Lesson Descriptions

Cat Wagner
Teacher
Physical Education
Subject
Topic/Focu
Functional Fitness (Grade 7)
s

Lesson 1
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: General Outcome B Benefits Health Students will understand,
experience, and appreciate the health benefits that result from physical activity
Specific Learning Outcomes: Functional Fitness B7-3 Explain the components of fitness; e.g.,
strength, endurance, flexibility, cardio-respiratory activity; analyze individual abilities and formulate
an individual plan for growth

LEARNING OBJECTIVES
Students will:
1. be able to explain why the components of fitness (strength, endurance, flexibility, and cardiorespiratory activity) are an important part of a persons well-being
2. learn how to improve their abilities in each component of fitness in a safe manner
3. evaluate their individual abilities in these areas of fitness

ASSESSMENTS
Observations: Student participation,
technique/form during routine, level of
difficulty for the students, anecdotal
notes of where students may be excelling
or having difficulty, thumbs up/thumbs
down activity
Written/Performance Assessments:

Key Questions: Why are strength, endurance, flexibility,

and cardio-respiratory activities important to overall
health and fitness?
How can the components of fitness be improved
according to each persons individual ability?

Partaking in all activities, self-assessment/reflection at the end of the lesson

(worksheet)

Description of Class Focus: During this class, I will create a concept map on the board that
illustrates and relates the components of fitness (strength, endurance, flexibility, and cardiorespiratory activity). As a class, students will add their thoughts and ideas to the concept map, and I
will elaborate on the ideas on the board. After this activity, I will do a thumbs up/thumbs down to see
if the students understood the material. If students do not understand, I will provide specific
examples for each component of fitness, and again explain why each component is important to
overall health and fitness. I will then lead the students through an exercise routine (endurance is
intertwined with each part of the routine) including a warm up (cardio-respiratory), stretching
(flexibility), a body-weight workout (strength), and a cool down (flexibility). What I will be looking for
is the willingness to participate, and an effort to try the activities being shown. By observing how
students are doing throughout the routine in regards to technique and form, I will be able to assess
where students are struggling and give them extra instruction or reteach an instruction to assist
them in the routine. I will also observe if students are struggling or excelling in other areas such as
length of time each exercise is done for. For some exercises, especially during flexibility, students will
be shown advanced forms of exercises that they can advance to if they are comfortable, and want a
challenge. Students will then identify how well they think they are doing in each area of fitness
according to how the exercise routine went for them. On a worksheet, each area of fitness will be
broken down into key things to look for when assessing that specific component of fitness, guiding
students thinking as to how well they are doing in each area currently. Students will also state why
they think its important to develop each component of fitness. These sheets will be handed in, and I
will write feedback on the sheets before giving them back to the students so they know whether or
not theyre on the right track, and where they can improve their thoughts. Students will also be
encouraged to work on the components of fitness outside of class to make health and fitness a
lifestyle and to help them improve their abilities outside of class.

Lesson 2
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

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General Learning Outcomes: General Outcome B Benefits Health Students will understand,
experience, and appreciate the health benefits that result from physical activity
Specific Learning Outcomes: Functional Fitness B7-3 Explain the components of fitness; e.g.,
strength, endurance, flexibility, cardio-respiratory activity; analyze individual abilities and formulate
an individual plan for growth

LEARNING OBJECTIVES
Students will:
1. analyze their fitness progress
2. identify where they can improve/grow in the areas of fitness according to their own personal
abilities
3. plan how they can improve/grow in each area of fitness (strength, endurance, flexibility, cardiorespiratory activity)

ASSESSMENTS
Observations: Student participation,
technique/form during routine, level of
difficulty for the students, anecdotal
notes of where students are still
struggling, or where progress has been
made, partner discussion, answers to
question period
Written/Performance Assessments:

Key Questions: How has personal fitness been

improving due to consistency of activity?
What can be done to improve personal fitness according
to individual ability?

