Lesson Plan

Lesson Title: Fitness Grade: 6 Date: April 25 & 26, 2019 Subject/Strand: PE/Active Living
Unit: Fitness Preparation for Track and Field Location: Tarmac Outside Times: 1:50 – 2:40
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

In this lesson, students will begin to test their fitness levels in order to prepare for the up and coming track and
field season.

The focus of this lesson is active participation in the Beep Test.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

By the end of Grade 6, students will:

 A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an
understanding of factors that encourage lifelong participation in physical activity

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary):
realistic number of expectations (1 or 2), connect to assessment. Indicate category in brackets beside specific
expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

By the end of Grade 6, students will

 A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational
activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance
their readiness and ability to take part (A)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are
expected to know and be able to do, in language that students can readily understand.)

Today we are learning to:

 Engage in active movement activities in order to prepare for the upcoming track and field season

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ X ] AS [ ] OF
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly
identify the criteria to assess student’s learning: evidence of learning students will provide to demonstrate their
knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.

We will know we are successful when we:

 Complete 2 laps around the school
 Participate in the Beep Test to the best of our ability

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Assessment Mode- Written,
Oral, Performance (Write,
Say, Do)
Do
Assessment Strategy and Task for
Students-
What are the students doing to show
their learning?
Students will engage in warm up and the
beep test focusing on endurance for
upcoming track and field events.
Assessment Tool - Instrument
used to assess; Record Keeping
format
Anecdotal notes will be taken
focusing on student commitment to
learning and participation.
Students will self-assess their
participation in the beep test to set a
goal of improving on subsequent
test.

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
Students have participated in track and field and fitness challenges in grades 4 and 5
I.E.P. program implications: Accommodations, Modifications
None
Differentiation: Content, Process, Product, Environment, Assessment
If needed, there can be a lower exertion version of the rotation games being played.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration,
[ ] initiative, [ X ] self-regulation

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in
lesson)

Couch Potato Tag: 2 students are it and as they tag others they must pretend to sit on a couch. They can be freed
by another students approaching and telling them a fitness activity they could do to get them off the couch.

Stones: in a small group, students must sprint back and forth across the space gathering bean bags from the hula
hoops and bring them back to their own hula hoop

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson.
Include any attachments of student worksheets used and teacher support material that will support communication
of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

 Hula hoops
 Bean bags
 Pylons
 Beep Test App
 Whistle

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 Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description What Students do: Identify what the students are
with enough detail that another teacher could expected to think about or do (in terms of learning
replicate the lesson without a personal discussion. processes).
Prompts and guiding questions are required in
each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine
key questions to guide lesson.
Time: 5 minutes
Students will be expected to enter classroom ready to go
While student helpers are gathering equipment, others outside. After attendance is taken, students will walk
will be running 2 laps around the school. quietly down the hall and stairs and outside where they
will begin their laps around the school.
Students will stretch as they do during indoor gym
from head to toes counting using the multiplication Students will be expected to participate in stretching
table. with large group.

Teacher will review the events in the upcoming track

and field season on the importance of preparing.

Focus of today’s lesson will be on sprinting and

throwing addressing skills needed for running and
throwing events.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 20 – 30 minutes

Students will review the guidelines for the beep test Students will participate to the best of their ability in the
from previous years. practice and group tasks.

Students will engage in the beep test to the best of

their ability.

Students will review the throwing task from the

previous lesson. In partners they will practice
throwing the bean bags across to one another using the
shot put stance.

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Students will choose which game they wish to play,
coach potato tag or stones as defined above.

Teacher will circulate between both games making

anecdotal notes while observing students engaged in
task.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close
the assessment loop.
Time: 5-10 minutes

Students will debrief about the games focusing on the
3 consolidation questions
1. What did we learn today?
2. How did my prior knowledge help with my
learning?
3. How does this learning relate to the real world?
Students will transition back inside for French class.
Gym helpers will return equipment.
Students will be expected to debrief and answer the
consolidation questions.
Possible responses:
1. We learned about different ways we can be fit
2. We connect last year’s track and field events to our
circuit choices
3. This will help us with track and field this year and
begin prepared when the weather is better.

Extension Activities/Next Steps (where will this lesson lead to next)

When weather permits, this lesson will lead into further exploration of track and field events and the fundamental
skills and movements related to each.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this
lesson. Questions should vary over the week and specific plans.
Learner Empowerment
1. How did students show
understanding of expectations?
2. How did my lesson transform
students from “passive listeners” to
“active participants”?
3. Was my behavior management
technique effective? Why?
4. Were students able to transition to
the next activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to
address their own learning?

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 Instructional Strategy
1. Was my motivational technique
(hook) effective? Why?
2. What will I do to improve questions?
Was a balance between teacher and
student talk evident?
3. How did the task provide a Rich
Performance opportunity or other
way of actively demonstrating
knowledge?
4. How did I provide modeling, guided
&/or independent practice?
5. Was my behavior management
technique effective? Why?
6. Were students able to transition to
the next activity successfully?

Professional Educator
1. What factors may have influenced the
success of this lesson? Did I note and
respond to these elements appropriately?
2 How might I improve the effectiveness of
my teaching for my next lesson?
3 What additional proactive management
step(s) should be considered for subsequent
lessons? Why?
4 What did I learn from this lesson about my
own effectiveness as a teacher (strengths and
areas for future improvement of
communication, planning, differentiation,
implementation and classroom organization,
management, assessment)?
5 How is my growth as a professional being
demonstrated?

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