PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
Name:

Amy Kaucic

Role:

Lead-X

Name:

Role:

Lead

Assist

Co-Teacher

Other:

Name:

Role:

Lead

Assist

Co-Teacher

Other:

School: Moscow Middle School

Assist

Co-Teacher

Other:

Day/Date: Wednesday, March 30, 2016

Unit: Nutrition and GamesLesson #: 3 out of 8

Grade Level: 7

Lesson Length: 67 minutes

Facilities: Moscow Middle School gymnasium

Equipment (include amount):

22 bowling pins and 22 bean bags, pedometers

# of Students: 22 (11 males/11 females)

Unit Goal(s)

Physical Activity and Nutrition

Lesson
Summary /
Set
Induction

What importance of physical activity, hydration and nutrition

Why to maintain a healthy body weight, a person must balance the calories they eat and drink with the
calories your body uses for physical activity and the body processes/energy is a property of many
substances. Cells require nutrients, which they use to provide energy for their work, and to make the
materials cells need.
How - energy in and energy out with physical activity burn off calories that are consumed

Lesson Big
Idea

SWBAT discover excess calories are burned off by physical activity

National Standards and Grade Level Outcomes:

Standard 3 The physically literate individual demonstrates the knowledge and skills to achieve & maintain a
health-enhancing level of physical activity and fitness
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Standard 4 The physically literate individual exhibits responsible personal & social behavior that respects self &
others
Standard 5 The physically literate individual recognizes the value of physical activity for health, enjoyment,
challenge, self-expression and/or social interaction.
Idaho Standards:
3-valuing a physically active lifestyle; GLO: 3.1: participate daily in physical activity for health, enjoyment and/or
satisfaction, challenge, self-expression and/or social interaction; 6-8.PE.3.1.3: explore a variety of challenging
physical activities for personal interest, self-expression, & social interaction in a variety of settings including
school (e.g. bowling)
4-personal fitness; GLO: 4.1: achieve & maintain a health-enhancing level of physical fitness; 6-8.PE.4.1.4: assess
physiological indicators of exercise during & after physical activity (e.g. target heart rate zone, perceived
exertion)
5-personal & social responsibility; GLO: 5.1: exhibit responsible & social behavior that respects self & others in
physical activity settings; 6-8.PE.5.1.3: work independently & in groups to achieve goals in cooperative settings
(e.g. develop team goals for the game).

Lesson Objectives/Learning Outcomes: The students will be able to:

1) Actively burn carbohydrates, fats, and proteins as they participate in Ultimate
Energy Pin Down game. Students will be moderately-to-vigorous active 80% of
the game guarding bowling pins and knocking down pins at the same time.

Domain:

National
Standar
ds:

Idaho
Standar
ds:
68.PE.3.1.
3

2) Understand nutrition in is calories consumed and gives energy and daily

exercise performed will be energy out. Students will comprehend if they
knock down 8 out of 10 bowling pins they are burning excess calories. If
students do not knock down pins, they understand that the excess
calories (bowling pins) are stored as fat cells.

68.PE.4.1.
4

3) Apply positive forms of social interaction when participating in physical activities

by complimenting one teammate on a job well done at the conclusion of the
game.

6-8.PE.
5.1.3

Teacher Objectives: The teacher will be able to:

1) Be withit as much as possible during the games
2) Transition to equipment as smoothly as possible
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3) Give positive compliments every 2 minutes

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Developmental Analysis of Content (highlight the section of the DAC this lesson will focus on)
Extension

Refinement

Application

Starting Point:

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Appro
x.
Time

Student Learning
Experiences
(Anticipated Progression of
Tasks)

Performance
Cues

20
min=
21 min

Instant Activity/WarmUp: Explain the activity

and have a volunteer or
other student teacher
demonstrate.

