Lesson Plan #4 Template ERIC THIS IS REALLY WELL DONE



Resistance Band Fitness Lesson

Teacher: Jim Moran Date: 11/20/14

Lesson #: 1 Lesson Time: 47 Minutes

Unit Topic: Fitness Center Certification # of Students: 22

Lesson Topic: Resistance Band Training Grade: 9th

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1. Objectives & State/National Standards:

NASPE Standards:

o Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

o Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

PA Standards:

o 10.3.9D: Analyze the role of individual responsibility for safety during organized group activities.

o 10.4.9C: Analyze factors that affect the responses of body systems during moderate to vigorous physical activities.

o 10.4.9A: Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals.

|Type |Objective |Standard(s) |

|Psychomotor |Students will demonstrate the proper technique for various resistance band exercises, when engaged in the | |

| |full-body circuit workout. | |

| | | |

|Cognitive |Students will be able to identify the target muscles for the resistance band exercises, when they list which | |

| |muscles are associated with each exercise on the exit slip. | |

|Affective |Students will communicate with their partners effectively, in order to ensure safety at each station. | |

|Teacher Obj. |Check for understanding by asking the students questions about the set-up and directions for each station, | |

| |during my demonstrations. I will also help students relate to the exercises by asking them which exercises are | |

| |similar to those that we have already learned. | |

|Technology |N/A | |

|(if applicable) | | |

2. Equipment/Supplies: Develop a complete list of equipment needed and include the minimum #/amount.

|Equipment/Supplies |# |

|Resistance Bands |22 |

|Squat racks (to hold bands). |10 |

|Exercise posters |8 |

| | |

3. Lesson Content Development: Progressions

a. Instant activity: Students will enter the fitness center, read the whiteboard. Complete 20 jumping jacks and perform 10 reps on each lower body cybex machine that we went over yesterday.

b. Set induction: How many of us have ever used the excuse that we do not have time to workout? Or we can’t afford a gym membership? After today, you will no longer be able to use these excuses because you will know how to complete a quick and efficient resistance band workout! Time to get our pre-Thanksgiving workout in!

- Ask students if they have ever used a resistance band and go over safety procedures.

• Inspect resistance bands

• Allow plenty of space between you and your partner.

• Make sure the resistance band is safely secure under your feet or on a rack.

|Progressions: |Teaching Cues & |Managerial Strategies: |Safety Procedures: |Assessment: |

|Introduction, skills |Challenges: |Organization of space, equipment, students; |Check field, equipment, and |Formal/ informal |

|task analysis, |Cues are short quotes of what you are |diagrams of practice formations, equipment |facilities for debris, damage, etc.; | |

|activity, teaching by |saying to students to remind them of |set up, and game situations; methods for |outline safety procedures | |

|invitation, intra-task|proper form. Challenges appropriate, |assigning teams and transitioning between | | |

|variation |varied and provided for each task. |activities | | |

|Resistance Band |Shoulder Press: |Organization: |Allow space between students and |Visual Observation: |

|Workout Stations: |* Drop Chin. |Each station will be located in a different |stations, in order to avoid injury. |Are the students |

|- I will have 8 |* Do not lock up. |section of the squat/bench press area in the |Remind students to secure the bands |performing the |

|resistance band |Stabilize band with both feet (center |fitness center. |tightly under their feet, or on the |exercises correctly? |

|exercise stations set |of band). |I will have signs for each station, with a |racks. | |

|up in the squat rack |Start with elbows bent and hands at |picture and description of the exercise. |Make sure the floor is clear of all |Check for |

|area of the fitness |shoulder level. |There will be 2 students per station (maybe |weights, barbells, and other excess |understanding: |

|center. |Straighten arms and push above head. |one or two groups of 3). |equipment. |- Which exercise have |

|- Each station will |Slowly return to starting position and |Each student will select his/her own |Make sure the students are performing|we performed before |

|have a picture of the |repeat. |resistance band, to travel from station to |exercises correctly, in order to |that might be similar |

|exercise, with a |Target Muscles: |station. |avoid injuries. |to this one? |

|description of the |Deltoids |I will put an X with tape, for the attachment|Make sure all resistance bands are | |

|movement pattern. |Triceps |location on the rack. |working properly. | |

|- I will visually | |Rotation: | | |

|demonstrate each |Chest Press: | | | |

|exercise, having the |* Keep arms over the band. |When I blow my whistle, groups will rotate to| | |

