Name: Jesslynn Patton
Activity: Obstacle Course
Week/ Day of Unit Week 5 Friday
Skill(s) Muscular Strength and Endurance
Grade Level 7th
# of students 20 Equipment (what and how much)
• Tables
• About 10 different small weight sets
• Tires
• 4 Gymnastics Mats
• Short Jump Ropes
• Stopwatches
• Tables
• 5 or 6 Stools with different sizes
• 8 hula hoops
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)Standard 2 objective 2e Explain the concepts related to muscular endurance, e.g., high repetitions with low resistance, sport specificity, and the work/rest ratio Cognitive
(2)Standard 3 objective 2c List and evaluate activities that develop specific elements of physical fitness. Health-related fitness and affective
(3)Standard 2 objective 3g Develop weight training programs to build muscular strength, muscular endurance or a combination of the two. Psychomotor and health-related fitness
(4)Standard 3 objective 2 b Develop personal fitness goals based on the pre-testing results and use a post-test to show progress and improvement. Affective and psychomotor
Safety Issues Doing the course wrong or too fast and getting hurt
Grouping for each activity: 4 groups of 10 with two courses set up, if possible set up more so students get more reps.
Technical Description:
1. Begin the obstacle course by jumping rope 10 times.
2. Run to Station 2, and jump onto the first box with both feet, then jump onto the ground, then hop onto the next box with both feet and so on.
3. Speed over to Station 3, and move across the gymnastics mat any way you choose - crawling, inching like a worm or somersaulting.
4. Head over to Station 4, and climb or vault over the table.
5. Dash to the box at Station 5. Step up and down on the box 10 times using only one leg at a time.
6. Run to Station 6 and the rows of hula hoops. Place only one foot in each hoop - and don't miss a hoop.
7. Dash to the mat at Station 7, and do 10 quick sit-ups.
8. Take a breather; the course is complete!
Learning Experiences (introduction, drills)
1 Working together as team
2 Incorporating muscular fitness with aerobic fitness
3 Being fast and successful
4 Encouraging each other
Grouping/Transition: Stay in 2 groups
Verbal cues
-Be fast
-be effective
-do the workout right
-Encourage each other
Closure: Have the class do a cool down and see what they like about the course the best. While stretching ask the students what they would have done differently and what was effective.
Grouping/Transition: Staying the same
Review/ Assessment: Review how teamwork can help others succeed
Suggestions for follow-up: Have students write down their time and the next time it is done try to beat the time.
Reference
http://www.google.com/search?sourceid=navclient&aq=1&oq=obsticle&ie=UTF-8&rlz=1T4ACGW_enUS308US308&q=obstacle+course
Showing posts with label Jesslynn Patton. Show all posts
Showing posts with label Jesslynn Patton. Show all posts
Friday, October 15, 2010
Kickball Week 5 Tuesday
Name: Jesslynn Patton
Activity: Learning Kickball
Week/ Day of Unit Week 5 Tuesday
Skill(s) Kickball games
Grade Level 7th
# of students 30+
Equipment (what and how much) 9 bases, 3 home plates, 12 cones, 3 kickballs, and 3 pitching plates
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)_Standard 5 Objective 3 Demonstrate personal responsibility and the ability to work with others in activity settings. Affective Domain.
(2)_Standard 5 objective 3b. Work independently and on task with a partner and in small or large group activities. Psychomotor domain.
(3)Standard 5 objective 3d Take a supportive role to encourage and positively influence peers in a variety of activity settings. Health-related, and affective domain.
(4)Standard 6 objective 1d Describe how the participation with others can positively influence the attainment of personal fitness goals. Cognitive Domain.
Safety Issues: Field being wet and students slipping, and students kicking the light ball so high and hard
Grouping for each activity: Students will be grouped into 7 teams
Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups.
Students will then sit in assigned teams. Students sat in teams and then certain students went outside to set up the fields. Now review the game rules which are:
1. Keep the ball on the ground when pitching. If it bounces then it is a re-pitch.
2. No stealing bases. 3. The kicking lines have to go boy girl boy girl
3. Once a team has scored 5 pts then it is an automatic 3 outs and switch
4. The line starts where it ended the last time
5. You cannot throw the ball at each other from far away on only 3 ft no further. You can run with the ball and touch the runner to get them out, or catch the ball in the air.
