LSU Lesson Plan Format

Name(s): Roger Osorio

Lesson Focus: Fitness
Lesson Title: Fitness Monopoly

Date: 9/6/14
Grade: 5th

Class Length: 30
min
Class Size: 24

STANDARDS/BENCHMARK/GLEs:
Standard:
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and
movement patterns.
GLOs:
S1. E1. 5b: Combines locomotor and manipulative skills in a variety of small-sided practice tasks/games
environments.
Standard:
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and
tactics related to movement and performance.
GLOs:
S2. E3. 5c: Analyzes movement situations and applies movement concepts (e.g., force, direction, speed,
pathways, extensions) in small-sided practice task/game environments, dance and gymnastics.
LESSON OBJECTIVES: (TLW)
Cognitive:
TLW will understand how each activity relates to each specific health related fitness component.
Affective:
TLW will understand how health related fitness can improve his/her lifelong goal of fitness.
Psychomotor:
TLW will be able to perform at least 80% of the health related fitness activities.
Skill/Concept Taught
Fitness

Skill Cues/Instructional Cues Used

STUDENT LEARNING TARGETS: (TSW/I will)

Cognitive: I will know how to perform each activity properly and be able to identify which health
related fitness component each activity is a part of.
Affective: I will understand why it is important for me to continue to improve in all the health related
fitness components.
Psychomotor: I will be able to perform at least 80% of the activities that relate to health related fitness.

 ASSESSMENT/EVALUATION:
Cognitive:
Ask students to match the activities with the health related fitness component each belongs in.
Affective:
Ask students how each activity or how each health related fitness components are important for a life
long goal of fitness.
Psychomotor:
Check for students being able to properly perform each activity.

DEPTH OF KNOWLEDGE
Objective

Higher-Order Thinking
Skill Addressed

Learning Styles
Addressed

Teach concepts of health-related

fitness

ACCOMODATIONS:
For students with physical disabilities, partner up with other student who will perform activities for their
team and disabled student will be the counter and encourager for the team.
MODIFICATIONS:
To increase difficulty extend the time of each activity and to decrease difficulty decrease the time.

INTEGRATION:
Math: Students will have to keep track of amount of reps done per activity and add each activity total at end of
lesson.

EQUIPMENT/TEACHER MATERIALS:
Item:
Jump Rope
Hoola Hoops
Dice
Soccer Balls

Amount:
4
10
2
2

Basketballs
Scarfs
Plastic Fish or Toys

2
4
2

RESOURCES:
Pecentral.org
SAFETY:
Have enough space for students to perform activities without bumping each other or hitting each other with
equipment.
Emphasize proper form to avoid injuries.

LESSON PROCEDURES/ACTIVITIES:
Time
30 sec

Activity Description
Anticipatory Set:
Raise your hand if you have ever played Monopoly?
Well today we will play a real life size game of Monopoly
with a fitness twist to it!

10 sec

Transition
Before we start we have to get started with our instant activity.

1 min

Instant Activity Instruction:

Hospital Tag
In hospital tag there will be one germ whose job is to get the
healthy people sick by tagging them. If you are a tagged you
have to lay down because the germ that tagged you just made
you very very sick. There will be two ambulance drivers and a
doctor. The job of the ambulance drivers is to quickly find the
sick people and carry them(one by hand and one by feet) to
the doctor who will be doing jumping jacks(getting ready for
sick patients) and when sick person is brought doctor tags
them and heals them.

10 sec

Transition
Hand noodle to germ.
Assign ambulance drivers and doctor

Skill/Teacher Cues

When I say go you may begin

Instant Activity Game Play:
Students will play activity for about four minutes.
4 min
Emphasize safety of keeping head up and eyes open when
moving around. Also for ambulance drivers to softly move
around and place down sick patients carefully at doctor.

10 sec

Time
1 min
30 sec

2 min

30 sec

Transition
1,2,3 freeze. Students take a seat in front of me and taggers
hand me noodles.

Activity Description
Skill Instruction:
Demonstrate and explain the activities that we will perform
today in our culminating activity game.
Now we will practice some of these activities together. I will
call out an activity and I want to see you properly do this
activity
Skill Practice:
Then all students will do activities along with teacher.
1. Push ups & modified push ups
2. Ski Jumps
3. Box Steps
4. Jump Rope
5. NFL Hoop Agility
6. Soccer Ball Toe Touches
7. Playground Ball Dribbling in Hoops
8. Body: Paper Rock Scissors
9. Hoola Hoop
10. Object Walk and Balance
11. Scarf Juggling
12. Stretch
Transition
Now we will use these activities that we learned and play a
game of Fitness Monopoly with them.

Skill/Teacher Cues

Time

4 min

30 sec

10 min

Activity Description
Culminating Activity Instruction:
Fitness Monopoly

Skill/Teacher Cues

Fitness monopoly is an activity that makes the gym into a

game board for fitness activities. Set up four cones at the
corners of the playing area and then put different colored poly
spots between the cones to connect them.
To begin the game have the students stand on a poly spot. On
the teachers signal the students look on their spot and they
perform the activity listed on that card. They continue until
they hear the stop signal (or the music stops).
Teach will roll the dice and the rest of the students move either
in clockwise direction that number of poly spots on the game
board. The students then look under the new spot and begin
that new activity upon hearing the start signal.

Transition
When I say go I want you to find a partner and then find an
open poly spot to stand by with your partner. Once all partners
are standing by a polyspot I will know we are all ready to
begin.
Culminating Activity/Skill Application:
Students will play Fitness Monopoly along with partner and
perform all the activities learned until stop signal.
At Stop signal teacher will ask students to raise hand if they
had a(pick one) Fitness, or Muscular Endurance, or Muscular
Strength, or Aerobic endurance to check for understanding.

30 sec

Transition
1,2,3 freeze. Come take a seat around me.

CLOSURE:
What were some of the most challenging activities in Fitness Monopoly?
(Ask why and explain why that activity may be more difficult because of lack of certain muscle used)
What are some examples of activities to strengthen those muscles?