Students perform five

repeats of the following
when they hear the
whistle. First whistle
blown, students
perform five planks,
second whistle blown,
students perform five
butt kicks, and 3rd
whistle blown, students
will perform sumo
squat.
P - Planks
B Butt Kicks
S Sumo Squat

Organizational Arrangement:
(Grouping & Task Presentation method; SAFETY)

Informing,
Extension,
Refinement,
Application/Assess
ment

For each task add at least one

idea for intratask variation or
teaching by invitation

1
min.=
1 min

Goal
Orientation of
Task:

PLANKS
1. Start in a pushup position with
your hands
shoulder-width
apart and your feet
hip-width apart on
the ground.
2. Keeping your
torso stable,
slowly draw one
knee toward your
chest.
3. Return your leg
to the starting
position.
4. Repeat the
movement with the
opposite leg.
5. Continue
alternating to
complete the set.

Objectiv
e
Alignme
nt

Standar
d
Alignme
nt

Semi-circle for instructions

Warm up around the perimeter of the
area
Safety: watch out for others and use an
arm length for space

Be sure to:
Perform the
movement slowly,
keeping your
abdominals tight.

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You should feel it:
Working your
shoulders,
abdominals, and
torso.
BUTT KICKS
Phase 1:
Keeping the arms
at the sides, slowly
kick one foot and
then the other to
the butt.
Phase 2: While
still kicking at a
slow pace, add
arm swings to the
leg movements.
Phase 3: Pick
up the pace,
moving in place as
quickly as
possible.
SUMO SQUAT
1. Stand with your
arms at your sides
and your feet
wider than
shoulder-width
apart, knees and
toes angled out to
the sides.
2. Initiating the
movement with
your hips, squat

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back and down,
keeping your
knees wide as you
raise your arms
straight out to
shoulder height.
3. Reverse the
movement pattern
back to the starting
position.
4. Continue for the
remainder of the
set.
Be sure to: Keep
your chest up and
back flat
throughout the
movement.
You should feel it:
Stretching your
groin and working
your glutes, quads,
and hamstrings.

2
min.=
22
mins.

Set Induction:
Food choices are
important for weight
management, and
maintaining a healthy
lifestyle Is there a
connection between

Sitting together as a group on the floor

near gym entryway

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food consumed and
exercise? Food
consumed allows
students to be active.
Provides food for the
cells in the body.
Energy in is the calories
consumed by students.
Energy out is the
physical activity
performed by students.
3 min
=
25
mins.

2 min

Body of Lesson
The calories you take in
and the calories you
expend is a choice by
you. You make
decisions every day to
consume food during
mealtimes, snack times,
at school, who you live
with and your friends,
too.
Food provides us with
energy in the form of
calories.
Our bodies burn foods
we eat during exercise,
and helps us to regulate
calories to maintain a
healthy weight.
Did you know a pound
of fat 3,500 calories?

Food provides
us with
ENERGY in the
form of
calories for our
bodies to burn
while we
exercise.
Exercise helps
us burn
calories to
maintain a
healthy
weight.
Energy in food
is measured by
the number of
calories it
contains.
Energy in food
is found in
carbohydrates,
fat and

Students sitting semi-circle near gym

entry.

4.1.4

Remind students to watch for beanbags,

bowling pins and peers playing. Stay in
the boundaries as students will be
exercising outside the white lines.

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=
27
mins.

MyPlate Plan charts for

ages 8-14 and 15-19
year olds was designed
to provide an estimate
of daily food needs
based on
recommendations.

Remind quickly-------
1 min
=
28
mins

10 min
games
=
30
mins
total =
57
mins.

CALORIE BLASTER GAME

(aka nutrition pin down)
How to play:
In this activity, the
bowling pins represent
excess calories that
will need to be burned
by the body. If not
burned, these excess
calories are stored as
fat cells.
The students need to
both guard the pin and
try to knock down pins
at the same time. Also,
the students have to
find ways to get a new
beanbag and quickly
move back into position

protein.
Remember
when we
discussed the
number of
calories?
Carbohydrates
= 4 k-cals, Fat
= 9 k-cals and
Protein = 4 kcals.
Low intensity
exercise will
burn FAT as
their energy
source.
Protein builds
cells and
repairs
muscleMaintai
ning a strong
and healthy
athletic
performance is
more than just
a matter of
training,
practice, and
"keeping in
shape." Your
body needs
support in the
form of proper
nutrition,
hydration, and
rest in order to
keep

3.1.3

People to People stand back to back in

groups of 10

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to guard their own pin
before it gets knocked
down.

1.

On my signal, three,
two, one, the
students will begin
sliding the beanbags,
attempting to knock
down the pins
(CALORIES) of other
students on opposite
side
2. If a students bowling
pin, is knocked over
(or the student
accidently knocks it
down), he/she picks
up the pin
(CALORIES) and the
beanbag.
3. Students goes outside
the play area, and
completes 10 jumping
jacks to burn off
excess calories.
4. When the exercise is
complete, the student
returns with the pin
and bean bag an
continues to play by
placing the pin on the
ground and sliding the
beanbag toward
another players pin.

performing
and
responding at
peak levels.
Fuel Sources
When you
consume a
meal or a
snack, the food
you eat is
digested in the
body and
nutrients are
absorbed. This
provides the
body with
energy to
perform its
necessary
functions as
food is
transformed
into calories.
To maximize
athletic
performances,
it is critical
that you
consume
enough
calories from a
variety of
different food
sources, since
athletic
activity burns

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Excess calories
that are not
burned by the
body are stored
as fat. A pound of
fat = 3,500
calories. It is
important to be
active for at least
60 minutes a day
so you can help
with body
maintenance.
Following MyPlate, and
using the energy
in/energy out concept is
important to your
health. You are at an
age to be socially and
physically responsible
for your health. You
make good choices for a
lifetime of health. We
teach these concepts to
you so you can take the
information learned and
use it for your self, your
family and for your
community, too (school
and where you live).
You can set a good

calories faster
than when the
body is not
performing
physical
activities.
A balanced
intake of
carbohydrates,
proteins, and
fats can
provide proper
proportions of
nutrients to
your body and
give an edge
during a
physical
activity.
Carbohydrates
are the most
important
source of
energy for
endurance and
power. Proteins
help build new
body tissues,
and fats
provide energy
when you are
exercising at
lower intensity.

5.1.3

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example to others.

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5 min.
=62
min

Closure and Peer

Assess
How can you be
physically active? 60
min of MVPA per day.
You can maintain your
weight be controlling
the calories in and
being active.
Now that you are older,
you have the freedom
to make more choices.
You can make healthy
food choices by using
MyPlate and the five
food groups making
sure your diet includes
a rainbow of color.

5
min=
67 min

Students will dress down,

cool down and leave for
next class

Energy in and
Energy Out is
Is taking care
of the health
of your body.
You can
maintain a
healthy
lifestyle if
you follow
the MyPlate,
and try to get
at least 60
minutes of
MVPA per
day.

Closure with
reflection

Sitting near the download station

in peer partner groups. Ask your peer
to thoughtfully answer the questions
posted on the Task Card.

3.1

Students leave for next class

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Reflection:
Question
What went well with both
your teaching and student
learning (connect to
objectives)? Why?
What did not go well with
both your teaching and
student learning (connect to
objectives)? Why?
What will be done to
improve the success of the
next lesson as it relates to
your teaching and student
learning?

Reflection

Modifications for next time this lesson is taught:

Assessments / Handouts / Worksheets used throughout the lesson:

Assessments pedometers, exit slip asks 3 questions on I-Pads at the closure (see following page for 3 questions)
Handouts and worksheets n/a

CALORIE BLASTER GAME with pins and bean bags

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Lesson Plan
Students learn about basic weight management, and are physically active during the game.
Each student has a bean bag and a bowling pin. Students are spread out in the playing area with the bowling pins
at their feet.
Bowling pins represent excess calories that will need burned by the body. If not burned, these excess calories are
stored as fat cells. Fat cells are dense.
At the whistle blow, student slide the bean bags attempting to knock down the pins of other students. If the
bowling pin is knocked over, students pick it up (pin calories) and the bean bag. Students go to the sidelines and
perform 10 jumping jacks to burn off the excess calories. Then, he/she can return to the game sliding the beanbag
towards another players pin.

PEER ASSESSMENT ON TASK CARD

One partner thoughtfully ask their peer to answer the question and why they chose their answer.
Excess calories that are not burned by the body are
How many minutes of physical activity is
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stored as what______
How much does a pound of fat weigh?

Include the answers here too.

recommended?__

stored as FAT/3,500 calories/60 min of physical activity

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