TOPIC

DEVELOPING A LESSON PLAN

Submitted by:
MOHSIN ALI
07-Arid-325
BBA-7

Submitted to:
SIR RAZA NAQVI

University Institute of Management Sciences

University of Arid Agriculture Rawalpindi

Lesson plan

A lesson plan is a teacher’s detailed description of the course of instruction of the course of
instruction for an individual lesson. A daily lesson plan is developed by a teacher to guide class
instruction. The detail of the plan will vary depending on the preference of the teacher, subject
being covered, and the need and/or curiosity of children. There may be requirements mandated
by the school system regarding the plan.

Developing a lesson plan

While there are many formats for a lesson plan, most lesson plans contain some or all of these
elements, typically in this order:

 Title of the lesson

 Time required to complete the lesson
 List of required materials
 List of objectives, which may be behavioral objectives
 The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts
 An instructional component that describes the sequence of events that make up the lesson
 A summary, where the teacher wraps up the discussion and answers questions
 An evaluation component, a test for mastery of the instructed skills or concepts
 Analysis component the teacher uses to reflect on the lesson itself
 A continuity component reviews and reflects on content from the previous lesson

A well developed lesson plan

A well developed lesson plan reflects interests and needs of students. It incorporates best
practices for the educational field. The lesson plan correlates with the teacher's philosophy of
education, which is what the teacher feels is the purpose of educating the students.

Secondary English program lesson plans, for example, usually center around four topics. They
are literary, elements of language and composition, literary history, and literary genre. A broad,
thematic lesson plan is preferable, because it allows a teacher to create various research, writing,
speaking, and reading assignments. It helps an instructor teach different literature genres and
incorporate videotapes, films, and television programs. Also, it facilitates teaching literature and
English together. School requirements and a teacher's personal tastes, in that order; determine the
exact requirements for a lesson plan.

Unit plans follow much the same format as a lesson plan, but cover an entire unit of work, which
may span several days or weeks. Modern constructivist teaching styles may not require
individual lesson plans. The unit plan may include specific objectives and timelines, but lesson
plans can be more fluid as they adapt to student needs and learning styles.

Setting an objective

The first thing a teacher must do is decide on the lesson plan's focus. The teacher creates one
idea or question they want the students to explore or answer. Next, the teacher creates classroom
activities that correlate with the established idea or question. This includes individual and group
activities. Having established these activities, the teacher identifies what language arts skills the
lesson plan must cover. After the teacher completes these activities, they must ensure the lesson
plan adheres to the best practices used in language arts. This includes conducting research on
what teaching methods result in a high success rate for students. The teacher must ensure the
lesson plan goals are compatible with the developmental level of the students. The teacher must
also ensure their student achievement expectations are reasonable.

Selecting lesson plan material

A lesson plan must correlate with the text book the class uses. The school usually selects the text
books or provides teachers with a limited text book choice for a particular unit. The teacher must
take great care and select the most appropriate book for the students.

Types of Assignments

The instructor must decide whether class assignments are whole-class, small groups, workshops,
independent work, peer learning, or contractual:
  Whole-class—the teacher lectures to the class as a whole.
 Small groups—students work on assignments in groups of three or four.
 Workshops—students perform various tasks simultaneously.
 Independent work—students complete assignments individually.
 Peer learning—students work together, face to face, so they can learn from one another.
 Contractual work—teacher and student establish an agreement.

These assignment categories (e.g. peer learning, independent, small groups) can also be used to
guide the instructor’s choice of assessment measures that can provide information about student
and class comprehension of the material. As discussed by Biggs (1999), there are additional
questions an instructor can consider when choosing which type of assignment would provide the
most benefit to students. These include:

 What level of learning do the students need to attain before choosing assignments?
 What is the amount of time the instructor wants the students to complete the assignment?
 How much time does the instructor have to provide student grading and feedback?
 What is the purpose of the assignment?
 How does the assignment fit with the rest of the lesson plan?

EXAMPLE OF A LESSON PLAN

Program Title - Incorporating Technology in Weight Training, Fitness, and Nutrition

Objectives of this Lesson:

• Weight training and fitness - proper lifting techniques

• Nutrition - healthy eating habits
• Technology - developing a lesson plan to demonstrate knowledge and understanding

Preparation required:
1. Physical environment: Weight room/Library
 2. Equipment & Materials: Weight training/fitness equipment, computers, internet
access, PowerPoint technology, printer, overhead projector, hard copy books related
to fitness, weight training and nutrition.
3. Instructor: MOHSIN ALI
4. Trainee(s): BBA-7

Time: 4 hours (2 days for Fitness goals & 3 days for Technology project in the library)

Time Sequence of Lesson

Organization:

• Entry Routine:

Trainees enter weight room/library and check in with the teacher for attendance. They
then begin working on their fitness goals (2 days), technology project in the library (3
days) until the instructor asks for the trainee's attention by saying "freeze".