6. Be safe and have fun. After reviewing these rules we went outside and played games on 3 fields. 1vs 2, 3 vs. 4, 5 vs.6, 7 vs. Lambs class.
Learning Experiences (introduction, drills)
Explain the rules and regulations with Physical Education Kickball
Tell students that everyone should have the chance to play every position throughout the unit; however, find strengths on the teams
When kicking line up on the left if kicking with the right foot and vice versa for left footed
Grouping/Transition: Stay in Teams
Verbal cues
-Keep the ball on the ground
- Kick with the side of your foot to keep ball low
-Keep your eye on the ball when catching
-know what bases are loaded in order to get an out
Game: The teams will be on 3 different fields that I will be watching and instructing. They will play kickball set up like a softball field and using a red kickball for the game. Students will run after they kick to first base. No stealing bases throughout the game. After 3 catches or outs then the teams switch from out field to infield or vice versa.
Closure:
Explain to the students about finding the strength in the team and how they should set up the fields
Explain the importance of kicking correctly in order to score points
Review any rules that may have be confused that day
Ask if there is any questions
Review/ Assessment: Watch students participation throughout the week and see if they are actively engaged in the games and receiving the full workout.
Suggestions for follow-up: Review assessments marks and see which students are making progress and which ones need more assistance. Play competitive games throughout the week for students to get practice and maintain a high hear rate.
Reference: Suttlemyer
Activity: Learning Kickball
Week/ Day of Unit Week 5 Tuesday
Skill(s) Kickball games
Grade Level 7th
# of students 30+
Equipment (what and how much) 9 bases, 3 home plates, 12 cones, 3 kickballs, and 3 pitching plates
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)_Standard 5 Objective 3 Demonstrate personal responsibility and the ability to work with others in activity settings. Affective Domain.
(2)_Standard 5 objective 3b. Work independently and on task with a partner and in small or large group activities. Psychomotor domain.
(3)Standard 5 objective 3d Take a supportive role to encourage and positively influence peers in a variety of activity settings. Health-related, and affective domain.
(4)Standard 6 objective 1d Describe how the participation with others can positively influence the attainment of personal fitness goals. Cognitive Domain.
Safety Issues: Field being wet and students slipping, and students kicking the light ball so high and hard
Grouping for each activity: Students will be grouped into 7 teams
Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups.
Students will then sit in assigned teams. Students sat in teams and then certain students went outside to set up the fields. Now review the game rules which are:
1. Keep the ball on the ground when pitching. If it bounces then it is a re-pitch.
2. No stealing bases. 3. The kicking lines have to go boy girl boy girl
3. Once a team has scored 5 pts then it is an automatic 3 outs and switch
4. The line starts where it ended the last time
5. You cannot throw the ball at each other from far away on only 3 ft no further. You can run with the ball and touch the runner to get them out, or catch the ball in the air.
6. Be safe and have fun. After reviewing these rules we went outside and played games on 3 fields. 1vs 2, 3 vs. 4, 5 vs.6, 7 vs. Lambs class.
Learning Experiences (introduction, drills)
Explain the rules and regulations with Physical Education Kickball
Tell students that everyone should have the chance to play every position throughout the unit; however, find strengths on the teams
When kicking line up on the left if kicking with the right foot and vice versa for left footed
Grouping/Transition: Stay in Teams
Verbal cues
-Keep the ball on the ground
- Kick with the side of your foot to keep ball low
-Keep your eye on the ball when catching
-know what bases are loaded in order to get an out
Game: The teams will be on 3 different fields that I will be watching and instructing. They will play kickball set up like a softball field and using a red kickball for the game. Students will run after they kick to first base. No stealing bases throughout the game. After 3 catches or outs then the teams switch from out field to infield or vice versa.
Closure:
Explain to the students about finding the strength in the team and how they should set up the fields
Explain the importance of kicking correctly in order to score points
Review any rules that may have be confused that day
Ask if there is any questions
Review/ Assessment: Watch students participation throughout the week and see if they are actively engaged in the games and receiving the full workout.
