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Springfield College

Daily Lesson Plan


Name:
Megan Sargent

Date:
2/8/16

School:
Agawam HS

Lesson Number:
2 of 4

Class Size:
20-26 Students

Unit/Theme:
Fitness

Time:
10:03 AM - 10:50 AM
Facilities: B
ack Gym

Grade: 9
-11

Generic Level: C
ontrol/Utilization

Equipment:
Jump Ropes (3)
Jump Boxs (6)
Yoga Mats (3)

Hula Hoops (3)


Musical Selection
Interval Timer App
Station Visuals (10)

Students Phones
Pens/Pencils
Class Worksheet (26)
(See at Bottom)

(See in Google Drive Folder)

Focus of Lesson:
Fitness Circuit - Cardiovascular Endurance
Student Performance Objectives (SPO) By the end of the lesson, students should be able to:

(P)
Complete each station,
executing exercise properly (as
demonstrated), in the circuit for at
least 45 seconds of the 1 minute.

National #:
Demonstrates competency in 1 or more specialized
skills in health-related fitness activities. (S1.H3.L1)

(C)
Identify the stretching
exercises (dynamic) and exercises
(cardiovascular endurance) by the
end of the class period.

National #:
Identifies types of strength exercises (isometric,
concentric, eccentric) and stretching exercises (static, PNF,
dynamic) for personal fitness development (e.g., strength,
endurance, range of motion). (S3.H9.L1)

MACHCF #:
2.20 Demonstrate exercises in strength training,
cardiovascular activities, and flexibility training.
Task/Activity #:
Main Activity

MACHCF #:
2.21 Identify the components of physical fitness and
the factors involved in planning and evaluating fitness
programs for individuals at different stages of the life cycle.
Task/Activity #:
Main Activity / Closure

(A)
Demonstrate appropriate
self-management skills by
following safety guidelines and
modifying fitness stations based
on personal needs throughout the
entire lesson.

National #:
Employs effective self-management skills to analyze
barriers and modify physical activity patterns appropriately
as needed. (S4.H1.L1)
MACHCF #:
2.26 Apply safe practices, rules, procedures, and
sportsmanship etiquette in physical activity settings, including
how to anticipate potentially dangerous consequences and
outcomes of participation in physical activity.
Task/Activity #:
Entire Lesson

Teacher Performance Objectives


During the lesson the teacher will:
M
ake sure students understand each fitness station clearly by having students scan
the QR Code listed and watching the video. Teacher will also answer student
questions.
Use the whistle effectively by using it loudly and only when needed.

Speak loud enough for students to hear. Teacher will make sure volume is sufficient

by asking students questions and asking if all can hear.


Guide students to make decisions on extending up or down at each fitness station by
circulating the stations and making observations and giving feedback as seen
necessary. Also by referencing the fitness station cards/QR code videos.

Special Considerations (Safety)



Students have to watch out for students around them and for equipment that is
at a station or surrounding them.
All students must switch stations at the same time so no one is harmed by
equipment or another student.
The jump rope specifically has to be stationed with plenty of room in front of
and behind student so no one gets hit by it.
Have students watch out for their worksheets and pens/pencils on the ground.
Be sure students are performing the exercise properly. Some students are very
new to fitness so must make sure students have proper form so they do not get
hurt!
References
:
National Standards & Grade Level Outcomes for K-12 Physical Education Pages 56-60
Massachusetts Comprehensive Health Curriculum Framework

http://www.doe.mass.edu/frameworks/health/1999/1099.pdf

Exercise Physiology by William McArdle Page 500


Dynamic Physical Education for Secondary School Students Pages 334- 363
TIME

SEQUENCE OF LESSON

0-6

Changing (Locker Rooms)

6-7

Transition
Students will meet in the Back Gym and Mrs.

Murray will take attendance. Students will then


gather around the teacher to await instructions.

