Lesson Plan #2: Fit Deck Fitness

Subject and Generic Physical Education/9-12 grades

Level:
Lesson Focus: Skill to be taught: Body weight exercises

Lesson Plan
Components
NASPE Standard(s) Standard 1 The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
Standard 2 The physically literate individual applies knowledge of
concepts, principles, strategies and tactics related to movement
and performance.
Standard 3 The physically literate individual demonstrates the
knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
Standard 4 The physically literate individual exhibits responsible
personal and social behavior that respects self and others.
Standard 5 The physically literate individual recognizes the value
of physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.
Specific Learning Psychomotor Objective: TSWBAT use multiple muscle groups to
Outcome(s) perform multiple physical exercises.
Cognitive Objective: TSWBAT understand how to perform each
exercise after reading the selected card.
Affective Objective: TSW take turns selecting cards and treat
each other with respect.
Focus Statement or I can run a lap up the stairs after completing each exercise.
“I Can” Statement I can perform each exercise on every card.
I can do the exercises with the people in my group.
I can complete 20 laps.
Academic Vocabulary CUES:
(content specific) Wall touches
Fire hydrants
Leg raises
Push ups
Power jumps
Bicycles
Squat jumps
Mountain climbers
Flutter kicks
Alternating lunges
Tricep dips
Mountain climbers
Diamond pushups
Superman’s
Wall sit
Side plank
Calf raises
Mason twist
Butt kicks
High knees
 Wall sit
Burpees

Procedures Get Ready to Learn

 TTW give a brief overview of today’s lesson.
 TTW explain the purpose of today’s activity is to elevate their
heart rate during exercise but in a fun game-like manner. The
second purpose is to increase students’ cardiovascular fitness
and muscular strength.
 TTW explain the multitude of exercises that will be conducted
during today’s activity.
 TSW sit and listen to teacher and take notes if needed.
 TSW participate in class discussion.
Instruction
 TTW list the rules and safety precautions students should take
during activity.
 TTW will explain that the exercises being conducted today are
body weight exercises. There will be no equipment needed for
today’s activity.
 TTW divide students into groups of 4-5.
 TSW complete a series of warm up exercises and light
stretching conducted by the teacher.
 TTW answer questions students may have about the activity.
Guided Practice
 TTW demonstrate how to safely do the exercises that each
card entails.
 TSW repeat exercises immediately after the teacher
demonstrates them.
 TTW correct students if they are doing the exercise incorrectly.
 TSW ask the teacher any questions they may have about how
to do the exercises.
 TTW remind students to take turns, be patient, and encourage
students to perform exercises in a safe manner.
 TSW utilize the stairs during this activity.
 TSW choose their group members (4-5 in each group)
Guided Independent Practice
 TSW will run 1 stair lap with their group and grab a card from
the deck.
 TWS will perform the exercise on the card. They will discard the
card appropriately after exercise is complete.
 TWS will complete the exercise and do another stair lap.
 TTW monitor the number of laps students are doing until
everyone has completed a total of 20 laps.
 TTW monitor students and make sure they are using correct
form.
 TTW circulate the area and make sure students are staying on
task.
Closure
  TTW walk students through a “cool down”.
 TSW participate in the “cool down”
 TSW will participate in a class discussion about what they
found difficult and what came easy to them.
Materials include Materials needed for the lesson include the Resource:
Resource  Fit Deck Cards Document
 Lesson acclimated from: https://www.pecentral.org
Assessment · Teacher observation

Differentiated Enrichment (For those who DO “get it”; then what?

Instruction
 TSW choose their own exercises once they have completed the
20 laps.
Accommodation/Modifications (IEP, ELL)
 TSW run a lap if they have difficulty running the stairs.
 TSW cut the exercise reps in half.
Remediation/Reteach/Intervention (For those who DO NOT
“get it”; then what?
 TTW partner the student who is struggling with an advanced
helpful student.
Reflection of lesson (Only if lesson is taught for videos).
taught: