ODU-DCOEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate: Emmaline Welte Date Taught: 10/17

Cooperating School / District: Grafton Middle

Teacher: School/York
County Public
Schools

Grade: 7 Field Supervisor: Stacey Mata

Unit / Subject: Fitness Testing

Lesson Title / Cardiovascular Endurance, 4 Corner Workout

Focus:

PLANNING AND PREPARATION

Content Knowledge
This activity was developed from anecdotal experiences and through prior experience with
cardiovascular endurance. The activity and learning targets/goals/subject matter was chosen
based on what was determined to be developmentally appropriate and achievable within the
lesson’s time frame.

Learner Differences
This activity reinforces previously learned fitness skills and maintains training and conditioning
for future fitness testing. The content of this activity does not exclude any cultures, however any
accommodations will be taken into account. This activity will also include visual demonstrations
and verbal guides to reinforce expectations and rules.

Outcomes/Goals
SWBAT complete each exercise in the respective workout with correct form 90% of the time.
SWBAT maintain spacial awareness and be mindful of those around them when moving
throughout the gym for the duration of the activity.
SWBAT recognize the importance of practicing the exercises and skills of fitness testing when
asked.
SWBAT reflect upon the importance of cardiovascular fitness when asked.

Standards
VA SOLS
7.3 The student will apply concepts and principles of training and fitness-planning skills to
improve physical fitness.
a) Identify safe practices for improving physical fitness.
f) Explain the role of perseverance in achieving fitness goals.

Resources and Materials

4 Cones
8 Labels
1 Method of Display (White Board)

Technology
Technology is not necessary for this activity, however it can be used to play music if desired.

INSTRUCTIONAL DELIVERY

Learning Environment
Students are encouraged to politely help others when they see them in need of assistance, or
when doing something incorrectly. However, if I catch something I can either address it to the
class as a whole or discreetly go to the student, depending on the situation. The environment is
student focused, with an emphasis on learning through play while reinforcing content through
discussions. No bullying or harassing is tolerated and will be dealt with accordingly. My goal is
for students to have fun while learning and have positive memorable experiences that help them
retain the content. My role as teacher is to facilitate learning by providing instructions in clear,
student friendly language while still elevating their vocabulary by using content vernacular when
appropriate, utilizing demonstrations, check for understanding throughout, and stay mobile to be
able to answer questions students may have and correct actions as needed.

Introduction/Activating Strategies
The activity does not require any activation of prior knowledge. The activity will begin with an
explanation of how the layout of the court will look and what skill or exercise is expected of them
to perform, as well as how many times they are expected to perform the exercise. 4 students will
be selected to aid in demonstration. One student will start at each cone. It is noted that even
though students will be clustered, they DO NOT have to travel together for the duration. When a
student is finished, they will proceed to the next station regardless of the group. The 4
demonstrating students will complete their exercises, then perform the locomotor skill to the next
station moving counter clockwise. Once students understand the expectations of the activity,
they will be sent randomly to each station. In this school, girls and boys typically perform
separately
 .

Instructional Strategies
Throughout the lesson, my responsibility will be to monitor the participation of the students and
if they’re performing the exercises correctly. Another thing to watch for is if students are
spending too much time or not enough time at a station.

Closure
Students will return to their squad lines and will be asked if someone can explain why it’s
important to remain diligent with cardiovascular fitness as it relates to testing and to their
personal life and health.

Differentiation
The activity can be enhanced if need be for students with physical disabilities by implementing
modifications that best suit the student’s abilities and what is necessary to them. An IEP will also
be consulted if necessary. The exercises can also be modified if students are finding it easier or
more difficult to adapt to their needs, such as increasing the repetitions or doing modified forms.

Assessment:
This activity can be assessed via participation, effort, and if students are performing exercises
correctly.
PROFESSIONAL LEARNING

Reflection
● Did the students provide meaningful responses to questions and prompts that showed
they understood the material?
● Were students standing around confused, bored, or off task at any time?
● How were the students’ engagement levels?
● Did the students maintain correct form all throughout the activity?
● What parts of the lesson did not go as planned, or not explained clearly enough?
● What parts went better than planned?
● Was time management effective?
● Did students understand the importance of the rules and procedures and how that can lead
to a successful and enjoyable lesson and class period?
● Were the students able to meet the goals/outcomes outlined for this lesson?
● What did I learn from my students and this lesson that will aid in making this a more
effective lesson in the future?