Tat2task3insructionalmanualderrickstokes 3

RUNNING HEAD: TAT2 Task 3: Instructional Manual 1
Instructional Manual for The Five Health

Related Components Unit
by: Derrick Stokes
January 9 2018
A Written Project Presented to the Faculty of the Teachers College of
Western Governors University

TAT2 Task 3: Instructional Manual 2
Contents
Unit Overview………………………………………………………………. 3
Performance Objectives……………………………………………..3-6
Instructional Strategies.…………………………………………….. 6
Audience……………………………………………………………...7
Time Needed……………………………………………………….....7
Materials and Resources………………………………………….....7-8
Assessments…………………………………………………………..8-9
Detailed Lesson Plans……………………………………………………….10
Lesson 1……………………………………………………………...10-14
Lesson 2……………………………………………………………...15-19
Lesson 3……………………………………………………………...19-24
Lesson 4……………………………………………………………...25-30
Lesson 5……………………………………………………………...30-35
Lesson 6……………………………………………………………...35-39
Appendix…………………………………………………………………….40
Unit Overview
Summary of The Unit
● This unit has six lessons on the five components of health-related physical fitness.
Each lesson focuses on one component and builds up to the criteria of making a
personal fitness plan which will show physical literacy of the five components.
● Each lesson will have a basic format: Bellringer Question, Small lecture, assignment
questions on students computers, project/hands on assignment and an exit ticket
question. Each day has a basic grading rubric and each student will receive a grade
everyday.
Instructional Goal
● Upon successful completion of the personal design fitness plan, students will:
demonstrate knowledge of muscle endurance, muscle strength, aerobic capacity,
flexibility, and body composition which are the five components of health-related
physical fitness pertaining to physical literacy. By breaking down each component to
one hour instructional units this will take the students on a journey to fulfill physical
literacy in the five components.

Performance Objectives
● The following is a list of performance objectives used in this unit plan:
Performance Objective 1: Using their Chromebook, the learner will show the
ability to use learned material to show mastery of the subject by the results of their
project grades. The learner will first be assigned to define the component and talk
about the health benefits. The learner will also be assigned the task of finding
different exercises and the importance of this component. The learner then will be
assigned to perform these exercises with partners. They will demonstrate physical
literacy in muscle endurance by completing all the tasks of the lesson and then
choosing exercises that they prefer.
Performance Objective 2: Using his or her Chromebook, the learner will show the
assigned to perform these exercises with partners. They will show physical literacy
in muscle strength by completing all the tasks of the lesson and then choosing
exercises that they prefer.
assigned to perform these exercises with partners. They will show physical literacy in
aerobic capacity by completing all the tasks of the lesson and then choosing exercises
that they prefer.
assigned to perform these exercises with partners. They will show physical literacy in
flexibility by completing all the tasks of the lesson and then choosing exercises that
they prefer.
different ways to measure and the importance of this component. The learner then
will be assigned to perform these measurements with partners. They will show
physical literacy in body composition by completing all the tasks of the lesson and
then choosing exercises that they prefer.