|class follow me around|Loop band around rack. |the next station (clockwise). | | |

|to each station. |Stand with back to the rack. |Each station will last one minute (each | | |

|Checking for |Start with elbows bent (upper arms |partner will perform the exercise for 30 | | |

|understanding: Safety |should be level with shoulders). |seconds), then students will be given 1 | | |

|procedures, cues, and |Push forward and extend arms. |minute and 30 seconds, to rotate and prepare | | |

|rotation pattern. |Slowly return to starting position and |for the exercise at the next station. | | |

|TBI: Students will be |repeat. |Grouping Students: | | |

|given a choice of |Target Muscles: |I will give students a playing card, the | | |

|which resistance band |Pectoralis Major |number the card reads, will be the first | | |

|they would like to use|Pectoralis Minor |station they go to. | | |

|(various strengths). | |I will only have 2 cards for each number | | |

|Remind students to |Standing Row: |(assign additional students accordingly). | | |

|OVERLOAD!!! |* Squeeze shoulder blades. | | | |

| |Loop band around rack (step away for | | | |

|ITV: If a student is |tension). | | | |

|struggling, I can give|Start by holding handles in front of | | | |

|her or she a band of |you, with arms extended. | | | |

|less resistance. If a|Pull back, bending elbows and squeezing| | | |

|student is not being |the shoulder blades. | | | |

|challenged, I will |Slowly return to starting position and | | | |

|give he or she a band |repeat. | | | |

|with more resistance. |Target Muscles: | | | |

| |Latissimus Dorsi | | | |

|Exercises: |Rhomboids | | | |

|- Shoulder Press | | | | |

|- Chest Press |Tricep Extension: | | | |

|- Standing Row |* Straighten elbows | | | |

|- Tricep Extension |* Keep upper arms stiff | | | |

|- Bicep Curls |Attach the band to upper section of the| | | |

|- Squats |rack (loop around). | | | |

|- Lunges |Hold handles in each hand with the | | | |

| |elbows bent and parallel to the floor. | | | |

| |Straighten the elbows, keeping the | | | |

| |upper arms still. | | | |

| |Slowly return to the starting position | | | |

| |and repeat. | | | |

| |Target Muscles: | | | |

| |Triceps | | | |

| |Bicep Curls: | | | |

| |* Control the resistance on the way | | | |

| |down (slow return). | | | |

| |Place the center of the band under your| | | |

| |feet | | | |

| |Hold handles with palms toward the | | | |

| |ceiling. | | | |

| |Keep the upper arms by your sides as | | | |

| |you bend the elbows (curl under | | | |

| |control). | | | |

| |Slowly return to the starting position | | | |

| |and repeat. | | | |

| |Target Muscles: | | | |

| |Biceps | | | |

| | | | | |

| |Squats: | | | |

| |* Release hips | | | |

| |* Heels on the floor | | | |

| |Stand on the band with BOTH feet. | | | |

| |Feet shoulder width apart. | | | |

| |Heels on the floor. | | | |

| |Handles next to shoulders. | | | |

| |Release hips, and bend knees to 90 | | | |

| |degrees. | | | |

| |Slowly return to starting position and | | | |

| |repeat. | | | |

| |Target Muscles: | | | |

| |Quadriceps | | | |

| |Hamstrings | | | |

| |Glutes | | | |

| | | | | |

| |Lunges: | | | |

| |* Do not knee pass the front toe | | | |

| |Stand on the band with front foot. | | | |

| |Handles above shoulders (palms facing | | | |

| |forward). | | | |

| |Keep back upright | | | |

| |Lower back knee towards the floor (do | | | |

| |not let it touch). | | | |

| |At the same time, bend front knee (do | | | |

| |not let it pass your toe). | | | |

| |Slowly return to starting position and | | | |

| |repeat. | | | |

| |Target Muscles: | | | |

| |Quadriceps | | | |

| |Hamstrings | | | |

| |Glutes | | | |

| | | | | |

| |Twisting Crunch (Kneeling): | | | |

| |* Rotate to opposite knee | | | |

| |Attach the band to upper rack by | | | |

| |looping one handle through the other. | | | |

| |Tighten and hold one handle. | | | |

| |Hand the handle with both hands. | | | |

| |Keeping elbows bent, hold band near | | | |

| |shoulder. | | | |

| |Stretch the band across your body to | | | |

| |opposite knee. | | | |

| |Switch sides after 5 repetitions. | | | |

| | | | | |

| |Challenges: | | | |

| |- How many repetitions can you get for | | | |

| |the exercise at each station? | | | |

| |- Try a band with more resistance if | | | |

| |you think you do not have enough | | | |

| |overload. | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

4. Closure:

|Review |Review of muscles that we worked during these resistance band fitness stations. Now we can all do a resistance |Exit slip: |

