Unit Title Walking and Jogging for Health

Teacher Name Victor Celaya Dates: 8/21/17-9/01/17

Grade/Class 8th grade

Space Needed: Track space, field with at least 1 steep hill

California State Model Content Standards to be Addressed

2.1, 2.3, 2.4, 3.1, 3.4, 3.6, 4.5, 4.6, 5.3, 5.7

California Teacher Performance Expectations Addressed

TPE 2b, TPE 3e, TPE 4c, TPE 4i, TPE 5e, TPE 8f, TPE 11e

Equipment Needed:

heart rate monitors, cones, stopwatches

Provisions for Students with a Disability:

My student who has ASD (autism spectrum disorder) will be allowed to participate in class discussion
through writing responses as opposed to speaking them. This student has a challenging time in
expressing their personal emotions and feelings and is better served by writing responses based on the
information absorbed during class discussion. This student and I will need to regularly have individual
conversations about their difficulties and successes with content to ensure that their perceived exertion
level is not overly taxing the student. They are not likely to share this directly with me and thus extra
steps need to be taken to ensure this student is successful in this unit.

Unit Objectives:

Psychomotor

Learners will demonstrate proper form in walking and jogging techniques when performed on neutral,
uphill, downhill, and obstacle-ridden terrains. Students will strengthen muscles associated with walking
and jogging through targeted and specific callisthenic muscular strength and endurance exercises.

How assessed:
The psychomotor domain will be assessed formatively using:

Checklists featuring the categories:

• Foot articulation, bodily alignment in movement, and arm sway. The checklists will be
pass or no pass based on checks.

The psychomotor domain will be assessed summatively using:

Practical exams in which students demonstrate the following skills:

• Walking with correct form

o Foot work, arm sway, and bodily alignment
• Jogging with correct form
o Foot work, control of pace, arm sway, bodily alignment, and breathing pattern

Cognitive:

Learners will learn to assess their physical exertion through interpreting heart rate data throughout
walking and jogging exercises. Learners will use technology to assess their fitness level and develop a
data-driven fitness plan to achieve specific walking/jogging related goals.

How assessed:

Students will be assessed cognitively using both written exams and oral presentations. Written exams
will focus on testing student proficiency in interpreting and explaining heart rate data, planning
appropriate exercises for walking and jogging, and technical qualities of walking and jogging.

Affective:

Learners will develop and model an environment which is inclusive to individuals of varying fitness and
ability levels. Learners will foster an understanding of the importance of positive body image and ways
to improve the self through regular reflection and discussion.

How assessed:

Learners will start a year long journal and be provided with specific prompts throughout this unit that
assess their feelings as related to the environment in class, types of encouragement they could offer
peers, the perception of themselves in relation to body image and physical fitness, and methods they
can use to improve their perception of self.

Scope and Sequence of Content /or Developmental Analysis

Scope and sequence (List skills, the order in which they will be taught (inter-task development) and the
manner in which each will be developed from simple to complex (intra-task development)

Scope:

This unit is crucially important to introducing students to standard 5.3 which calls for students to
identify and evaluate three preferences for lifelong physical activity and determine one’s responsibility
for developing skills, acquiring knowledge of concepts, and achieving fitness. Walking and jogging for
health are the definition of lifelong physical activities and proper technique is paramount to injury
prevention throughout the lifespan. This unit is placed first because the principles of movement that are
learned in this unit will be built upon and required for every following unit.

Sequence:

Introduction Sequence

1. Heart rate monitor introduction

2. Benchmark test- Mile walk without technique intervention

Walking Sequence

1. Principles of posture
a. Muscles involved
b. When to engage muscles
c. Proper body alignment for walking
2. Contra-body motion of arms
a. Reason for arm sway in walking
b. Arms move in opposition to legs
c. Arm position and sway tutorial and practice
3. Foot articulation
 a. Muscles involved
b. Sequence of muscle engagement
c. Sequence of parts of foot that make contact with ground
4. Techniques for strengthening postural muscles
5. Techniques for strengthening arm muscles involved in arm sway
6. Techniques for strengthening leg muscles involved in walking motion
7. Techniques for walking up hill
a. Variance in muscle engagement
b. Body position for uphill walking
8. Techniques for uneven terrain
a. Common walking injuries
b. Landscape scanning techniques
c. Controlling weight shifts between steps
9. Walking downhill
a. Variance in muscle engagement
b. Body position for downhill walking
c. Controlling weight shifts downhill
10. Walking benchmark re-test with new technique applied