project grades. The learner will first be assigned to define frequency, intensity, type,
time training (FITT) and talk about the health benefits. The learner will also be
assigned the task of finding different ways to use this training and the importance of
FITT training. They will show physical literacy in FITT training and the components
by making a personal fitness plan.
Instructional Strategies
● Teacher led 20%
● Student-paced Technology Module 80%
● The instructional strategies that will be used in this unit is essential question through
a bell ringer activity, lecture, directed instruction through answering assigned
questions and project-based learning through finding exercises, performing exercises
with a partner and creating a fitness plan using Prezi. This promotes learning because
I have instituted all three learning theories: Behaviorism, Cognitivism and
Constructivism in hope to reach different learning abilities.
● The technology that will be incorporated into the directed instruction through
answering assigned questions are the TeacherTube videos. Each lesson will have a
link to a video on that days component and the students will answering question that
will be provided about the videos. The Technology that I added for the project based
learning is the Prezi presentation. At the end of the unit the students must make a
personal fitness plan using the Prezi software. The last technology I added was the
weebly.com site. This was a great way to organize all of the unit and to one stop
place for the students.
Audience
● The 8th graders in Physical Education Class at Green Sea Floyds Middle School
● Age range 12-15 years old
Time Needed
● Each lesson has been given 1 hour and 30 minutes to complete
● The unit will take 6 lesson for 7-10 hours
Materials and Resources
● Chromebooks
● Internet
● Markers
● Whiteboard
● Exercise Equipment: Sit and reach boxes, pull up bars, mats, stopwatches, jump ropes, and
access to the equipment room.
● Software: Google classroom/Google Drive, Prezi, TeacherTube, Weebly Page for students
TeacherTube Videos
● Lesson 1:
http://www.teachertube.com/video/muscular-strength-and-endurance-81040
● Lesson 2:
http://www.teachertube.com/video/0204-muscular-strength-video-lower-body-video-365152
● Lesson 3:
http://www.teachertube.com/video/gymb4-kids-aerobic-exercises-133500
● Lesson 4:
https://www.teachertube.com/video/alternative-sit-and-reach-test-flexibility-362935
● Lesson 5:
http://www.teachertube.com/video/fitnessgram-vignette-body-composition-365274
● Lesson 6:
http://www.teachertube.com/video/fitt-principle-video-350493
Assessments
● The assessment that will be used is the completion of the assigned questions, research of
exercises and the hands on project at the end of each class.
● Each day a student will receive a grade for their work.
● There are small differences with assignments each day but one basic design for the rubric.
● The students will show physical literacy in the five components and the FITT training by
their grade each day.
● The students must make a 60% or higher each day to show physical literacy.
● Here is the basic rubric that will determine physical literacy for each lesson:
0 points Each box worth 15 points Each box worth 25 points
Did not define Component. Did not define Component Did define Component fully in
fully in sentence form. sentence form.
Did not show understanding Did show understanding and Did show understanding and
and show why is vital. Also show why is vital. Also did show why is vital. Also did
did not compare the not compare the differences compare the difference
differences between the between the components. Did between the components.
components. Did not answer not answer the questions on Answer the questions on the
questions on video. the video completely. Did not video. Did complete this
complete this action in action in sentence form.
sentence form.
Did not find/do any Did not find/do enough Did find total amount of
exercises/fitness plan. exercises/fitness plan but did exercises/fitness plan
find 60% of the total.
Did not perform/present the Did perform/present the Did perform/present all the
exercises/fitness plan found exercises/fitness plan found exercises/fitness plan with
with a partner. with a partner but completed their partner.
only 60% of them.
Detailed Lesson Plans

Lesson Plan #1 Title: Muscle Endurance
Performance Objective: Using their Chromebook, the learner will show the ability to use learned
material to show mastery of the subject by the results of their project grades. The learner will first
be assigned to define the component and talk about the health benefits. The learner also will
assigned to watch a video and answer questions. The learner will also be assigned the task of
finding different exercises and the importance of this component. The learner then will be assigned
to perform these exercises with partners. They will show physical literacy in muscle endurance by
completing all the tasks of the lesson and then choosing exercises that they prefer.
Resources or Materials Needed:
● Chromebooks
● Internet
● Markers
● Whiteboard
● Software: Google classroom/Google Drive, TeacherTube, Weebly Page for students
Time: 90 minutes

Step 1: Pre-Instructional Activities:
● The Bellringer could be done on a scrap sheet of paper, assigned on weebly page or assigned
on the google classroom page.
● Bellringer is “Describe all of the exercises and activities that we have done in class thus far
which would use muscle endurance.”
● Give them 5-10 minutes to process and answer the question. After completion, we will have
a class discussion on students responses. In class discussion ask for volunteers to share their
answers and why they answered it that way.
Step 2: Content Presentation:
● The delivery of instruction would be the discussion on what muscle endurance is and why it
is important for our health. During the short lecture I would show images and examples of
muscular endurance.
● This lecture could be done using a whiteboard or once again on their weebly page or in
google classroom where the kids could follow along.
● Go over the following:
Muscular endurance is the ability of a muscle or group of muscles to sustain repeated

