Lesson Plan Guide

Teacher Candidate:

Blake T. Scarbrough

Date: November 23, 2014

Grade and Topic:

11th grade Lifetime Wellness

Length of Lesson:

Mentor Teacher:

Mrs. Weaver

School:

60 minutes for 1 day

IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The student will learn, comprehend, and recognize the differences between aerobic, and anaerobic
exercises, based off the web quest, and worksheet given.
LESSON OBJECTIVE:
Given the web quest the students will be able to comprehend what they read, hear, and score at least
8/10 on the worksheet.
STANDARDS ADDRESSED:

4.5 Analyze and engage in physical activities that are developmentally appropriate and support
achievement of personal fitness and activity goals. C. Select aerobic and anaerobic activities needed for
successful participation in lifetime activities (e.g., aerobic walking, circuit training, cycling, dance
aerobics, racquet activities, rhythmic movement, rock climbing, rope jumping, rowing, running, skating,
snow skiing, step aerobics, strength training, swimming, water aerobics).
ISTE 3: B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media

MATERIALS:
Computers with Internet access, Worksheet that will be given to them, writing utensil, and address to the
web quest.
Technology will be used for the students to read, comprehend, and diagnose the differences between
aerobic, and anaerobic exercises.
The website address is
http://zunal.com/webquest.php?w=257116
BACKGROUND and RATIONALE:
Students will demonstrate a clear diagnosable understanding with the differences between aerobic, and
anaerobic exercises.
Academic language is not covered in IDT 3600.
This lesson builds on the previous lesson in which we covered 4.5 B. design a personal fitness plan and
set goals based on the health-related fitness assessment results that will lead to, or maintain, a
satisfactory fitness level.
This lesson will then springboard into our next lesson, demonstrating improvement in the health-related
fitness components.

I am aware that the lesson will be differentiated for students who did not master the
objectives and for those ready for enrichment. However, modifications are not covered in
this course and are not part of this particular lesson.

PROCEDURES AND TIMELINE:

Introduction: I will introduce this lesson by giving vocabulary to the lesson, and telling what the
students will be doing while we are in the lab.
Procedures: Introduction: In classroom (10 minutes): Give introduction to lesson and give vocabulary,
and instructions in lab.
In Lab (45 minutes) Students will get to the computers, open up a web browser, enter the URL into the
browser and proceed to the web quest, students go through the web quest, then they will answer the 10
question worksheet they have at their computer, once they are done with this they will turn in their
worksheet to me.
Closure: In classroom (5 minutes): Go over the lesson once more and ask what they learned and if they
have any questions.

ASSESSMENT EVIDENCE:
Web quest worksheet
1. Would jogging be considered an aerobic or anaerobic exercise?
2. Name 3 exercises that would be good for an anaerobic exercise plan.
3. Would a track athlete use more or less anaerobic exercise?
4. True or False 40 yard dash sprints are an aerobic exercise?
5. What is the definition of an Aerobic exercise?
6. Bench press would be an example of which type of exercise?
7. True or False Aerobic exercise is good for better total stamina?
8. Would Aerobic exercises be better for a cross-country runner or power lifter?
9. Which exercise do you prefer?
10. Give me a one day sample of an aerobic workout for an athlete trying to increase stamina.
MODIFICATIONS:

I am aware that modifications will be made for students who did not master the
objectives and for those ready for enrichment. However, modifications are not covered
in this course and are not part of this particular lesson.