Jogging sequence

1. Jogging benchmark test- 1 lap without technique intervention

2. Breathing techniques while jogging
a. In-In-out breathing technique
b. When to time breaths
3. Jogging posture
a. Differences from walking posture
b. Type of muscle engagement required
4. Contra-body arm sway modification
a. Differences from walking arm motion
b. Appropriate level of muscle tension in arms
c. Correcting for improper arm sway habits
5. Foot articulation in jogging
a. Midfoot strike explanation and rationale
b. Practice with midfoot strike pattern
6. Interval jogging
a. Testing personal jog/walk intervals based on heart rate
b. Setting personal jog/walk interval goals and sequence of progression through
intervals
7. Leap phase of jogging
a. Explosive muscular activities to increase leap strength
8. Techniques for uphill jogging
a. Common jogging injuries
b. Muscle groups involved in uphill jogging
c. Tibialis anterior training exercises
9. Techniques for downhill jogging
a. Common downhill jogging injuries
b. Muscle groups involved in controlling descent
c. Training exercises for ankles
10. Jogging benchmark retest
 Unit Block Plan

Name of Unit _Walking and Jogging for Health______

Monday Tuesday Wednesday Thursday Friday

08/21/17 08/22/17 08/23/17 08/24/17 08/25/17

• Heart rate • Walking posture • Identifying • Techniques for • Walking test:

monitor tutorial tutorial: Core muscles involved walking uphill, Students use
and engagement, in walking downhill, uneven heartrate
cardiovascular spinal muscle • Core muscles: terrain monitors to
fitness engagement, Exercises catered • Identifying assess and record
explanation spinal alignment to strengthening muscles targeted their heart rates
• Brisk mile walk • Contra-body core muscles used in each specific in 5 minute
(no instructor motion of arms, in walking for example intervals
intervention on quality of arm health • Scanning for • Time for mile is
form) monitoring sway while • Muscles of arm: danger and recorded and
heart rate in 5 walking Exercises for staying aware compared to time
minute intervals • Footwork pattern muscles involved while walking at beginning of
and recording while walking: in contra-body • Walking obstacle unit
numbers, mile is Striking with heel, sway course which • Class discussion
timed rolling through • Muscles of legs: includes: uphill, on health benefits
• Discussion of foot, pushing off Exercises for downhill, and of walking and
heart rate toe quadriceps, cone obstacles to practical
variance/ • .25 mile walk hamstrings, avoid applications for
difficulty using new tibialis anterior, • .5 mile walk materials covered
techniques
 experienced gastrocnemius
during walk and soleus
• .5 mile walk using Standards: 2.3, 3.4, 3.6, Standards: 5.3, 5.7, 3.4
new techniques 4.2, 4.6
Standards: 2.3, 2.4, 5.7 Standards: 2.1, 2.4, 3.4
and engaging
correct muscles

Standards: 2.1, 2.4, 3.4,

4.3, 4.4, 5.7

08/28/17 08/29/17 08/30/17 08/31/17 09/01/17

• Brief • Breathing tutorial • Muscular training • Techniques for • Jogging for

cardiovascular while jogging circuit (whole jogging uphill, distance, setting
warmup • Jogging posture class, not downhill an appropriate
• 1 mile jog test: tutorial: ways in stations): Series of • Identifying most pace
Heart rate which muscular high intensity strained muscles • 1 mile jog test:
recorded at engagement muscular during Heart rate
beginning and end differ from exercises uphill/downhill recorded at
of test walking • Particular jogging beginning and
• Students jog • Contra-body emphasis on • Interval jogging end of test
without instructor motion of arms explosive (all technique • Student choice on
intervention on with exercises applied): 3 minute interval if needed:
technique modifications involving jumping jog, 1 minute walk minimum 2 min
• Class discussion made for jogging in the leg muscles x 1 mile jog, 1 walk
on heart rate • Foot articulation • .25 mile cool • Heart rate
variance and pattern: Midfoot down jog recorded at
difficulties strikes as opposed Standards: 3.4, 4.5, 4.6, beginning and
experienced while to heel strikes 5.3, 5.7 end of jog
jogging • Interval jogging Standards: 2.1, 3.4, 4.3, • Class discussion
(all technique 4.4, 5.7 on health benefits
Standards: 2.1, 2.4, 3.4, applied): 2 minute of jogging and
5.7 jog, 1 minute walk practical uses for
the techniques
discussed in
Standards: 2.1, 2.4, 3.4 entire unit

Standards: 3.1, 3.4, 5.3

 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 08/21/17

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

2.3, 2.4, 5.7

COMMON CORE STANDARDS ADDRESSED:

ELA Writing Standard 8d- Use precise language and domain-specific vocabulary to inform about or explain the topic.

