PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
Name:

Role:

Lead-X

Name:

Role:

Lead

Assist

Co-Teacher

Other:

Name:

Role:

Lead

Assist

Co-Teacher

Other:

School:

Amy Kaucic

Moscow Middle School

Unit: Nutrition and Games

Assist

Co-Teacher

Other:

Day/Date: Monday, March 28, 2016

Lesson #: 1 of 4

Grade Level: 7

# of Students: 22 (11 males/11

females)
Lesson Length: 51 minutes

Facilities: Moscow Middle School Gymnasium

Equipment (include amount): pedometers (22), 3 pinnies (1 yellow, 1 red, 1 green), 20 soft balls (5 balls per 4 castle crasher
quadrants), Jumbo Speed Stack cups, bowling pins, shields, poly spots for dividing line

Unit Goal(s)

Nutrition, Social Responsibility (Don Hellison), Heart Rate intensity increases

Lesson
Summary /
Set
Induction

Students will wear pedometers to measure MVPA during physical activity. Students nutrition knowledge
and social responsibility will be demonstrated while playing a game

Lesson Big
Idea

What are macronutrients, and why carbs, proteins and fats are important for healthy movement. Students
will actively participate and be engaged in two physical activity games that incorporate nutrition.

National Standards and Grade Level Outcomes:

3 The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
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PEP 421 Secondary Methods in Physical Activity Pedagogy

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S3.M1: Physical activity knowledge Identifies barriers related to maintaining a physically active lifestyle
and seeks solutions for eliminating those barriers.
S3.M17: Develops strategies for balancing healthy food, snacks & water intake, along with daily physical
activity. Describes the relationships between poor nutrition and health risk factors.
4 The physically literate individual exhibits responsible personal and social behavior that respects self and
others.
S4.M1: Exhibits responsible social behavior by cooperating with classmates, demonstrating inclusive
behaviors, and supporting classmates (Grade 7). Accepts responsibility for improving ones own levels of
physical activity and fitness (Grade 8).
5 The physically literate individual recognizes the value of physical activity for health, enjoyment, self-expression
and/or social interaction
S5.M5: Explains the relationship between self-expression and lifelong enjoyment through physical activity
(Gr 7). Identifies and participates in an enjoyable activity that prompts individual self-expression (Gr 8).
Idaho Standards:
3 Valuing a physically active lifestyle; 3.1, participate daily in physical activity for health, enjoyment, and/or
satisfaction, challenge, self-expression and/or social interaction; 6-8.PE.3.1.1 Participate in daily physical activities
to enhance self-confidence by accomplishing personal goals.
4 Personal fitness; 4.1, achieve & maintain a health-enhancing level of physical fitness; 6-8.PE.4.1.4 Assess
physiological indicators of exercise during and after physical activity (e.g. heart rate, pedometer steps)
5 Personal and Social Responsibility; 5.1, exhibit responsible & social behavior that respects self and others in
physical activity settings; 6-8.PE.5.1.1 apply safe practices, ethical behavior, & positive forms of social interaction
when participating in physical activities (e.g. participates within the rules of the activity)

Lesson Objectives/Learning Outcomes: The students will be able to:

Domain:

National
Standar
ds:

1) TSW demonstrate MVPA during game play

4.1

2) TSW recognize that carbohydrates, fat and protein supply different amounts &
types of energy to the body. Students will be able to name a carbohydrate, a fat,
and a protein and tell a teammate 80% of the time during Energy Busters.

4.1

Idaho
Standar
ds:
68.PE.4.1.
1
68.PE.4.1.
4
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PEP 421 Secondary Methods in Physical Activity Pedagogy

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3) TSW participate within the rules of the game, appreciate being active through
playing non-traditional games. Students must High Five one teammate at the
completion of each game.

5.1

68.PE.5.1.
1

Teacher Objectives: The teacher will be able to:

1) Use pedometer to assess MVPA by having students look at their pedometer step count before and after games.
2) Use classroom management for a positive environment.

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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
Developmental Analysis of Content (highlight the section of the DAC this lesson will focus on)
Extension
Starting Point:
Stand with feet slightly apart knees bent

Refinement
Swing your arm back to your hip
Step with your opposite foot
Point to the target

Application
Throw at targets

Stand with feet slight apart knees bent

Same refinements, now add a harder or

softer throw

Throw it harder or softer

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Lesson Plan
Approx.
Time

Student Learning Experiences

(Anticipated Progression of Tasks)

Performanc
e Cues

For each task add at least one idea for intratask variation
or teaching by invitation

20 min=
20 min.