Partaking in all activities, self-assessment/reflection at the end of the lesson

(worksheet), outline for a fitness plan

Description of Class Focus: At the beginning of this class, the worksheets from last class will be
handed back with descriptive feedback on them. During this class, I will again lead students through
an exercise routine, this time with slightly higher intensity, and asking students to try to push
themselves a little more than they did last class. Activities used in this class will build on activities
from last class or be a continuation of them (such as more advanced stages of a certain exercise, or
doing an exercise for a longer period of time). I will let them know that again, we are not looking for
perfection, but rather, effort, and a sign of improvement from last class. During stretching, I will
randomly ask students questions relating to last class to review the components of fitness, how they
contribute to overall health and well-being, and how they can be improved. As an example, this
question period could include questions such as: What is flexibility? Why is it important to improve
muscular strength? How does endurance relate to each other component of fitness? If students are
struggling with the answers, I will tell them to turn to their elbow partner and discuss what they think
the answer is. I will then have partners share their answers. If groups are still having troubles, I will
give them guiding questions to steer them in the right direction with their thinking. Again, by
observing how students are doing throughout the routine, I will be able to assess where students are
struggling and give them extra instruction or reteach an instruction to assist them in the routine. At
the end of the routine, students will identify where they think they are improving, and what they still
need to work on. This will be recorded on a worksheet so that students are able to keep track of their
progress and reflect on it later on in the course. Students will re-evaluate themselves on their current
abilities in each area of fitness as well. I will hand out an outline for the personal fitness growth plan
and have students fill it in so they have an idea of where they can improve. Students will work with a
partner for this to discuss and brainstorm ways in which they can improve each component of fitness
as it relates to their current personal ability. I will again encourage students to continue to work on
their overall fitness outside of class as it is a lifestyle. These sheets will again be handed into me so I
can provide feedback on them before the students complete their performance task.

Lesson 3
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: General Outcome B Benefits Health Students will understand,
experience, and appreciate the health benefits that result from physical activity
Specific Learning Outcomes: Functional Fitness B7-2 Students will demonstrate and evaluate
ways to achieve a personal functional level of physical fitness

LEARNING OBJECTIVES

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Students will:
1. evaluate their progress in the components of fitness
2. demonstrate an understanding of how physical fitness can be incorporated into their lives
according to their individual abilities

ASSESSMENTS
Observations: Student
participation, anecdotal notes of
how groups are working together,
and of how well students seem to
be understanding the past lessons

Key Questions: How has personal fitness been improving due

to consistency of activity?
How can a personal fitness plan be created according to an
individuals ability?

Written/Performance Assessments:

Partaking in all fitness stations/activities, completed fitness plan, reflection

of fitness progress

Description of Class Focus: At the beginning of this class, the worksheets from the last class will
be handed back with descriptive feedback on them. During this class, students will briefly visit four
stations (one for each component of fitness) for 10 minutes each, in groups. Each station will have
three different sets of instructions for the students. Students will have a few minutes to review these
instructions and choose which one best appeals to their personal abilities. They will then have the
rest of the 10 minutes to do the activities described on the sheets, before moving on to the next
station. I will be walking around making sure that students understand the instructions, and to see if
they have any questions. I will spend time working with groups or students that are struggling with
certain stations or instructions. They will again log how they have been improving and making
progress in each component of fitness. Students will then have the rest of class to individually
complete their personal fitness plans, which will be taken in by me and used as a summative mark.

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Task Title
Performance
Task
Overview
Materials

Teacher
Subject
Topic/Foc
us

Cat Wagner
Physical Education
Functional Fitness

Students will create a personal fitness plan for themselves that corresponds
with their current fitness abilities that demonstrates an understanding of how
to improve the different components of fitness and will help them improve
their overall fitness.

Fitness Plan Outline

Learner Outcomes
General
Outcomes

Students will
understand,
experience, and
appreciate the health
benefits that result
from physical activity

Specific Outcomes

Explain the components of fitness;

e.g., strength, endurance, flexibility,
cardio-respiratory activity; analyze
individual abilities and formulate an
individual plan for growth

Students will demonstrate and

evaluate ways to achieve a personal
functional level of physical fitness

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Writing Utensil

Assessment Criteria
Students provide evidence of their learning
as they

Students have incorporated each of

the four components of fitness into
their fitness plan.

