Lesson Plan | NYS/NASPE Standards | |||
Teaching Style: Command Practice Reciprocal Self-Check Guided Discovery | ||||
Domains | Objectives (Be sure to include Situation, Task and Criteria for each objective) | Assessment Tool & When it is used | ||
Psychomotor | 1. By the end of the class, students will be able to complete one full circuit of burpees, planks, sit ups, step ups, the treadmill, jump ropes and dumbbells. | Teacher Checklist Assessment | ||
Affective | / | 2. Throughout the lesson students will be able to work together and perform each of the tasks and respect each other's boundaries in the circuit. | Visual Check by Teacher. | |
Cognitive | / | 3. By the end of the lesson students will have an understanding of Circuit Training and the cues that ensue with it by reciting them to the instructor. | Verbal Check by Teacher. | References: (e.g. Book, course packet, pg #, complete web address URL): |
Safety Statement | 2 / 5 | 4. Students will be expected to be aware of their surroundings, in a crowded environment with their fellow peers running around as well. | Instructed and enforced 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? | |||
Cardiovascular endurance Muscular strength Muscular endurance Flexibility Body composition | Explain how it is developed and where in the lesson it occurs: With Circuit Training, a student's Health Related Fitness is tested throughout the entire process. With the planks, push ups, jump ropes, burpees, sit ups, treadmill etc. a student works on all the aspects of Health Related Fitness. | Skill-related Fitness (SRF) Balance Coordination Agility Reaction time Speed Power | Explain how it is developed and where in the lesson it occurs: With Circuit Traning all aspects of Skill-Related Fitness. Students must balance and coordinate to perform tasks, react to the time they are at each station, must be fast with each task, and be quick and powerful to complete the circuit. |
(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 | 2 min | S S S T S S S S S S | Poker Exercise: Cards are placed on the floor face down, students pick up one card at at time, depending on the suit they choose they perform a certain exercise. | Safety. | |||
Introduction, Signal for Attention, Hook | 2 min | T S S S S S S S S S S S S S S S | Hello class, my name is Mr. Renzo and I am here to 'Pump You Up!' I am going to get you so buff you'll be able to lift a car after this lesson. Who here has ever worked out before? I'm sure a lot of you have. Today we are going to work out but in a little bit of a different way. Today we are going to be learning Circuit Training. Circuit training is a form of high-intensity aerobics and resistance training designed to be easy to follow and target fat loss, muscle building and heart fitness. By the end of class you will all be able to and have already performed an entire circuit. Before we get started I want to say be careful of your surroundings and peers and to be safe not to harm yourself or others. If at any point the Circuit Training is to much don't hesitate to let me know, take a break or get some water. Also, listen for my whistle throughout class, when you hear my whistle it's time to run to the next station. By now you should have your heart rate monitors on, and before we get moving all I ask if you jot down your resting heart rate, we will compare this to your heart rate at the end of class. | Check for Understanding. | |||
Demonstration | 3 | S S S T S S S S S S | I set up 7 stations throughout the gym and shortly we will begin the Circuit. To complete the Circuit you will have to finish each station one after the other. Some stations are easy to understand others are not, therefore I will demonstrate the tasks which I think might confuse you. (Demonstrate burpees, planks, sit ups with exercise ball, 'treadmill.') | ||||
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 modificationx to make the tasks easier and harder according to the skill level of the students. | ||||
1 | S S S S S S S S S S S S T | 1. Burpees. •Begin in a standing position. •Drop into a squat position with your hands on the floor in front of you. •Kick your feet back, while simultaneously lowering yourself into a pushup •Immediately return your feet to the squat position, while simultaneously pushing up with your arms. •Leap up as high as possible from the squat position with your arms overhead (you may also clap your hands above your head at the peak of your jump). | 1. See how long you can perform the burpees without stopping. | Easier - no push-up burpee or not jump-up burpee. Harder - double burpee (two pushups), long jump burpee (student jumps outward instead of upward), tuck jump burpee (student pulls knee to chest during jump). | |||
Do 3 | T SS SS SS SS SS SS | 2. The plank, also called a prone hold, is an isometric exercise for the core. It is performed by lying on your stomach and lifting your body by keeping your toes and forearms on the ground. The objective of the exercise is to hold this position without movement for as long as possible. | 2. Feel the burn! Back Straight, Forearm on Ground, Legs Straight | 2. Perform the entire plank series while only keeping forearm and leg on floor. | Easier - Leave side of body on ground. Harder -add 5lb dumbbells to the exercise | ||
2 | T S S S SS SS S SS SS S SS | 3. Feet Together, Time it! Jump! Land | 3. Try to get as many jumps in as possible within the time period. | Easier - go slower. Harder -do some tricks with the jump rope, cross arms for example | |||
d3 | T SS S S S S S S S S S S SS S | 4. Count how many sit ups you can do within time period of 1 min. | Easier - perform crunches. Harder- perform different types of sit ups | ||||
3 | T SSS S S S S S SS S S S S S | 6. 'Treadmill' 7.Dumbells | 6. The Running Man 7. Curls! 'T" | 5. Try to keep going the entire period. 6. Have fun with it, try to keep the dance the entire time 7. Use the dumbells the entire time period. | Easier- Up, Down Harder -perform tasks Ms. Jung and Mr. Ianuzzi taught us Easier- perform different dance Harder-actually run in place Easier- slower and less reptitions Harder- use 8 lb dumbells | ||
Activity close (Optional) | |||||||
Lesson Closure, Hook to Next Lesson | 30 Sec | T S S S S S S S S S S S S S S S | Okay class, that was a great job today, I'm very proud of all of you, you all performed the Circuit very well. Which activity did you guys like the best? The worst? Okay either way it certainly was a good workout, I got tired just wactching you guys. Next time be prepare for a more intense workout. | ||||
Evaluation of Lesson | Pre-planning: Previous instruction in this activity (earlier grade levels) Post-planning: “Assessment Drives Teaching:” future needs based on assessment results Teacher Reflection Notes: |
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