Teacher Candidate: Danielle Hopkins 8th Grade Fitness Unit Day One Lesson Title The 5 Components of Physical

Fitness Unit Fitness Day One Grade level(s)/Course 8th Grade Date taught Monday February 10th, 2014 Tuesday February 11th, 2014 Monday February 17th, 2014 Tuesday February 18th, 2014

Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title 1. Delta State University Fitness Education Unit Plan 2. 5 Components of Health Related Fitness Publisher 1. G. Matt Dalrymple Delta State University 2. Physical Education Department at Buffalo Academy of the Sacred Heart Date of Publication 1. 2012 2. 2014 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Onalaska Middle School Cooperating teacher Karlene Englerth Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 40 Minutes Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
Students will be performing fitness exercises individually. All students should stay on track with minimal distractions from peers.

List any other special features of your school or classroom that will affect the teaching of this lesson.
Students will be using pedometers for tracking purposes throughout this lesson.

INFORMATION ABOUT THE LESSON Content Strand: PK-12 Standard 3: Participates regularly in physical education PK-12 Standard 4: Achieves and maintains a health enhancing level of physical fitness Enduring Understanding and/or Essential Question This lesson was created to introduce and explore the five health related fitness components. Students will self-guide themselves through each fitness component station, learning new information about each. Once the new information is learned, students will use that knowledge to brainstorm and then perform activities that correspond to each fitness unit. Overall, students will be able to demonstrate how and why different activities correspond to different fitness components. GLE and Symbolic Notation DOK 1 Recall maintains, identifies, states, use 3:3:B2 Maintains a physical activity log documenting progress towards attaining their personal goals 3:3:A1 Completes a survey to determine personal interests and increases awareness of broad range of opportunities existing within the community 4:3:A3 Defines health-related fitness terminology
2 Skill/Concept interpret, predict, construct

1 Recall defines, identifies, name

4:3:B1 Participates in activities designed to improve or maintain all health-related fitness components both during and outside of school Student Learning Outcomes At the end of this lesson, students will be able to describe and explain the difference in each of the health related fitness components. They will also be able to give examples of exercise that qualify for each component. Content Specific Terms: Process Terms: Burpees, Mountain Climbers, Sit-Ups, Push-Ups, High Knees, Butt Kicks, Rotate, Clockwise, Paraphrase, Demonstrate Skipping, Star Jumps, Jumping Jacks, Lunges, Body Weight Squats, Cardiorespiratory Endurance, Muscular Strength, Muscular Endurance, Flexibility, Body Composition Prior Learning/Prior Thinking Students should have some previous knowledge of the five health related fitness components from their previous fitness unit in 7th grade. Students have also (potentially unaware) been performing exercises for the fitness gram that correlate to each fitness component, such as the sit-and-reach and the pacer test.

ASSESSMENT BEFORE THE LESSON Pre-assessment Prior to this lesson, which is the first day of the fitness unit, students have completed a fitness survey. The fitness survey was used to get students thinking about what fitness is, how active they actually are, and their future goals related to their activity level and health goals. This also gave me an idea of the level of fitness knowledge within my students. For example; do they go to the gym compared to do they know where the gym is.

LESSON PLAN OBJECTIVES AND LIFE SKILLS

Skill Development 1. Basic Skill Instruction Students will learn about each fitness component and record their own definition, as well as exercises that correspond to that fitness component. 2. Application of Skills Students will then apply their knowledge of activities that qualify for each given fitness component by performing one of the exercises they brain stormed. 3. Fitness Benefits Skill Related Fitness Life Skills 5. Effort Students will put forth their best effort when performing the health related fitness warm-up, as well as the exercises that correspond to each fitness component. 6. Goal Setting 7. Communication Students may communicate with each other when coming up with the best definition to describe each fitness component. Communication my also occur to cheer on other students when activities are being performed.

4. Health Related Fitness Students will partake in a very active warm-up consisting of a variety of health related fitness activities, including Burpees, lunges, squats, mountain climbers, etc.

Introduction Total time: 5 Minutes Lesson Objective(s): Pedometer Introduction Tracking chart Goal = as many as you can get throughout entire unit Planned Transitions: Return to squad lines once pedometer is on and functioning

Formations / Cues

Assessment

Students will be assigned a pedometer number, which they will use throughout the entire unit, by alphabetical order when using the attendance chart.

Students will be assessed through their pedometer at the end of the class period.

Main Activities Total time: 30 Minutes

Formations / Cues

Assessment

1. Card Warm-up (10 Minutes) When music is playing, students will run around In each corner of the gym there is a poster Gym labeled hearts, spades, clubs or diamonds. Once music stops, students will get a card from the Students will go to the corresponding middle of the gym corner to receive and then perform their Students will perform corresponding exercise given exercise Once exercise is performed, students will return the Card to the middle of the gym and begin running Repeat Planned Transition: Return to squad lines 2. Fitness Components (20 Minutes) Students will be placed in groups according to their squad lines In each corner of the gym will be information on a different fitness component Students will read the information and record their Own created definition on the fitness component Guide worksheet. Students will then perform an exercises related to the fitness component Once complete, and on the instructors command, students will rotate to the component Cool-down Total time: 2 Minutes The fitness components will be spread out in each corner of the gym (excluding body composition) A review of their findings will take place at the end of the class period.

Assessment will be done by observation. 1. Are all students continuously moving about the gym while music is playing? 2. Are all students performing the given exercise, correctly, each time a card is drawn?

Assessment will be done in two ways: 1. Are the students filling out the given handout on fitness components? 2. Did the students perform an exercise that clearly demonstrates the fitness component they were portraying?

Formations / Assessment Strategy

1. Review findings of fitness components 2. Discuss weekly activity log and requirements 3. Return pedometers and record number on the unit tracking chart

Students will be around instructor where they can hear and pay attention without being distracted by any peers.

Assessments: Throughout this lesson, students will be assessed throughout a variety of ways. 1. The pedometer results at the end of the class period will give me a general idea of how active they were compared to the rest of the peers throughout the entire class period. 2. The completion of the fitness component handout will show me that students were self-learning at each fitness component station, as well as understanding the newly presented information. 3. Students will be observed while working in their groups, performing the warm-up, and while performing the exercises that peers choose corresponding their given fitness component. Equipment needs Pedometers, Pedometer Tracking Chart, Deck of Playing Cards, Music, Posters for Card Warm-Up, Fitness Component follow along worksheets, information on fitness components for groups to use as guidance, writing utensils, Weekly Activity Log handout. Safety Considerations Students should be aware of space when performing given exercises, especially during card warm-up and the given fitness component exercises.

Differentiated Instruction If needed, students may work with their peers at each group in coming up with their own definition of each fitness component. Classroom Management/Democratic Practices Students will be grouped by their squad line placement. This will save time and will keep groups on task the entire time, as they most likely will not be paired up with their best friends.

Possible Community Resources:

These activities can take place anywhere; outside, inside, at home, at a local park, at a local club or gym such as the YMCA, etc.

Supplemental materials
1. 2. 3. 4. 5. Pre-Assessment Fitness Survey Pedometer Tracking Chart Fitness Component Worksheet Fitness Component Guidance Weekly Activity Log

Pre-Assessment Fitness Survey

Pedometer Tracking Chart

Fitness Component Worksheet (notes)

Fitness Component Guidance Flexibility

Fitness Component Guidance Cardiorespiratory Endurance

Fitness Component Guidance Muscular Strength

Fitness Component Guidance Muscular Endurance

Weekly Activity Log (Take Home Assignment) (Front Page)

Weekly Activity Log (Take Home Assignment) (Back Page)