Fitness Lesson

Jessica Strydhorst, Rachel Wall, Stephanie Burt

Purpose:
- movement development
- creating lifelong physical activity habits

Curriculum Objectives:
By the end of Gr. 5 students will be able to:
A2.1 Daily Physical Activity (DPA): Participate in sustained moderate to vigorous
physical activity, with appropriate warm-up and cool-down activities, to the best of their
ability for a minimum of twenty minutes each day [PS]
A2.2 Identify the components of health-related fitness (e.g. cardiorespiratory endurance,
muscular strength, muscular endurance, flexibility) and the benefits associated with
developing and maintaining each of them (e.g. increased muscular strength and
muscular endurance improve performance in activities) [CT]
A2.4 Develop and implement personal plans relating to a specific component of
health-related fitness, chosen on the basis of their personal fitness assessments [PS,
CT]
B1.1 Perform controlled transfers of weight in a variety of situations involving static and
dynamic balance, using changes in speed and levels, with and without equipment (e.g.
staying in control while moving through an obstacle course) [PS]

Practice Objectives/FMS:
Stability
Locomotion
Main Movement Themes:
Primary: Body Awareness

Game Category (TGFU): Alternative

Age of Players: Grade 5 students (Age: 10)

WARM-UP: Fitness Box Tag (adapted T. Temertzolgous Fitness Cards)

Curriculum Expectations to be fulfilled by this activity:
A2.1 Daily Physical Activity (DPA): Participate in sustained moderate to vigorous
physical activity, with appropriate warm-up and cool-down activities, to the best of their
ability for a minimum of twenty minutes each day [PS]
B1.1 Perform controlled transfers of weight in a variety of situations involving static and
dynamic balance, using changes in speed and levels, with and without equipment (e.g.
staying in control while moving through an obstacle course) [PS]

Equipment:
4 pylons
4 poster boards, labelled 1-4 and with a different exercise on each
E.g. jump squats, jumping jacks, burpees, V-sit side twists
4 Index cards, labelled 1-4
How to Play:
Set up a large square using the pylons and prop the poster boards against the pylons facing
away from the center of the square. Hand the four index cards out to four volunteers; these
volunteers start the game off as the taggers. Students play tag within the boundaries of the
pylons. If a student is tagged by a tagger, the tagger gives the index card to the tagged player.
The tagged player then has to exit the square at the nearest boundary and run around the
outside until they reach the poster board with the corresponding number and complete the
exercise depicted for ten reps. Once the student has complete their reps, they enter the square
as a tagger and try to tag other students.
Safety Concerns:
Remind students to have their heads up while playing tag inside the square to avoid any
collisions.
Remind students completing the exercises to do so outside the square boundaries.
Depending on the age and maturity of the students, 4 noodles could be used (labeled
1-4) instead of the index card so students are not tagging each other with their hands but
rather with the noodle.
Modification:
Make the square larger or smaller.
Change the shape of the playing area (e.g. pentagon, hexagon) to have more exercises
involved)
Use numbered noodles instead of numbered index cards.
Change the locomotion of the taggers or taggees (e.g. skipping, crab walk, walking, etc.)

QUESTIONS TO ASK THROUGHOUT:

Teacher: Describe what components of health-related fitness this activity
focused on or included
Student: This activity had us moving ALL the time through the space, so I
think it included cardiorespiratory endurance. Also the exercises at the cones
worked on muscular endurance.
 Teacher: What were some physical responses that helped you know which
components of health-related fitness this activity focused on
Student: Well I was huffing and puffing by the end so I know I was doing
cardio, and my muscles started to shake the second time I did squats so I
knew I was either working on muscular strength or muscular endurance.

