LESSON PLAN

Grade:_10_ Lesson Title: _Fitness Testing_ Lesson Duration (mins): _88 min_

Overview of lesson. Write a clear and concise paragraph that indicates what the lesson is, how it is connected to the
POS and what students will learn.

This will be our second day of our indoor ball games unit and instead of playing those types of games
students will be completing their second fitness testing of the semester. After the class, they will be
instructed to complete their self-reflection based on how they thought they performed during the different
testing. During the fitness testing students will engage in a variety of activities that will push their cardio
fitness, personal strength, and their drive. Students will aim to beat their scores from their previous test
and will record what they achieved in their booklet. Once the testing is over, they will also provide a self-
reflection response on the scores they got for today. If time is left over for class, I will allow open gym for
students to engage in basketball or other sports
Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not
put in 10 SLO's just because you find a link. Choose selectively and think carefully about what is achievable for students to learn
by the end of the lesson/unit

GLO /GLE SLO/SLE

Students will acquire skills through a variety of
developmentally appropriate movement
activities; dance, games, types of gymnastics,
individual activities and activities in an
alternative environment; e.g., aquatics and
outdoor pursuits.
A10-1: Apply and refine locomotor skills and concepts—
effort, space and relationships—to perform and create a
variety of activities to improve personal performance
B10-2: Demonstrate, monitor, analyze and reflect upon ways
to achieve a personal functional level of physical fitness
D10-3: Select and apply rules, routines and procedures of
safety in a variety of activities

Students will understand, experience and

appreciate the health benefits that result from
physical activity.

Students will assume responsibility to lead an

active way of life.
Critical Questions
The unit inquiry question guides the unit...at the end of the two lesson students must be able to respond to the unit question. The inquire question is a
broad question and is linked to curriculum outcomes

Unit Inquiry Question: Why

is it important to engage in fitness testing, record our results, and self-reflect on the
progress we have made?

Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions.These can facilitate
dialogue, they can be used for formative assessment and can be used to facilitate pedagogical discussion with your students. Guiding
questions aim to provoke thinking and can be used for share/pair activities. Guiding questions are just that - guiding. A lesson should
have several guiding questions.

Lesson Guiding Questions

 Why is it important for us to record our progress?

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  What is the main point behind self-reflection on our performance?
 What is the proper technique for these specific fitness drills?

Learning Objectives
Students will…
Students will engage in a warm-up and cool down activity.
Students will participate in a variety of fitness tests.
Students will learn the importance of self-reflection and recording their progress.
Material and Equipment
List: Art supplies, manipulatives, smartboard, online white board etc…

 Whistle
 White board
 Markers
 Student fitness testing sheets
 Pencils

Lesson Procedures

Introduction (__min.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate the timing for each sec

1. We will begin the class on taking attendance as we usually do to record who is present in todays class
2. After, I will explain our fitness testing and inform the students once again of the types of activities they
will be engaging in
3. I will explain the importance of warm-up before exerting themselves in these tests
4. With that, I will lead them through some dynamic stretching to get warm and ready to perform
5. After, we will jump right in
Body (__min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this
lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in lesson. Indicate timing
of each section. Identify teaching strategies, organization of class etc. How and when are you using formative assessment in your
lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures Identify Teaching Strategies: ex. Direct

1. Students will be engaging in five different types of testing instructions, pair/share, jigsaw, whole group
a. Cardiovascular Fitness (Beep test or 12-minute discussion etc. When will you use these and why?
run)  Direct Instruction
 Whole group discussion
b. Standing long jump (Measure to the back of the
furthest foot/cm Assessments
c. Upper Body Strength (Push-ups, 1-minute reps) Indicate what these will be and when you
would use them.
d. Core strength (Full sit up, Hands by ears for 1-
minute reps) Formative: Example: Observation/Anecdotal,
e. Illinois Agility Test (time) Student/Teacher conferencing, check list etc..
2. How this rotation works (Suggestion from TA, will When will you administer these and why?
discuss again to double check), but I will split the class  Teacher observation
into half, if needed, and have students do the core aspects  Peer Feedback

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 in the centre, while the others do the cardiovascular Summative Assessment: Example Rubrics,
fitness drills around the outside quizzes test etc, projects
3. After both groups have completed their half, they will  Fitness Testing/Self-reflection
switch and finish off the drills they have left
4. Students will be recording their progress immediately
after the completion of each one
5. At the end they will self-reflect and respond to how they
think they did

Differentiation
Provide at least one.
 If students cannot run, they can do their best to engage in the core strength
 If not, we will have to find an alternate time for them to complete their fitness testing

Consolidating and Closure: In this part of your planning you are providing time for ensuring that students learned
and understood what was intended in the lesson. If they haven't you will need to revisit your lesson plan or re-teach (if
necessary) Here you could provide an exit slip or walk through a guided whole group and/or small group discussion.
This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting ready for the next
class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation and closure.
Provide Clear steps and indicate process. Often 5 mins is allotted for this section but that is not enough time. To
consolidate, clean up and get students ready for transition can take up to 10 - 15 mins depending on the lesson

 If there is time left over and they have completed their self-reflection and fitness score assessment, then I
will open it up to free time in the gym
 If not, students may go get changed once they have completed these things