contractions against a resistance for an extended period of time. It is one of the components of
muscular fitness, along with muscular strength and power.
● Images :
Step 3: Learner Participation: Students will find answer by using Google.
● The students assignment would be on the class’ Google classroom page and the weebly
page.
● The assignment would be for them to further define muscle endurance and tell why it is vital
to a fitness plan. They can use Google to search for these answers.
● They also must watch and answer questions from the TeacherTube video. What exercise is
being performed in the video? What muscles are being used? Why is this considered muscle
endurance?
● The learner would also be responsible for finding and listing 15 exercises that would need
muscle endurance. I told them that they need to explore all aspects of the internet including
videos. This will be turned in as part of their assessment. They must write down the 15
exercises.
● Once students have acquired the information of the 15 different exercises, they are to choose
a partner. The two students must perform each of these exercices choosing the ones they
liked the best. This would be an observable assessment seen by the teacher.
Step 4: Assessment:
● Once students have acquired the information of the 15 different exercises, they are to
choose a partner. The two students must perform each of these exercices choosing the ones
they liked the best. This would be an observable assessment seen by the teacher. They also
would turn in their research and findings from the internet through Google classroom. They
also must watch and answer questions from the TeacherTube video. They will be graded by
the following rubric.
Did not define Muscle Did not define Muscle Did define Muscle Endurance
Endurance. Endurance fully in sentence fully in sentence form.
form.
and show why is vital. Did not show why is vital. Did attempt show why is vital. Did answer
answer questions about the to answer each question on the each question on the video.Did
video. video. Did not complete this complete this action in
action in sentence form. sentence form.
Did not find any exercises. Did not find enough exercises Did find 15 exercises.
but did find 60% of the total.
Did not perform the exercises Did perform the exercises Did perform all the exercises
found with a partner. found with a partner but with their partner.
completed only 60% of them.
Step 5: Follow-Through Activities:
● Each student would have an exit ticket that would have to be completed and turned in before
leaving the class. Students must answer the following, “How would you use muscle
endurance later on in life?”

Lesson Plan Summary:
● By the end of this lesson plan, the students should be physically literate on the subject of
muscle endurance. The students will be able to define, understand and perform the subject
matter. The will also be able to complete these task through exploration on their own by
using the internet.
● The lesson involves all three learning theories of behaviorism, cognitivism and
constructivism.
● The learning theory of behaviorism was used in the lecture portion of the lesson. This was a
direct way to get the information needed to help them began their project. This theory
assured that the students got the basic information on the subject.
● The learning theory of cognitivism was used in the bellringer and computer assignment
phase of the lesson. This theory gives the learners a chance to be guided to information
needed for mastery of the subject by the learners having to use the internet to find the
material on the subject matter. This theory also helped learners to be introduced to the
subject by the use of a bellringer.
● The learning theory of constructivism was used in the partner performing exercises part of
the lesson. This theory allows the learners to have a hands on approach to the subject matter.
This theory allows them to experience the subject which will lead to better understanding of
the component.
Lesson Plan #2 Title: Muscle Strength
to perform these exercises with partners. They will show physical literacy in muscle strength by
● Chromebooks
● Internet
● Markers
● Whiteboard
Time: 90 minutes

