Peer Lesson Plan

Name: Amanda Oebser

Lesson Title or Subject/Topic: Aerobic Fitness is FITT
Unit: Aerobic Activities
Date: 2/9/17
Estimated Time/Length of Lesson: 30 minutes
Grade Level: 6-8

Central Focus During the lesson, the main focus is intensity and heartrate. Students will experiment how
What is the their heartrates work depending on the intensity of the activity.
Central Focus for
the content in the
learning segment?
Content National P.E. Standards:
Standards Standard 2: Demonstrates understanding of movement concepts,
What standard(s) principles, strategies, and tactics as they apply to the learning and
are most relevant performance of physical activities.
to the learning Standard 3: Participates regularly in physical activity.
goals? Standard 5: Exhibits responsible personal and social behavior that
respects self and others in physical activity setting.
Include SHAPE
Standards and
WI Content
Standards.
Student LEARNING GOALS
Learning Students will evaluate the influence of intensity on their heart rates.
Goal(s)/ Students will determine their personal intensity level necessary to maintain their
Objective(s) training hear rates.
What are the OBJECTIVES
specific learning Psychomotor - Middle school students will be able to complete the activity as a
goal(s) for whole class and will be able to answer the two main questions, and connect it to
student in this what they figured out throughout the activity
lesson? Cognitive - (ACADEMIC LANGUAGE USED) The middle school students will be
able to connect the activity to the real world. Also be able to explain what is
intensity and heartrate.
Affective - The middle school students will be able to show how to measure their
heart rates and explain how their heart rates increase or decrease.
Safety The students will be spaced appropriately so no one is injured and they will have their own
Statement personal space while being monitored by the instructor.

Make sure the students are wearing the appropriate PE attire to be able to perform the
different activities in PE
Assessment of Sight reading of words they will be learning for the day by looking on the board.
Learning Asking Essential questions.
What is intensity?
Describe your What is heart rate?
formative and What does FITT stand for? (Frequency, Intensity, Time, Type)
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 summative What were two key words you learned today?
assessments you How does intensity and heart rate relate?
will use.

Learning Some students may have trouble with the activity and get frustrated easily.
Environment/ Some students will not want to participate fully because they do not want to.
Behavior Instructor will be walking around and encouraging the students.
Expectations Instructor may possibly have the class take a break from activity if students are not fully
What procedures participating in the activity
will you use to Keep students on task.
ensure students Have clear instructions.
are safe, on task Keep the lesson flowing, smooth transitions to each team building activity.
and engaged?
Expectations: If student is off task the instructor will stop the music and ask the students to
What might please stop, ask the students to think about their behavior and have them make better
happen that you choices and actions. hand a stop sign that says Please stop what youre doing and make a
might not better choice. Once the students have thought about their actions and agree they will do
expect? better the music will begin again and the students and go back to the activity.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/ Instant activity:
Motivational Set First have the students sit where they are at and take their
___3-5____ Minutes pulse at rest for 15 secs. Then have them record it on the
worksheet they been handed out. Students will write the
How will you start the number they got and multiply it by 4.
lesson to engage and Student next will grab a jump rope and jump for two mins
motivate students in
straight. After take their pulse again for a warm up activity do
learning?
the same as they did before for the rest section.
Instruction: (Body of Tasks Cues Challenges : Modifications
the lesson) (Extensions) (refinements (Applications)- : For the
activities for ) Simple the only student who
___18-21_ Minutes the whole secrets to activity that are not
class. improve would cause a physically able
Write the step by step Example: Will performance. challenge to to do some of
Teaching do three Example: keep some of the the activities
procedure/progression different them students would have them
here. intensity motivated and be the last simple
activities. engaged by activity (jogging- fast
What will you say and playing music (sprinting) walk)
do? What questions and giving (sprinting-
will you ask? positive have them do
feedback. their best)
How will you engage For the
students to help them students who
understand the need a
concepts?
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 challenge
What will students do? when it comes
to the sprinting
give them a
time goal to
complete the
task.

Demonstration #1: Have the students on the starting line (baseline).

Activity 1: Walking 3 laps around the gym:

1. Once the instructor starts music the students will walk their
normal speed three laps around the baselines of the gymnasium.
2. The students will finish their laps at different paces, but once
they are done have them go to the stop watches to time their heart
rates for 15 secs and record their rates. (TIME WILL VARY ON
THE STUDENTS)

WRITE OUT TRANSITION DESCRIPTION going into and out of each of the
Tasks:
I will bring class together by starting baseline again to move to the next task.
(1
minute)
Demonstration #2: Have the students on the starting line (baseline).