• Warm-up:

Trainees perform a 10-minute warm-up by either jumping rope or jogging around the
track followed by stretching all of the major muscle groups of the body including the:
chest, back, arms, legs, abs, and shoulders before they can begin their work out
routine on any of the weight training or fitness equipment.

In the library, no warm-up is required.

Major Topics:

• Weight training and fitness

• Nutrition
• Technology
Instructor Activity:

1. To demonstrate proper lifting techniques when exercising.

2. To demonstrate knowledge by discussing fitness and nutrition needs.
3. Guide trainees properly to use the internet and other research tools.
4. Make them communicate, work together, and demonstrate within the class.

Trainee Activity:

• Trainees enter weight room/library and check in with the instructor for
attendance. They then begin working on their fitness goals, technology project
in the library.
• Trainees perform a 10-minute warm-up by either jumping rope or jogging
around the track followed by stretching all of the major muscle groups of the
body including the: chest, back, arms, legs, abs, and shoulders before they can
begin their work out routine on any of the weight training or fitness
equipment. In the library, no warm-up is required.

Instructional Strategies Intended to Be Achieved:

• Trainee 's level of skill and knowledge concerning weight training, fitness, nutrition,
and technology will vary a lot, so it will be important to give lots of cues,
demonstrations and feed back to make sure they fully understand everything about the
tasks.
• Be sure at all times that trainees can see and hear the instructor. Speak with a loud
and clear voice and move around the room.
• Allow trainees to work with peer tutors if they are having difficulty with the skills or
technology.
 • Since the trainees are using fitness and weight equipment, it is important that a spotter
is used for any lifting that is done above the head. In addition, the students will be
kept on task while in the library by the university's site blocker.

National Content Standards:

A physically educated person:

1. Demonstrates competency in many movement forms and proficiency in a few.
2. Applies movement concepts to the development of motor skills.
3. Achieves and maintains a health-enhancing level of physical fitness.
4. Demonstrates responsible personal behavior in physical activity settings.
5. Demonstrates understanding among people in physical activity settings.
6. Understands that physical activity provides opportunities for challenge.
7. Exhibits a physically active lifestyle.

New York State Learning Standards:

Standard 1: Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain
physical fitness, participate in physical activity and maintain personal health.

Standard 2: A Safe and Healthy Environment

Students will acquire the knowledge and ability necessary to create and maintain a
safe and healthy environment.

Standard 3: Resource Management

Students will understand and be able to manage their personal and community
resources.
How this lesson and these objectives fulfill the NYS Learning Standards:

1. While participating in Weight Training, Fitness and Nutrition the students are lifting
weights, running, jumping rope and using various other fitness equipment increasing their
heart rate. Since students are increasing their heart rates, and using all of their large
muscle groups, they are maintaining a high level of physical activity. By participating in
this physical activity, students are meeting the requirements for Standard 1.
2. The students will be required to research and develop a topic that they may not be
completely familiar with. Students will also be developing new skills by creating a
PowerPoint or DVD presentation for the class to view. They will also be responsible for
creating an end product to be presented to the class in an informative and educational
manner. By doing these things, students are participating in an environment where they
must manage the resources that are available to them, this satisfies Standard 3.

Lesson Presentation:

• Weight Training, Fitness and Nutrition are very important units in physical education
because it helps the trainees to better understand the mechanics of the body and the
importance of fitness and nutrition in their lives. Within this unit, the necessary
equipment and skills can be modified to increase the success of certain trainees and
challenge others both physically and mentally.

• The topic for this technology project will be: Incorporating Technology in Weight
Training, Fitness and Nutrition. The trainees will be in charge of developing a personal
fitness program including cardiovascular endurance and a weight lifting program to
improve overall physical fitness. The trainees will also be placed into small groups and
assigned a specific muscle group to focus their internet project around. The web
site: “bodyforlife.com” will be the main page for students to base their fitness animations
from. However, trainees will also be encouraged to branch out and research other sites for
more valuable information related to their fitness topic.
• Transition: after the students have completed their 10-minute warm-up activity, the
instructor will blow the whistle 3 times to move the trainees to the designated
instructional area (fitness mats in the center of the room) for further instructions.

TIME ACTIVITY

MONDAY

8-8.30 am BREAKFAST

8.30-10.00 am The instructor will first hand out a sheet that

outlines the rules and regulations for using the weight training and fitness equipment
throughout the fitness center. The instructor will then read this rule sheet aloud to verify
that all of the trainees have heard and fully understand the rules they must follow in order
to participate in the fitness center.

