Part 1: Standards, Outcomes, Objectives, and Lesson Background/ Overview

Names: Emily Kurz and Kayla Weber

Topic: Health- Related Fitness

National Standard:
● Standard Three: The physically literate individual demonstrates the knowledge and skills
to achieve and maintain a health- enhancing level of physical activity and fitness

Colorado State Standard:

● Comprehensive Health and Physical Education
○ Standard 2: Physical and personal wellness in physical Education
■ b. Identify activities that will help to improve cardio-respiratory, muscular
endurance, muscular strength, flexibility and body composition (DOK 1-2)

Grade Level: Sixth Grade

National Grade Level Outcome:

● S3.M10.6 (Fitness Knowledge) Differentiates between aerobic and anaerobic capacity,

and between muscular strength and endurance.
● S3.M11.6 (Fitness Knowledge) Identifies each of the components of the overload
principle (FITT formula: frequency, intensity, time, type) for different types of physical
activity (aerobic, muscular fitness and flexibility).
● S3.M14.6 (Fitness Knowledge) Identifies major muscles used in selected physical
activities

Cognitive Objective:

● Every student will be able to differentiate between anaerobic activities and aerobic
activities, identify the large muscle groups that accompany those activities, as well as
recognize and comprehend FITT principle concepts.

Equipment Needed:

● Plicker Cards (One for each student)

● Technological recording device (Smartphone or iPad)
● If needed: Paper assessment and pencils
 Cognitive Assessment Lesson Plan

Time Student Goal Performance Standards Organizational

(min) Activities Orientation Cues & Arrangement
Instant Objectives
Activity

0-5 Health-Related Fitness Unit Students

min Assessment Will be walking
around the
· Students will be taking Standard 3 perimeter of the
part in a Walk and Talk to gym
review material that will be Outcomes: Teacher
on their unit assessment S3.M10.6 Will be
S3.M11.6 answering any
S3.M14.6 questions and
engaging in
student activity

Script - Top o’ the mornin Sixth Graders! Today we will be using the Plickers to review
components from our fitness unit! We have gone over various anaerobic and aerobic
exercises, the muscle groups you use with those activities as well as the FITT principle
concepts.
- Before we get going on the plickers, lets start the class with a Walk and Talk. When the
music starts, you and a partner walk around the perimeter of the gym discussing the
various topics that will be on the assessment. Ready, Go!

Time Student Goal Performance Standards Organizational

(min) Activities Orientation Cues & Arrangement
Assessment Objectives

5:30- Health-Related Fitness Unit While using

12 Assessment Plickers App:
min Students will
· The teacher will be using Possible Hint: Standard 3 find their own
the Plickers app to test Anaerobic is poly spot and sit
students knowledge on health- without Outcomes: on it. All of the
related fitness. The test will oxygen. S3.M10.6 poly spots will be
include five questions related (Question 5) S3.M11.6 arranged in front
to anaerobic/aerobic fitness, S3.M14.6 of the
large muscle groups, and the
 FITT principle. whiteboard.
All five
questions will be
written on the
whiteboard for
the students to
see
IF you have to
use paper
assessment:
Spread the poly
spots throughout
the gym, and
have each
student find their
own.

Script -I hope that the Walk and Talk got your blood flowing and your brains working
because now we are going to jump into our Plicker assessment!
- When I say go I want you to find your poly spot, your name and plickers are already at
your spots. DO NOT MOVE YOUR POLY SPOTS! Ready, go!
***Administer assessment
-When the assessment is over we will have the rest of the class period to work on our
fitness plans

Time Student Goal Performance Standards Organizational

(min) Activities Orientation Cues & Arrangement
Objectives

12:30 Health-Related Fitness Unit Students

-30 Assessment Working on
min fitness plans
·After assessment, students Standard 3 around the gym
will begin work on creating Teacher
their fitness plans for the rest Reading over test
of the class period results to see if

Script Well done on the assessment class! Now we are going to start creating the fitness plans
: we discussed last class. Here is a handout with a rubric and directions on how to format
your plan! You should be incorporating the FITT principles we have been discussing
throughout the course of this unit
Class Plicker Numbers
● Each poly spot will have the students name and Plicker number on the poly spot. Under
the poly spot will be the student’s plicker board
● If the Plicker system is down, paper assessments will be handed out to the students at
their poly spots.
 ___/5

Name____________________________ Class Period______________________

***If name is not written clear and legible, exam will not be graded and student will receive a
zero for the assignment***
Health-Related Fitness Unit Assessment

Directions: Circle the correct answer for each of the following questions.