Suggestions for follow-up: Review assessments marks and see which students are making progress and which ones need more assistance. Play competitive games throughout the week for students to get practice and maintain a high hear rate.
Reference: Suttlemyer
Kickball Week 5 Monday
Name: Jesslynn Patton
Activity Learning Kickball
Week/ Day of Unit Week 5 Monday
Skill(s) Kickball games
Grade Level 7th
# of students 30+ Equipment (what and how much) 9 bases, 3 home plates, 12 cones, 3 kickballs, and 3 pitching plates
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)_Standard 5 Objective 3 Demonstrate personal responsibility and the ability to work with others in activity settings. Affective Domain.
(2)_Standard 5 objective 3b. Work independently and on task with a partner and in small or large group activities. Psychomotor domain.
(3)Standard 5 objective 3d Take a supportive role to encourage and positively influence peers in a variety of activity settings. Health-related, and affective domain.
(4)Standard 6 objective 1d Describe how the participation with others can positively influence the attainment of personal fitness goals. Cognitive Domain.
Safety Issues: Field being wet and students slipping, and students kicking the light ball so high and hard
Grouping for each activity: Students will be grouped into 7 teams
Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups. Students will then sit in assigned teams.
Most of the period today we went of rule of the kickball games. We went outside and showed them how the fields will be set up, and reviewed the game rules which are:
1. Keep the ball on the ground when pitching. If it bounces then it is a re-pitch.
2. No stealing bases.
3. The kicking lines have to go boy girl boy girl
3. Once a team has scored 5 pts then it is an automatic 3 outs and switch
4. The line starts where it ended the last time
5. You cannot throw the ball at each other from far away on only 3 ft no further. You can run with the ball and touch the runner to get them out, or catch the ball in the air.
6. Be safe and have fun. After reviewing these rules we went outside and drilled kicking and catching the kickball. This gave the students a chance to realize the weight and feel of the kickball compared to the soccer ball.
Learning Experiences (introduction, drills)
1. Explain the rules and regulations with Physical Education Kickball
2. Tell students that everyone should have the chance to play every position throughout the unit; however, find strengths on the teams
3. When kicking line up on the left if kicking with the right foot and vice versa for left footed
Grouping/Transition: Stay in Teams
Verbal cues:
-Keep the ball on the ground
-Kick with the side of your foot to keep ball low
-Keep your eye on the ball when catching
-know what bases are loaded in order to get an out
Game: The teams will be on 3 different fields that I will be watching and instructing. They will play kickball set up like a softball field and using a red kickball for the game. Students will run after they kick to first base. No stealing bases throughout the game. After 3 catches or outs then the teams switch from out field to infield or vice versa.
Closure:
1. Explain to the students about finding the strength in the team and how they should set up the fields
2. Explain the importance of kicking correctly in order to score points
3. Review any rules that may have be confused that day
4. Ask if there is any questions
Review/ Assessment: Watch students participation throughout the week and see if they are actively engaged in the games and receiving the full workout.
Suggestions for follow-up: Review assessments marks and see which students are making progress and which ones need more assistance. Play competitive games throughout the week for students to get practice and maintain a high hear rate.
Reference: Suttlemyer
Activity Learning Kickball
Week/ Day of Unit Week 5 Monday
Skill(s) Kickball games
Grade Level 7th
# of students 30+ Equipment (what and how much) 9 bases, 3 home plates, 12 cones, 3 kickballs, and 3 pitching plates
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)_Standard 5 Objective 3 Demonstrate personal responsibility and the ability to work with others in activity settings. Affective Domain.
(2)_Standard 5 objective 3b. Work independently and on task with a partner and in small or large group activities. Psychomotor domain.
(3)Standard 5 objective 3d Take a supportive role to encourage and positively influence peers in a variety of activity settings. Health-related, and affective domain.
(4)Standard 6 objective 1d Describe how the participation with others can positively influence the attainment of personal fitness goals. Cognitive Domain.
Safety Issues: Field being wet and students slipping, and students kicking the light ball so high and hard
Grouping for each activity: Students will be grouped into 7 teams
Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups. Students will then sit in assigned teams.
