Subject/Grade: Phys. Ed.

4 Lesson Title: Finding ways to be physically active Teacher: Miranda

Hammett

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s):

PE4.1 – Make decisions about and apply, with guidance, strategies (including fitness appraisals) and
principles related to fitness improvement to determine own level of health-related fitness
(cardiovascular endurance, flexibility, muscular endurance, and muscular strength) and to positively
affect own level of health related fitness.

a. Engage, on a consistent basis, in a variety of individual and group activities that support health-related
fitness and that support perceptions of physical activity as being fun (eg., games that require moderate to
vigorous movement, dance, relay races, cross-country skiing, aerobics, lead-up games, cooperative games)

Key Understandings: (‘I Can’ statements) Essential Questions:

- I can jump through the hula hoops while paying attention to  How can we be physically
the other participants around me active?
- I can properly perform a jumping movement (leaving and  How can we have fun while
landing on two feet) when going through the hula hoops being physically active?
- I can properly perform different movement skills such as
jumping jacks, wall sit, sit ups,
- I can use strategic decision making in order to get farther in
the game (through rock, paper, scissors)
- I can positively interact with my peers
- I can respect myself and others
- I can be a positive and encouraging member of my team and
be engaged in the activity.
-
Prerequisite Learning:
N/A

Instructional Strategies:
- Group work/ team work

Stage 2: Determine Evidence for Assessing Learning

- Student demonstrates the ability to properly perform the jumping movement.
- Student shows that they can utilize the jumping movement skill in a faster pace, while jumping
through objects and being aware of where their opponents are.
- Student demonstrates that they are able to listen and follow directions.
- Student demonstrates that they can do proper movement activities such as jumping jacks, sit ups, jump
rope and
 - Student appears to be actively participating. They are being a good team player through supporting
their peers and taking part in the different activities that they are required to do.

Stage 3: Build Learning Plan

Set (Engagement): Length of Time: 8 mins Materials/Resources:
Cat and mouse:  Speakers/stereo to play music
 Hula Hoops (x40)
 Mice can move anywhere inside the playing area and aim to  Picture of hula hoop set up
stay away from the cats. display
 If a cat takes their tail (bib/pinnie) then they go to the Cat’s  Jump ropes (one for each
Den. student)
 To get freed from the Cat’s Den, another mouse must collect  Sit up, jumping jack, wall sit
a new tail and deliver it to the Cat’s Den without trying to and jump rope diagrams (4
get caught. Only 1 tail at a time. copies of each – one picture of
 The game is over once all mice are caught. each for every group)

Management Strategies:
Set up/Materials for Main activity: - If you can hear me hands on
 The gymnasium will be split into two halves (directly down your head, finder on your nose,
the middle) hands on hips, finder on lips.
 The 4 groups will be in their directed corners and provided
with a starting line for the activity. (Group 1 and 2 will be Set up of Environment:
on the left half of the gym and group 3 and 4 will be on the  Gymnasium
right side)  Students will be scattered
 Each group will be given their diagrams for the different around the space within their
movement activities they will do when they aren’t jumping group as they take on different
through the hoops. tasks.
 Each side will have 20 hula hoops set up in a zig zag pattern  Groups will be created using
different line formation
Development: Time: 10-15 mins methods (number order, birth
 Once the course is set up and groups are determined the 4 month) and using the
groups will line up at their starting points. numbering off method to create
 Each team member will line up one after the other behind groups.
their starting line.
 On “GO” the first person in line for each team will begin Safety Considerations:
jumping through the hoops until they run into their opposing  Have students have an
player/team. understanding of space
 Once the two meet they will take part in a round of rock- (boundaries, other students)
paper-scissors. The winner of that game will continue on  Ensuring that students are using
jumping through the hoops in attempt to reach their the materials properly. Not
opposing team’s end hoop and the loser of the match must using them without instruction.
leave the hoop and run to the back of their line.  Being aware of the materials
 Once the loser of the match leaves their hoop the next they are using and knowing
person in line on the loser’s team can begin jumping
 through the hoops in order to stop the opposing player. Once how to move to avoid tripping
they meet they will do the rock-paper-scissors game again and falling.
and the game will continue from there.  Being aware of how to jump
 If a player makes it through all the hoops and enters their safely and effectively without
opposing teams side then that team gets a point and the landing on the hoops.
game restarts with both team’s players starting from the  Being aware of how to land
beginning again. properly so students do not hurt
 While one student from each team is jumping through the their knees or ankles
hoops the other teammates on the sides must be doing one  Using the skipping rope
of the exercise provided. They will choose which one they properly, giving themselves a
want to do. lot of space, not hitting
 They must either do 15 sit ups, 15 jumping jacks, a 15 ourselves or others. Using it
second wall sit or jump rope for 15 seconds. properly so that we do not hurt
 However, the members of the team that are doing the ourselves.
exercises must also be aware of what is going on with the
hoops so that they can take their turn if their teammate gets
bumped out.

Groups:
 Students will be organized in a line based on their birth
month
 From there students will be numbered off from 1-4, their
number will be their team. Once they get their number they
will go to the corner of the gym where their number is.

Closure: Time: 5 mins

Talk to students about why they think their warm up activity and
their hula hoop showdown activity were both ways to improve their
cardiovascular endurance and muscular endurance.