Skill Acquisition:
ACTIVITY ONE: Goose and Egg (Modified Rock, Paper, Scissors)
Curriculum Expectations to be fulfilled by this activity:
A2.1- participate in sustained moderate to vigorous physical activity, with appropriate
warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes
each day
A2.2 identify the components of health-related fitness (e.g., muscular strength, muscular
endurance) and the benefits associated with developing and maintaining each of them (e.g.,
increased muscular strength and muscular endurance improve performance in activities, good
flexibility allows for ease of movement during activities)
Equipment:
No equipment needed
How to Play:
(Re)introduce concept of Rock, Paper, Scissors to students. Say, Were going to play
Rock, Paper, Scissors but with a twist. Each of you will find a partner and play Rock, Paper,
Scissors with them. Each of you will start as a goose (when students are in Goose Form, they
stand tall), but if you WIN the game of Rock, Paper, Scissors, you will become a Golden Egg
(When students are in Golden Egg formation, they are actually doing a squat. Demonstrate
proper squat formation). Play Rock, Paper, Scissors again with your partner, and if you win, stay
squatting, but if you lose, go back to Goose formation (stand up). After a couple rounds, allow
students to get up and stretch and switch partners.
Safety Concerns:
Ensure that students are using proper squat formation so they dont injure their knees.
Modification:
Play in groups (when a person wins, their opponent becomes part of their team and all
follows the formation (Goose or Egg) of the leader). If Player A wins against Player B,
who has 3 followers, Player B and all 3 followers follow Player A.
Have students squat up and down (rather than holding a squat) when playing the role of
the Egg
Play Dinosaur, Goose, Egg, Rock-- In this version, a Goose becomes a half-squat, and
Egg is full squat, and a Rock is sitting down. Everyone starts as a dinosaur. Rather than
having one dedicated partner, each student finds someone to play a round of Rock,
Paper, Scissors against. The person who loses remains a dinosaur, but the one who
wins becomes a Goose (half-squat). However, you can only play someone of your same
rank. So the Goose has to find another goose to play against, and the Dinosaur has to
 play against another Dinosaur. Continue this process-- When two Geese play, and one
wins, he becomes an Egg (squat). When two Eggs play and one wins, the winner
becomes a Rock. Play until all but one person has become Rocks.
Modification to Dino, Goose, Egg, Rock: If a person loses the game of Rock,
Paper, Scissors, they move down a rank (Goose to Dino, Egg to Goose, etc).

QUESTIONS TO ASK THROUGHOUT:

Teacher: What was challenging about being the Egg?
Student: I had to keep my balance and my legs started to hurt from squatting.
Teacher What muscles did you have to use when you were the Egg?
Student: I had to use my leg muscles.
Teacher: Why is it important that we build our leg muscles up?
Student : Because we need them to move and get around, run, jump, and stand.
We need them for almost everything. Building stronger muscles helps us
complete more activities effectively and live a healthy life.

ACTIVITY TWO: Beanbag Plank

Curriculum Expectations to be fulfilled by this activity:
A2.1- participate in sustained moderate to vigorous physical activity, with appropriate
warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes
each day
A2.2 identify the components of health-related fitness (e.g., muscular strength, muscular
endurance) and the benefits associated with developing and maintaining each of them (e.g.,
increased muscular strength and muscular endurance improve performance in activities, good
flexibility allows for ease of movement during activities)
Equipment:
Beanbags in various colours (5-10)
How to Play:
Introduce the idea of a plank: Recall the idea of different points of balance. Remind
students that we have many different ways to use four points of balance, and a plank is one of
them. Show students modified versions of a plank (ie: Start on both knees with your hands
under your shoulders. With both hands on the ground, have one knee on the ground and stretch
the other leg back so you balance on your toes. Show plank with hands on the ground and both
legs stretched out behind you. Show plank on elbows and toes.). Get students into full plank
position (to start) side by side in a horizontal row. Place a beanbag on the ground between each
pair of students. The student will say a variety of words (eg: Ball, Bat, Bagel, Stick, Book,
Grass). When the teacher says Bag,the student tries to grab a beanbag before their partner
(and keeps planking when she doesnt say Bag). The teacher can also call out various colours
like Purple Bag and all students try to grab a beanbag that matches that colour. After a few
rounds, have students get up and stretch.
Safety Concerns:
 Ensure that students do proper plank position so they dont injure their wrists or put too
much pressure on the back. Planks can be challenging, especially when theyre held for periods
of time and if students arent familiar with them-- allow for modified versions for students who
need it.
Modification:
Students can use plank modifications to suit their levels.
Incorporate other instructions into the mix-- Do a plank on one knee and one toe.
Down on your elbows. Get up and do a jumping jack
Have one bean bag in front of each student and only call out colours intermixed with
other words (eg: Bean, Chair, Hole, GREEN!). When students hear their colour, they
get up and do jumping jacks and get back into plank position.

