Unit Title: TRANSPORTATION
Physical Education
Lesson Plan
Grade:
6-8
Teacher:
Anthony M. Gragg
Lesson Title:
Transportation
STRANDS
Physical Education:
 Skill movement
 Movement Principles and Concepts
 Physical Fitness
Mathematics
 Operations with Rational Expressions
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Health-related fitness incorporates the areas of cardio-vascular fitness, flexibility, muscular strength and endurance, with nutrition. Students are required to evaluate
their habits and develop activities that ensure a lifelong understanding of what it takes to be healthy. Technology – iPads and Heart Rate Monitors are used as a tool to
improve fitness.
The students will be creating a plan for a Fitness Track. The plan must include: measurements for distance of a lap, four – six exercises, and moderation of ground
undulations.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
Ask the students to think of what they enjoy doing outside of school. Examples may include: running, bicycling, skateboarding, climbing, swinging, or walking etc. Have
the students create an idea for a Running Fitness Trail – emphasis is on length, stations or activities, and undulations. The emphasis is on creativity.
DAY
Objectives
Materials
&
Resources
(I can….)
1
I can…explain the
difference between
sprinting and
endurance running.
iPads
Cones
Cards
Resistance
Bands
Dumbbells
Mats
Medicine Balls
Jump Ropes

Instructional Procedures
EQ
How do I stay fit and healthy?
What do I need to do to improve my fitness and health?
Lesson Plan
Objective:
 Perform simple movement patterns
 Demonstrate the following movement patterns. Running, changing
direction, stopping and starting.
 Make different shapes with their body.
Lesson Summary:
Explanation of Cross-country Training: Teaching the rules and strategies for track,
field, and cross-country running is an integral part of the instructional process.
Using proper progression is vital to successful teaching of fundamental skills and
lead-up games associated with track, field, and cross-country running. Lead-up
games allow teachers to emphasize development of selected track, field, and
cross-country running skills in a setting compatible with their students’ abilities.
Cross-country races will not be run at the same speed as track races, and so the
runner who is lacking in pace may be able to compensate by their style and run
closer to their maximum than the track runner who cannot adjust to the special
needs of cross-country. Cross-country running requires a different stride length, a
different leg action and a different foot plant from road & track running. These
things cannot be picked up instantly; they will only become instinctive if the
runner adopts specific cross-country training.
Differentiated
Instruction
Provide
definitions:
An explanation of
vocabulary words
is part of the
class on the
Word Wall.
Assessment
Evaluation Rubric
Questions to consider; What is the difference between sprinting and long
endurance running in terms of posture, arm movement, and stride? What is
interval training? Explain the term pacing when it refers to running?
Engage the students in the Fitness Track Plan:
 Distance of the Track
 Activities included
 Distance between each activity
Warm-Up Stretching:
Students split into groups of 2 or 3 and moved to one end of the gym
Students will have to use different loco-motor movements to arrive at the center
court line and move back to their original location. Once reaching their original
location they will tag their group member’s hand so that they can begin.
The order of the loco-motor movements: Run, Skip, Slide, Karaoke, and
one of their choice.
Each member of the group must complete each of the locomotors.
First group where each member has completed EACH of the
locomotors and has each member seated against the wall wins.
Instructor lead stretches: Static Stretch
Quad Stretches:
Standing straight up, the uppermost ankle is pulled towards the buttock. The
bent knee is slowly moved backwards in a straight alignment. The stretch is felt
down the front of the thigh.
Hamstring Stretches:
Feet are placed either together or spread apart. With both legs straight, bend
down and hands slide down the front of the shin. The stretch is felt in the back of
the knee.
Calf Stretch:
Both hands against the wall and the feet are placed stride width apart with the
front leg slightly bent. The body weight is transferred forward while keeping the
heel of the back foot on the ground. The stretch is felt down the back of the calf.
Tri-cep Stretch:
Put one arm overhead. Position forearm as close as possible to upper arm. Grasp
elbow overhead with other hand. Pull elbow back and toward head. The stretch is
felt on the back of the arm.
Learner Performance:
In order to move from one point to another, the student’s will practice the
following loco-motor skills.
Loco-motor Movement: Walk for 30 seconds.
Flexibility and Trunk Development Challenges







