Lesson Plan 4 (November 19, 2012): Cardio Circuit 1
Grade/Subject: Grade 4: Physical Education Unit: Fitness-Cardio Circuit Lesson
Duration: 37 minutes
OUTCOMES FROM
ALBERTA PROGRAM OF
STUDIES
GLO: Students will acquire
skills through a variety of
developmentally appropriate
movement activities; dance,
games, types of gymnastics,
individual activities and activities
in an alternative environment;
e.g., aquatics and outdoor
pursuits.
 SLO: Students will select,
perform and refine simple
locomotor sequences.
 SLO: Students will select,
perform and refine simple
nonlocomotor sequences
GLO: Students will understand,
experience and appreciate the
health benefits that result from
physical activity.
 SLO: Students will
experience movement,
involving components of
fitness
LEARNING OBJECTIVES
Students will perform a warmup that includes locomotor
sequences
Students will perform a cool
down that includes nonlocomotor sequences
Students will demonstrate
various exercises including
whole body fitness.
Students will actively
participate in cardio dodgeball.
ASSESSMENTS
(Observations, Key Questions, Written
Assessments, Performance
Assessments)
Visual Observations: the teacher
will monitor and ensure that
students have the proper form
for each exercise.
Class Discussion: The whole
class will discuss the exercises
and why they are important to
fitness and cardio.
Visual Observation: The teacher
will monitor students to ensure
they are actively participating in
cardio dodgeball including the
circuits.
LEARNING RESOURCES CONSULTED
Resource #1: Alberta Education. (2005). Physical Education Program of Study: Grade 4. Alberta,
Canada: Alberta Education.
MATERIALS AND EQUPMENT
Dodgeballs
Pylons
Paper signs for stations
PROCEDURE
Introduction (7 min):
Hook/Attention Grabber:
 Welcome students to cardio Mondays. Explain to students that we are going to review exercises
that will help them achieve full body fitness with an emphasis on cardio. Students will practice
these exercises while having fun playing cardio dodge ball.
Assessment of Prior Knowledge:
 What are some examples of cardio?
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

What are some examples of benefits of physical activity?
What is the importance of a warm up and cool down?
Expectations for Learning and Behaviour:





Introduce and review the whistle blasts for the gym. When students hear the whistle once they
will stop, look, and listen. When students hear the whistle twice they will sit down with their
mouths closed and await further instruction.
Students must actively participate in the fitness component to get to play the game.
Students will follow the rules of the gym
Students will follow the rules of the game
Students are also required to follow the rules already in place for classroom behavioural
expectations. The general examples of behaviours that warrant being given a number are:
continually calling out, disrupting other learning, being late for class, wearing hats in the
classroom, eye rolling, sighing or other disrespectful behaviour, being unkind to another student,
refusal to follow classroom or school procedures
o #1: a verbal reminder to be making good choices
o #2: students who reach a 2 are given a yellow classroom behaviour form to complete at
the back desk or in the hallway-write down the action they were taking, why it
happened/ why it was inappropriate and lastly how it could have been prevented.
Students remain at the back desk or in the hallway until the teacher is done instructing.
Students will have a conference with the teacher to discuss what happened. Students
will return to their desk and continue working,
o #3: Students who reach a 3 have shown that they are unable to make good choices
within the classroom. Students will be asked to go down to the office where they will fill
out a pink office referral form and work until the situation has been dealt with by
administration. Automatic 3s are for any behaviour, which would be considered
dangerous, or extreme-examples would be physical contact, profanity or aggression
towards anyone.
Advance Organizer/Agenda:
 Warm-Up
 Demonstration of Cardio Circuit
 Cardio Dodgeball
Transition to Body:

After a brief instruction of what they will be doing in the gym class have students start
jogging their first lap around the gym for a warm-up.
Body (25 min):
Learning Activity #1: Warm-Up

Students will run laps around the gym doing different activities. Students will first do a light jog
around the gym, then students will do a lap around the gym rotating their shoulders forwards
and backwards (make sure that you instruct them to switch half way), then students will do a lap
of high knees, then a lap where they kick their bum, and then one last lap where they run as fast
as they can.
Teacher Actions:


If the teacher is participating ensure that you are still monitoring that students are doing the
activities correctly and that they do not hurt themselves. Keep the energy and feedback positive
so that students stay engaged.
If the teacher is not participating encourage students while doing the activity, and demonstrate
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the proper way to do the skill with students who may be struggling.
Sponge Activities:
 Have students meet in the centre of the gym and do a group stretch. Start stretching at the head
and work your way down to your toes. Make sure you focus on the shoulders, arms, torso, and
legs.
Assessments/Differentiation:

If students are having difficulty with these concepts the teacher can offer different levels of
differentiated support. This will vary by students based on what they know, and will be reflective
of how much further instruction and support they receive.
Transitions:

