CEP Lesson Plan Form

Teacher(s): Connor Wykstra Date: 4/18/2023

Content Area:

Title:

Content Standard(s) addressed by this lesson:

Physical Education: Standard 2 for 6th Grade

Physical and Personal Wellness

Understandings: (Big Ideas) [see Enduring Understandings]

Playing sports and being active in the weight room can help one in the future with their sports and or by
just keeping active. Some weight room activities don’t require a whole lot of time such as circuits.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

What sports or other physical exercises could you use a weight room circuit for to help you become
better?

What types of sports would the upper-body circuit be useful for?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard)

I can [see Writing I Can Statements]:

Use various types of weight room circuits to help to further my ability in skills with the sports or activities
I do.

This means [see Success Criteria]:

I will be able to complete all four exercises in the weight room circuit by trying my best and using weights
that best suit me.

List of Assessments: (Write the number of the learning target associated with each assessment)

A formative assessment will be conducted at the end in which the students will tell me what exercise
they liked the best and felt like helped them get better. Also what exercises they would change in this
and what they would do for their own circuit.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson

Should be a creative title for you and the students to Upper-Body Workout Circuit
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what Around 20-30 minutes
materials will you need?
Include links to resources that will be used The materials that will be needed are weight room plates, dumbbells, medicine balls, and
throughout the lesson. resistant bands.
Anticipatory Set
The “hook” to grab students’ attention. These are Who here plays sports at Boltz or outside of Boltz?
actions and statements by the teacher to relate the Workouts are designed and tailored to help you in your sports. College athletes such as
experiences of the students to the objectives of the the football team at CSU have specialized workout circuits to help them be better and
lesson, To put students into a receptive frame of stronger so they can be the best in their position.
mind.
● To focus student attention on the lesson.
● To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures Teacher Actions Student Actions
(Include a play-by-play account of what students and Explain what a work out circuit can help Listen and learn
teacher will do from the minute they arrive until the with
minute they leave your classroom. Indicate the Demonstrate all four exercises. Overhead Help demonstrate each of the four
length of each segment of the lesson. List actual dumbbell press, driving the bus, resistance exercises
minutes.) band bicep curls, medicine ball slams.
Indicate whether each is: Count them off and give them a station to Go accomplish the first station
-teacher input go to first
-modeling Go around the room helping with Continue to move through each station
-questioning strategies techniques clockwise

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CEP Lesson Plan Form

-guided/unguided: Tell the students to meet me in the middle Meet the teacher in the middle once they
-whole-class practice once they are done have completed each circuit to the best of
-group practice their abilities
-individual practice
-check for understanding
-other
Closure Praising the kids on how well they did the circuit. Even shout out a few names
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an Completing the formative assessment by asking them what their favorite exercise was
appropriate conclusion. Used to help students bring and what kinds of other circuits could they do for their sports.
things together in their own minds, to make sense
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is used:
● To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to
consolidate.
Differentiation Making sure I have a variety of different weights set up at each station so that the
To modify: If the activity is too advanced for a child, students can have a weight set they feel comfortable with and can change if need be.
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment The main takeaway students should get out of this circuit is understanding what a circuit
How will you know if students met the learning is/the different types and how it can help them with the sports they are involved in, in or
targets? Write a description of what you were outside the school.
looking for in each assessment.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

Checking back in with students at the end of the lesson to see if they remembered what
muscle groups these exercises affected. They all guessed right and I made them each tell me
what one they could use for a sport they are playing or interested in playing

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

Separating the groups differently. Some students did not like that they were in a group
away from their friends and it made them less motivated to do the exercises compared to the
groups where students had their friends.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
I think a continued practice would be the most beneficial for students. I could see us
actually going into the weight room and doing more heavy lifting that they could carry
over to when they are older.

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