Most of the period today we went of rule of the kickball games. We went outside and showed them how the fields will be set up, and reviewed the game rules which are:
1. Keep the ball on the ground when pitching. If it bounces then it is a re-pitch.
2. No stealing bases.
3. The kicking lines have to go boy girl boy girl
3. Once a team has scored 5 pts then it is an automatic 3 outs and switch
4. The line starts where it ended the last time
5. You cannot throw the ball at each other from far away on only 3 ft no further. You can run with the ball and touch the runner to get them out, or catch the ball in the air.
6. Be safe and have fun. After reviewing these rules we went outside and drilled kicking and catching the kickball. This gave the students a chance to realize the weight and feel of the kickball compared to the soccer ball.
Learning Experiences (introduction, drills)
1. Explain the rules and regulations with Physical Education Kickball
2. Tell students that everyone should have the chance to play every position throughout the unit; however, find strengths on the teams
3. When kicking line up on the left if kicking with the right foot and vice versa for left footed
Grouping/Transition: Stay in Teams
Verbal cues:
-Keep the ball on the ground
-Kick with the side of your foot to keep ball low
-Keep your eye on the ball when catching
-know what bases are loaded in order to get an out
Game: The teams will be on 3 different fields that I will be watching and instructing. They will play kickball set up like a softball field and using a red kickball for the game. Students will run after they kick to first base. No stealing bases throughout the game. After 3 catches or outs then the teams switch from out field to infield or vice versa.
Closure:
1. Explain to the students about finding the strength in the team and how they should set up the fields
2. Explain the importance of kicking correctly in order to score points
3. Review any rules that may have be confused that day
4. Ask if there is any questions
Review/ Assessment: Watch students participation throughout the week and see if they are actively engaged in the games and receiving the full workout.
Suggestions for follow-up: Review assessments marks and see which students are making progress and which ones need more assistance. Play competitive games throughout the week for students to get practice and maintain a high hear rate.
Reference: Suttlemyer
Soccer- Week 4- Wednesday
Name Jesslynn Patton
Activity Soccer
Week/ Day 4 Wednesday
Skill(s) strength and endurance related to conditioning Grade Level 7th
# of students 30+ Equipment (what and how much) Gym
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)Standard 6 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Affective domain, health-related fitness.
(2)Standard 6 objective 1a Select competitive and recreational activities that bring personal satisfaction. Affective domain, psychomotor domain.
(3)Standard 6 objective 1b. Appreciate the aesthetic value of activity participation in a variety of settings. Affective.
(4)Standard 6 objectives 1 c. Recognize that physical activities offer a positive environment to meet and interact with people of varying interests and ability levels. Affective and cognitive.
Safety Issues: The gym being too small and students running into each other
Grouping for each activity: teams 1-7.
Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups. Students will then sit in assigned teams. Today students will be in stations with their teams. We did a conditioning relays the team who completed their stations to the fullest amount and correctly would raise their hand when they were done. We had jogging around gym 5 laps, lunges 20, sit-ups 30, push-ups 10, jump ropes 50 in a row, and air squats 30.
Learning Experiences (introduction, drills)
1 Students will concentrate on endurance and what it means to remain consistent throughout the workout
Give benefits of endurance throughout the workout
Grouping/Transition : Teams 1-7
Verbal cues:
-Go slow and steady
-proper form
- Keep head up when squatting
- lunge keep good poster
-sit-ups come all the way up
-push-ups go all the way down
Game: Conditioning relay
Closure- Tell everyone a great job and thanks for participating. Explain again what it means to participate and gain physical fitness daily.
Grouping/Transition: Staying in teams
Review/ Assessment Review : Review what endurance means and how working out can better quality of life
Reference: Mr. Suttlemyere
Activity Soccer
Week/ Day 4 Wednesday
Skill(s) strength and endurance related to conditioning Grade Level 7th
# of students 30+ Equipment (what and how much) Gym
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)Standard 6 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Affective domain, health-related fitness.
(2)Standard 6 objective 1a Select competitive and recreational activities that bring personal satisfaction. Affective domain, psychomotor domain.
(3)Standard 6 objective 1b. Appreciate the aesthetic value of activity participation in a variety of settings. Affective.
(4)Standard 6 objectives 1 c. Recognize that physical activities offer a positive environment to meet and interact with people of varying interests and ability levels. Affective and cognitive.