Students have related how this plan

will improve their fitness to their
current individual abilities.

Students have completed all

required parts of the fitness plan
including: goals, warm up, stretch,
training, and cool down.

Student Task Description

Students will create a personal fitness plan to demonstrate:
An understanding of their own physical abilities
An understanding of how to improve their own fitness
An understanding of the four components of fitness and how these
components can be incorporated into physical activity to benefit
overall health and well-being
To complete the task:
1. Write 2 goals you have for yourself by completing this fitness plan
2. Describe an activity you can use for a warm up
3. List 3-6 stretches you can use after your warm up
4. Describe an activity or different steps/movements you can use as
the main part of your fitness plan (the training section)
5. List 3-6 movements you can use as a cool down
6. Fill in the amount of time you will spend on each section and/or
each stretch each time it is used
7. Fill in the amount of days/week you plan to do each activity or
exercise
8. Explain how each component of fitness was incorporated into your
personal plan
9. Justify how the fitness plan you created will improve your personal
fitness in relation to your current fitness abilities

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Assessment Criteria
Level
Criteria

Four components
of fitness

Analysis of
individual
abilities/demonstr
ation of ability to
improve

Insuffici
ent /
Blank *

Excellen Proficien Adequat

t
t
e

Limited
*

Routine
incorporates
all four
components
of fitness.
Incorporation
of each
component
is clearly
explained.

Routine
incorporates
three
components
of fitness.
Incorporation
of some
components
are clearly
explained,
while others
are partially
explained.

Routine
incorporates
two
components
of fitness.
Incorporation
of
components
is partially
explained.

Routine
incorporates
one
component of
fitness.
Incorporation
of
components
is partially
explained.

No score is
awarded
because there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

Warm up and
training are
described in
extensive
detail.
Stretches and
cool down
have 3-6
stretches.

Warm up and
training are
described in
sufficient
detail.
Stretches and
cool down
have 3
stretches.

Warm up and
training are
described in
minimal
detail.
Stretch and
cool down
have 2
stretches.

Warm up and
training are
not
described.
Stretch and
cool down
have 0-1
stretches.

No score is
awarded
because there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

How the plan

will improve
personal
fitness in
relation to
current
abilities is
extensively
justified.

How the plan

will improve
personal
fitness in
relation to
current
abilities is
well justified.

How the plan

will improve
personal
fitness in
relation to
current
abilities is
partially
justified.

How the plan

will improve
personal
fitness in
relation to
current
abilities is
weakly
justified.

No score is
awarded
because there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

Both goals
are realistic,
but
unchallengin
g.

One goal is
realistic, but
unchallengin
g, and one
goal is simple
and
unchallengin
g.

Both goals
are simple
and
unchallgengi
ng.

No score is
awarded
because there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

Both goals
are realistic
and
challenging.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.