10.00-10.30 am BREAK

10.30-12.00 pm The instructor will discuss in-depth using the

internet, overheads, and handouts as resources, the importance of proper nutrition in order to
maintain high levels of energy, to complete a proper workout designed to build muscle or
increase cardiovascular endurance.

TUESDAY

8-8.30 am BREAKFAST

8.30-10.00 am Following the verbal instructions, the instructor

will demonstrate the proper way to use the weight training and cardiovascular endurance
equipment in the fitness center as the trainees follow along and ask questions as needed.
 10.00-10.30 am BREAK

10.30-12.00 pm The trainees will then be allowed in the fitness

center to work on their lifting technique and learn through charts and other various
technologies available to them (heart rate monitors, pedometers, electronic treadmills, bikes,
step machines, IPod and Nike running equipment, dynamometers, Health Quest interactive
DVD, interactive videos and DVD's, muscle charts, and lifting charts posted on the walls of
the fitness center) how to design the proper fitness program to meet their individual goals.

WEDNESDAY

8-8.30 am BREAKFAST

8.30-10.00 am The trainees will enter the library and be directed by

the instructor to sit at the tables designated for their class. The instructor will then assign the
trainees into groups of four or five, giving them a specific muscle group to focus their
internet project around. The muscle groups will be legs, abs, shoulders, arms, back, chest,
and one group will develop a project related to proper nutrition to stay physically fit.

10.00-10.30 am BREAK

10.30-12.00 pm The trainees will then watch as the teacher

demonstrates how to use and navigate through the various technology tools that the trainees
will be using to complete the technology portion of the course. These technologies include:
computers (Dell Optiplex GX240 Desktop Computer), internet access (Microsoft Internet
Explorer), burnable DVD's (8X DVD-R 4.7GB White Inkjet), PowerPoint technology
(initially installed in computer), printer (Dell Color Laser Printer 1320c), overhead projector
(Dell 5100MP Projector), overhead sheets (Sparco Overhead Projector Transparency Film),
and the copy machine (PhaserT 8560MFP). The trainees will also be encouraged to use hard
copy books related to fitness-weight training and nutrition.
 THURSDAY

8-8.30 am BREAKFAST

8.30-10.00 am The trainees will go to the library and brainstorm with

their group and delegate responsibilities so they can quickly begin work on their project to
create an interactive and educational presentation of the proper lifting techniques and
nutritional needs of trainees to prevent injury, build muscle, endurance, and maintain a good
level of energy through out the work out process. The trainees will mainly focus their
attention on the web site: bodyforlife.com and any other site they research and find helpful
to their overall project goal.

10.00-10.30 am BREAK

10.30-12.00 pm The trainees will continue working on their

projects. An instructor and technology specialist will be available during all class periods to
help trainees navigate or better understand how to use the technology available to them. Any
information or research that the trainees do not complete in class will be considered home
task to be completed by the group.

FRIDAY

8-8.30 am BREAKFAST

8.30-10.00 am At the end of the fifth day in the library, the trainees
will be instructed to meet back in the fitness center with their finished presentations. The
instructor will make sure the trainees are aware that all of their technological needs to
complete their DVD or Power-Point presentation and an overhead projector will be provided
for them. The trainees are aware they must notify the instructor of any copies or other needs
their group may have prior to class presentation so these resources can be properly prepared.

10.00-10.30 am BREAK
 10.30-12.00 pm The trainees will continue working on their projects.

Week 1:

• Week 1 will include teacher demonstrations followed by 2 days of student participation.

The teacher will first hand out a sheet that outlines the rules and regulations for using the
weight training and fitness equipment throughout the fitness center. The teacher will then
read this rule sheet aloud to verify that all of the students have heard and fully understand
the rules they must follow in order to participate in the fitness center. The teacher will
discuss in-depth using the internet, overheads, and handouts as resources, the importance
of proper nutrition in order to maintain high levels of energy, to complete a proper
workout designed to build muscle or increase cardiovascular endurance.

• Following the verbal instructions, the teacher will demonstrate the proper way to use the
weight training and cardiovascular endurance equipment in the fitness center as the
students follow along and ask questions as needed. The students will then be allowed the
remainder of the class period (20-30 minutes) and the following 2 days in the fitness
center to work on their lifting technique and learn through charts and other various
technologies available to them (heart rate monitors, pedometers, electronic treadmills,
bikes, step machines, Ipod and Nike running equipment, dynamometers, Health Quest
interactive DVD, interactive videos and DVD's, muscle charts, and lifting charts posted
on the walls of the fitness center) how to design the proper fitness program to meet their
individual goals.

• Transition: after the third day in the fitness center, the students will be instructed to meet
in the library for the remainder of the lessons.

