PE Lesson Plan (9)

Grade level: Period(s): 3 and 4 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 9 Subject: Physical Health and Education Mid-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. 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 in December to see if the students have improved upon the mid-term testing.

Detention reminders - On Tuesday, November 12th at noon, students will be coming to my office to re-do their Badminton Unit Test.

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

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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 Explain the principles of training for physical activities

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

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

Personal Reflection: 1. Preparation and Research Was I well prepared? What could I have done differently? I was well prepared for these lessons. I had my lesson plans done ahead of time and I knew what to expect because of prior experience and discussing with my cooperating teacher. I dont think I could have done much else differently this week is rare in that the students do individual activities and try to do better then they did a couple months ago. During this time it was my job to facilitate, motivate, and help the students when necessary I think I did a good job of this 2. Written Plan Was I organized? What did I learn that would help me in the future? Yes I was well organized. I had the students fitness logs all ready before hand. We were very efficient during these lesso ns I found. The students completed what they needed to and most of them improved! I learned that some students, no matter how many times you tell them, still do not want to participate I will prepare some strategies to help motivate and inspire them for next time. 3. Presentation Were the students involved? Was I clear in my presentation? How was the pacing? During the fitness-testing week all of the physical education classes do the tests at the same time (i.e.: all 3 classes in the gym at once). All of my students were involved and participated, with the exception of a few but after I talked with them they began to participate, however, I noticed a few students from the other classes who didn t participate at all. I think I was clear in my presentation, I had the students attention and there was no confusion as to what they were supposed to do. The pacing was good, as mentioned above. We were very efficient with our time and progressed well successful lessons over all! Assessment What did the class do? How do I know if they were successful? What should I change for next time? The class did this fitness test the first week in September, which would be the pre-assessment for both themselves and the teacher. The first fitness testing is good so both the students and teacher can see what their fitness levels are and where they need improvement. The post -assessment (summative) would be what we did during this lesson, however, there is also another summative assessment done during the last week of classes in December when they do the fitness tests again to see if they improved. Formative assessment is done throughout the lessons as the teacher observes, motivates, and helps the students. Throughout the lesson I took note of the students who were putting in a significant amount of effort. I also took note of the students who were not participating and didnt bring gym clothes.

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