Purdue Lesson Plan Form

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1 Purdue Lesson Plan Form Teachers Name: Stacy Hall Resource: Fitnessgram book Unit: Fitness Testing Skill taught: None Equipment Needed: 4 Mats, 3 Journal Sheets, 3 Pencils, 3 Score Sheets, Fitnessgram CD. Grade: 7th # of students: 30 Lesson #: 3 Safety: Check your partner for correct form on both the curl-ups and push-ups to ensure they are not going to hurt themselves. Pre-requisite Skills: Push-Ups, Curl-Ups Teaching Style: Direct Instruction Global Goal: SWBAT improve their fitness levels from the last fitness testing NASPE Standards: Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Benchmarks: Utilize self-assessment of physical fitness to identify strengths and weaknesses and uses this information to develop a personalized fitness program. Ex: Students will look at their performances and see what they need to improve and then they will journal ideas to make improvements over the next 9 weeks. Time 2 Introduction: Greet students, take attendance and tell them that we will be finishing the muscular strength part of fitness testing today. Pass out students folders with assessment sheets in them. Cognitive (1); Affective (1); Psychomotor/ Fitness (3) Assessment for each objective must be included 3 TP #1: We will be doing the curl-up test and then the push-up test. Can I have one person come up and demonstrate a curl-up? (Look for finger tips starting on the black line and then sliding across the mat to the edge of the mat, feet must be flat on the ground, and knees and feet should be together). Now can one person come up and demonstrate a push-up. (Look for 90 degree elbows, flat back, and remember to breath) When I say go get with one other person and the short of the two sit on the mat and the taller sit on the baseline of the basketball court. Go! Fingertips on black line Fingertips slide on mat Feet together and on the floor 90 degree elbows Flat back A: SWBAT demonstrate cooperation by choosing a partner quickly when asked by the teacher. Assessment: teacher observation

2 30 Transition: Students walk to the mat at the end of the basketball court. 1 Min TP #2: Shorter partner lie down on the mat and have your partner check where your finger tips are. Once you can no longer keep with the cadence you are finished. I want you to rest for a few seconds and then keep practicing the curl-ups until everyone is finished. I am going to begin the CD. E1: Students on the mat begin the curl-up test keeping with the cadence. Once they are finished they are continuing to practice. Fingertips on black line Fingertips slide on mat Feet together and on the floor 30 Transition: Switch Partners 1 Min TP #3: Taller partner lie down on the mat and have your partner check where your finger tips are. Once you can no longer keep with the cadence you are finished. I want you to rest for a few seconds and then keep practicing the curl-ups until everyone is finished. I am going to begin the CD. 1 Min E2: Students on the mat begin the curl-up test keeping with the cadence. Once they are finished they are continuing to practice. TP #4: Students on the baseline stay where you are and get into push-up ready position. We are going to start the push-up test. Partners what are we checking for? (90 degree elbows, flat back) Start CD Fingertips on black line Fingertips slide on mat Feet together and on the floor C: SWBAT recall the cues for a push-up when called upon by the teacher. Assessment: Verbal quiz E3: Students on the baseline are doing the push-up test. While partner on the mat is checking for correct push-up form. 90 degree elbows Flat back

3 30 Transition: Switch partners. 30 E4: Students on the baseline are doing the push-up test. While partner on the mat is checking for correct push-up form. Transition: Gather your folders and come sit in front of the white board. 90 degree elbows Flat back P: SWBAT improve their upper body strength by completing the push-up test to the best of their ability. Assessment: Fitnessgram score sheet. 3 TP #: On the board I have two statements. 1. I will improve my fitness over the next 9 weeks by 2. I will improve my diet by Write these statements down in your journal and leave about five lines under each so you can tell me how you are going to do these things. Give me some examples of what you might write. (By running everyday, by drinking more water ) 3 A1: Students write in their journal about how to personally improve their fitness and their diet. 30 Transition: Once you have written you two statements and you have given me you folder may go get dressed. Purdue Lesson Plan Form Page two

4 Time Cognitive (1); Affective (1); Psychomotor/ Fitness (3) Assessment for each objective must be included

5 Time Cognitive (1); Affective (1); Psychomotor/ Fitness (3) Assessment for each objective must be included

6 Time Cognitive (1); Affective (1); Psychomotor/ Fitness (3) Assessment for each objective must be included

Purdue Lesson Plan Form

Purdue Lesson Plan Form Teachers Name: Stacy Hall Resource: http://stewart.gardencity.k12.ny.us/copy%20of%20gym/fitnessgramexplained.htm Unit: Fitness Testing Skill taught: Push-Ups, Curl-Ups, Flexibility