Safety Issues: The gym being too small and students running into each other
Grouping for each activity: teams 1-7.
Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups. Students will then sit in assigned teams. Today students will be in stations with their teams. We did a conditioning relays the team who completed their stations to the fullest amount and correctly would raise their hand when they were done. We had jogging around gym 5 laps, lunges 20, sit-ups 30, push-ups 10, jump ropes 50 in a row, and air squats 30.
Learning Experiences (introduction, drills)
1 Students will concentrate on endurance and what it means to remain consistent throughout the workout
Give benefits of endurance throughout the workout
Grouping/Transition : Teams 1-7
Verbal cues:
-Go slow and steady
-proper form
- Keep head up when squatting
- lunge keep good poster
-sit-ups come all the way up
-push-ups go all the way down
Game: Conditioning relay
Closure- Tell everyone a great job and thanks for participating. Explain again what it means to participate and gain physical fitness daily.
Grouping/Transition: Staying in teams
Review/ Assessment Review : Review what endurance means and how working out can better quality of life
Reference: Mr. Suttlemyere
Soccer- Week 4- Monday
Name: Jesslynn Patton
Activity: Soccer Week/ Day 4 Monday
Skill(s) strength and endurance related to soccer games
Grade Level 7th
# of students 30+
Equipment (what and how much) 12 cones, 6 goals
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)Standard 6 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Affective domain, health-related fitness.
(2)Standard 6 objective 1a Select competitive and recreational activities that bring personal satisfaction. Affective domain, psychomotor domain.
(3)Standard 6 objective 1b. Appreciate the aesthetic value of activity participation in a variety of settings. Affective.
(4)Standard 6 objectives 1 c. Recognize that physical activities offer a positive environment to meet and interact with people of varying interests and ability levels. Affective and cognitive.
Safety Issues: The field being wet and students slipping, and ball being kicked higher than knee level hitting other students.
Grouping for each activity: teams 1-7.
Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups. Students will then sit in assigned teams. Today 1vs. 7, 3vs 5, 4vs 6, and team 2 vs. Coach Lambs team. After class teams will report wins and loses.
Learning Experiences (introduction, drills)
1 Students will concentrate on endurance and what it means to remain consistent throughout the game.
2 Review of soccer rules and procedures
3 Discuss that winning is important but overall cardiovascular endurance is our target goal.
4 Give benefits of endurance throughout the game time.
Grouping/Transition: Teams 1-7
Verbal cues:
-Keep ball under control
-Kick ball with side of foot not the toe
- Use endurance while running up and down the field
-defend student on student
-Do not stand
-Help teammates
-Let everyone have a chance to touch the soccer ball
Game: Soccer
Closure-Tell everyone a great job and thanks for participating. Explain again what it means to participate and gain physical fitness daily.
Grouping/Transition: Staying in teams
Review/ Assessment: Review the rules of soccer and what it meant to have endurance. Have students strive to have a goal in mind daily. Have students fill out a 10 question quiz on rules and concepts of physical education soccer.
Suggestions for follow-up: Review rules daily
Reference: Mr. Suttlemyere
Activity: Soccer Week/ Day 4 Monday
Skill(s) strength and endurance related to soccer games
Grade Level 7th
# of students 30+
Equipment (what and how much) 12 cones, 6 goals
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)Standard 6 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Affective domain, health-related fitness.
(2)Standard 6 objective 1a Select competitive and recreational activities that bring personal satisfaction. Affective domain, psychomotor domain.
(3)Standard 6 objective 1b. Appreciate the aesthetic value of activity participation in a variety of settings. Affective.
(4)Standard 6 objectives 1 c. Recognize that physical activities offer a positive environment to meet and interact with people of varying interests and ability levels. Affective and cognitive.
Safety Issues: The field being wet and students slipping, and ball being kicked higher than knee level hitting other students.
Grouping for each activity: teams 1-7.
Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups. Students will then sit in assigned teams. Today 1vs. 7, 3vs 5, 4vs 6, and team 2 vs. Coach Lambs team. After class teams will report wins and loses.
