Homeschool - Fitness

Name: Shelby McChesney

Lesson Title or Subject/Topic: Fitness
Unit: Fitness
Date: 4/18/16
Estimated Time/Length of Lesson: 30 minutes
Grade Level: 9-12
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.

The students participate in fun and engaging fitness activities that require them to critically
think and work together as a team.

National P.E. Standards:

Standard 1 - The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Standard 2 - The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
InTASC Standards:
Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across
the cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Learning Differences. The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable each learner
to meet high standards.
Learning Environments. The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation.
Content Knowledge. The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make
these aspects of the discipline accessible and meaningful for learners to assure mastery of
1

the content.
Application of Content. The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
Planning for Instruction. The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,
cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

LEARNING GOALS
The students will demonstrate an understanding of the rules of each activity.
OBJECTIVES
Psychomotor TSWBAT demonstrate how each fitness game will be played by
participating in each game for the duration of game play.
Cognitive TSWBAT understand how each game is played and the affects each
game has on their cardiovascular strength and endurance.
Affective TSWBAT cooperate and work together with their peers in both a
teamwork and competitive fashion.

Safety
Statement

Check that playing area is free from obstacles. Soles of shoes should be dry before entering
the gymnasium. Be quiet while directions and demonstrations are being given. Treat others
and equipment with respect. Pay attention at all times. Stretch before you play.

Assessment of
Learning

Formative: I will check for understanding after an explanation of each activity is given.

Describe your
formative and
summative
assessments you
will use.
Learning
Environment/
Behavior
Expectations

Summative: I will be walking around the play area to make sure students are understanding
the rules of the game.

Instructor will be in the gym to assist students while they perform the given activities.
Remind students to keep enough space between each other. Make sure that ALL students
are being included in the activities. Encourage students to try their best.

What procedures
will you use to
ensure students
are safe, on task
and engaged?

I will give clear, concise instructions

Be safe
Be respectful to the teacher, the equipment, and your peers
Remind students to find their own space
Move to see the instructor
Have fun!

What might

Expectations:
2

happen that you

might not
expect?

If a student is misbehaving or disturbing his or her peers, the student will receive a verbal
warning.

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: None
Motivational Set
___0_____ Minutes
How will you start the
lesson to engage and
motivate students in
learning?
Instruction: (Body of
the lesson)
__________ 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.

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 as they come in to the gym

Overview of Activities stretch during instructions
6 Team Tag
Tic Tac Agility
One Direction

Demonstration #1:

Activity 1: 6 Team Tag (5 minutes)

Equipment:
o 6 color pinnies
o Random equipment for tagging purposes
Set up:
o Create 6 different types of taggers for a particular student interest
o Jurassic Park
T-rex put arms in shirt to make small arms
Velociraptor hold hands with each other
Pterodactyl Arms out/noodles in shirt reaching out like flying
Stegosaurus tail with a noodle
3

Tourist no equipment
Triceratops noodle on top of head
Game objective:
o To tag as many of the opponents as possible while remaining untagged
How to Play:
o Each tagging team has their own unique way of tagging the opposite
teams.
o When a player is tagged, they either take a knee or can be saved by a
teammate who gives a saving tag or if they are in a push-up/crab
walk position and can tag another opponent.

Transition: What muscles did that work? Can you feel your heart beating faster?
Lets move on to the next activity! (1 minute)
Demonstration #2:

Activity 2: Tic Tac Agility (5 minutes)

Equipment:
o Floor tape to make tic tac toe board outlines
o 5 same colored beanbags for each player (each player must have a
different color from their partner)
Rules:
o Partners work together to create a 4-8 step handshake start
o Once partners complete handshake, game is on!
o Each partner runs back to their line and grabs on beanbag, then returns
to the board and drops it in an open space.
o Players repeat this step until someone gets 3 in a row on the board, just
like tic tac toe
Variations: Rotate partners every 2-3 minutes.

Transition: Did your heart beat faster during this activity? Lets move on to the next
activity! (1 minute)
Demonstration #3:

Activity 3: One Direction (5 minutes)

Equipment: none
Rules:
o Students will need a partner
o One partner is the runner and the other is the chaser
o The runner will take off with a 5 step head start
o S/he can only turn right and must go AT LEAST 5 steps in one
direction before turning Students can only more North, East, South,
and West.
o The round is over when the chaser, who also can only turn right,
catches the runner.
o The chaser must obey the same rules as the runner but does not have
4

Closure
____5____ Minutes

to take the same path

Variation:
o Runner can only turn on way (right) while the chaser can only turn
opposite direction (left).

What fitness component did all of these activities work on?

What did you enjoy and not enjoy about each activity?

How will you end the

lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

Students with IEPs or 504 plans or students requiring other

accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A

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

Learning Styles/Preferences: Will be giving verbal cues, visual

demonstrations, and putting words on board to read and visually
see.
Floor tape
Bean bags
6 different colored pinnies
Noodles

What materials do the

students need for this
lesson?

Academic Language Demand(s):

What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson

None

What specific way(s)

will students need to use
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON

Listen to instructor when instructor is giving directions for each activity

Ask questions if you do not understand how to perform the activity
Teacher will demonstrate how to perform each activity
Continually use verbal cues while supervising students

PRE-PLANNING: Explain if their was previous instruction in this activity (

levels)

POST PLANNING: Assessment informs Teaching: what are future need

assessment results.
TEACHER REFLECTION NOTES:

ATTACHMENTS

List references and

Other Resources
used to support or
develop the lesson.

Dinosaur posters

Resources:
Phys Ed Faves: Blown in 120 minutes