● The Bellringer could be done on a scrap sheet of paper, assigned on weebly page or assigned
on the google classroom page.
● As a bellringer I will ask “What do you think is the difference between muscle endurance
and muscle strength?”
● I will give a short lecture on what is muscle strength and what type of exercises uses muscle
strength. I will demonstrate some of the exercises. Students will be able to take notes during
this section of the lesson.
What is "muscular strength?"Muscular strength is the ability of the muscle to exert force during
an activity (USDHHS, 1996 as adapted from Wilmore & Costill, 1994). The key to making your
muscles stronger is working them against resistance, whether that be from weights or gravity. If you
want to gain muscle strength, try exercises such as lifting weights or rapidly taking the stairs.
● Images:
Step 3: Learner Participation:
● Just as we did in lesson one, the students assignment will be on the class’ Google classroom
page and the weebly page.
● The assignment will be for them to further define muscle strength and tell why it is vital to a
fitness plan. I also will ask them to explain the differences between muscle endurance and
muscle strength.
● They also must watch and answer questions from the TeacherTube video. What exercise is
being performed? What muscles are being used? Why is this muscle strength?
● The learner would also be responsible for finding and listing 15 exercises that would use
muscle strength. I told them that they need to explore all aspects of the internet including
videos. This will be turned in as part of their assessment.
● Once students have acquired the information of the 15 different exercises, they are to choose
a partner. The two students must perform each of these exercises choosing the ones they
prefer most. This would be an observable assessment seen by the teacher.
Step 4: Assessment: Once students have acquired the information of the 15 different exercises,
they are to choose a partner. The two students must perform each of these exercises choosing the
ones they prefer most. This would be an observable assessment seen by the teacher. They also must
watch and answer questions from the TeacherTube video. They also would turn in their research
and findings from the internet through Google classroom. They will be graded by the following
rubric.
Did not define Muscle Did not define Muscle Did define Muscle Strength
Strength. Strength fully in sentence fully in sentence form.
form.
did not compare the difference compare the difference compare the difference
between the Muscle Strength between the Muscle Strength between the Muscle Strength
and endurance. Did not answer and endurance. Did attempted and endurance. Did answer
questions about the video. to answer questions about the questions about the video. Did
video. Did not complete this complete this action in
leaving the class. Students must answer the following, “How would you use muscle strength
later on in life?”
muscle strength. The students will be able to define, understand and perform the subject
matter. They will also be able to complete these task through exploration on their own by
using the internet.
constructivism.
direct way to get the information needed to help them began their project.
material on the subject matter. This theory also gave the learners a chance to first think
about the subject matter with the use of the bellringer.
This theory allows them to experience the subject which leads to more understanding of the
subject.
Lesson Plan #3 Title: Aerobic Capacity
to perform these exercises with partners. They will show physical literacy in aerobic capacity by
● Chromebooks
● Internet
● Markers
● Whiteboard
Time: 90 minutes
● The Bellringer could be done on a scrap sheet of paper, assigned on weebly page, Put on
Whiteboard or assigned on the google classroom page.

● In form of a bellringer I will ask the students “What are the two health related components
we have learned thus far?” After completion, we will have a class discussion on answers.
● I will give a short introduction to the subject matter of aerobic capacity. I will also talk about
the importance of aerobic capacity in everyday life. Students will be able to take notes
during this short lecture.
What is Aerobic Capacity?
The definition of aerobic capacity is the a measure of the ability of the heart and lungs to get oxygen
to the muscles. An example of aerobic capacity is body's ability to take in and use oxygen to
improve aerobic performance.
● Images:
● Just as we did in lesson one and two the students assignment will be on the class’ Google
classroom page.
● The assignment will be for them to further define aerobic capacity and tell why it is vital to a
fitness plan. I also will ask them to explain the differences between muscle endurance,
muscle strength and aerobic capacity.
● They also must watch and answer questions from the TeacherTube video. What is the
exercise in the video? How is it aerobic capacity? What muscles are being used?
● The learner will also be responsible for finding and listing 10 exercises or movements that
would categorized as aerobic capacity. I told them to explore videos to help them complete
some of these tasks. This will be turned in as part of their assessment.
● Once students have acquired the information of the 10 different exercises or movements,
they are to choose a partner. The two students must perform each of these exercises or
movements choosing the ones they prefer most. This would be an observable assessment
seen by the teacher.

Step 4: Assessment: Once students have acquired the information of the 10 different exercises or
movements, they are to choose a partner. The two students must perform each of these exercises or
movements choosing the ones they prefer most. This would be an observable assessment seen by
the teacher. They also must watch and answer questions from the TeacherTube video. They also
would turn in their research and findings from the internet through Google classroom. They will be
graded by the following rubric.
Did not define Aerobic Did not define Aerobic Did define Aerobic Capacity
Capacity. Capacity fully in sentence fully in sentence form.
form.
differences between Muscle between Muscle Strength, between the Muscle Strength,
Strength, Muscle Endurance Muscle Endurance and Muscle Endurance and
and Aerobic Capacity. Did not Aerobic Capacity. Did attempt Aerobic Capacity. Did answer
answer questions about the to answer questions about the questions about the video. Did

leaving the class. Students must answer the following, “How would you use aerobic capacity
in a fitness plan?”
aerobic capacity. The students will be able to define, understand and perform the subject
using the internet.
constructivism.
the component.
Lesson Plan #4 Title: Flexibility
to perform these exercises with partners. They will show physical literacy in flexibility by