Activity 2: Jogging 3 laps around the gym:

1. Once the instructor starts music the students will jog three laps
around the baselines of the gymnasium.
2. The students will finish their laps at different paces, but once
they are done have them go to the stop watches to time their heart
rates for 15 secs and record their rates. (TIME WILL VARY ON
THE STUDENTS)

WRITE OUT TRANSITION DESCRIPTION going into and out of each of the
Tasks:
I will bring class together by starting baseline again to move to the next task
(1
minute)

Demonstration #3: Have the students on the starting line (baseline)

1. Once the instructor starts music the students will sprint as fast
as they can up and down the basketball court twice.
2. The students will finish at different rates, but once they are done
have them go to the stop watches to time their heart rates for 15
secs and record their rates. (TIME WILL VARY ON THE
STUDENTS)

WRITE OUT TRANSITION DESCRIPTION going into and out of each of the
Tasks:
I will stop activity let them get a quick drink of water and if they need to walk around

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 have them since they worked hard.
Have students meet in center of the gym for Closure discussion.

Closure Students will gather in a circle and answer the essential questions about the lesson
___3____ Minutes today. Students must verbally as a class answer three questions.
What did you learn about intensity?
How will you end the How about heart rates?
lesson? What did we learn about todays activities?
Write out the questions
that relate to your How can we be successful in Activity 1, 2, 3? What was challenging to you? What
learning goals and was easy to you?
objectives.
Questions that Check
For Understanding
(CFUs) The next class we will be using what you learned today and applying it to everyday
tasks in PE.
Hook to next lesson
Differentiation Students with IEPs or 504 plans or students requiring other
accommodations:

Gifted/Talented Students: N/A

Language Differences (ELL): N/A

Learning Styles/Preferences: Will be giving verbal cues, visual

demonstrations, and putting words on board to read and visually
see.

(I have no class list yet so unsure)

Materials Handout
What exact Pencil
materials/equipment Stopwatch
does the teacher need Cones (boundaries if no gymnasium cannot be used)
for this lesson?

What materials do the

students need for this
lesson?
Students do not need anything except tennis shoes and PE clothes for safety.
Academic Language Demand(s):

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What content Intensity: Intensity describes how hard a person exercise turning
specific physical activity. Optimal intensity depends on the age and fitness of
terms the participant. Heart rates has a traditionally been used as a measure
(vocabulary) of training intensity too develop aerobic fitness.
do students
need to Heart Rates: The number of heartbeats per unit of time, usually per
support minute.
learning of the
learning
objective for FITT: Frequency, Intensity, Time, Type
this lesson
What specific Why doing intensity workouts are good/bad
way(s) will
students need to How to calculate their heart rates
use language
(reading, writing, How to operate a stopwatch?
listening and/or
speaking) to How to do two tasks at once (time and counting)
participate in
learning tasks Understanding the terms
and demonstrate
their learning for
this lesson?

Describe the
language function
and demands
required on how
you will support
your students
during the lesson.
ATTACHMENTS Include any assessment, task cards, exit slips you used): Describe and numbered.

Attached is Handout for the students to record their heart rates.

Resources:
List references and Physical Best Activity Guide Third Edition; by Jeff Carpenter and Christina Sincl
Other Resources
used to support or
develop the lesson.

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 AEROBIC ACTIVITY WORKSHEET

NAME: ________________________

HEART RATE AT REST (15 seconds): ________X 4 = __________

WARM UP: ________X 4 = _______

WALKING 3 LAPS AROUND GYM: ________X 4 = _______

JOGGING 3 LAPS AROUND GYM: ________X 4 = _______

RUNNING 4 UP AND DOWN BBALL COURT: ________X 4 = _______

Goal: 50%-85%: 100-170 beats per min

100%: 200 beats per min (avg. max heart rate)

AEROBIC ACTIVITY WORKSHEET

NAME: ________________________

HEART RATE AT REST (15 seconds): ________X 4 = __________

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WARM UP: ________X 4 = _______

WALKING 3 LAPS AROUND GYM: ________X 4 = _______

JOGGING 3 LAPS AROUND GYM: ________X 4 = _______

RUNNING 4 UP AND DOWN BBALL COURT: ________X 4 = _______

Goal: 50%-85%: 100-170 beats per min

100%: 200 beats per min (avg. max heart rate)