| |band workout after Thanksgiving dinner! |Exercises will be |

| | |listed, students are|

| | |to listed which |

| | |muscles were worked |

| | |for that exercise. |

|Preview |In the future, we may use resistance bands for a warm-up! | |

5. Reflection:

Strengths:

• Organization: I felt as though the setup for this lesson was well organized and the stations worked well in the fitness center. Through the use of the exercise signs, I was able to give a clear visual of the location for each exercise and what the activity was at each station. Along with this, I put numbers on each sign and students were able to clearly identify which station they were rotating to next.

• Intra-task Variation: Although I allowed students to select a resistance band of their choice for the circuit (TBI), I noticed that some students were struggling with the resistance that they chose. In response to this, I brought a band with less resistance to those groups and had them try that resistance. This way, the students were able to perform the exercises with proper technique!

Improvements:

• Short/Specific Cues: Although I used cues during my demonstrations, I felt as though I had too many cues for each exercise. In response to this, I came up with short cues to focus on for each exercise and added them to my lesson plan. If I were to teach this lesson again, I would use these cues during my demonstrations and repeat them, as the students practiced each exercise with me. Through simple cues, I can give corrective/specific feedback that the students will be able to relate to. I will also check for understanding by asking the students to go over the cues, as we perform the exercises together (without the bands).

• Checking-for-Understanding: As a lesson like this includes a lot of demonstrating and explanation, I must check the understanding of students by asking them questions about the rotation, exercises, and safety protocols. I should have had the students show me the exercises without the bands, as we went over each one (as a group). This would also be a good time to review the cues and point out proper technique!

Rubric for Lesson Plan #4: Progressions

|Student Name: |

|Lesson Plan Heading |Target: 2 pts. |Acceptable: 1 pt. |Unacceptable: 0 pts. |

|2 1 0 |All required information provided. |Missing 1 piece of information |Missing more than 1 piece of information |

|Objectives |Target: 2 pts. |Acceptable: 1 pt. |Unacceptable: 0 pts. |

|2 1 0 |Objectives are measurable, containing criteria|Objectives are measurable. |Objectives are not measurable |

| |for student mastery. (NASPE 3.2) | | |

|2 1 0 |Objectives are specific and observable, |Objectives are specific and observable. |Objectives are not specific and/or observable.|

| |containing correct verbal cues. (NASPE 4.2, | | |

| |3.2) | | |

|2 1 0 |Objectives are developmentally appropriate for|2 out of 3 objectives are developmentally|Objectives are not developmentally appropriate|

| |subject area and level of learners. (NASPE |appropriate for the subject area and |for subject area/level of learners. |

| |3.6) |level of learners. | |

|2 1 0 |Objectives are connected explicitly with |Objectives are connected with |Objectives are not connected to Pennsylvania |

| |Pennsylvania and National Standards. (NASPE |Pennsylvania and National Standards. |and National Standards. |

| |3.2) | | |

|2 1 0 |Psychomotor and cognitive objectives provide |Psychomotor and cognitive objectives |More than 1 of the objectives does not provide|

| |appropriate tasks and challenges for the |provide tasks and challenges for the |appropriate tasks or challenges for the |

| |students. (NASPE 3.6) |students, but 1 of the objectives does |student learner. |

| | |not contain appropriate tasks/challenges | |

| | |for the student learner. | |

|2 1 0 |Affective objective is linked to students |Affective objective is linked to students|Affective objective is not appropriate for |

| |developing responsible social and personal |developing responsible social behavior or|developing student behavior or is missing. |

| |behaviors. (NASPE 4.6) |personal behavior | |

|2 1 0 |Technology objective will enhance student |Technology objective will enhance student|Technology objective stated but will not |

|(if applicable) |learning and provides correct and valuable |learning and provides correct feedback. |enhance student learning and is not correct |

