Study Guide

This lesson is for seventh grade.

Lesson Domain Objectives:
Affective - Students will recognize and appreciate viable community resources for the design and maintenance of an individualized fitness plan.
Cognitive - Students will develop a personal fitness plan spanning across 4 weeks that includes components of aerobics, strength, and flexibility to demonstrate a well-balanced exercise routine.
Psychomotor - Students will implement their personal fitness plan including proper exercise mechanics.

Lesson elements to promote student achievement of the cognitive learning objective:
Resources:
- infographics
- student surveys
- fitness plan tracking templates or applications
- list of community organizations or health insurance companies that team with area fitness centers
- instructional websites

Instructional Strategies:
- Teacher led discussion reviewing activities and exercises that classify as aerobic, strength or flexibility training.
- Show videos of various exercise types (i.e., cycling, weight training, yoga, dance) prompting discussion and comparison.
- Guide and practice review of target heart rate monitoring and interval training.
- Distribute survey to each student, ensuring the survey offers a variety of questions for students to think about and personally respond to: ‘Do you like exercising alone or with others?’ Do you prefer activities that are indoor or outdoor?’
- Pair-share. Have students pair up and then share out some responses to the class.
- Engage students in how to develop fitness plans based on responses and resources available.
- Teacher models design of own fitness plan or that of other characters to demonstrate.

Supporting students’ knowledge and skills of the cognitive learning objective:
Each student is given time to evaluate exercise that aligns to their interests or preferences. In multiple discussion settings, students’ knowledge expands for the types of community resources and exercises that can be included into their fitness plans. Students will recognize how their fitness plan can be individualized to them, why that is personally beneficial, and that each person can approach a balanced exercise routine in diverse ways.

Assessing readiness for student’s successful participation:
Apply the 5W’s method for draft submission approval prior to having students complete and submit the plan. To do this, students will have a grid labeled ‘What’, ‘Where’, ‘When’, ‘Who’, ‘Why’. The first column will list each of their intended exercises of the plan by rows. In the columns going across the grid, students will need to identify location for the exercise. If, for example, the location is not at their home, they will need to factor in hours or days that a school, community center, or park is open as information for ‘when’ they can exercise. The column for ‘Who’ takes into consideration if others are involved to help the student complete any of the exercises. The column for ‘Why’ reinforces that students’ showcase knowledge of the exercise as representative of aerobic, strength or flexibility training. When the teacher reviews this grid, it can be determined if the elements of the fitness plan are present or if any further guidance or teaching is needed. The teacher will also be able to determine if the student is capturing exercises that in fact show a well-balanced routine encompassing all three forms of activity: aerobic, strength and flexibility.

Measuring and evaluating performance and achievement of the cognitive learning objective:
Upon submission of the personal fitness plan, conferences can be set up between the teacher and student to provide feedback for students or a rubric can be established that would allow for teacher assessment, as well as student self-assessment to determine areas of strengths or growth within the fitness plan.

4th Grade Volleyball Skills Lesson

Psychomotor Objective - Students will be able to demonstrate the critical elements for forearm pass, setting, and the underhand serve, and demonstrate appropriate effort/force with the different skills at volleyball circuit stations.

Affective Objective - Students will be able to stay motivated, communicate, and show teamwork, while performing a forearm pass, setting, and underhand serve, at volleyball circuit stations.

Cognitive Objective - Students will be able to understand and reiterate proper cues with regards to learning forearm pass, setting, and the underhand serve, at volleyball circuit stations.

The instructional activity for the psychomotor objective will be designed as 3 stations to incorporate students’ effort/force in learning elements of movement for 3 volleyball skills: forearm pass, setting, and the underhand serve. The forearm pass station will require that students pass the volleyball to a target on the wall or pass to a partner. The setting station will consist of self-setting the ball, alternating between low and high levels, with no more than 6 sets in total. Another option for this station would be to have one partner toss the ball, while the other sets it back. Then, they would rotate. The underhand serve station will entail one person serving the ball over the net, while their partner returns the ball back over the net. They would then rotate. Each station will include sheets posted on the walls with vocabulary and cues related to forearm passing, setting, and the underhand serve. Pictures of body positioning of each skill will be posted on the wall as well. Videos will be shown prior to circuit station work to demonstrate movements and execution of skills. Time will be allocated for questions to avoid injuries and for safety concerns. At each station, instructional modifications could include lighter balls, colored tape for targets, and cones, to name a few.