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 4c, TPE 11f

UNIT / THEME: Walking and Jogging for Health ACTIVITY: Introduction to Walking for Health

TIME / PERIOD: Period 3- 9:55- 10:45

TEACHING STYLE: Command style GRADE: 8th grade LESSON #1 OF 10

EQUIPMENT AND FACILITIES: 55 polyspots, 1 white board, markers and eraser, 1 speaker and device to play music, 56 heart rate monitors;
track space

NUMBER OF STUDENTS: 55
TIME CONTENT & METHOD STRATEGY POINTS
TO STRESS

Lesson Learning Objectives

Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.

1. CA PE Standards (Psychomotor):
Psychomotor Domain Objectives
2.4- Identify the characteristics of a highly skilled performance for the purpose of
improving one’s own performance.

Students will identify and use approaching competent form to speed walk for a 1
mile distance.
 2. CA PE Standards (Cognitive):
Cognitive Domain Objectives:

2.3- Explain how growth in height and weight affects performance and influences
the selection of developmentally appropriate physical activities.

Students will become proficient at setting up and using a heart rate monitor.
Students will competently define cardiovascular fitness and determine how height
and weight factors can affect cardiovascular fitness.

3. CA PE Standards (Affective):
Affective Domain Objectives:

5.7- Model support toward individuals of all ability levels and encourage others to
be supportive and inclusive of all individuals.

Students will reflect on any difficulties and successes they faced during the mile
speed walk and consider positive feedback for peers to motivate them to improve.
 Time Sequence of Skill Development / Practice MANAGEMENT CUE WORDS / PROMPTS
Estimate
Beginning with the first What key words will you use
transition, EACH SECTION to help students learn and
(In this section, you MUST DESCRIBE specifically how you will TEACH and should have a defined understand the content?
MANAGE your stated objectives and Arrange the class for each of the management strategy. This can
following lesson components. be described and/or illustrated.

Note:
You cannot simply state what you will be doing during the lesson. You must
describe how you will be teaching and managing each of the following areas:

Lesson Components
(Lesson does not necessarily have to follow this order specifically):

• Transition to Learning Area

o Students will go to preassigned poly spots in 6 rows of 10 and sit

• Introduction
 o Students will have the daily agenda explained to them and be Transition
introduced to heart rate monitors.
9:55- o Heart rate monitor introduction: • Countdown from 10 Transition
9:56 ▪ How to handle the equipment will be used to
facilitate a speedy • “I’m going to
▪ Rules for use of heart rate monitor
transition countdown from 10,
▪ How to put it on
don’t let me beat
▪ How it works
you!”
▪ Functions of the heart rate monitor
▪ How to get readings
▪ What readings mean Introduction
▪ How to sanitize heart rate monitors after use
▪ Where to place heart rate monitors after use • Students will sign Introduction
o Cardiovascular fitness introduction: technology use
▪ Basic anatomy of heart, veins, and arteries contracts which state • “Use care with
▪ Function of blood oxygenation appropriate use of technology in this
▪ How cardiovascular fitness is measured heart rate monitors class! I don’t want to
▪ Why it is an important component of fitness and consequences for see any
abusing heart rate inappropriate usage
monitors of technology!
• Students will agree to Technology is a
follow usage rules privilege”
verbally prior to
being handed a • “Think about any
monitor questions you have
• Students will have and ask them once
the opportunity to this explanation is
practice putting complete”
heart rate monitor on
9:56- and getting readings
10:10 • Proximity will be
used to keep students
on task
 • All anatomy will be
written on white
• Transition board and drawn
o Students move to track area

Transition

• Countdown from 10
will be used to
facilitate speedy
transition

• Activity: Brisk Mile Walk

o Students will walk 1 mile at a brisk pace using whatever form
and technique that they are most comfortable with. Activity 1
o A brisk pace is defined as a pace that is faster than resting • Student walking
walking rate technique will be
o Students will record their heart rate in 5 minute intervals noted but not
commented on
• Feedback will be
withheld until the
next walking activity

