Date Planned to Teach Lesson Title GLO’s SLO’s Assessment

- Are all the students dressed and ready

to participate? (Formative)
20-13 - Attendance. Are all the students here?
March 6 FT (Fitness Center) A 30-13 - Are the students engaged, enthusiastic
Muscular Fitness B 20-2 and having fun, willing to participate?
30-2 - As I am providing the students with a
demonstration, I will be looking around
at their faces, in order to see if anyone
looks confused about what they will be
doing (Formative)
- Were the students able to listen to my
directions? Do they understand that
they need to fill out their lab
worksheet/chart by the end of class?
(Formative)
- While students are working through the
exercises during the lab, I will be
walking around to ensure students are
on task and performing the correct
exercise/activity (Formative)
- Fist to Five – 0: I don’t have a clue
what I’m doing, 5: I understand what
I’m supposed to do (Formative)
- Are all the students dressed and ready
to participate? (Formative)
March 7 FT (Classroom) A 20-13 - Attendance. Are all the students here?
Cardiovascular Fitness B 30-13 - Are the students engaged, enthusiastic
20-2 and having fun, willing to participate?
30-2 - As I am providing the students with a
demonstration, I will be looking around
at their faces, in order to see if anyone
looks confused about what they will be
doing (Formative)
- Were the students able to listen to my
directions? Do they understand that
they need to fill out their lab
 worksheet/chart by the end of class?
(Formative)
- While students are working through the
exercises during the lab, I will be
walking around to ensure students are
on task and performing the correct
exercise/activity (Formative)
- Fist to Five – 0: I don’t have a clue
what I’m doing, 5: I understand what
I’m supposed to do (Formative)
- Are all the students dressed and ready
to participate? (Formative)
20-13 - Attendance. Are all the students here?
March 8 FT (Fitness Center) A 30-13 - Are the students engaged, enthusiastic
Flexibility B 20-2 and having fun, willing to participate?
30-2 - As I am providing the students with a
demonstration, I will be looking around
at their faces, in order to see if anyone
looks confused about what they will be
doing (Formative)
- Were the students able to listen to my
directions? Do they understand that
they need to fill out their lab
worksheet/chart by the end of class?
(Formative)
- While students are working through the
exercises during the lab, I will be
walking around to ensure students are
on task and performing the correct
exercise/activity (Formative)
- Fist to Five – 0: I don’t have a clue
what I’m doing, 5: I understand what
I’m supposed to do (Formative)
 - Are all the students dressed and ready
to participate? (Formative)
FT (Group Exercise) 20-13 - Attendance. Are all the students here?
March 9 Skills Related Components of A 30-13 - Are the students engaged, enthusiastic
Fitness B 20-2 and having fun, willing to participate?
30-2 - As I am providing the students with a
demonstration, I will be looking around
at their faces, in order to see if anyone
looks confused about what they will be
doing (Formative)
- Were the students able to listen to my
directions? Do they understand that
they need to fill out their lab
worksheet/chart by the end of class?
(Formative)
- While students are working through the
exercises during the lab, I will be
walking around to ensure students are
on task and performing the correct
exercise/activity (Formative)
- Fist to Five – 0: I don’t have a clue
what I’m doing, 5: I understand what
I’m supposed to do (Formative)

Learning Activities Safety Instructional Strategies Equipment/ Resources/ Technology Mot

Lesson takes place in the fitness - Students should be Direct Instruction - Fitness Center/Auxiliary Gym - Students will
center/auxiliary gym instructed in the - I will provide students with - Gym machines/equipment get to
Students will be introduced to 3 rep proper use of fitness instruction and demonstration of (chest press, leg press, shoulder experience a
max (3RM) equipment before what they need to do for the duration press, bicep curl) first year
Students will fill out two charts that using it, e.g., of class - Mats university lab
cover their: stationary bicycle, - Describe and show students what a 3 - Stereo system session for
Muscular Strength medicine ball, rep max is - Pre-made playlist Kinesiology
- Chest Press (lbs) chinning bar, tubing. - I will show students what I am - Lab worksheet/chart 1000 (U of L)
- Leg Press (lbs) - Teachers should asking of them for the following - Fahey, T.D., Insel, P.M., Roth, - Music will be
- Shoulder Press (lbs) emphasize high exercises: W.T., & Wong, I. (2013). Fit playing to
- Bicep Curl (lbs) repetitions using - Muscular Strength and Well: Core Concepts and increase
Muscular Endurance lighter weights, or - Chest Press (lbs) Labs in Physical Fitness and participation
- Curl-Up no weights at all, - Leg Press (lbs) Wellness (3rd Cdn. Ed.). and motivation
- Push Up when teaching - Shoulder Press (lbs) Toronto, ON: McGraw-Hill
- Squats resistance training. - Bicep Curl (lbs) Ryerson Ltd.