The instructional activity promotes student achievement in the psychomotor domain because the students are being given opportunities to practice their psychomotor skills for forearm pass, setting and underhand serving. They will practice skills at rotating circuit stations, which will lead up to game play situations. They will be in a controlled and structured environment. In these three timed stations, the students will be given opportunities to start with beginner drills, demonstrating proper body form, working their way up to more advanced drills. This will allow and give them the opportunity to demonstrate effort/force and develop mastery in these skills.

Assess student readiness by going over a brief review of forearm pass, setting, and the underhand serve and have students reiterate cues back to confirm understanding. Time will be provided for questions and answers. Then physically, without any volleyballs, students will mirror teacher’s body positioning for each skill. Therefore, skills and movements will be demonstrated, and readiness assessed before sending students to the circuit stations.

Student performance and achievement will be measured and evaluated through performance based checklists. While students are in their stations, go around to each station and observe, marking the checklist in relation to effort/force and demonstrating proper cues for forearm pass, setting and the underhand serve. Provide feedback to students along with answering any questions they might have. Peer checklists will also be available at stations. These peer checklists enable students to keep each other motivated, and provide teamwork, while providing feedback to one another.

Students in 2nd grade have completed a unit on various movement concepts of both locomotor and non-locomotor skills. As a culminating lesson, the teacher will engage students by reading Going on a Bear Hunt and assign students the task of traversing through obstacles that mirror details from the book.

Lesson Learning Objectives

Cognitive Learning Objective – Students will identify and interpret the locomotor and non-locomotor movements they hear as the teacher reads the book.

Psychomotor Learning Objective - Students will demonstrate at least 5 locomotor and non-locomotor movements with 100% accuracy as they travel confidently through an obstacle course.

Affective Learning Objective – Students will share phrases of encouragement and motivation to help each other navigate the course.

Instructional Activity – The teacher will start the lesson engaging students’ excitement and interest in the activity by asking if they were ready to go on a ‘Bear Hunt’ and inquire of them what that might entail. The teacher will proceed to read the book and then preset the class with introductions, guidelines, and expectations. For example, lead students to obstacles that have been set up in the learning space and model or demonstrate expectations for movement and safe participation. Obstacles should represent the setting of the bear hunt and reflect locomotor movements (jumping over polyspot puddles, crawling through tunnel caves) and non-locomotor skills (rotating in place to search and scan the fields and forests) that are revealed in the book. Students will have the option to travel with a partner or in 4-person teams. Additionally, students can utilize some choice in demonstrating movements learned throughout the unit; there can be a place designated along the course that provides students with materials (mats, jump ropes, etc.) to create and demonstrate a movement of their choosing for the bear hunt course.

The read-aloud can assess student readiness for successful participation. A book like, Going on a Bear Hunt, offers illustrations, and helps students replicate movements for the obstacle course. As the teacher reads to the class, students will be instructed to imitate the movements presented in the book. For example, students can demonstrate crawling movements for the book scene that discusses crawling through the cave to find the bear. Therefore, the read aloud will present an opportunity for students to practice the movements they will use to get through the course. The teacher can assess levels of energy, confidence, and movement competence during the read aloud to evaluate whether students are prepared to physically participate in the obstacle course.

Student performance would be measured and evaluated by observing students. As students are moving through the course, the teacher can document movements observed by each student using a checklist. The locomotor and non-locomotor movements studied in the unit should be listed. Ideally the checklist should have been used to formatively assess throughout the unit, establishing a baseline of each student’s skills for each of the movements at the beginning of the unit, while continuing to document each student’s progress of the movement or skill for each lesson. Make sure students complete the obstacle course safely and appropriately, demonstrating the locomotor and non-locomotor skills.

The instructional activity supports the learning objective and fosters knowledge and skills by presenting students with several opportunities to practice and perform the movement skills learned in the unit. Learners will be able to demonstrate following directions, coordination, and balance as they navigate the course. Relating the movement patterns to the story motivates students and increases participation. Students gain ownership of their learning given the opportunity to add their own movements to the course.