Lesson Plan

1 of 1  

NYS/NASPE

Standards

Teacher Candidates(s): Mr. Kevin Renzo

School: SUNY Cortland

Date: 

Grade: High School

# in class: 15-30

Bold Teaching Style:     x  Command       x Practice            x  Reciprocal        x  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:      mins

Psychomotor

1B / 1

1. By the end of the class, students will be able to complete a Personal Fitness Program via Daily Burn.

Visual and Verbal Check by Teacher.

Unit: Daily Burn

Focus: Personal Fitness Program

Affective

2/ 5

2. Throughout the lesson students will be expected to work together, assisting one another to perform the tasks and become better fit.

Visual Check by Teacher.

Equipment: Work out room consisting of weights, treamills, step machine

Cognitive

2/ 2

3. By the end of the lesson students will have a clearn understanding of Daily Burn, its importance, and value and even more so they will understand the significance of a personal fitness program.

Verbal Check by Teacher.

References:  (e.g. Book, course packet, pg #, complete web address URL): 

Safety Statement

2  / 5

4. When performing different tasks students will be expected to be aware of their surroundings, careful not to over do themselves and respect one another’s boundaries.

Visual Check by Teacher.

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

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:

Daily Burn is all about LS 1B, creating a personal fitness program is what Daily Burn does best. After using Daily Burn and throughout the process students will enhance all aspects of health related fitness. That is what is great about Daily Burn, so much is gained in health related fitness.

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:

(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.)

Lesson Components

Time (mins)

Organization &

Transitions

Description

Adaptations Assessments, Reminders

Instant Activity

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Everybody’s It Tag, a great game to get the heart rate up, everyone is it! If you are tagged by someone doing 20 jumping jacks and then you are back into the game.

Introduction, Signal for Attention,

Hook

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Hello class, as you know I’m Mr. Renzo and boy am I BURNING. Sure is hot in here, can someone turn the heat down for Pete’s sake?! I hope you have all accepted my invitation to Daily Burn; today we are going to start our first day of the workout. Today we are going to be using treadmills and step-ups. Listen to my whistle during class and make sure to be safe at all times. Well let’s not waste time lets get going.

Demonstration

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Demonstrate how to use treadmill and step-ups and demonstrate the modifications we will be performing.

Body of Lesson

(Lesson Focus)

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class.  

Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.

Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high

Challenges (Applications) - More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.

Modifications –

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

Adaptations Assessments, Reminders

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1. Walk on Treadmill

1. Walk

1. Try to walk for quarter mile

Easier – slower speed

Harder -  walk backwards or faster speed

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2. Side Step on Treadmill

2. Glide

2. Try to side step for a quarter mile

Easier – slower speed

Harder -  faster speed

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S S S S S S S S

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3. Run on Treadmill

3. Run

3. Try to run for a mile without stopping

Easier – slower speed, to a jog

Harder -  Incline the treadmill

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4. Step using the Stairmaster

4. Up, Down

4. Try to go a mile without stopping

Easier – slower the speed

Harder -  Increase resistance

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5. Dumbbells

5. Elbows Tucked, flex

5. Do 3 reps of 20

Easier – less weights, less reps

Harder -  more weight

Activity close (Optional)

Lesson Closure,

Hook to Next Lesson

Great job today class, very proud of you, make sure to blog and log your workouts. Next class will be eve more fun. Remember to bring a water bottle to stay hydrated.

Evaluation of Lesson

Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs Teaching:” future needs based on assessment results

Teacher Reflection Notes: