Lesson Plan
Marci Barker and Rebecca Payton
Activity: Step Aerobics- Cardiovascular fitness
Skill(s): Rhythm and Dance, aerobic and anaerobic activity
Grade Level: 7-9
# of Students: 15-17
Equipment: Music, steps, assessment papers
Connect to Utah State Standard: Fitness for Life - Standard 2 Objective 3 E. Compare aerobic and anaerobic activities, showing examples of each.
Learning Objectives:
Cognitive- Students will know how to keep a beat and complete and remember the combinations by the end of the class period.
Affective- Students will feel competent in doing both aerobic and anaerobic activity by the end of the class period and record their feelings on their answer sheet about their experience with step aerobics.
Psychomotor- Students will demonstrate how to correctly maneuver their bodies to complete the combination.
Safety Issues: Students need to be aware of their foot placement on the bench and stay within their own area.
Student grouping for each activity: Students will not be grouped just spread out, each with their own step bench. Periodically we will switch up the rows and columns with everyone moving to the left or everyone moving up a row.
Technical Description of the skills: Students will first learn how to keep a beat and then we will work with progression to learn the step combinations. The combinations will consist of the following step moves: V steps, revolving door, corner knees, rocking horse, knee walk, over the top, corner claps, and 3 knee repeater.
Verbal Cues: 3 more, 5-6-7-8, make sure entire foot is making contact with the bench and floor, and pick your intensity.
Learning Experiences:
Introduction- We will first go over what we are doing for the day and address the standard we are covering. Step aerobics is a great workout that can be modified to fit any level of fitness. We will also do a conditioning period where anaerobic exercises will take place.
Closure- Remember that cardiovascular endurance is important but so is muscular strength and endurance. The two can be intertwined with step aerobics.
Assessments: We will have students record their feelings during and at the end of the class period. They will circle the number to indicate how hard they worked during the aerobic section and anaerobic section. They will choose a number 1-10 to represent how they felt. They will also tell about the experience with step and how it can be good to use in the future for their fitness.
Follow up suggestions: Do more rhythmic dancing and activities or involve music in future lessons to set the pace or atmosphere of what you want to do.
Reference: Marci’s job as a fitness instructor and Rebecca’s recent experience with aerobic conditioning.
Diagram of learning environment and equipment set up: This is how the steps will be set up.
X X
Marci Rebecca
Students
x x x x x
x x x x x
x x x x x
Assessment below:
Name: ________________
Have you ever done step aerobics before? Yes No
On a scale of 1-10 how hard do you feel you worked during the anaerobic (conditioning) period?
1 2 3 4 5 6 7 8 9 10
On a scale of 1-10 how hard do you feel you worked during the aerobic (step) period?
1 2 3 4 5 6 7 8 9 10
What did you like about step aerobics?
What did you dislike, if anything, about step aerobics?
How can step aerobics benefit your fitness in the future?
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