Instant Activity/Warm Up: Fitness with Jump

Rope Across America activity (1/2 the group)
and fitness exercises (1/2 group).

Sixty minutes of MVPA may produce 10,000 to

11,700 steps. Heart rate predicted per age and
target heart rates by age:
Age 12
208
135-176
Age 13
207
133-175
Age 14
206
133-175
Age 15
205
133-174
2 min =
24
minutes

Set Induction- What are macronutrients?

Why are they important? You will be
participating in two games today.
Before beginning the games, please open
your pedometers. Remember your step
number. MVPA is what you want to
accomplish today by being active. Energy
in from the carbs, proteins and fats will
help your body be healthy and ready to be
active. Energy out will be your body
using the energy in (carbs, proteins, fats).
Fat is fuel. It takes less energy to burn
carbohydrates and proteins.
FIRST GAME:
Energy Boosters helps you have the fuel

Energy
from food
we eat are:
Carbohydr
ates are
our major
source of
energy &
includes
sugars
(simple
carbs) and
starches
(complex
carbohydra

Goal Orientation
of Task:

Organizational
Arrangement:

Informing,
Extension,
Refinement,
Application/Assess
ment

(Grouping & Task

Presentation
method; SAFETY)

Fitness
review/look at
pedometers
Heart rates
Intensity higher
with more
activity

Students
actively
participating in
warm up around
the space
keeping an eye
on classmates

Set induction

Students will be
sitting semicircle
closer to gym
entryway due to
noise level of
other activities.

Objective
Alignment

Standard
Alignmen
t

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Lesson Plan
needed for a lifetime of healthy eating.
Students are tagged by a student wearing
a pinnie. Red pinnies are protein, yellow
pinnies are fats and green pinnies are
carbohydrates. You will cross to the other
side of the gym to get energy. If you are
tagged, go to the sideline. If a carb
tagged you do 4 jumping jacks, if a
protein tagged you then do 4 butt kicks,
and if a fat tags you then do 9 lunges.
You may return back to the game after
you completed the exercises. You want
energy in order to be refueled and
ready to by physically active and learning.
Castle Crashers is the other fitness game
that incorporates being physically active
while using your nutrition knowledge.

te). Fruits,
vegetables,
grains are
excellent
carbohydra
tes. Four kcals for
carbs.
Fats
provide 9 kcals. It is
very
important
for cell
structure,
transportati
on of fatsoluble
vitamins &
insulates
our bodies.
Fat helps us
store
energy.
Proteins
will give us
4 k-cals/ It
is essential
for growth,
building &
repairing
cells, and
making
enzymes,
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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
hormones.

1 min=
25 min

1 min=
26 min

Body of LessonCarbohydrates are the bodys main source of

fuel, important for intestinal health, foods with
carbohydrates also contain many other
nutrients, lower risk of heart disease/Proteinmuscle mass, body growth and repair, a little
bit of energy if not enough carbs/Fats-energy,
protection, absorb vitamins, promotes healthy
skin and growth.
Vitamins help with metabolism, digestion,
immune system

Carbohydra
tes are the
largest part
of each
days total
energy
intake in a
healthy
diet. It is
an
excellent
energy
source.
Carbohydra
tes 4 k-cal
Fats 9 kcal
Protein 4
k-cal
Vitamin A,
C, D, E, K, B
Can be
found in
foods

Students are
divided into two
teams using app
for dividing Team
Shake
Watch for others &
equipment during
game
participation.

Students look at your pedometers. Set a goal.

2 min=
28 mins

Game 1: Energy Boosters

Students are struggling in school because they
have not consumed enough energy sources
such as carbohydrates, proteins and fats. They
must refuel by running across the gym.

Safety:
Eyes up and be
aware of your
space while being
tagged for fuel.
Watch for students

