How was the pacing? Assessment What did the class do? How do I know if they were successful? What should I change for next time?

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1

PE Lesson Plan (10)

Detention reminders - Nothing as of now.

Outcome # 1.D.1 1.D.2 1.D.7 2.D.1 2.D.2 2.D.3

Outcome # 1.K.1 1.K.2 1.K.3 2.K.1

Explain the principles of training for physical activities

Outcome # 1.V.1 1.V.2 1.V.3 2.V.1

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