Week 2-3:

• The students will enter the library and be directed by the teacher to sit at the tables
designated for their class. The teacher will then assign the students into groups of four or
 five, giving them a specific muscle group to focus their internet project around (students
will move and sit with their designated group). The muscle groups will be legs, abs,
shoulders, arms, back, chest, and one group will develop a project related to proper
nutrition to stay physically fit. The students will then watch as the teacher demonstrates
how to use and navigate through the various technology tools that the students will be
using to complete the technology portion of the course. These technologies include:
computers (Dell Optiplex GX240 Desktop Computer), internet access (Microsoft Internet
Explorer), burnable DVD's (8X DVD-R 4.7GB White Inkjet), PowerPoint technology
(initially installed in computer), printer (Dell Color Laser Printer 1320c), overhead
projector (Dell 5100MP Projector), overhead sheets (Sparco Overhead Projector
Transparency Film), and the copy machine (PhaserT 8560MFP). The students will also
be encouraged to use hard copy books related to fitness-weight training and nutrition.

• The student will go to the library every class (5 classes in total) and work with their
group to create an interactive and educational presentation of the proper lifting techniques
(body positioning in the flexed and relaxed positions) and nutritional needs of students in
9th grade to prevent injury, build muscle, endurance, and maintain a good level of energy
through out the work out process. The students will mainly focus their attention on the
web site: bodyforlife.com but will also have access to:

bodyforlife.com
sport-fitness-advisor.com
weightsnet.com/Docs/plyometrics.html
Boeafitness.com
topendsports.com
biggerfasterstronger.com

And any other site they research and find helpful to their overall project goal. On day one
in the library, the teacher presentation will take about 60 minutes. After the presentation
is complete, the students will be given the remainder of the class (30 minutes) to
brainstorm with their group and delegate responsibilities so they can quickly begin work
on their project at the beginning of the next class.
 • Any information or research that the students do not complete in class will be considered
homework to be completed by the group.

• The teacher and technology specialist will be available during all class periods to help
students navigate or better understand how to use the technology available to them.

• Transition: at the end of the fifth day in the library, the students will be instructed to meet
back in the fitness center with their finished presentations. The teacher will make sure the
students are aware that all of their technological needs to complete their DVD or Power-
Point presentation and an overhead projector will be provided for them. The students are
aware they must notify the teacher of any copies or other needs their group may have
prior to class presentation so these resources can be properly prepared.

Week 4:

• After 2 weeks (5 classes) of research and project development, the student will have
created an overall weight training/fitness or nutrition program using the internet resources
available to them to create an interactive and educational PowerPoint or DVD
presentation. Created by the students to educate the other students in the class of helpful
hints and proper lifting techniques, focusing on specific muscle groups in the body. The
student will be expected to know the names of the exercises and muscles demonstrated
and used in the educational presentation. This presentation must use at least three
different types of technology or informative tools as well as educate the students about
the project topic. The students must know how to use all of the technologies they have
incorporated into their project properly.

Culminating Activity/Game:

• The culminating activity for this project will happen in Week 4 where the students meet
for two class periods throughout the week. During these class periods, the students will
be presenting their overall project results to the class. For the final project presentation,
 the students will have access to a laptop computer with a DVD player (Dell 15.4"
Inspiron 1501-H003W Laptop PC w/AMD Turion 64 X2 Processor TK-58), an overhead
projector which can be connected to the laptop, a TV and a DVD player (Sylvania 37 in.
LCD HDTV/DVD combo). The teacher will make any handouts the students require and
all of the fitness equipment is available in the weight training/fitness center for
demonstrations. The students will be graded on their overall project as well as their work
productivity over the past three weeks in the following manner:

15 points – fitness activity and proper equipment use

15 points – brainstorming and efficient delegation of project

20 points - proper research and time on task during project preparation

50 points-project organization, visual aids, equipment use, eye contact & voice volume.

• The highest overall grade for this project is 100%.

• Each presentation is expected to be no less than 10 minutes and no more than 15 minutes
long with everyone in the group contributing to the overall project presentation (verbal,
physical or technological).

Closure:

Can anyone tell me some safety precautions we should take in the fitness center?
Can anyone tell me three major muscle groups of the body?
Can anyone tell me three food groups and the appropriate servings per day?
Can anyone explain to me the benefits of incorporating technology into workout?

References:
www.google.com
www.wikipedia.com
www.lessonplanspage.com
Grabe, C. Grabe, M. (2007) Integrating Technology for Meaningful Learning 5th Edition
bodyforlife.com
sport-fitness-advisor.com
weightsnet.com/Docs/plyometrics.html
Boeafitness.com
topendsports.com
biggerfasterstronger.com