4.1.4

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Lesson Plan

1 min=
29 min

10
minutes
per
game
=39
mins
= 49
min

There are 3 student taggers that are

carbohydrates, fats, and proteins. Their job is
to tag the players to give them energy. If the
player gets tagged by an Energy Booster,
they must freeze and perform an exercise on
the sidelines. The fats energy booster
require 9 reps of lunges, the protein energy
booster will require 4 reps of butt kicks, and
the carbohydrate energy booster will require
4 reps of jumping jacks. The repeats are
because you receive 9 kcals for fat, 4 kcals for
carbs and 4 kcals for proteins. Students are
physically active in a game to be fueled.
Students freeze, and sit down.
They will take their pulse for intensity
(neck or wrist).
Set up one quandrant and demonstrate
game.
Game 2: Castle Crashers
The object of the game is to defeat the other
three teams (kingdoms) and rule the land
Four kingdoms were striving to gain control of
one another so that they can be ruler of all the
lands and kingdoms. In order to accomplish
this each kingdom must first protect their own
castle and presents (nutrition) while at the
same time attacking the other three kingdoms
trying to destroy their castle and capture their
presents (nutrition). As long as there is one
present (nutrition) alive, the kingdoms have the
ability to rebuild their castle, but once they
have all met their demise the castle can no

returning from the

sidelines.
Tag on the
shoulder gently.
X = students
o (small)=buster
O
(large)=carb,prote
in,fat zappers
Gym (one side)
xxxxx

Name a
food that
has a carb
to team
member,
Name a
food that is
a protein to
a different
team
member,
Name a
food that is
a fat to
another
team
member.

OOO
Gym (other
side/home

4.1.1

Players are only to

throw underhand
below the
shoulder at the
castle and

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Lesson Plan
longer be rebuilt (no nutrition available).
The kingdoms that destroys the castle has
conquered it and gains control of its people and
the land. The game is over once all four
kingdoms fall under one castle.

1.
2.
3.

4.
5.
6.
7.

8.

9.

Class is divided into 4 equal teams. Sending

each team to their designated area.
The play area is divided into 4 equal zones.
Players must stay in their area (land).
Each team starts with 6 Jumbo Speed Stack
cups that they will use to build their castle.
The castle must have at least 3 levels, and can
only be one cup deep.
Each team also starts with 4 bowling pins (to
represent the presents/nutrition).
Each team starts with an equal number of balls.
Teams of 4-5 should have 4 balls; teams of 6
should have 6 balls.
Each team can pick 1 or 2 players who can
guard the castle and presents (nutrition). No
more than 2 plays can guard at a time.
The rest of the team is using the ball to try and
hit the castle, as well as, the presents
(nutrition). They are NOT trying to hit other
people.
If a pin/present (nutrition) gets knocked over
than it stays knocked over. You CANNOT set
pins back up even if they were knocked over
by your own team.
If the castle is hit and any part of it falls off, it
can be rebuilt as long as there is at least one
present (nutrition) still up. If all presents
(pins/nutrition) are knocked over, than the

presents NOT
each other.

DETAILED
DIAGRAM
ATTACHED

Underhand
throw cues:
Ball behind
hip
Step with
opposite
foot
Swing arm
Follow thru
towards
target
(cups)

X------------O------------X
O
O
O

O
O
O
O
X-----------O-------------X

X = CASTLE
quantrants
O = poly spots for
dividing line
Blue circle =
center of the gym

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Lesson Plan
castle can no longer be rebuilt.
10. A team that knocks over the last part of a
teams castle and it can no longer be rebuilt
because all of the presents (pins/nutrition) have
been knocked down; then the defeated team
must become a part of the conquering team.
This includes all of the players and their land
(play area).
11. A castle is considered completely destroyed if
all of the second level cups have been knocked
off.
12. Play continues until only one castle remains.
13. Players are to throw at the castle and presents
(pins/nutrition) NOT people. You will throw
the ball underhand by ball behind hip, step with
opposite foot, swing arm, and follow-thru
toward target.
14. Look at pedometers.
2 min =
50 min

Closure: Which game increased your heart

rate more? Why? If you are standing frozen
during the game would heart rate increase at
all? The more intense you play the more your
heart rate increases.
What helps make you be active? (consuming
energy)
Fats help with ______________ (BONUS:
vitamins).
Turn to the person standing next to you, and
give them a high five or thumbs up for their
teamwork. Thank you for having good
sportsmanship! Distribute 3 question paper
exit slip with pencils.

1.

Closure

Exit slip

Fat kcal = ____

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2. Carbs kcal = ____
3. Proteins kcal = ____
Pick up equipment and return it to the
cart. Thank you.
Students download data from pedometers at
the download station as usual

Reflection:
Question
What went well with both
your teaching and student
learning (connect to
objectives)? Why?
What did not go well with
both your teaching and
student learning (connect to
objectives)? Why?
What will be done to
improve the success of the
next lesson as it relates to
your teaching and student
learning?

Reflection

Modifications for next time this lesson is taught:

Assessments / Handouts / Worksheets used throughout the lesson:

Assessments:
Pedometer data downloaded at the download station at the end of class. Exit slip.
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