Welcome to my blog. Here you will find lesson plans and other teaching materials that I have written/accumulated while attending Weber State University. I hope that these lesson plans and ideas will be useful to you. I love to teach and I am always looking to improve. If you have any questions/concerns/comments please drop me a line at marcibarker@gmail.com
Standard 5 Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings. (300pts)
Objective 1 Demonstrate responsible personal behavior in physical activity settings.
a.Analyze potential dangers in exercise and activities and identify safe alternatives.
Assessment:
Journal Assignment:First: Write in your journal about the potential dangers in exercise and activities.Address the following in your writing:Name a few potential dangers of exercise and physical activity.Why is it important to use equipment safely?What are the dangers of over exertion and dehydration in exercise?What are some alternative to help keep exercise and physical activity safe?
Second:Pass out a drawing that has a diagram of an unsafe gym area on it.Have the students circle all the things that may lead to injury.
Rubric:
Criteria
Outstanding
Almost Accomplished
Needs Work
Needs a lot of work
1st Part of Assignment:Journal
(10) Student answered all four questions completely and correctly
(8) Student answered three of the four questions correctly
(5) Student only answered two question correctly
(2)Student answered one question correctly
2nd Part of Assignment: Diagram
(10) Student circled all 10 of the potentially dangerous things
(8) Student only circled 8 or 9 of the potentially dangerous things
(5) Student only circled 5-7 of the potentially dangerous things
(2) Student circled 1-4 of the potentially dangerous things
Standard 6 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Objective 1 Demonstrate that physical activity provides opportunities for a lifelong healthy lifestyle.
a.Participate in activities to prevent and relieve everyday stress.
Assessment :First:The student will think of a particular moment or time in the day that stresses them out.The student will write in his or her journal about this stressor and how it makes them feel.Second:The student will then choose a thirty minute activity to participate in after or before feeling this stressor.The student will answer three questions about how they feel after they have participated in this activity.
1.What was the activity you participated in?
2.Why did you choose this activity?
3.Do you feel like you were able to relieve stress of the day from this activity?Why or why not?
Rubric:
Criteria
Outstanding
Almost Accomplished
Needs Work
No Work Done
1st Part of Journal Assignment:
(10) Student wrote about a certain stressor in the day and how it makes him or her feel
(8) Student wrote down what stressed them out, but didn’t express how it makes them feel.
(5) Student wrote down an incoherent thought.
(0)Student didn’t write anything
2nd Part of Journal Assignment:
(10) Student answered all three questions completely
Standard 2 Students will demonstrate understanding of movement, fitness and nutrition concepts, principles, and strategies as they apply to the performance of movement activities. (100pts)
Objective 1 Demonstrate knowledge of the relationships of movement concepts including physical, mental, and social applications.
e.Use visualization to improve performance.
Assessment 2:
The student will be videotaped performing the skill.Next the student will be able to watch themselves performing the skill by playing back the video.They will then take 2 minutes to visually, in their head, picture themselves performing the skill in the right manner.They will then practice the newly visualized skill and perform it in front of the teacher.
Rubric –
Criteria
Outstanding
Almost Accomplished
Needs Work
No Work Done
Visualization:
(10) Student watched 1st attempt video and took 2 – 5 min to visualize the proper technique
(8) Student watched the video but didn’t take enough time to visualize
(5) Student didn’t take time to visualize at all but they watched the video
(0)Student didn’t participate
Skill presentation:
(10) Student performs the skill with improved performance.
(8) Student hasn’t practiced the skill proficiently
(5) Student can’t perform the skill with improvement but tried
Standard 1 (100pts)
Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Objective 2 Demonstrate the necessary knowledge and skills to be proficient in a few movement forms.
e.Use internal and external feedback to analyze and improve performance.
Assessment 1:
Journal Assignment – Student will write a paragraph on the feedback that was received from their teacher and peers at the end of the lesson.They will also write a paragraph on their own internal feedback or what they think they need to do to perform the skill better.The next day in class they will focus directly on what they wrote down to improve the skill.They will then share with the teacher what they were supposed to work on and perform the skill.
Rubric –
Criteria
Outstanding
Almost Accomplished
Needs Work
No Work Done
Visualization:
(10) Student watched 1st attempt video and took 2 – 5 min to visualize the proper technique
(8) Student watched the video but didn’t take enough time to visualize
(5) Student didn’t take time to visualize at all but they watched the video
(0)Student didn’t participate
Skill presentation:
(10) Student performs the skill with improved performance.
(8) Student hasn’t practiced the skill proficiently
(5) Student can’t perform the skill with improvement but tried
1.UEN Standard 3-Students will participate regularly in physical activity.
