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Lesson Plan Timed Mile

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365 views3 pages

Lesson Plan Timed Mile

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api-222021412
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lynnhaven Middle School

Date: November 22, 2013 Unit: Fitness

Learning Plan
Essential Questions:
How does my body work? What choices do I make when Im in charge of myself? What is the impact of those choices? What am I trying to change/improve? What is my strategy?

Topic: Timed Mile

Vocabulary:
Physical Fitness

Movement Skills (Motor Learning) Enduring Understanding: Students will demonstrate proficiency and competency in all fundamental movement skills and several specialized movement patterns. 6.1 Combine and perform locomotor, non-manipulative, and manipulative skills into specialized sequences and apply them to partner and small group play. (SOL 6.1a) 6.2 Demonstrate skill movement in a variety of individual and team activities. (SOL 6.1c) 6.3 Demonstrate putting complex movement patterns in rhythmic activities. (SOL 6.1b) 6.4 Use locomotor, non-manipulative, and manipulative skills in a variety of cooperative games and activities. Sports and Wellness Literacy (Biomechanics/Kinesiology/) Enduring Understanding: Students will identify and use appropriate cognitive information to enhance motor skill acquisition and performance. 6.5 Initiate skill practice to improve movement performance and apply principles of learning.(SOL 6.2c) 6.6 Apply basic offensive and defensive tactics and strategies in modified versions of games/ sports. (SOL 6.2d) 6.7 Identify specific muscle groups and the effects of exercise on these muscles. Exercise Physiology 6.8 Refine and adapt individual and group activity skills. (SOL6.2a) Aesthetics/Refinement 6.9 Use feedback to improve skill performance. (SOL6.2b) Fitness Enduring Understanding: Students will achieve and maintain a health enhancing level of fitness. 6.10 Use the Virginia Wellness-Related Fitness Tests to assess their personal fitness levels. 6.11 Use assessment data to recognize the need for improvement in at least two fitness components. (SOL 6.3a) 6.12 Participate in regular physical activity at school, home and in the community. (SOL 6.5) 6.13 Identify community groups and facilities available for participation in physical activities. Responsible Behaviors Enduring Understanding: Students will know and use responsible personal and social behaviors in physical education settings. 6.14 Acknowledge and understand the positive and negative influence of peer pressure on decisions and actions in physical settings. (SOL6.4a) 6.15 Solve problems, accept challenges, resolve conflicts, and accept decisions with reason and skill. (SOL6.4b) 6.16 Follow rules and safety procedures. (SOL6.4c)

PE 6.1 PE 6.2 PE 6.3 PE 6.4 PE 6.5 PE 6.6 PE 6.7 PE 6.8 PE 6.9 PE 6.10 PE 6.11 PE 6.12 PE 6.13 PE 6.14 PE 6.15 PE 6.16

L
Take Roll - Seating based on squads / groups Instant Activities / Warm up

Materials / Strategies: Promethean Board SMART Device Collaboration Experiential Activity Teacher Observation Student Participation Other:

Warm up lap around the soccer field


Static Stretching and Strength Jumping Jacks R over L, L over R Hamstring Squats

Scope and Sequence of Learning Activities


(Explore, discover, assess)

Cardio

Jog a lap around the soccer field Activity


1. The students will meet the teachers out on the soccer field after they are dressed in their uniform due to lack of available space, where we will take attendance. 2. Lead the students through a warm-up lap around the soccer field and stretches so they are prepared to complete the timed mile. 3. Explain the timed mile to the students and what we expect. (two scenic 1 mile / work your hardest) 4. If time allows we will do a relay race with soccer balls so that the students can incorporate their last physical education lesson with this week. 5. The Relay Race will incorporate squads 1-2, 3-4, and 5-6 in a straight line on the rubber spots. The students will toss the soccer ball in the air to each member in their line and once the ball gets to the back of the line then they will throw it back to each other until it gets to the front of the line and then that team wins. The next relay will be that the students use the inside of their foot to trap, turn, and pass the ball to the next person in their line, the students will again make sure the ball goes to the end of the line and back to the start of the line. 6. We will escort the students back into the locker room so that they can change out of their uniform.

Key Question:

What am I trying to change/improve? What is my strategy?

Lesson Evaluation:

modify

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