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Defense Paper
For the sequence of three lessons that I planned, I tried to embed as much
formative assessment, or assessment for learning, as possible. The reason that
formative assessment is so important to embed into lessons is because it is used to
gather evidence in order to improve student learning. As educators, the results of
formative assessment can be used to plan the next steps in instruction, which will,
in turn, improve student learning. (Chappuis, 2012).
For lesson 1, I used a variety of formative assessment strategies to ensure the
students were learning what needed to be learned. Firstly, by having students
contribute their ideas to the concept map, I am able to assess where their
knowledge on the subject is currently, and from there, I can judge how much I need
to go over in addition to what they contribute, as well as how in depth I should go
on the subject. After the concept map activity, I had the students do a thumbs
up/thumbs down activity. This formative assessment gives me an idea of whether or
not the students understood the material we went over. This will help me evaluate
how well the students learned the concepts, and it lets me know if I need to reteach
certain pieces of knowledge, or go further in depth with certain concepts to better
explain them to the students. By leading the routine that the class will be doing in
lesson 1, I will be able to observe where students are struggling, and where they are
excelling. From there, I can adjust my instruction. I will be able to tell whether the
routine is too hard, too easy, or whether the students can grasp the instructions
with some scaffolding. This is known as the Zone of Proximal Development, and this
is ideally where teachers should be teaching students in a way that the material is
not too easy and boring for the students, and in a way that its not too difficult for
them either. (Woolfolk, 2012). The last formative assessment I had for this lesson
was the worksheet that the students fill in at the end of class. By handing it into me,
and me leaving feedback on their sheets, they can see where they are on track, and
where they can improve their ideas. It also helps me see whether we can move on
in content material, or if I need to reteach part of the lesson in the next class.
For lesson 2, I will again have the opportunity to observe where students are
struggling or excelling by leading the class in a workout routine. Again, I can adjust
my instructions by what I observe according to how the students are doing. By
asking students questions from the previous class, all students will have the benefit
of hearing the content reviewed. Because Ill be asking students questions
randomly, I should get a good sense of whether or not the class as a whole
understood the previous lesson. If students were struggling with the questions, Id
have them discuss with an elbow partner. This way, they are able to bounce ideas
off of each other, and help build each others knowledge on the topic. If the students
were still to be having trouble with this, I would reteach or go back to the parts the
students seemed to be struggling with to ensure they have a good understanding of
the material. By having the students complete a worksheet at the end of the class in
which they again self-assess how theyre doing, in addition to learning the content,
the students are also learning how to self-monitor. This helps students develop and
practice skills needed to be lifelong independent learners. (Davies, 2011). By
collecting the worksheets, I will be able to see how students think they are doing,
and alter instruction from there. I will also be able to see if the students selfAssessment Portfolio
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assessments match my observations, and if they dont, I will need to make sure
they know what I am expecting in self-assessments, (this is why I added guiding
questions to some of the worksheets to get them thinking in the same way as me).
Again, this worksheet will be used to give descriptive feedback to make sure the
students have been set up for success before having their performance task
assigned.
For lesson 3, by having students visit the four stations on their own, I am seeing if
their learning has advanced to the level I have expected it to advance to at this
point in time. It also gives students options, again setting them up for success,
because all students have a different level of fitness. By walking from group to
group and observing how they are doing, I can make sure that students are on track
and able to do the task assigned to them. If they cannot, I can alter my lesson by
bringing the instruction back to a full class with me leading. They are also working in
groups for this, so they are able to work with others who may have more knowledge
about the topic than they do. I think it is important for students to log their progress
after each lesson so that they can see how they are doing in comparison to when
they began, instead of in comparison to other students. It is imperative not to
compare students to other students. (Chappuis, 2012).
For the performance task overview, I made sure that anything being marked as part
of the performance task related to a learner outcome, because what we are
assessing is student learning to communicate to others, especially when it is in a
summative context. (Chappuis, 2012). For the task description, I made sure that
instructions were clear and grade level appropriate so that students knew what my
expectations of them were. For the rubric, I made sure that in each row, the content
in all of the levels was parallel. I made sure to do this because the levels of a rubric
should be parallel in their references to keys to quality. (Chappuis, 2012).
References
Classroom Assessment for Student Learning. (2012). Chappuis, J., Stiggins R., Chappuis S., Arter J.
Pearson Education, Inc.
Making Classroom Assessment Work. Third Edition. (2011). Davies, A. Building Connections Publishing
Inc
Educational Psychology. (2012). Woolfolk, A., Winne, P., Perry, N. Pearson Education, Inc.

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Lesson #1 Evaluation of Abilities in the Components of Fitness

Name: _________________________
Instructions:
1. Please circle a number from 1 to 5 indicating what you think your current level of
fitness is in each area. 1 indicates lots of struggling, 2 indicates struggling a little, 3
indicates neither struggling nor excelling, 4 indicates excelling a little, and 5 indicates
excelling a lot.
2. Answer each question in each area of fitness to help you assess where you are at in
each component of fitness, and to help guide you in which number to circle for
instruction 1.
Strength:

1. Were any of my muscle groups sore after this workout? If so, which ones?

2. Were there some strength exercises during the workout that I was not able to do? If
so, which ones?

3. Why is developing strength an important part of a persons overall health and

fitness?