| |feedback. (NASPE 3.7) | |feedback. |

|Lesson Content |Target: 2 pts. |Acceptable: 1 pt. |Unacceptable: 0 pts. |

|Development | | | |

|2 1 0 |Instant activity is related to objectives and |Instant activity relates to objectives or|Instant activity is not related to lesson |

| |is developmentally appropriate. (NASPE 3.3) |is developmentally appropriate. |objectives, not designed to improve skills, or|

| | | |is absent from lesson plan |

|2 1 0 |Set induction – clearly designed to introduce |Not clear how ties to purpose of lesson | A description or is not included. |

| |lesson and has relevance to students. |or has relevance to only segment of | |

| | |class. | |

|Progressions: |Introduction - Protocols and objectives stated|Protocols and objectives stated. |Protocols and objectives are not stated. |

|2 1 0 |clearly with expectations. | | |

|2 1 0 |Activities chosen are congruent with the |Activities chosen are congruent with |Activities chosen are not congruent with |

| |objectives and facilitate mastery. (NASPE |objectives. |objectives. |

| |3.3) | | |

|2 1 0 |Activities planned are developmentally and |Activities planned are developmentally |Activities planned are not |

| |progressively in a logical sequence with no |and progressively correct. |developmentally/progressively correct. |

| |gaps. (NASPE 3.6) | | |

|2 1 0 |Teaching By Invitation facilitates all student|Teaching By Invitation facilitates |Teaching By Invitation does not facilitate |

| |achievement by providing maximum practice |student achievement by providing practice|student achievement; limits practice |

| |opportunities, with a variety of tasks and |opportunities, could plan smaller groups |opportunities. |

| |equipment, which lead to student success. |for more practice time or too few tasks | |

| |(NASPE 3.3) |and equipment to lead to success. | |

|2 1 0 |Teaching By Invitation |Teaching by Invitation |Teaching by Invitation does not Facilitate |

|(if applicable) |Facilitates students with special needs by |Facilitates students with special needs |students with special needs with different |

| |providing a display of equipment for the tasks|by providing a few different equipment |equipment and/or is not based on IEP or |

| |to accommodate different needs based on |options, based on the IEP or previous |previous experience with students. |

| |exceptionalities collaborating with the IEP or|experiences with students. | |

| |previous experience with students. (NASPE 3.5)| | |

|2 1 0 |Intra-Task Variation is planned to allow for |Intra-task Variation is planned to allow |Intra-task Variation is not adequately planned|

| |the level of difficulty to be increased or |for the level of difficulty to be |or is not planned at all. |

| |decreased for practice activities, tasks, and |increased or decreased for activities, | |

| |challenges, allowing students to begin and end|tasks, and challenges, allowing students | |

| |at different skill levels. (NASPE 3.6) |to begin or end at different skill | |

| | |levels. | |

|2 1 0 |Intra-Task Variation |Intra-task Variation |Intra-task Variation |

| |Variations provided are for both small groups |Variations are provided for individuals |Variations are not planned for based on group |

| |within the class and individualized. (NASPE |during task practice trials, not for |or individual need. |

| |3.6) |small groups during game or activity | |

| | |time. | |

|2 1 0 |Rules, etiquette, and procedures are written |Rules, etiquette, and procedures are |Rules, etiquette, and procedures are unclear, |

|(if applicable) |out in detail. Strategies and tactics are |written out. Strategies and tactics align|and/or strategies and tactics do not align |

| |written to align with the rules, skills, and |with rules, skills, and concepts of |with skills and concepts. |

| |concepts for the activity. All above |activity Align with 2 out of 3 | |

| |information aligns with objectives. (NASPE |objectives. | |

| |4.1, 4.5) | | |

|2 1 0 |Technology is planned for use in the school |Technology is planned for use in the |Technology is not planned for or the |

|(if applicable) |setting. Activities planned are current |school setting. Activities planned are |activities are not current and/or do not align|

| |technologies and will enhance student |current technologies; aligned with |with objectives, and/or feedback is not |

| |learning; aligned with objectives. Also, |objectives. Methods for feedback are |planned. |

| |methods for student feedback are quick, |correct. | |

| |correct and valuable. (NASPE 3.7) | | |

|Cues |Target: 2 pts. |Acceptable: 1 pt. |Unacceptable: 0 pts. |

|2 1 0 |Cues are skill based using correct |Cues are skilled based using correct |Cues are not skill based or do not use correct|