Bend in different directions.
Stretch slowly and return quickly.
Combine bending and stretching movements.
Sway back and forth.
Twist one body part; add body parts.
Make your body move in a large circle.
In a sitting position, wave your legs at a friend; make circles with your legs
Loco-motor Movement: Skip for 30 seconds.
Shoulder Girdle Challenges





In a push-up position, do the following challenges:
Lift one foot; the other foot.
Wave at a friend; wave with the other arm.
Scratch your back with one hand; use the other hand.
Walk your feet to your hands.
Loco-motor Movement: Jog for 30 seconds.
Abdominal Development Challenges
From a supine position:
 Lift your head and look at your toes.
 Lift your knees to your chest.
 Wave your legs at a friend.
From a sitting position;
 Slowly lay down with hands on tummy.
 Lift legs and touch toes.
Encourage students to focus on effort and feeling successful.
2
I can…define the
term circuit training.
iPads
Cones
Cards
Resistance
Bands
Dumbbells
Mats
Medicine Balls
Jump Ropes
Closure:
Discuss with students the expectations of developing a plan for a fitness track.
EQ:
“What is Circuit Training?”
Lesson Plan
Student Objective:






Demonstrate appropriate techniques used in fitness activities.
Analyze and engage in physical activities that are
developmentally/individually appropriate and support achievement of
personal fitness and activity goals.
Describe and apply the components of skill-related fitness to movement
performance.
Cognitive-At the conclusion of the lesson TLW describe at least 2 benefits
of circuit training and how it can affect performance in different sports.
Affective-At the conclusion of the lesson TLW share 2 thoughts and
feelings with the class towards their favorite choice of circuit exercises.
Psychomotor-During the station components of the lesson TLW complete
2 sets of at least 10 repetitions of each upper and lower body activity.
Evaluation Rubric

Fitness-TLW improves their cardiovascular fitness by being active and
engaged during the 3-5 minute warm-up activity. TLW be engaged in
physical activity during the circuit training for 20 minutes.
Lesson Summary:
Circuit Training is the utilization of multiple different exercise stations in order to
incorporate and engage each of the different major muscle groups.
Circuit Training programs allow individuals to work each muscle group in a very
short period of time which makes programs like these quick an easy for anyone.
Circuit Training can also incorporate plyometric exercises.


Plyometrics consist of a rapid stretching of a muscle (eccentric action also
referred to as 'muscle loading') immediately followed by a concentric or
shortening action of the same muscle and connective tissue. This is
called the stretch-shortening cycle.
The stored elastic energy within the muscle is used to produce more
force than can be provided by a concentric action alone.
Students will be performing exercises that each will be tested on at a later time.
The domain concentration today will be cardio, flexibility, muscular strength, and
endurance. By performing these types of exercises will aid the students in
enhancing their well being for maximum health.
Circuit Activities:

Power Jumps – Tuck Jumps

Power Passing – Overhead, Chest, and Squat

Power Push-ups – with Resistance Bands

Jump Rope

Resistance Bands

Curl-ups

Tri-cep Raises

Exercise Bars

Stability Boards
Learner Activity:
Following the discussion the instructor will pass out a notecard to each student
with a specific number and station name on it.
The student’s will split up into groups of 2 or 3 by the numbers on the notecards
that they are given or color cards given that will match each cone at the given
station. After the student’s move into their groups, each group will move to a
designated spot in the gymnasium determined also by their notecard and will
find out which circuit exercise they will be participating in first.
The student’s will spend a minimum of 2 minutes or a maximum of 3 minutes per
station before moving to the next one. An exercise should be done for close to a
minute followed by a 30 second rest period and then another minute of the
exercise. The instructor will initiate the station changes by either whistle or music
(stop and start).
Demonstration and Description of Stations:
Station 1- Power Jumps (Tuck Jumps)

Feet spread~1ft. apart

Jump forcefully and quickly into and out of hula-hoop or jump box with
no rest time between jumps

Each jump is to utilize the largest amount of force possible in the shortest
amount of time so the height of the jump is important.

If the students need to increase the intensity of this exercise they can do
the exercise using one leg at a time.
Station 2- Power Passing




Stand facing partner approx. 5-10ft apart and feet placed shoulder width
apart.
Begin with medicine ball in both hands at chest level and elbows facing
outward.
Pass the ball to your partner ending with your arms straight and begin
anticipating the partner’s pass back.
Keep catch time to a minimum. (can use different size medicine balls to
increase or decrease difficulty)
Station 3- Power Push-ups with Resistance Bands



Face floor in push-up position (modified push-up can be utilized from
knee position).
Push off from the ground with hands and land in the starting position.
Students can increase this intensity by clapping after they push off from
the ground and become airborne.
Station 4- Jump Rope

Each student will jump rope for 1 minute at a time followed by a 30
second rest period and ending with another minute of jump roping.

The students are permitted to use any jump rope technique that they
feel comfortable using.
Station 5- Chin-ups

IF students are capable they will perform as many chin-ups as they can in
a minute followed by the rest period and then perform the exercise
again.

The students are permitted to use a flexed hang technique for as long as
they can hold it if they are not capable of performing regular chin-ups.
Station 6- Curl-ups

The students will perform as many curl-ups or sit ups as they can in a one
minute time frame followed by the rest period and another minute of the
exercise.
Station 7- Tricep Raises
 The students will use elastic bands to perform tricep raises.

The students will place one end of the band under their foot and step
down on it.

They will then bring the other end of the band up behind their body and
raise it over their head.

They will extend their elbow over their head to complete the exercise for
the same amount of time as the other stations (1min.-30sec rest.-1min.)
Closure:
The students will be asked a series of questions pertaining to the lesson and the
different stations in order to debrief on the days accomplishments and also to
help evaluate the students.
3
I can…demonstrate
and explain the
correct routine in
my fitness training.
iPads
Cones
Cards
Resistance
Bands
Dumbbells
Mats
Medicine Balls
EQ:
What are some dangers of wrong exercises and/or bad performance of exercises?
What are some benefits of circuit training?
Lesson Plan
Objective Indicator:


Demonstrate appropriate techniques used in fitness activities.
Analyze and engage in physical activities that are
developmentally/individually appropriate and support achievement of





personal fitness and activity goals.
Describe and apply the components of skill-related fitness to movement
performance.
Cognitive-At the conclusion of the lesson TLW describe at least 2 benefits
of circuit training and how it can affect performance in different sports.
Affective-At the conclusion of the lesson TLW share 2 thoughts and
feelings with the class towards their favorite choice of circuit exercises.
Psychomotor-During the station components of the lesson TLW complete
2 sets of at least 10 repetitions of each upper and lower body activity.
Fitness-TLW improve their cardiovascular fitness by being active and
engaged during the 3-5 minute warm-up activity. TLW be engaged in
physical activity during the circuit training for 20 minutes.
Lesson Summary: Develop a series of illustrations that depict safe and harmful
ways to perform certain exercises (e.g., forward lunge vs. deep knee bends, curlups vs. straight leg sit-ups, resistance bands vs. weight training). Show each
picture and have the students select the picture that illustrates the safe method.
After reviewing the illustrations, post them on the wall. Students circulate to each
area and correctly perform the exercise.
Variation: Place a deck of cards at each station. Each student selects a card from
the deck and correctly performs a designated exercise according to the value of
the card.
Engage the students to develop their ideas for the Fitness Track:



Where will it be
What would the Track be made of
How can the activities be developed
Learner Activity:
Demonstration and Description of Stations:
Station 1- Power Jumps (Tuck Jumps)

Feet spread~1ft. apart

Jump forcefully and quickly into and out of hula-hoop or jump box with
no rest time between jumps

Each jump is to utilize the largest amount of force possible in the shortest
amount of time so the height of the jump is important.
If the students need to increase the intensity of this exercise they can do the
exercise using one leg at a time.
Station 2-Resistance Bands




Banded Pull Apart-works the upper back
One Arm Shoulder Press-works the deltoid
Cross Body Swing-works the core and deltoid
Bent Butterfly-works the deltoid
Station 3-Steps



One Step
One Step and Kick
Lateral Side Step
Station 4-Bi-cep Curl



One Arm
Bent One Arm
21 Gun Salute
Closure:
Have the student’s gaggle drop the Fitness Track plans in their locker.
What are the benefits?



Complete body workout in a very short amount of time
Good for nearly every sport
Easy to do without a lot of expensive equipment
-
STANDARDS
1. 5
2. 1
3. 1
4.1.4
4.1.5
4.3.6
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
Student has the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
Student will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Student will understand and be able to manage their personal and community resources.
Student will discuss the value of appropriate warm-up and conditioning techniques.
Students will find pulse and calculate Target Heart Rate while working in Heart Rate Zone.
Students will set personal goals for fitness components to be improved upon.