- Side Bridge (right/left) - Teachers should - Muscular Endurance
- Back Extensors encourage - Curl-Up
- Trunk Flexors development of core - Push Up
body strength. - Wall Squat
- Teachers should - Side Bridge (right/left)
encourage correct - Back Extensors
body alignment for
injury prevention. Cooperative Learning
- Teachers should - Students are held accountable for
encourage students completing their lab that is handed
to work at personal out at the beginning of class, and
levels of intensity. staying on task
- Teachers should
encourage students
to participate at their
level of comfort,
focusing on
participation, not
performance.
Lesson takes place in - Students should be Direct Instruction - Classroom/Auxiliary Gym - Students will
classroom/auxiliary gym instructed in the - I will provide students with - Mats get to
- Students will be introduced to proper use of fitness instruction and demonstration of - Blocks for platform to stack on experience a
heart rate measurements such as equipment before what they need to do for the duration top first year
carotid and radial. using it, e.g., of class - Stereo system university lab
- Students will fill out worksheet stationary bicycle, - I will show students what I am - Metronome recording session for
that has them calculating their medicine ball, asking of them for the following - Lab worksheet/chart Kinesiology
resting HR, HR max, HR reserve, chinning bar, tubing. exercises/activity: - Fahey, T.D., Insel, P.M., Roth, 1000 (U of L)
including their target HR zones - Teachers should - 3 Minute Step Test W.T., & Wong, I. (2013). Fit - Music will be
(lower and upper) emphasize high - Resting HR, HR max, HR reserve, and Well: Core Concepts and playing to
- Students will perform 3 Minute repetitions using including their target HR zones Labs in Physical Fitness and increase
Step Test that will be an estimate lighter weights, or (lower and upper), VO2max Wellness (3rd Cdn. Ed.). participation
of their cardiovascular endurance no weights at all, Toronto, ON: McGraw-Hill and motivation
- Students will figure out what when teaching Cooperative Learning Ryerson Ltd.
 their HR bpm and VO2max resistance training. - Students are held accountable for
calculated from the Step Test - Teachers should completing their lab that is handed
encourage out at the beginning of class, and
development of core staying on task
body strength.
- Teachers should
encourage correct
body alignment for
injury prevention.
- Teachers should
encourage students
to work at personal
levels of intensity.
- Teachers should
encourage students
to participate at their
level of comfort,
focusing on
participation, not
performance.
Lesson takes place in fitness - Students should be Direct Instruction - Fitness Center/Auxiliary Gym - Students will
center/auxiliary gym instructed in the - I will provide students with - Mats get to
Students will perform and fill out the proper use of fitness instruction and demonstration of - Stereo system experience a
Healthy Back test with a partner that equipment before what they need to do for the duration - Pre-made playlist first year
goes over 8 different tests. using it, e.g., of class - Lab worksheet/chart university lab
Students will also perform and fill out stationary bicycle, - I will show students what I am - Copy of Personal Plan for session for
another chart that assess their joint medicine ball, asking of them for the following Flexibility Kinesiology
assessment focusing on joints chinning bar, tubing. exercises/activity: - Printed out examples of back 1000 (U of L)
abduction/adduction, - Teachers should - Healthy Back test tests - Music will be
flexion/extension, dorsiflexion/plantar emphasize high - Joint Assessment - Fahey, T.D., Insel, P.M., Roth, playing to
flexion repetitions using W.T., & Wong, I. (2013). Fit increase
At the end of the lesson, I will give lighter weights, or Cooperative Learning and Well: Core Concepts and participation
students a copy of a Program Plan for no weights at all, - Students are held accountable for Labs in Physical Fitness and and motivation
Flexibility, if they choose to check when teaching completing their lab that is handed Wellness (3rd Cdn. Ed.).