Call students to the centre of the gym and review the proper form for sit-ups, jumping jacks,
squats, burpees. Ask students to demonstrate these skills and ask students to state if they are
familiar with exercise by raising their hands. Once you have assessed student’s comprehension
of each exercise with a demonstration have the entire class do these exercise focusing on form.
Do 10 of each exercise in this manner. Explain that it is important that they do the exercise with
proper form to play cardio dodge ball.
Learning Activity #2: Cardio Dodgeball



Review the rules of dodgeball, such as if you are hit or your thro is caught you are out. If you hit
someone in the head you are out not the student that was hit. If you cross over the half line then
you are also out. The way that you get back into cardio dodgeball is to go through the cardio
circuit. Four stations will be set up, 5 burpees, 10 jumping jacks, 10 squats, and 10 sit-ups in each
corner of the gyms which will have cones identifying the area. Students need to complete all four
stations before they are allowed back in the game. Students need to run from station to station,
but remind them that they need to keep their heads up. If a team has no players left on the court
then the other team wins.
If students are set on not playing dodgeball then the ultimatum is that they must do the cardio
circuit on a continual loop.
Split the class using a 1, 2 classification system, you may need to remind students that the team
they get is the team they get and they do not get upset. Alternate setting up the balls in the
middle between team 1 and 2.
Teacher Actions:


Walk students through what they need to complete if they get hit by the ball for both teams.
Explain that if you see anyone not complete the exercises with acceptable form or the correct
amount they will have to start the circuit again before getting back into the game.
Monitor students during the game and ensure that students are playing safe and not throwing
the balls at other student’s heads. Encourage students to demonstrate fair play and to challenge
themselves.
Sponge Activities:

Swamp Ball: played like regular dodgeball (same rule apply) except each side has their own blue
mat. Members of the other team who have been hit by a ball go to the other sides mat and must
always have one foot on the mat. Students can be freed by catching a ball in the air.
Assessments/Differentiation:
 Based on the student’s ability level the cardio circuit may be modified to meet their needs (i.e.
walk instead of run to the circuits, do 5 of every activity).
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Transition:

Put dodgeballs away in the bin by the storage room doors, and have students make a circle at the
centre of the gym.
Closure ( 5 min):
Consolidation/Assessment of Learning:
 Perform some static stretches (touch their toes, arm stretch, back scratching) and discuss the
importance of physical activity, what fitness is, what is cardio, and how we can increase our
fitness and cardio.
Feedback from Students:

Using your fingers put up a 1, 2, or a 3 for where you are at in regards to understanding the
importance of cardio, and how cardio dodgeball illustrated this.
Feedback to Students:
 Tell students that you appreciated how well they worked together in their teams, and that you
saw good form in the exercises.
Transition to Next Lesson:
 Next cardio Monday we will be doing a variety of cardio relays to get your heart pumping. I want
you to think about one way that you can increase your cardio at home.
REFLECTION
Today was cardio Monday and I knew some of the students would not be excited about this so I
decided to integrate dodgeball and the cardio circuit to peak students interest. While I waited to get
students attention before giving further instruction I used the following strategy to get their
attention, “If you can hear me put your hands on your head, knees, toes, noes, mouth”. This gave me a
visual and demonstrated to me that they were listening and it was quiet. For cardio dodgeball I used
the four corners of the gyms for the different exercises if they got out of the game. While going
through the each of the fitness stations some students were running ahead and wasting my time and
their classmates time, so I called them back and we did the exercise as a group before moving on. At
the end of going through the circuit three students were dragging their feet and choosing not to do
the activities, so I had them run one lap in place of the activity. This was a way for me to remind them
that they needed to be active participants in the warm up if they wanted to play the game.
While I had all students in the ready position for the game (on their bellies with their feet against the
wall) I reviewed where they were supposed to go first in the circuit and what they were doing at each
circuit. Each circuit did have a visual image for the exercise they were supposed to be doing as well as
the number of times they were supposed to do it before moving on.
For future lessons I want to make sure that I have all of the students attention before moving on and I
need to know that they are listening. This is where my whistle blasts can be used, for instance one
blast means the students must stop, look, and listen, and two whistle blasts means students must sit
and listen. As well when two students had a disagreement I utilized rock, paper, scissors, as a way for
them to resolve their disagreement in a way that both students view as fair. After the first round of
the game I decided to play on the loosing teams side, so they would stay positive for the next round
and keep the students engaged and having fun.
For a cool down activity I used a new game, and I had to wait for students before I could explain it. I
need to wait for students to be quiet especially those that continually interrupt because they are
wasting everyone’s time. When the game started some of the students were not following the
instructions. This may have been a result of them not listening because there was continuous talking
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when I was giving the instruction. I need to be more aware of this because sometimes I do not see all
of it happening. When one particular student was not playing the game properly I pulled him off to
the side and got down to his level to explain the game. At the end of the game I did not do a quick cool
down, such as breathing or stretching, which would have helped them calm down so that they are
ready to learn in the next class.
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