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

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.

Ultimate Frisbee 9/28

Marci Barker

Weber State University Physical Education
Lesson Plan

Activity: Ultimate Frisbee

Skill(s): Running, Throwing, Catching Grade Level: 7th to 9th grade girls

# of Students: 40 Equipment: Cones, Frisbees

Connect to Utah State Standard: Standard 5 Objective 1 C Work to improve physical fitness and motor skills.

Learning Objectives:

Cognitive- Students will understand how catching will contribute to effective game play.

Affective- Students will enjoy the game of Frisbee and doing well.

Psychomotor- Students will catch and throw consistently.

Safety Issues: Don’t throw the Frisbee at each other.

Student grouping for each activity: The students will be separated into their pre assigned squads.

Technical Description of the skills:
First Drill: The students will be separated into their squads. They will be in a circle and just pass to one another. Their goal is to pass it and catch it consistently. This will help them develop team work. After they have had time to pass I will add another squad to their group. Each squad will continue to pass to only their squad members. This will help them unite with their team and to work on their offensive skills.

Second drill: The students will be in lines and they will work with a partner to get to the other end of the field. They will have to pass it as a give and go without dropping the Frisbee. See diagram below.

Verbal Cues: Point, Follow through, and lean back and then forward.

Learning Experiences:
Introduction- We will go through our warm up and I will let squad 6 choose how to do the warm up. We will then go into the first drill and take as long as we need to make sure we can pass and catch consistently with our teammates.

Closure- Ask them what they liked and what was hard or easy about these drills.

Assessments: I will have to look at each squad and see who needs help catching or throwing. By now they should be able to pass the Frisbee with ease to their teammates. Or we may need more time to practice just catching and passing.

Follow up suggestions: If they are ready for game play then go over the rules with them.

Reference: none.

Diagram of learning environment and equipment set up:



Red Dots= Squad 1
Blue Dots= Squad 2
Orange Circle= Squad 1’s Frisbee
Pink Circle= Squad 2’s Frisbee
Black Lines= Throwing Path

Once the teams have had experience playing with their squad members I will add them together. They will be in a bigger circle but still need to pass to their own teammates. It is important to have different colored Frisbees so it will be easier to remember who is in their squad.



Purple Dots= Squad 3
Green Dots=Squad 4
Orange Circle= Frisbee
Solid Black Lines= Running paths
Slashed Black Lines= Throwing Paths

This is a give and go drill. The students will need to pass the Frisbee ahead of the other person and that person needs to run a head to catch the Frisbee. The need to do it with accuracy then speed.

Flag Football 9/13

Weber State University Physical Education

Lesson Plan

Activity: Flag foot ball

Skill(s): Running, Catching, Passing Grade Level: 7^th to 9^th grade

# of Students: 40 Equipment: Foot balls and cones

Connect to Utah State Standard: Standard 5 Objective 1 B- Make responsible choices based on the safety of self and others when participating in physical activities.

Learning Objectives:

Cognitive- By the end of class the students will understand how to run down the field and maneuver to catch a pass.

Affective- Students will feel a need to help their teams win.

Psychomotor- By the end of class each girl will have run down the field at least 4 times.

Safety Issues: The girls will need to be cognizant of others running around the drill as well as those who are trying to catch and intercept the pass.

Student grouping for each activity: I will first split the girls into 3 groups separated by their grade. We will also do the whistle mixer idea and use their previously assigned squads to put them in teams.

Technical Description of the skills: We will do our normal warm up skills that consist of high knees, butt kicks, spiderman, skipping, and the back peddle. We will do these motor skills while doing the while mixer. I will then add a gallop.

For the first drill I will have the girls be in three groups and each will be lined up at the half line of the field I will tell them when to go and then I will throw the ball to whoever calls for it or in the general direction. If they are having a hard time I will have them get into their squads and half them practice passing again.

If the girls seem to be standing for too long, I will have 6 lines that consist of two in each grade. And have 6 people go at once. We’ll just have to see how it goes and then adjust it as times goes on. Each grade will receive a point for each catch that was made depending on who caught the ball.

After a certain amount of passes or rounds I will assign 1^st 2^nd and 3^rd place teams an assignment to do such as do 20 jumping jacks or run 1 lap. I will let the girls pick the task a head of time.

Verbal Cues: Cut (meaning to stop running and turn around) and Hike (Go).

Learning Experiences:

Introduction- I will introduce the whistle mixer to them and also go over the 5 P’s again. I want to get those rules ingrained into their minds.

Closure- I have asked everyone to bring a notebook that they can leave in their lockers. I will ask them the following questions and have them record their answers in their journal.

1. Draw a picture of a running pass that you saw was used or that you used to catch the ball.
2. Did you want your team to win? Did you try to help them win?
3. About how many times did you get to make a run down the field?

Assessments: My assessment will take place in the girls’ journals. I will do my best to watch everyone and write down what I see but I will use what they write down to help me assess them and what they are doing in class.

Follow up suggestions: Did they get bored? If they are progressing really well, I might put them in a game situation and reward the teams that used what we just learn in the drill.

Reference: none

Diagram of learning environment and equipment set up:

Purple = Me

Green= 7^th graders

Blue= 8^th Graders

Orange= 9^th Graders

Orange Squares= Cones

Red= Football

Once I say hike, the first girl in each line will try to catch the ball. Some will just run and some will make a cut to get the ball. I will give the girls that want to turns at throwing the ball. We will use only one ball so that it gets returned quickly.