● Chromebooks
● Internet
● Markers
● Whiteboard
Time: 90 minutes
● The bellringer can be done on scrap sheet of paper, assigned on weebly page, put on the
whiteboard or put on the google classroom for the class.
● In form of a bellringer I will ask the students “What are the three health related components
we have learned thus far?” After completion, we will have a class discussion on answers.
● I will give a short introduction to the subject matter of flexibility. I will also talk about the
importance of flexibility in everyday life. Students will be able to take notes during this
short lecture.
What is Flexibility?
According the the American Council on Exercise (ACE), flexibility is defined as "the range of
motion of a given joint or group of joints or the level of tissue extensibility that a muscle group
possesses." That means that each joint and each group of muscles in your body might have a
different range of motion (ROM) or a different level of flexibility. Some areas of your body may be
very tight, meaning that the muscles feel short and restricted. Some areas of your body may feel
very loose and you may be able to lengthen and move those muscles freely.
● Images:
classroom page. The assignment will be for them to further define flexibility and tell why it
is vital to a fitness plan. I also will ask them to explain the differences between muscle
endurance, muscle strength, aerobic capacity and flexibility.
● They also must watch and answer questions from the TeacherTube video. What is the
exercises in the video? Why is this flexibility? What muscles are being stretched?
● The learner will also be responsible for finding and listing 10 exercises or movements that
would categorized as flexibility. I told them to explore videos to help them complete some
of these tasks. This will be turned in as part of their assessment.
● Once students have acquired the information of the 10 different exercises or movements,
they are to choose a partner. The two students must perform each of these exercises or
movements choosing the ones they prefer most. This would be an observable assessment
seen by the teacher.
Step 4: Assessment: Once students have acquired the information of the 10 different exercises or
movements, they are to choose a partner. The two students must perform each of these exercises or
movements choosing the ones they prefer most. This would be an observable assessment seen by
the teacher. They also must watch and answer questions from the TeacherTube video. They also
would turn in their research and findings from the internet through Google classroom. They will be
Did not define component. Did not define component Did define component fully in
Strength, Muscle Endurance, Muscle Endurance,Aerobic Muscle Endurance, Aerobic
Aerobic Capacity and Capacity and flexibility. Did Capacity and flexibility. Did
flexibility. Did not answer attempt to answer questions answer questions about the
questions about the video. about the video. Did not video. Did complete this
sentence form.
leaving the class. Students must answer the following, “How would you use flexibility in a
fitness plan?”
Lesson Plan Summary: By the end of this lesson plan, the students should be physically literate
on the subject of flexibility. The students will be able to define, understand and perform the subject
matter. The will also be able to complete these task through exploration on their own by using the
internet. The lesson involves all three learning theories of behaviorism, cognitivism and
constructivism. The learning theory of behaviorism was used in the lecture portion of the lesson.
This was a direct way to get the information needed to help them began their project. This theory
assured that the students got the basic information on the subject. The learning theory of
cognitivism was used in the bellringer and computer assignment phase of the lesson. This theory
gives the learners a chance to be guided to information needed for mastery of the subject by the
learners having to use the internet to find the material on the subject matter. This theory also helped
learners to be introduced to the subject by the use of a bellringer. The learning theory of
constructivism was used in the partner performing exercises part of the lesson. This theory allows
the learners to have a hands on approach to the subject matter. This theory allows them to
experience the subject which will lead to better understanding of the component.
Lesson Plan #5 Title: Body Composition.
to perform these exercises with partners. They will show physical literacy in body composition by
● Chromebooks
● Internet
● Markers
● Whiteboard
Time: 90 minutes
● In form of a bellringer I will ask the students “What do you think body composition is?”
After completion, we will have a class discussion on answers.
● I will give a short introduction to the subject matter of body composition. I will also talk
about the importance of body composition in everyday life. Students will be able to take
notes during this short lecture.