10:10-
10:13 • Transition Activity 1
o Students return to poly spots

Transition
Countdown from 10 will be
used to facilitate speedy
transition
• “A brisk pace means
faster than you walk
when you’re going
between classes”
• “Focus on heart
rates”

• “It’s 5 minutes
• Activity 2: Heart Rate Interpretation again, document
o Students will analyze the heart rate data generated by the mile your heart rate!”
10:13- walk Activity 2
10:30 o Students will compare their heart rate to the heart rate zones
for their age group • Students will work
individually initially
and then share
results to their
comfort level

• Cool down
o Students will perform the following stretches for 30 second
intervals: Cool down
▪ Flamingos
▪ Forward bend • Instructor will lead
▪ Calf stretch stretches in front of
students and monitor Activity 2
them for technique
• Closure and engagement • “You can volunteer
o Students will discuss the following topics: or be voluntold to
10:30- ▪ How much did my heart rate vary throughout the speak”
10:33 activity? Closure
 ▪ What difficulties (if any) did I experience during the • Class discussion will
activity? be led using inquiry
▪ Do I believe I had good walking form? Why or why not. style to guide student
o Students sanitize heart rate monitors and return them to their conversation
containers
Cool down

• “Remember to move
into the stretch and
breath deeply! I
want to hear you
breath!”
10:33-
10:36
Closure

• “Think about what

challenges you faced,
why do you think
this was?”
• “You can volunteer
or be voluntold to
participate!”

10:36-
10:40
 Evaluation / Assessment Procedures

10:40-
10:45 Note:
These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
assess the psychomotor, cognitive, and affective domain?)

You must describe an assessment tool that will be used for each domain
objective.

1. Psychomotor Assessment Method

(Include the Assessment Tool to be Used for this Domain Objective):
Students will be observed during the mile walk and assessed using a basic
checklist checking for generally correct form.
 2. Cognitive Assessment Method:
(Include the Assessment Tool to be Used for this Domain Objective):

Students will receive the following quiz:

• Define cardiovascular fitness.

• Describe how to set up the heart rate monitor and get reading from it.
• What is the sanitation procedure after use?
• How can height and weight factor into cardiovascular fitness?

3. Affective Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):
Students will write a journal entry based on the closure class discussion:

• Did I feel empowered to participate in discussion today, why or why

not.
 Modifications

• (Include a method and strategy to modify the activity to include

students with disabilities)

The student with ASD (autism spectrum disorder) will be allowed to respond to
class discussion in writing. This student will also be partnered with another
student during the mile walk for assistance in documenting their heart rate in 5
minute intervals and to encourage them to keep a brisk pace when walking.

• Include a strategy to address the learning needs of an ESL student.

A student who is learning English would be partnered with another student

who speaks the same language for translation. If another student is not
available then the student who is learning English would be provided with
visual instructions and a demonstration of the heart rate monitor and be
allowed extra time to read instructions on the board. A technology agreement
form would be arranged in their native language if resources are available.

Alternate Activity

Describe what you will do in the event of inclement weather.

Note:
Do not simply say you will move your class into to the gym. Consider the
reality that you will likely be sharing the gym with 2-4 other classes. You need
to describe an alternate activity and a place where you will teach this activity.

In the event of inclement weather the class will be converted to a lecture and
discussion session of cardiovascular anatomy, function, and fitness
applications. Students will determine exercises to stimulate cardiovascular
health and present their ideas to their peers. Students would also try different
exercises if a gym or classroom has the open floor space.
Unit: Walking and Jogging for Health
Name:
Psychomotor Assessment
Scored: 4-point grading scale: Student completed mile walk: Y/N
0= does not initiate
1= initiates or partially completes task with poor form Student used or attempted heel steps:
2= partially completes task with proper form
3= completes task with proper form Students arms were engaged the entire walk:

Students moved in a pace faster than rest walking: Y/N

Other Notes:

Unit: Walking and Jogging for Health

Name:
Cognitive Assessment
Quiz
1. Define cardiovascular fitness.

2. Describe how to set up the heart rate monitor and get readings from it.

3. What is the sanitation procedure after use?

4. How can height and weight factor into cardiovascular fitness?

Unit: Walking and Jogging for Health

Name:
Affective Assessment
Journal Entry
Prompt: Why or why not: Did I feel empowered to participate in discussion today?