Lesson Plan

Name: Diane Gonzales, Josh Sibley Date: April 10th, 2017 Lesson #: 1

Lesson/Unit Focus: Aerobic Fitness & Heart-Rate Grade: 7 Class Length: 30 min Class Size: 22
Zones

● STANDARDS/BENCHMARK/GLE’s:
Standard: 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of
physical activity and fitness.
GLEs: 3.7-7.1 Calculates/Finds pulse and uses the rating of perceived exertion (RPE) for activities of different intensities.

Standard: 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.
GLEs: 4.7-1.1 Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting
classmates.

Standard: 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.
GLEs: 5.7-1.1 Develops solutions and strategies for overcoming challenges faced in physical activity settings.

● TEACHER OBJECTIVES
Cognitive: TTW verbally describe the exertion levels and ensure through question/answer that students understand the levels of the
RPE scale and what levels they need to achieve for each activity.
Affective: TTW verbally encourage students to work within their own ability level to achieve their RPE and be supportive of their
teammates.
Psychomotor: TTW move continually throughout activities to monitor and provide feedback to groups throughout the activities.

● LESSON OBJECTIVES: (TLW)

Cognitive: TLW verbally discuss with teammate their RPE for 3 of 5 activities and specify how they or their teammates may need to
make adjustments to their exertion level throughout the lesson.
Affective: TLW demonstrate cooperative and supportive behavior with classmates during the activities (assist one another if needed,
support each other to work at their own level within given activity)
Psychomotor: TLW demonstrate ability to apply rating of perceived exertion throughout lesson by adjusting exertion level to achieve and
maintain desired RPE.

● ASSESSMENT/EVALUATION:
 Cognitive: Activity slip at the end of lesson how they can apply their knowledge of RPE to improve aerobic fitness in an activity they
do outside of class.
Affective: Watching and listening for students demonstrating cooperative and supportive behavior with classmates during the
activities
Psychomotor: Watching and listening for students making adjustments to their exertion level throughout the lesson to achieve and
maintain desired RPE.
● INTEGRATION:
Science - cellular transport of oxygen to organs.

● EQUIPMENT/TEACHER MATERIALS:
Item: Amount:
polyspots 11
cones 11
jump ropes 9
bean bags 10
squishy ball 1
bouncy ball 1
music 1
station activity descriptions 5
activity slips 22
pencils 22
● ACCOMMODATIONS & MODIFICATIONS
Accomodations: Hand injury, foot or leg injury
Modifications: If someone can’t jump rope, have them do shoulder rotations
 ● LESSON PROCEDURES/ACTIVITIES:

Time Instant Activity/Task Organization Criteria to move on Skill/Teacher Cues

4 Instant Game/Activity Instruction: X X Completion of 3 rounds Cues: Start and stop of
min Good morning, I need you all over here inside this music
area. If you haven’t put your backpack down,
please go do so and come back here. You have five Goal: As many tags as
seconds. 5,4,3,2,1. Today we are going to play possible
knee tag. This is how we will play knee tag. X X
Rules: Round 1: Each group will start out about
two to three feet apart, while bending at the waist
and the knee, and having your hands on your knees
you will try to tag your opponents knee while it is
uncovered. Brief demonstration, then ask if there X = cones for boundaries
are any questions. Music starts as a “Go” and stops
as a “Freeze” Round 2: Students are allowed to
move around and try to tag their partners knee, but
also must put their hands up when they hear
“Hands Up” and keep them up until they hear
“Hands Down” Round 3: Students are now
allowed to tag someone other than their partners
knees. They must keep moving around
continuously and when the signal for “Hands Up”
is given they must keep them up until the signal for
“Hands Down” is given.

5 sec Transition: Ok everyone gather back in front of us please. 5 seconds. 5,4,3,2,1. Thank you.

Time Introduction/Set Induction & Organization Criteria to move on Skill/Teacher Cues

Behavior Focus
2 min Introduction: Great job, everyone. Can you feel (teach.) Thumbs up for Cues:
your hearts pumping? Who can tell me what the understanding of exertion
most important component of health-related fitness (students) levels and desired levels Goal:Student’s
is? (cardiovascular/aerobic) And how much for activity. understanding of RPE scale
aerobic exercise is recommended each day? (60 and how they can adjust their
minutes) So, if we are supposed to have moderate- exertion level to achieve
vigorous intensity most of this time, including desired rating.
vigorous intensity at least 3 days a week, we need
 to know how to tell the difference, right? Today
you are going to practice assessing your exercise
intensity by rating your perceived exertion. (Pass
out Activity Sheets and pencils) Everyone take a
sheet and pass them on.

Strategy/Tactic/Skill Focus: Go ahead and write

your name down. Now, on your sheets is the Borg
Perceived Exertion scale that you will use to rate
your level of exertion through a series of activities.
(Go over levels w/ question/answer for examples)
What level do you think walking would be?
Who can tell me an activity that might have your
exertion level around 13?
What about one for levels 17?

Behavior Focus: Work with teammates to help

each other rate RPE and adjust exertion levels
accordingly. Be supportive and encouraging and
focus on your individual level while encouraging
teammates to do the same.

5 sec Transition: Everyone stand up with your sheets.