Endurance:

1. Did I have to take breaks during any of the exercises we did? If so, how often?

2. How long were the breaks I took during the exercises we did?

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3. Why is developing endurance an important part of a persons overall health and

fitness?

Flexibility:

1. Were there any stretches that I was unable to do? If so, which ones?

2. Were there any stretches that I could do, but not for the full length of time?

3. Was I able to do most of the advanced stages of the stretches we did?

4. Why is developing flexibility an important part of a persons overall health and

fitness?

Cardio-Respiratory:

1. Did I get tired easily during aerobic exercises?

2. Was I able to keep a steady pace during cardio exercises, or did I have to slow down
or stop during them?

3. How long was I able to jog for?

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4. Why is developing cardio-respiratory abilities an important part of a persons overall

health and fitness?

Lesson #2 Evaluation of Improvements in the Components of Fitness

Name: _________________________
Instructions:
1. Answer questions 1 and 2 and give at least one justification for your answer.
2. Circle a number from 1 to 5 indicating what you think your current level of fitness is
in each area. 1 indicates lots of struggling, 2 indicates struggling a little, 3 indicates
neither struggling nor excelling, 4 indicates excelling a little, and 5 indicates excelling
a lot. You can use the guiding questions from the sheet from last day to help you selfassess your fitness abilities.
3. Get together with your assigned partner and fill in the fitness plan outline this
outline will be used to help you complete your performance task next class.
1. Which area have I improved in the most? How can I tell?

2. Which area am I still struggling with the most? How can I tell?

3. Fitness Progress: My new self-assessment of how Im doing in each area of fitness is:
a) Strength
1
2
3
4
5
b) Endurance
1
2
3
4
5
c) Flexibility
1
2
3
4
5
d) Cardio-Respiratory
1
2
3
4
5
Personal Fitness Growth Plan Outline Brainstorm with a Partner
One way I can improve my own muscular strength in a safe manner is

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One way I can improve my endurance in a safe manner is

One way I can improve my flexibility in a safe manner is

One way I can improve my cardio-respiratory ability in a safe manner is

Lesson #3 Evaluation of Fitness Progress
Name: _________________________
Station #1 Strength
At this station, I chose option:

I found the activity I completed:

Too easy

3
Just Right

Too difficult

At the beginning of this unit, I assessed my abilities in this section as:

4
5

Now, at this point in the unit, I believe my abilities are at a:

4
5

Station #2 Endurance
At this station, I chose option:

I found the activity I completed:

Too easy

3
Just Right

Too difficult

At the beginning of this unit, I assessed my abilities in this section as:

4
5

Now, at this point in the unit, I believe my abilities are at a:

4
5

Station #3 - Flexibility
At this station, I chose option:

I found the activity I completed:

Too easy

3
Just Right

Too difficult

At the beginning of this unit, I assessed my abilities in this section as:

4
5

Now, at this point in the unit, I believe my abilities are at a:

4
5

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Station #4 Cardio-Respiratory
At this station, I chose option:

I found the activity I completed:

Too easy

3
Just Right

Too difficult

At the beginning of this unit, I assessed my abilities in this section as:

4
5

Now, at this point in the unit, I believe my abilities are at a:

4
5

Lesson #3 - Personal Fitness Plan

Name: __________________________
Goal(s):
____________________________________________________________________________________________
____________________________________________________________________________________________
____________
SectionofRoutine
WarmUp
Describeactivity:
Stretch
Liststretchesused:
1.4.
2.5.
3.6.
Training
Describeactivityorliststeps:

CoolDown
Listmovementsused:
1.4.
2.5.

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Time/Da
y

Days/Wee
k

3.6.
How were the different components of fitness incorporated into your plan?
Strength:
Endurance:
Flexibility:
Cardio-respiratory:
How will this plan improve your personal fitness in relation to YOUR current abilities?

Assessment Portfolio
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