| |physiological and biomechanical terminology. |physiological and biomechanical |physiological and biomechanical terminology. |

| |1-2 cues for each skill (NASPE 4.2) |terminology. Too many cues for each | |

| | |skill; more than 2 cues. | |

| | | | |

| | | | |

| | | | |

|Challenges |Target: 2 pts. |Acceptable: 1 pt. |Unacceptable: 0 pts. |

|2 1 0 |Challenges are appropriate, with proper |Challenges are correct with progressions |Challenges are not appropriate, not varied |

| |progressions that are sequential and |and sequences that facilitate student |and/or not provided. |

| |appropriate for student success. |learning. | |

| |(NASPE 3.6) | | |

|Managerial Strategies |Target: 2 pts. |Acceptable: 1 pt. |Unacceptable: 0 pts. |

|2 1 0 |Managerial strategies clearly describe and |Managerial strategies use methods for |Managerial strategy methods for grouping |

| |uses a variety of methods for grouping |grouping students based on individual |students are generic, random, or not included.|

| |students are based on individual skill levels,|skill levels and diversity, but not based| |

| |diversity, and the student population. (NASPE|on the student population. | |

| |3.3) | | |

|2 1 0 |Maximum use of space and equipment, with |Diagrams display correct use of space and|Incorrect use of space/equipment. |

| |detailed diagrams of practice formations, |equipment, but not maximized. | |

| |equipment set up, and game/activity | | |

| |situations. | | |

| |(NASPE 3.3) | | |

|2 1 0 |Transition from one activity to the next is |Transitions from one activity to the next|Transitions are planned but not timely, or not|

| |planned with no time wasted, allowing for |are planned with minimum time wasted. |planned. |

| |maximum practice opportunities. (NASPE 3.3) | | |

|Safety Procedures |Target: 2 pts. |Acceptable: 1 pt. |Unacceptable: 0 pts. |

|2 1 0 |For each task/activity, safety is thoroughly |For each task/activity, safety is |For each task/activity, safety is not planned |

| |planned for equipment, spacing and safe play. |adequately planned for equipment, |or not appropriate. |

| |(NASPE 4.5) |spacing, and safe play. | |

|Assessment |Target: 2 pts. |Acceptable: 1 pt. |Unacceptable: 0 pts. |

|2 1 0 |Linked to student objectives, can be measured |Linked to student objectives and |Not linked to student objectives and/or not |

| |efficiently, and is developmentally |developmentally appropriate. |developmentally appropriate. |

| |appropriate. | | |

|Closure |Target: 2 pts. |Acceptable: 1 pt. |Unacceptable: 0 pts. |

|2 1 0 |Clearly tied to student objectives using cues |Closure is tied into objectives using |Closure is not tied into student objectives or|

| |and previews future lessons stating future |cues and Preview of future lessons. |is not included. |

| |goals (NASPE 4.2) | | |

|Reflection |Target: 2 pts. |Acceptable: 1 pt. |Unacceptable: 0 pts. |

|2 1 0 |Includes a detailed description and |Includes a brief description and |Does not include a description of teaching |

| |justification of teaching performance, with a |justification of teaching performance, |performance and/or critique and/or |

| |detailed critique of teaching performance. |with a brief critique of teaching |justification. |

| |(NASPE 5.3) |performance. | |

|2 1 0 |Includes changes that need to be made for |Includes changes that need to be made for|Does not include changes that need to be made |

| |future lessons, based on teaching performance |future lessons based on teaching |for future lessons. |

| |and a rationale on implementing the changes. |performance. Rationale for implementing | |

| |(NASPE 5.3) |the changes is not appropriate. | |

|2 1 0 |Changes based on reflection are placed into |Changes based on reflection are discussed|Reflection does not mention any changes needed|

| |action for future lessons. Short and long |for future lessons. |for future lessons. |

| |term goals are reflected upon for future | | |

| |lessons. (NASPE 5.3) | | |

Rubric Grading Chart (if all criteria apply)

**Minimal Level of Acceptance= 63 pts

Target = 72-80 pts (90 – 100%)

Acceptable = 63-71 pts (70 – 80 %)

Unacceptable = Below 63 pts (less than 70%)

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