What is Body Composition?
In physical fitness, body composition is used to describe the percentages of fat, bone, water and
muscle in human bodies. Because muscular tissue takes up less space in our body than fat tissue,
our body composition, as well as our weight, determines leanness.
● Images:
classroom page. The assignment will be for them to further define body composition and tell
why it is vital to a fitness plan. I also will ask them to explain the differences between all
five components.
● They also must watch and answer questions from the TeacherTube video. What is body
composition? How is fat important? What is Body Mass Index? Why is body composition
important?
● The learner will also be responsible for finding and listing four measurements that would
categorized as body composition. I told them to explore videos to help them complete some
of these tasks. This will be turned in as part of their assessment.
● Once students have acquired the information of the four measurements, they are to choose a
partner. The two students must perform each of these measurements choosing the ones they
prefer most. This would be an observable assessment seen by the teacher.
Step 4: Assessment:
● Once students have acquired the information of the four measurements, they are to choose a
partner. The two students must perform each of these measurements choosing the ones they
prefer most. This would be an observable assessment seen by the teacher. They also must
watch and answer questions from the TeacherTube video. They also would turn in their
research and findings from the internet through Google classroom. They will be graded by
the following rubric.
Did not define component. Did not define component Did define component fully in
Strength, Muscle Endurance, Muscle Endurance,Aerobic Muscle Endurance, Aerobic
Aerobic Capacity and Capacity and flexibility. Did Capacity and flexibility. Did
flexibility. Did not answer attempt to answer questions answer questions about the
questions about the video. about the video. Did not video. Did complete this
sentence form.
Did not find any Did not find enough Did find four measurements.
measurements measurements but did find
50% of the total.
Did not perform the Did perform the measurements Did perform all the
measurements found with a found with a partner but measurements with their
partner. completed only 50% of them. partner.
leaving the class. Students must answer the following, “How would you use body
composition in a fitness plan?”
body composition. The students will be able to define, understand and perform the subject
using the internet.

constructivism.
the component.
Lesson Plan #6 Title: Frequency, Intensity, Type, Time (FITT)
to make a Prezi presentation of a personal fitness plan. They will show physical literacy in fitt and
the five health related components of fitness by completing all the tasks of the lesson and the Prezi
presentation of the fitness plan.
● Chromebooks
● Internet
● Markers
● Whiteboard
● Software: Google classroom/Google Drive, TeacherTube, Weebly Page for students, Prezi
Time: 90 minutes
● In form of a bellringer I will ask the students “How many time a week should you
workout?” After completion, we will have a class discussion on answers.

