What is the ongoing fitness theme or emphasis in this lesson?

Health-related Fitness (HRF)

NYS LS 1B

            (Please Bold)

Cardiovascular endurance                              

 Muscular strength

Muscular endurance                                      

  Flexibility

Body composition

Explain how it is developed and where in the lesson it occurs:

Cardiovascular endurance is achieved from elevating heart rate in the instant activity

Muscular endurance is achieved by holding different positions of the fall. And by pushing yourself back up after the falls.

Skill-related Fitness (SRF)

NYS LS 1A

            (Please Bold)

Balance                                                   Coordination

Agility                                                  

Reaction time

Speed                                                  

Power

Explain how it is developed and where in the lesson it occurs:

Balance is achieved by holding different positions of the forward fall. Also balancing on ice skates will contribute to overall balance skills.

Coordination is emphasized by balancing on ice skates while trying to fall a safe proper way.

Agility is achieved because students will have to be quick on their feet to perform the cues to fall safely.

Reaction time is achieved because students will be skating and will have to react quickly to perform the cues before falling.

(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)

(i.e. Concepts taught, goals, FITT,  etc.)

NYS Learning Standard 1 – Personal Health and Fitness

1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities.

1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition

NYS Learning Standard 2– A Safe and Healthy Environment

2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.

2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.

2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

NYS Learning Standard 3– Resource Management

3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.

3b. Students will be informed consumers and be able to evaluate facilities and programs.

3c. Students will also be aware of career options in the field of physical fitness and sports

NASPE Content Standards – A physically educated person:

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.

3. Participates regularly in physical activity.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Lesson Plan

1 of 1

NYS/NASPE

Standards

Teacher Candidates(s):   Sara Woodward

School:  

SUNY Cortland

Date: 11/28/11

Grade: 9-12

# in class: 20

Bold Teaching Style:  Command      Practice       Reciprocal       Self-Check                       Guided Discovery     Inclusion    Convergent       Divergent         Jigsaw        Cooperative

Domains

Objectives (Be sure to include Situation, Task and Criteria for each objective)

Assessment Tool &

When it is used

Length of class:  15 mins

Psychomotor

1a/ 1

1. During the lesson, SWBAT perform the forward fall by crouching, sliding hands forward, and then sliding on stomach.

Visual Check by teacher

Unit:  Ice Skating

Focus: Forward Falling and Sweeteners

Affective

2c/5

2. During the lesson, students will be aware the rink rules by skating in counterclockwise direction around the rink.

Visual Check by teacher

Equipment: Heart Rate Monitors

Cognitive

1a/3

3. At the end of the lesson, SWBAT recall that sweeteners can be alternatives to more dangerous refined sugars by filling out an exit slip.

Exit slip handed out at the end of lesson.

References:  

Ice Skating Fundamentals - Marylin G. House

http://www.brainhealthandpuzzles.com/sugar_and_brain_function.html

http://gobeyondorganic.com/Weekly-News-Tips/the-surprising-truth-behind-good-a-bad-sweeteners.html

Safety Statement

2  / 5

4. During the lesson, SWBAT be aware of rink rules of skating in counterclockwise direction, watching out for other students, and making fists when falling.

Visual Check by teacher

Lesson

Components

Time (mins)

Organization & Transitions

Teaching Progressions - Showing the major number of activities within the selected level of (PC/C/U/P) for the class

Also include some alternate activities if the class needs to move to simpler or higher levels of skill

Adaptions, Assessments, Reminders

Instant

Activity

3 min

SSS  SSS

T

SSS SS  SSS

Free Skate around the ice rink.

- Intratask variation if student looks like they do or don’t need the wall for help.

- Safety with spacing.

- The direction of the rink is counterclockwise

Physical

Fitness

Same as the instant activity

Introduction, Signal for Attention, Anticipatory Set

2 min

S   T   S

S SSS S

SSSSS

  • Hello class, my name is Ms. Woodward.  My first question is if anyone fell out on the ice or felt like they were going to? Well I have fallen on the ice before it made me think about that time after halloween that I ate WAY too much candy and a half hour later I was crashing. Since our lesson today is falling I thought I would make the connection about eating healthy to prevent diseases like obesity and diabetes. Eating refined sugars that are in things like soda and candy can really impact your body.  So I want to remind everyone that fruit is nature’s best sugar and there are alternatives to refined sugar. Sweeteners like Stevia are a safer way to consume the glucose your brain needs to function. So now that we have learned about preventing sugar crashes, we are going to learn about crashing safely on the ice.
  • - My signal for attention will be my voice, so be sure to be listening to my instruction.
  • At the end of the lesson, you will be able to fall safely on the ice in a forward fashion.
  • The direction of the rink is counterclockwise.

Make sure students are paying attention

Demonstration

1 min

    T      

S SSSSS S

SSS

  • Show visual aid.
  • Show students what the forward slide will look like from different angles.
  • Cues:
  • Crouch, slide hands forward, slide on stomach.

Make sure students can see the demonstration from the front, side, and back.

Don’t forget to remind about making a fist

Body of Lesson (Lesson Focus)

Tasks (Extensions) - Activities for the whole class

Cues (Refinements) - Secrets to improve performance

Challenges (Applications) - More chances to practice the same tasks

Modifications Add modifications to make the tasks easier and harder according to the skill level of the students.

9 mins

T

S S S S S S S S

S S S S S S S S

1. From a sitting/kneeling position we will go into the plank part and then into the slide.

Slide hands forward, slide on stomach.

Get with a partner to check each other’s positioning and see if they are following the cues

Just do each part one step at a time to make it easier.

If they have it then they can do it as one fluid motion.

Visual check that students have the basic beginning part. Ask if we can move on.

continued

   S                S

 S          T         S

S                    S

S           S

2. Using a wall for balance the students will go into crouch position, then slide hands forward, and slide on stomach.

Crouch, slide hands forward, slide on stomach

Practice this for 30 seconds. See how many you can do very well in that time.

They can step away from the wall if they got it

Get a partner that can help balance them more

Visual check that students have the routine. Ask if we can move on.

continued

T

S S S S S S S S

S S S S S S S S

3. From a standing position the students will do the forward fall all at once.

Crouch, slide hands forward, slide on stomach

Get with a partner to check each other’s positioning. Make sure they are doing the cues

They can use their partner for balance or the wall for extra help.

Try to do it with your eyes closed.

Visual check that students have the cues down.

Also have the partners work together to check the cues.

continued

T

S S S S S S S S

S S S S S S S S

4. Have students skate around the rink, counterclockwise, and about every 10 strides they can do the forward fall at their own pace.

Crouch, slide hands forward, slide on stomach

Or they can see how far they can slide on their stomach.

If they think they can go faster or slower, depending on what they can do

They can also use the railing if they need to

Visual check that students have the fall down right.

continued

T

SS SS SS SS

SS SS SS SS

5. Have students find a partner and you will slow skate and try to sync your falls together.

Crouch, slide hands forward, slide on stomach

Get a another pair in your group and sync everyone together.

If they need to they can do it just from standing.

If they can let them skate faster.

Visual check that students are being careful of spacing and direction

Activity Close (Optional)

0 mins

none

none

none

Lesson Closure

1 min

S      T      S

S SSSS S

Now we all can fall safely next time we go ice skating. Can someone tell me today’s cues? I have an exit slip for everyone for a homework assignment so bring it back next class. Reminder to everyone to eat fruit or use safe sweeteners like Stevia to prevent sugar crashes!

Check for understanding by asking what the cues were.

Hand out exit slips