Learning Experiences (introduction, drills)
1 Students will concentrate on endurance and what it means to remain consistent throughout the game.
2 Review of soccer rules and procedures
3 Discuss that winning is important but overall cardiovascular endurance is our target goal.
4 Give benefits of endurance throughout the game time.
Grouping/Transition: Teams 1-7
Verbal cues:
-Keep ball under control
-Kick ball with side of foot not the toe
- Use endurance while running up and down the field
-defend student on student
-Do not stand
-Help teammates
-Let everyone have a chance to touch the soccer ball
Game: Soccer
Closure-Tell everyone a great job and thanks for participating. Explain again what it means to participate and gain physical fitness daily.
Grouping/Transition: Staying in teams
Review/ Assessment: Review the rules of soccer and what it meant to have endurance. Have students strive to have a goal in mind daily. Have students fill out a 10 question quiz on rules and concepts of physical education soccer.
Suggestions for follow-up: Review rules daily
Reference: Mr. Suttlemyere
Fitness Journal Friday Week 1
Name: Jesslynn Patton
Activity Fitness Journal
Week/ Day of Unit: Week 1 Friday
Skill(s) assessing correctly and goal setting
Grade Level 7-9th
# of students 30+
Equipment (what and how much) Note books and worksheet I am giving
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)Standard 3 objective 1c Assess personal fitness status regarding activity participation, energy expenditure, elements of physical fitness, and nutritional practices. Cognitive and psychomotor.
(2)Standard 3 objective 2c. List and evaluate activities that develop specific elements of physical fitness. Health – related fitness domain
(3) Standard 1 objective 2c. Maintain activity journals illustrating activity participation outside of school hours. Affective domain.
(4) Standard 2 objective 2a Review the elements of physical fitness. Cognitive domain.
Safety Issues The students not being honest on their assessments; therefore giving them unrealistic goals.
Grouping for each activity: Same pair they were in last time so they can give each other suggestions for goals they want to accomplish.
Technical Description:
The goal is to have each student self-assess his or her personal fitness and make recommendations for change. Students will be asked to identify areas for change and what activities they prefer to engage in. I will first lecture on what goals should be made in order to be successful. For example, only raising a couple lbs, or a 5 more push-ups since we are assessing again next month. This way they cannot get discouraged that they are not reaching their goals. I will explain the benefit of keeping a these goals and assessments in order to improve. This will be a teaching day and not very active, but learning how to properly begin to be active.
Learning Experiences (introduction, drills)
1 Appropriate goals
2 Examples of goals
3 having students help each other in partners for good goal making and to answer the other questions on their own.
4 lecture good ranges and healthy zones so they have an idea if they are average or not.
Grouping/Transition: Staying in pairs
Verbal cues:
Be honest
Set worthy goals
Be realistic
Closure: Turn assessments and goals back in so I can review them properly and make sure each student has done this correctly. Have the students answer questions of why this is so important and the benefits of goals.
Suggestions for follow-up
Marking the goals each week and if they were followed looking over their sheets daily
Reference http://www.pbs.org/newshour/extra/teachers/lessonplans/health/fitness/class1.html
Activity Fitness Journal
Week/ Day of Unit: Week 1 Friday
Skill(s) assessing correctly and goal setting
Grade Level 7-9th
# of students 30+
Equipment (what and how much) Note books and worksheet I am giving
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)Standard 3 objective 1c Assess personal fitness status regarding activity participation, energy expenditure, elements of physical fitness, and nutritional practices. Cognitive and psychomotor.
(2)Standard 3 objective 2c. List and evaluate activities that develop specific elements of physical fitness. Health – related fitness domain
(3) Standard 1 objective 2c. Maintain activity journals illustrating activity participation outside of school hours. Affective domain.
(4) Standard 2 objective 2a Review the elements of physical fitness. Cognitive domain.
Safety Issues The students not being honest on their assessments; therefore giving them unrealistic goals.
Grouping for each activity: Same pair they were in last time so they can give each other suggestions for goals they want to accomplish.
Technical Description:
The goal is to have each student self-assess his or her personal fitness and make recommendations for change. Students will be asked to identify areas for change and what activities they prefer to engage in. I will first lecture on what goals should be made in order to be successful. For example, only raising a couple lbs, or a 5 more push-ups since we are assessing again next month. This way they cannot get discouraged that they are not reaching their goals. I will explain the benefit of keeping a these goals and assessments in order to improve. This will be a teaching day and not very active, but learning how to properly begin to be active.