● I will give a short introduction to the subject matter of FITT. I will also talk about the
importance of a fitness plan everyday life. Students will be able to take notes during this
short lecture.
What is FITT training?
These factors make up the FITT formula, which stands for frequency, intensity, time, and type.
Example: The FITT formula and Muscular Strengthening. Frequency: To become or stay physically
fit, you should exercise at least 3 to 5 times a week. Spread out your exercise over the week.
classroom page. The assignment will be for them to further define FITT and tell why it is
vital to a fitness plan.
● They also must watch and answer questions from the TeacherTube video. What does FITT
stand for? How many times should you workout a week? What is your target heart rate if
your 13 years old? What percentage of the heart rate do we shoot for? How much time a day
for a workout? List five additional facts from the video.
● The learner will also be responsible for completing a fitness plan by using the Prezi
software. The plan must match the FITT training principles.
Step 4: Assessment:
● Once students have acquired the information they must make a fitness plan using Prezi.
They also must watch and answer questions from the TeacherTube video. They also would
turn in their research and findings from the internet through Google classroom. They will be
Did not define FITT. Did not define FITT in Did define FITT in sentence
sentence form. form.
and show why is vital. Did not show why is vital. Did attempt show why is vital. Did answer
answer questions about the to answer questions about the questions about the video. Did
Did not make a fitness plan. Only did 50% of fitness plan. Did make a fitness plan using
Prezi.
Did not present the fitness Did not present the total Did present the fitness plan
plan. fitness plan. using Prezi.
Step 5: Follow-Through Activities: Each student would have an exit ticket that would have to be
completed and turned in before leaving the class. Students must answer the following, “Did you
learn anything from this unit?”
Lesson Plan Summary: By the end of this lesson plan, the students should be physically literate
on the subject of FITT. The students will be able to define, understand and perform the subject
matter. The will also be able to complete these task through exploration on their own by using the
internet. The lesson involves all three learning theories of behaviorism, cognitivism and
constructivism. The learning theory of behaviorism was used in the lecture portion of the lesson.
This was a direct way to get the information needed to help them began their project. This theory
assured that the students got the basic information on the subject. The learning theory of
cognitivism was used in the bellringer and computer assignment phase of the lesson. This theory
gives the learners a chance to be guided to information needed for mastery of the subject by the
learners having to use the internet to find the material on the subject matter. This theory also helped
learners to be introduced to the subject by the use of a bellringer. The learning theory of
constructivism was used in the partner performing exercises part of the lesson. This theory allows
the learners to have a hands on approach to the subject matter. This theory allows them to
experience the subject which will lead to better understanding of the component.
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RUNNING HEAD: TAT2 Task 3: Instructional Manual 1

Instructional Manual for The Five Health

A Written Project Presented to the Faculty of the Teachers College of

Western Governors University

Materials and Resources………………………………………….....7-8

Detailed Lesson Plans……………………………………………………….10

Summary of The Unit

questions on students computers, project/hands on assignment and an exit ticket

demonstrate knowledge of muscle endurance, muscle strength, aerobic capacity,

physical fitness pertaining to physical literacy. By breaking down each component to

literacy in the five components.

● The following is a list of performance objectives used in this unit plan:

choosing exercises that they prefer.

exercises that they prefer.

that they prefer.

then choosing exercises that they prefer.

by making a personal fitness plan.

● Teacher led 20%

● Student-paced Technology Module 80%

a bell ringer activity, lecture, directed instruction through answering assigned

questions and project-based learning through finding exercises, performing exercises

I have instituted all three learning theories: Behaviorism, Cognitivism and

Constructivism in hope to reach different learning abilities.

place for the students.

● Age range 12-15 years old

● Each lesson has been given 1 hour and 30 minutes to complete

● The unit will take 6 lesson for 7-10 hours

Materials and Resources

access to the equipment room.

exercises and the hands on project at the end of each class.

● Each day a student will receive a grade for their work.

their grade each day.

0 points Each box worth 15 points Each box worth 25 points

Detailed Lesson Plans

Resources or Materials Needed:

access to the equipment room.

● Software: Google classroom/Google Drive, TeacherTube, Weebly Page for students

Time: ​90 minutes

Step 1: Pre-Instructional Activities:

on the google classroom page.

which would use muscle endurance.”

answers and why they answered it that way.

Step 2: Content Presentation:

google classroom where the kids could follow along.

● Go over the following:

Muscular endurance​ is the ability of a muscle or group of muscles to sustain repeated

Step 3: Learner Participation: ​Students will find answer by using Google.

the following rubric.

0 points Each box worth 15 points Each box worth 25 points

Step 5: Follow-Through Activities:

endurance later on in life?”

Lesson Plan Summary:

using the internet.

subject by the use of a bellringer.

Lesson Plan #2 Title: Muscle Strength

Resources or Materials Needed:

access to the equipment room.

● Software: Google classroom/Google Drive, TeacherTube, Weebly Page for students

Time: ​90 minutes

Step 1: Pre-Instructional Activities:

on the google classroom page.

and muscle strength?”

answers and why they answered it that way.

Time: 90 minutes

Muscular endurance is the ability of a muscle or group of muscles to sustain repeated

Step 3: Learner Participation: Students will find answer by using Google.

Time: 90 minutes

Time: 90 minutes

Lesson Plan Summary:

Time: 90 minutes

Time: 90 minutes