Time Task/Skill Practice Organization Criteria to move on Skill/Teacher Cues

4 min Task Instruction: We have 5 stations set up
today. Before we go through each one, I need Everyone understands
everyone to get in groups of 4 or 5. Go. 5-4-3-2-1. pacing and station rules -
Let’s start in the back here with station 1 - This is thumbs up given.
four square (review rules); DEMO. Any
questions?
2 - Next is speed tic-tac-toe (review rules);
DEMO. Any questions? 3 - Here is ultimate
“frisbee” with the ball (review rules); DEMO. Any
questions? 4 - Next is the team total jump rope
challenge (Rules) questions? 5 - and finally, knee
tag; for this first round you will do the 2nd version
played in our instant activity where you are
allowed to move around **you may take turns
saying “hands up” and “hands down”.
Each group will start at a different station and
continue through all 5. Your goal for the first
round will be to keep your exertion level around
9 or 11 on the Borg scale. I want to see you
pacing yourself to stay within that exertion level
and help your teammates do the same. Remember,
not everyone will be moving at the same pace.
Some of you will be able to go faster and some
will have to go slower for the same level of
exertion. This is about you judging your own level
and adjusting accordingly.

After each activity, you will rate your exertion

level on your sheet and discuss with your group
what challenges you may have had adjusting your
exertion or difficulty remaining in the correct
level.
7 min Task 1: Cues:Start and stop of music
60 seconds at each station. “Go”, “Freeze”
Do not start until I say “Go” and stop when the Goal: To maintain given
music stops. exertion level and assist
teammates to do the same.
Students rate their exertion on their slips after each Four square: to not get
station and discuss if they were able to stay in the knocked out.
preferred rating level and what adjustments they Speed Tic-tac-toe: To get
can make. three squares in a row
without being blocked by the
At the completion of all stations - gather and other team, before the other
discuss ratings and adjustments and what they will team.
change for the next round of higher exertion. Ultimate frisbee: to “score”
more points than the
Extension: opposing team
For Ultimate - if students are having a hard time Jump rope challenge: To
pacing, only allow interceptions, not defense and pace your jumps in order to
“walking” only. stay within exertion level.
Tic-Tac-Toe - pacing issues, allow walking only Knee tag: tag the opponents
or skipping. unguarded knee
PsychomotorAssmt:
Refinement: Watching and listening for
students making adjustments
to their exertion level
throughout the lesson to
achieve and maintain desired
RPE.
AffectiveAssmt: Watching
and listening for students
demonstrating cooperative
and supportive behavior with
classmates during the
activities

2 min Transition: Ok, everyone meet back in front of me in 5 seconds! 5-4-3-2-1. Great. -Discuss how it went for everyone and what they had to
adjust. What was challenging? Now for this last round you will be aiming for an exertion level of 12-14 on the scale. You have 5 seconds to
get back to the station you started at. Go. 5-4-3-2-1
Time Culminating Activity Organization Criteria to move on Skill/Teacher Cues
7 min Activity Instruction: Students will go through Everyone understands Cues:Start and stop of music
rounds again aiming for a slightly higher exertion pacing and station rules - “Go”, “Freeze”
level - between 12 and 14 on the Borg RPE scale. thumbs up given. Goal: To maintain given
Same station time and procedure. Knee tag will be exertion level and assist
the 3rd round version. teammates to do the same.
Four square: to not get
Purpose/skill used: To increase heart rate to knocked out.
moderate/vigorous zone and maintain pace Speed Tic-tac-toe: To get
necessary for this zone. Continue assisting and three squares in a row
supporting teammates. without being blocked by the
other team, before the other
Rules: Students are now allowed to tag someone team.
other than their partners knees. They must keep Ultimate frisbee: to “score”
moving around continuously and when the signal more points than the
for “Hands Up” is given they must keep them up opposing team
until the signal for “Hands Down” is given. Jump rope challenge: To
pace your jumps in order to
stay within exertion level.
Knee tag: tag the opponents
unguarded knee

PsychomotorAssmt:
Watching and listening for
students making adjustments
to their exertion level
throughout the lesson to
achieve and maintain desired
RPE.
AffectiveAssmt: Watching
and listening for students
demonstrating cooperative
and supportive behavior with
classmates during the
activities

45 Transition: “Freeze” Great job everyone. Whatever station you are at, please grab the equipment and go stack it neatly in front of the mirrors,
sec then come sit in front of me. You have 30 seconds. Go.
Time Closure: Organization Criteria to move on Skill/Teacher Cues
2 min Check for understanding: Students understanding of Review: Levels and
Raise your hand if you can tell me something that exertion levels and adjustments made, helping
was difficult for you in maintaining the specific adaptations made to one another do that.
exertion levels? Raise your hand if you can tell me maintain them and assist
some things you did to adjust your exertion when one another in assessing
it was too high or too low. What kinds of things their levels.
did you do to help your teammates stay within the
right level or maybe to judge the level more Completion of slips.
accurately. Great. Now the last thing your going to
do today is think about how you can use this
understanding of your exertion levels and apply it
to an activity outside of class. Explain that in a few
sentences at the bottom of your activity slip. When
you are done, come hand the slip and pencils to us
and you are free to go. Good job today.
Assessment:
● Cognitive: Activity slip at the end of
lesson how they can apply their knowledge
of RPE to improve aerobic fitness in an
activity they do outside of class.
● Psychomotor: Watching and listening for
students making adjustments to their
exertion level throughout the lesson to
achieve and maintain desired RPE.
● Affective: Watching and listening for
students demonstrating cooperative and
supportive behavior with classmates during
the activities

POST LESSON REFLECTION: What were the most successful components of this lesson?
Why were they successful?
What needs improvement in the lesson?
How can you improve the identified areas?
What do students need more work with?
Did I reach my lesson objective, why or why not?