Objective 2 –Participate in activities that promote physical fitness.
a.Participate in activities that develop flexibility, muscular strength and endurance, and cardiovascular fitness.
2.The students will be put through a series of tests to provide them with information on their fitness levels. We will have them do the Pacer test for cardiovascular endurance, the Curl-up test for abdominal strength (muscular endurance), the 90 degree push up test for upper body strength (muscular strength), and the sit and reach test for flexibility. The students will write down the result of each test after they finish it. After the students have gone through all the tests, they then should have a good idea of what their fitness levels are according to the Healthy Fitness Zones listed on the charts we will provide. After writing down their results the students will write down some goals that if followed will help them to improve their fitness. A more in depth description of the activities can be found in the following book: FITNESSGRAM/ACTIVITYGRAM by Meredith/ Welk- The Cooper Institute Fourth Edition. Pages 28, 42, 47, and 53
3.For the assessment, students will turn in their score sheets and the teacher(s) will analyze the results using the FITNESSGRAM/ACTIVITYGRAM software. The teachers will also make sure the students wrote down goals to help improve their fitness levels. The teacher will then follow the rubric below to assess if the students have achieved the learning outcome above. Their goals need to be targeted at participating in activities that will promote physical fitness. If the students turn in a score sheet the teacher should be able to assess all of the following information in the rubric below based on what has been recorded on the record sheet. If the student does not turn in a score sheet they will receive a zero for the day and will have to make up these fitness tests on their own time. The papers will be returned to the students within a day so they can start to work on their goals.
4.As for a rubric, the students will be given a chart to analyze their results. The charts will come from the FITNESSGRAM/ACTIVITYGRAM book and will include the higher ends of the Healthy Fitness Zone and the lower ends of fitness.On their record sheets, they will write their test results compared to that on the charts. This way the students can see exactly where they are and write goals to improve according to the chart which labels the Healthy Fitness Zone and if they reached it or not. They will be given the following rubric so they know what is expected of them and how they will be graded for the fitness testing portion of their grade.
Rubric
1
2
3
4
Goals
Student did not write any goals.
Student did not write goals that pertain to the fitness testing.
Student wrote only some of the necessary goals.
Student wrote down a targeted goal for each of the fitness tests.
Test Results
Student did not keep track of their test results.
Student did not record their results correctly.
Student wrote down only some of their results.
Student wrote down all of their results correctly.
Verification
Student did not make the record sheet legible.
Student did not record the results in the correct space on the record sheet.
Student showed the instructor a partially completed record sheet
Student showed the teacher a completed record sheet.
Completion
Student did not participate in the fitness tests.
Student completed less than 2 of the fitness tests.
Standard 4-Students will achieve and maintain health-enhancing levels of physical fitness.
Objective 2- Develop and implement a personal fitness plan.
Learning outcome- Pre-test to establish baseline fitness information for muscular strength and endurance, flexibility, body composition, heart rate, blood pressure, and cardiovascular endurance.
Activity Description
Students will be placed into groups of 3. Each group will receive a stop watch and each student will receive an assessment sheet. There will be 3 pre-tests done. Each test will be referred to for personal goals throughout the course. One student will perform the test, another will time the test, and the other will record the reps./time. The first test will be a 40 yard dash. The second test will be to find out how many sit-ups the student can do in a minute, and the third test will be to find out how many push-ups a student can do in a minute. Once all students have performed the tests the student will set goals to increase their scores in the next 9 weeks.
Assessment
You are going to be assigned into a group. There will be one person recording the scores on this paper, one person performing the test, and another person timing the test with a stop watch. The test will begin on the teacher’s cue. The first test will consist of running a 40 yard dash, the second will consist of doing as many sit-ups in a minute, and the third test will consist of doing as many push-ups as you can in a minute. This is a pre-test and will be used for your reference in 9 weeks. After the test has been completed, set a goal for each of the following tests to better your scores. Under the chart, explain how you will achieve your goals.
Tests
Test
Score 1 (11/2/2010)
Goal
Score 2 (9weeks later
40 yard dash
Sit-ups/min
Push-ups/min
Rubric:
Criteria (10pts. Possible)
Not acceptable
Acceptable
Outstanding
Student completion of tests. (3pts. possible)
Student doesn’t complete a test (0)
Student completes 1-2 out of 3 tests (2)
Student completes all tests (3)
Student sets goals (3pts. possible)
Student doesn’t make any goals (0)
Student makes 1-2 goals (2)
Student makes 3 goals (3)
Student makes plan to achieve goal (3pts. possible)