QUESTIONS TO ASK THROUGHOUT:

Teacher: What muscles did you have to use to hold yourself up in plank position?
Student: My arms and my legs a bit, but mostly my stomach
muscles/abdominals, which kept me supported.
Teacher: What are different ways that you use your abdominal muscles every
day?
Student: Laughing, holding myself up, sitting up in bed, reaching for something
far away, having good posture.
Teacher: How can you work to develop your abdominal muscles in your daily life?
Student: Do some of these activities at home, engage my core when Im sitting
to develop better posture, do exercises like planks, sit ups, and crunches.

ACTIVITY THREE: Obstacle Course (made by us)

Curriculum Expectations to be fulfilled by this activity:

A2.1, A2.2, A2.4, B1.1

Equipment:
- jump ropes - boxes to jump onto
- Ladders - beanbags, pylons
- hula hoops - baseball bases
- etc.

How to Play:
- As the students participate in the previous activity, we will set up an obstacle course for
them to go through. This obstacle course will focus on fitness, especially in the areas of
core, arms, and legs. Some of the things they will do will include an army crawl, jumping
across things, jumping over things, doing a squat walk, hula hooping, running around
bases/pylons, jumping rope, under/over obstacles, jump/stepping.

Safety Concerns:
 - Be sure that there is nothing too rigorous for the students involved
- That their desire to do things quickly makes them do things in an unsafe manner
- To be watching out for each other and make sure to give each other space

Modification:
- If students are unable to do parts of the obstacle course, they can do a modified version
of it
- If the obstacle course is not challenging enough, they can find ways to be more
challenged due to the variety of ways that these objects can be used.

QUESTIONS TO ASK THROUGHOUT:

Teacher: What parts of your body were working hard when you did _________? How could you
tell?
Student: My ______s were working hard. I could tell because if I did it for a long time, it would
probably get really sore.

Teacher: What is one thing we could to make our muscles work even harder?
Students: Do these for a longer period of time or do them many more times.

FINAL Game Description: Student-Made Obstacle Course

Curriculum Expectations to be fulfilled by this activity:

A2.1, A2.2, A2.4, B1.1
Equipment:

- jump ropes - boxes to jump onto

- Ladders - beanbags, pylons
- hula hoops - baseball bases

How to Play:
- The students will be put into teams or pairs, depending on the number of students. Then
they will be provided with a variety of objects (like those used in the previous activity).
Then they will work to create an obstacle course for themselves. Before it is complete,
they will tell us what body part will be doing the hard work as they go through the
obstacle course. To end it off, they will be allowed to go through their own course, as
well as each others. These obstacle courses will focus on fitness, especially in the areas
of core, arms, and legs. Some of the things they will do will include an army crawl,
jumping across things, jumping over things, doing a squat walk, hula hooping, running
around bases/pylons, jumping rope, under/over obstacles, jump/stepping, and whatever
else they come up with with their creative juices.
 - Our reason for including these as our final games has to do with the fact that they are
home-schooled children. While they may not have these exact obstacles to use, but this
is an activity they will be able to create versions of at home to practice fitness.

Safety Concerns:
- Be sure that there is nothing too rigorous for the students involved
- That their desire to do things quickly makes them do things in an unsafe manner
- To be watching out for each other and make sure to give each other space

Modification:
- Students are creating their own courses, so they can create it in a way that suits their
needs and abilities
- If students are unable to do parts of the obstacle course, they can do a modified version
of it
- If the obstacle course is not challenging enough, they can find ways to be more
challenged due to the variety of ways that these objects can be used.

QUESTIONS TO ASK THROUGHOUT:

Teacher: What parts of your body were working hard when you did _________? How could you
tell?
Student: My ______s were working hard. I could tell because if I did it for a long time, it would
probably get really sore.

Teacher: How can you use this activity at home to work on your fitness?
Students: While we may not have these exact obstacles to use, but this is an activity we will be
able to create versions of at home to practice fitness.

Resources:
https://www.youtube.com/watch?v=SETY4i-CFv0
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=674#.V_5sm-ArK00