their frequency throughout their resistance training. out at the beginning of class, and Toronto, ON: McGraw-Hill
participation in physical activity - Teachers should staying on task Ryerson Ltd.
encourage
 development of core
body strength.
- Teachers should
encourage correct
body alignment for
injury prevention.
- Teachers should
encourage students
to work at personal
levels of intensity.
- Teachers should
encourage students
to participate at their
level of comfort,
focusing on
participation, not
performance.
Lesson will take place in auxiliary - Students should be Direct Instruction - Auxiliary Gym - Students will
gym instructed in the - I will provide students with - Mats get to
Students will have the gym period to proper use of fitness instruction and demonstration of - Stereo system experience a
go through stations and fill out a lab equipment before what they need to do for the duration - Pre-made playlist first year
worksheet. using it, e.g., of class - Stopwatches university lab
Stations include: stationary bicycle, - I will show students what I am - Tape session for
1. Agility Test medicine ball, asking of them for the following - Yard sticks Kinesiology
a. With a partner, grab a chinning bar, tubing. exercises/activity: - Pylons 1000 (U of L)
stopwatch and complete the - Teachers should - Agility Test, Balance Foot Stand - Sticks for Coordination Stick - Music will be
agility course as fast as you emphasize high Test, Coordination – Stick Test, Flip Test playing to
can repetitions using Power – Standing Long Jump, - Measuring tape increase
b. Students must start lying lighter weights, or Reaction Time – Yard Stick Test, - Lab worksheet/chart participation
down with their stomach no weights at all, Speed – 50 Yard Dash - Fahey, T.D., Insel, P.M., Roth, and motivation
touching the floor and legs when teaching W.T., & Wong, I. (2013). Fit
outstretched behind them resistance training. Cooperative Learning and Well: Core Concepts and
c. One attempt - Teachers should - Students are held accountable for Labs in Physical Fitness and
2. Balance Foot Stand Test encourage completing their lab that is handed Wellness (3rd Cdn. Ed.).
a. With a partner, grab a development of core out at the beginning of class, and Toronto, ON: McGraw-Hill
stopwatch body strength. staying on task Ryerson Ltd.
b. Students will remove shoes - Teachers should
 and socks and perform encourage correct
balance test (balance on one body alignment for
leg on balls of feet) injury prevention.
c. Two attempts - Teachers should
3. Coordination – Stick Test encourage students
a. Students may practice as to work at personal
much as they like levels of intensity.
b. Students will perform 5 - Teachers should
consecutive trials for each encourage students
of the half and the full flip to participate at their
c. Half flip – 1 pt., full flip – 2 level of comfort,
pts. focusing on
4. (1) Power – Standing Long Jump participation, not
a. With toes on the line, jump performance.
forward as far as possible
b. Use the point closest to the
starting line as your score in
inches
c. Three attempts – use
highest score for
comparison
5. Reaction Time – Yard Stick Test
a. With a partner, grab a
meter/yard stick
b. Partner should hold stick in
front of you with the “0” at
the top
c. Place your thumb and index
finger on either side of the
“50” without touching the
ruler
d. Without warning, person
holding the ruler will let go,
and the other person must
catch it as fast as they can
use only their index finger
and thumb. Record the
 score that you have
grabbed. Write a “0” or
“NA” if ruler is dropped
e. Three attempts
6. Speed – 50 Yard Dash
a. Perform 1 trial of the speed
test
b. Partner will have a stop
watch and record how fast
you can run
Chart will be given to students at the
beginning of class to fill out during
the lesson/stations