ORGANIZATION

S S S S S
S S S S S
S S S S S

7-10

Introduction
Focus of the Day: Cardiovascular Endurance

Fitness Circuit
(Teacher will review CE Definition with Students)
(Teacher will also go over definitions of Concentric,
Eccentric, and Isometric)
Cardiovascular Endurance:
The ability of your

heart, lungs, and blood vessels to deliver oxygen


to your body. (Stamina, Exercise for an Extended
Period of Time)
Concentric:
Shortening (Muscle shortens and
joint movement occurs as tension develops.)
Eccentric:
Lengthening (External resistance

exceeds muscle force and the muscle lengthens


while developing tension.)
Isometric:
Static (Muscle generates force and

attempts to shorten but cannot overcome the


external resistance.)
Safety:
Maintain at least an arms width apart

from other students while working at each

fitness station and be sure to handle equipment


appropriately (Put Down Gently/Look for People
Behind You/Watch Out for Equipment on the
Ground).
Start Signal - Music Starting or 1 Whistle
Stop Signal - Music Stopping or 2 Whistles

10-13

Explain/Demonstrate Stations in Fitness Circuit


Teacher will explain how students will move

around station (Moving to Left). Teacher will


demonstrate how to scan QR code and show
students the video that pops up.
Extension Up/Down:
Listed on Each Station Visual
Check for Understanding:
Teacher will ask

students for a volunteer to repeat


directions/demonstrate activity to make sure the
circuit instructions are clear.
Assessment:
Teacher will have a worksheet for

students to complete during the activity saying


how long they were able to do each exercise and
what type of exercise it was. (See Attached
Worksheet)

Station 1 -
Jump Rope
Station 2 -
Windmills

Station 3 -
Plank Squat Hops

Station 4 -
Mountain Climbers
Station 5 -
Jack In & Out
Station 6 -
Burpees

Station 7 -
Jump Box/Step Ups
Station 8 -
Hula Hoop

Station 9 -
Frog Push Ups

Station 10 -
High Knee Runs
13-16

16-18

Dynamic Stretching
Students Lead Stretches in a Circle/Spread Out

Transition
Teacher will have students pick a partner/group

to work with. Teacher will remind students to


pick wisely so they can remain working together.
Teacher will make sure there are no lingering

questions and have students move with their


partner/group to their starting station.
Check for Understanding:
Teacher will ask

students to quickly repeat what their task is.


Teacher will have all students scan their first
station QR code together so she knows the
students understand.

S
S
S
S S S S S
S S S S
S S S S S S S

18-35

Main Activity: Students Move Through Circuit


Students will move through each station. They

will stay at each station for 1 MINUTE. (Music will


Play) They will have 40 seconds to change
stations. (Same music when switching stations &
Song will change when students start next
station) Students will scan QR codes during
transition time.
Teacher will circulate around stations and praise

appropriate use of equipment and appropriate


individual modifications.
Teacher will use cross group and individual

feedback to reinforce proper behavior.


35-36

Transition
Teacher will tell students to put away equipment

from their station and then come to gather


around.
36-40

Closure
Teacher will review lesson with students and

review the task sheet with them. Teacher will ask


students how this lesson on cardiovascular
endurance differed from the previous lesson on
muscular endurance. Teacher will also note that
students completed a cardio circuit without using
much equipment to point out that they can
40-47

complete this workout at home or anywhere!


Changing (Locker Rooms)

Cardiovascular Endurance Circuit


Name: ___________________________________ Date:
___________________
Length of Participation

( ___ Seconds/Min Out of 1 Min)


IN CLASS

Jump Rope

Windmills

Plank Squat Hops

Mountain Climbers

Jack In & Out

Burpees

Jump Box/Step Ups

Hula Hoop

Frog Push Ups

High Knee Runs

AT HOME

Which Component of Physical Fitness?

(Muscular Strength, Muscular Endurance, Cardiovascular


Endurance, Flexibility, or Body Composition)