Technology in PE

Content Area: Physical Education

Grade Level: 6th - 8th
Time Allotted: 50 minutes
Class Size: 40-50
Lesson # 7

Essential Question: How can technology influence physical activity?

Content Standard(s): 4.2 Identify physical activities that are effective in improving each
of the health-related physical fitness components.
4.3 Match personal preferences in physical activities with each of the five components of
health-related physical fitness.

Prerequisites: Students should have a more advanced understanding of what the Sworkit
application is and should have participated in one Sworkit activity. Students should have
the knowledge to be able to navigate the application and find specific exercises. Students
should also have an understanding of the five components of fitness and know the
definition for each component. They should also be able to identify and exercise or
activity that meets each component.

Specific Learning Objectives: In this lesson students will learn how to create a circuit
activity using the Sworkit application. Students will be able to identify exercises on the
application that meet the components of fitness. Students will also learn how to execute
the modeled exercises in the application. Students will also learn to work as a team to
develop a circuit activity.

Equipment Required:
Teacher iPad x1
Student iPads x10
Projector x1
Paper x50
Pencils x50

Assessment(s): In this lesson students will be visually assessed on their ability to work in
a small group as well as there understanding of the application. Students should be able
to demonstrate how to navigate through the application. Students will also be visually
assessed on their understanding and technique of the different exercises.

Academic Language Demands: Vocabulary: Muscular strength, muscular endurance,

cardiovascular endurance, flexibility, exercise specific language from the application.
In this lesson students will need to listen receptively to verbal instruction as well as be
able to read written instruction. They will need to productively speak using the academic
language in the lesson.
Accommodations: This lesson will include a combination of visual and verbal
instruction to meet the learning needs of all students. Modeling by the teacher will be
used to address specific needs of EL students. Individual accommodations may be
needed such as allowing students to diagram rather than perform some aspects of the
lesson.

Planned Lesson Instruction: (Note: the first 5 and last 5 minutes of class will be
designated to allow students to dress)

Introduction: (10 minutes)

Class will begin with a 10 minute warm up routine. Students will start with a dynamic
warm up. Sideline to sideline on a basketball court. Exercises are as followed:
-High knee run
-Butt kickers
-High leg kicks
-One leg quad stretch (alternating)
-Lunges
-Toe touches
-Shuffle
-Karaoke
-Light jog
-Push-ups x15 (can be modified)
-Sit-ups x40 (can be modified)
After students complete dynamics have them run a two lap warm up run on an outdoor
track.

Body of the lesson: (25 minutes)

After the warm up run have students break into small groups of 4-5 people and sit in a
central location in the gym for instruction. These groups that the students create will be
their project groups. Let them know this ahead of time. Begin instruction by reviewing
the Sworkit application with the students and how to find the exercise list (see teacher
notes from lesson 6). After the review introduce the Sworkit project to the students.
Project details: Each group will create a twelve exercise circuit based on the exercises
found in the Sworkit application. Each group must include at least two components of
fitness in their circuit with one component of fitness being their focus for the circuit.
Each exercise chosen should be matched with a component of fitness and the group must
provide a verbal reasoning for why the component matches the exercise. Ex: downward
dog is achieving flexibility. Students must know how to execute each of the exercise
without the model of the Sworkit, as they will be teaching the class their circuit activity.
(10 minutes)

Next pass out one iPad, paper, and pencils to each group and allow students time to begin
working on the project. Encourage students to write out the exercises they have chosen.
Provide groups with support with check-in and questioning. Remind them they must
have a component of fitness focus for their circuit. (15 minutes)
Closure: (5 minutes)
Have students return the iPads and collect any of their notes. Ask students what is
working well? What is not? Have students share out responses.

Extending the Lesson/Homework: N/A

Reflection/Next Steps: Use student responses from closing to determine additional

supports for students. May change class to class.

See additional resources for project instructions and grading rubric.