Learning Experiences (introduction, drills)
1 Appropriate goals
2 Examples of goals
3 having students help each other in partners for good goal making and to answer the other questions on their own.
4 lecture good ranges and healthy zones so they have an idea if they are average or not.
Grouping/Transition: Staying in pairs
Verbal cues:
Be honest
Set worthy goals
Be realistic
Closure: Turn assessments and goals back in so I can review them properly and make sure each student has done this correctly. Have the students answer questions of why this is so important and the benefits of goals.
Suggestions for follow-up
Marking the goals each week and if they were followed looking over their sheets daily
Reference http://www.pbs.org/newshour/extra/teachers/lessonplans/health/fitness/class1.html
Pre Test Thursday Week 1
Name: Jesslynn Patton
Activity Pre-testing
Week/ Day of Unit Thurs Week 1
Skill(s) One Mile Run
Grade Level 7-9th
# of students: 30+
Equipment (what and how much) none, Field outside, cones
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Grass being wet
Grouping for each activity: Individually
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher will modify and demonstrate how the students are to run, and they will go outside to show the students where the cones have been placed. Instructor will also tell students to remember their times. The teacher will have the students begin and have a stopwatch ready for when the students are done. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is. I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills)
1 Instructor will show students where they are to run and walk through guidelines of how to run on field and around cones.
2 I will be at a corner watching students making sure they don’t cut, and other instructors will be timing.
Grouping/Transition: They will continue to be individually.
Verbal cues
-Pace yourself in order to endure.
-Concentrate on breathing and what your body is telling you
Activity Pre-testing
Week/ Day of Unit Thurs Week 1
Skill(s) One Mile Run
Grade Level 7-9th
# of students: 30+
Equipment (what and how much) none, Field outside, cones
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Grass being wet
Grouping for each activity: Individually
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher will modify and demonstrate how the students are to run, and they will go outside to show the students where the cones have been placed. Instructor will also tell students to remember their times. The teacher will have the students begin and have a stopwatch ready for when the students are done. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is. I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills)
1 Instructor will show students where they are to run and walk through guidelines of how to run on field and around cones.
2 I will be at a corner watching students making sure they don’t cut, and other instructors will be timing.
Grouping/Transition: They will continue to be individually.
Verbal cues
-Pace yourself in order to endure.
-Concentrate on breathing and what your body is telling you
Pre Test Wednesday Week 1
Name: Jesslynn Patton
Activity Pre-testing
Week/ Day of Unit Wed. Week 1
Skill(s) Flexibility
Grade Level 7-9th
# of students: 30+
Equipment (what and how much) Flexibility Box
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Students to close together
Grouping for each activity: Students will be in groups of 6
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher demonstrated the flexibility test. Students who are not getting tested at that time are to walk around gym one lap and then run around gym one lap until their group is instructed to get tested. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is. I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills)
1 Instructor will demonstrate the flexibility first and how it is done.
Grouping/Transition: They will continue to be in groups until they have been tested.
Verbal cues
-Stretch out legs first .
-Have good Posture.
-Keep motion all in one movement.
Activity Pre-testing
Week/ Day of Unit Wed. Week 1
Skill(s) Flexibility
Grade Level 7-9th
# of students: 30+
Equipment (what and how much) Flexibility Box
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Students to close together
Grouping for each activity: Students will be in groups of 6
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher demonstrated the flexibility test. Students who are not getting tested at that time are to walk around gym one lap and then run around gym one lap until their group is instructed to get tested. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is. I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills)
1 Instructor will demonstrate the flexibility first and how it is done.
Grouping/Transition: They will continue to be in groups until they have been tested.
Verbal cues
-Stretch out legs first .
-Have good Posture.
-Keep motion all in one movement.