1. I am using my bicep muscles while performing lunges, true or false? (1 pt.)

a. True
b. False

2. When doing sit ups, I am using my abdominal muscles, true or false? (1 pt.)
a. True
b. False

3. “How hard” you do an activity or exercise is also called__________. (1 pt.)

a. Intensity
b. Frequency
c. Type

4. Which of these components is NOT part of the overload principle? (1 pt.)

a. Intensity
b. Time
c. Frequency
d. Consistency

5. Which of these is NOT an anaerobic activity? (Hint: Anaerobic does not dependent on
oxygen) (1 pt.)

a. 1 Rep. Max. on a Bench Press

b. 5K Race
c. 100 meter dash
 ANSWER KEY

Directions: Circle the correct answer for each of the following questions.

1. I am using my bicep muscles while performing lunges, true or false? (1 pt.)

a. True
b. False

2. When doing sit ups, I am using my abdominal muscles, true or false? (1 pt.)
a. True
b. False

3. “How hard” you do an activity or exercise is also called__________. (1 pt.)

a. Intensity
b. Frequency
c. Type

4. Which of these components is NOT part of the overload principle? (1 pt.)

a. Intensity
b. Time
c. Frequency
d. Consistency

5. Which of these is not an anaerobic activity? (Hint: Anaerobic does not depend on oxygen) (1
pt.)
a. 1 Rep. Max. on a Bench Press
b. 5K Race
c. 100 meter dash
 Health-Related Fitness Assessment Score Sheet
Student Answered Question Correctly
Student Answered Question Incorrectly

Question 1- Question 2- Question 3- Question 4- Question 5- Total correct

Class: Biceps used Abdominal “How Overload Anaerobic answers out
SES 441 with lunges muscles hard”= Principal Activity of five
with sit ups Intensity component

1. Hector
Alaniz

2. Tara
Anderson

3. Alexis
Badial

4. Travis
Baldwin

5. Michelle
Braly

6. Ryann
Charles

7. Rebecca
Eidson

8. Kelsey
Hale

9. Alex
Johnson

10. Joshua
Main

11. Gregory
Mares

12. Brock
Needens

13. Serina
Owens

14. Dylen
Russell
15. Nicole
Russell

16. Annie
Stechert

17. Ross
Tassitano

Most Missed Question: _________________________________________________________

 Part IV: Post-Assessment Self-Evaluation
1. Did the lesson/ implementation of your assessment go as expected? Explain what
you did and why or why not.

Yes, our lesson implementation of our assessment did go as planned. We had the students
arranged in an orderly fashion which, in turn allowed us to properly scan each student’s answer
card without too much hassle. Having the questions up on the whiteboard as well as reading
them out loud was nice for the students, because it targeted both visual and auditory learners. We
had a system for both plicker administration, having the plicker cards out before the students had
to take the assessment, as well as for picking up the plickers, calling the students up by their
valentine's day card animals so that the students did not all rush the teachers at once.

2. Was your tool age appropriate for the students (of the grade level that you planned
for)? Explain why using specific examples.

Our tool was age appropriate for sixth graders. The plicker cards can be used by
elementary-aged students. They are simple and quite easy to handle once the students get the
hang of them. All the students have to figure out is which side they have to turn their plicker card
to in order for it to represent the specific letter they want. The questions of the exam were also
age appropriate for our learners and included key words that they would have been working on
throughout the unit. The next “phase” of this assessment would be to see if the students could
actually apply their knowledge of this terminology in an actual personal workout plan.

3. Did students reach the lesson objective related to your assessment? How do you
know? What were the results of your assessment?

Overall, the students were able to reach part of the objective of differentiating between
anaerobic activities and aerobic activities, identifying the large muscle groups that accompany
those activities, as well as recognizing and comprehending FITT principle concepts. We know
the students reached the objective because of their test results. One hundred percent of students
knew understand large muscle groups used during certain activities. Sixty seven percent of the
students knew that intensity is “how hard” you participate in a workout (FITT). Unfortunately,
only thirty six percent of the class was able to pick out which concept was not an overload
principle and only thirty percent of the class knew which activity was not anaerobic. Knowing
this information, we would review these topics with our whole class to make sure that they
understood the topic to its fullest before we asked them to continue working on their fitness
portfolios and workout plans.

4. Describe two strengths of your assessment tool/ implementation.

 One strength with our assessment implementation was that it is much easier for the
teacher to grade. If we did a paper assessment, you would have to grade all of those papers
individually. Using the Plicker App allows for you to grade each answer all at the same time!
Another strength with our assessment was that it was short, but still allowed for the teacher to
gather an accurate representation on what the students either do or do not understand. Another
perk of the Plicker app is that it gives instantaneous feedback, so we the teachers could quickly
see if our students were understanding the material or not, then address that immediately.

5. If you were to use this assessment again, how could you improve it and/ or the way
you implemented it?

If we were to use this assessment again, we would possibly space the students out even a
little more. We think for sixth graders the spacing would have been ok, but with our taller
college students, the space was a little tight. We also think that with more practice using the
Plicker system we would be able to scan the class a little faster. This being the first time we used
this assessment tool, we were learning how to use the app as we were administering the
assessment. In future lessons, we should make sure we fully understand how to use the app
before trying it out in the classroom.