Pre Test Tuesday Week 1
Name: Jesslynn Patton
Activity Pre-testing
Week/ Day of Unit Tues Week 1
Skill(s) Sprint line test
Grade Level 7-9th
# of students: 30+
Equipment (what and how much) wood flooring, wooden sticks
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Students shoes being slick when sprinting to line and back
Grouping for each activity: I will have a line of guys and a line of girls
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher demonstrated the short sprint test. First student is to sprint to the line instructed grab the wooden stick sprint back put in down sprint to the same line again, grab the other wooden stick and sprint through line. Teacher is timing activity. After student is done doing their test, then they will walk around the gym in order to keep heart rate up. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is, I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills)
1 Instructor will demonstrate the sprint test first and how it is done.
Grouping/Transition: They will continue to be in a line until they have been tested.
Verbal cues
-Sprint as fast as you can whichever way you go to turn around, use that same hand to reach down to grab the wooden stick.
-Make a short turning point in order to be faster, do not spin all the way around.
-follow through, keep running and don’t slow down until times is stopped.
Activity Pre-testing
Week/ Day of Unit Tues Week 1
Skill(s) Sprint line test
Grade Level 7-9th
# of students: 30+
Equipment (what and how much) wood flooring, wooden sticks
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Students shoes being slick when sprinting to line and back
Grouping for each activity: I will have a line of guys and a line of girls
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher demonstrated the short sprint test. First student is to sprint to the line instructed grab the wooden stick sprint back put in down sprint to the same line again, grab the other wooden stick and sprint through line. Teacher is timing activity. After student is done doing their test, then they will walk around the gym in order to keep heart rate up. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is, I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills)
1 Instructor will demonstrate the sprint test first and how it is done.
Grouping/Transition: They will continue to be in a line until they have been tested.
Verbal cues
-Sprint as fast as you can whichever way you go to turn around, use that same hand to reach down to grab the wooden stick.
-Make a short turning point in order to be faster, do not spin all the way around.
-follow through, keep running and don’t slow down until times is stopped.
Pre Test Monday Week 1
Name Jesslynn Patton
Activity Pre-testing
Week/ Day of Unit Monday Week 1
Skill(s) Push-Ups, Sit-ups
Grade Level 7-9th
# of students: 30+
Equipment (what and how much) wood flooring, tape
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1) Standard 1 objective 1a: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Students to close together
Grouping for each activity: I will have my entire class in pairs
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Today This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. I will have stations set up so that it goes faster; one station will be sit-ups, one push-up. I am going to use the example of my fit for life class and test the endurance of Sit-up I will have my students sit on line in gym and touch their finger tips to the taped line while their partner counts and watches to make sure they are being done right. The same goes for push-up’s The station with push-ups will have the tape telling the students when to go down and up, and the teachers will be watching the form of the students. This will take the whole class period and will be a good indicator of where each student is, I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills)
1 I will have a student who can do a good skilled push-up demonstrate what one looks like in order to assess their partners.
2 On sit-ups I will have a student demonstrate a perfect sit-up with feet on the ground continually and not pushing off the mat, so the students will know what an acceptable sit-up should look like.
Grouping/Transition: They will continue to stay in pairs.
Verbal cues:
-Keep feet on the ground
- do not push off the mat
-keep back straight on push-ups and head up
Activity Pre-testing
Week/ Day of Unit Monday Week 1
Skill(s) Push-Ups, Sit-ups
Grade Level 7-9th
# of students: 30+
Equipment (what and how much) wood flooring, tape
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1) Standard 1 objective 1a: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Students to close together
Grouping for each activity: I will have my entire class in pairs
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Today This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. I will have stations set up so that it goes faster; one station will be sit-ups, one push-up. I am going to use the example of my fit for life class and test the endurance of Sit-up I will have my students sit on line in gym and touch their finger tips to the taped line while their partner counts and watches to make sure they are being done right. The same goes for push-up’s The station with push-ups will have the tape telling the students when to go down and up, and the teachers will be watching the form of the students. This will take the whole class period and will be a good indicator of where each student is, I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills)
1 I will have a student who can do a good skilled push-up demonstrate what one looks like in order to assess their partners.
2 On sit-ups I will have a student demonstrate a perfect sit-up with feet on the ground continually and not pushing off the mat, so the students will know what an acceptable sit-up should look like.
Grouping/Transition: They will continue to stay in pairs.
Verbal cues:
-Keep feet on the ground
- do not push off the mat
-keep back straight on push-ups and head up
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