Lesson Plan Template

Teacher: Rachael Lance

Subject: Physical Education
Lesson Title: Developing Fitness Plans

Classroom Details Content Details

Time: 60 minutes
Equipment: paper/pencil, computer lab or
portable devices (one per group), projector, Google
Slide deck
Resources: Students notebooks with notes on
previous content
Grade: 6
Standard(s): 4.2 Develop a one-day
personal fitness plan specifying the
intensity, time, and types of physical
activities for each component of health-
related physical fitness.
Objective: Students will design a home-
based fitness routine that addresses each
component of physical fitness.

Time Lesson Element What is the What are the Notes / Tips
in teacher doing? students doing?
mins.
5 Student Friendly The teacher is The students will be In the event that
mins Objective telling students: seated in the this is taught to a
“By the end of classroom or volleyball team via
today’s lesson, computer lab for this distance learning,
you should be able lesson. They will athletes will be in
to design a one- have already been Zoom breakout
day personal assigned to a group sessions, working
fitness plan that of 2-3. Students will in groups of 3.
includes elements have their PE They will have
from the five notebooks to access to their
components of reference for notes and
physical fitness.” previously learned electronic devices.
material.
10 Link to prior Teacher will lead Students will be This game will
mins knowledge class in a game of provided several serve as a
(pre-assessment) Four Corners. minutes of think time formative
Teacher will pose before the teacher assessment,
5 conceptual assigns the answers allowing the
questions in to a corner of the teacher to gauge
multiple choice room. The students the students’
format. 1. Which will move to the readiness to
of the following corner they choose progress to the
best matches your and discuss the next step in the
understanding of lesson. (Stern,
 muscular rationale behind their Ferraro, &
strength? choice. Mohnkern, n.d.,
2. …Of Muscular p.49)
endurance?
3. …. Of
flexibility?
4. …. Of aerobic
capacity?
5. Of body
composition?
10 Input / Modeling Teacher will Students will take
mins discuss the notes on the rubric as
requirements of the teacher reviews
the assignment the expectations.
while projecting a Students will ask
“high-quality final clarifying questions
product” sample and begin to
of the one-day formulate their own
fitness plan on plan. Students will
Google Slides talk with their
(Stern, Ferraro, & collaborative group
Mohnkern, n.d., p. to brainstorm ideas.
109). Students
will also be given
a copy of the
rubric for how
their own plan will
be scored. The
teacher will also
show students
what areas of their
notes from
previous lessons
will be helpful in
designing this
plan.
Transition
10 Guided Practice The teacher will Students will work
mins (checking for provide students with their group to
understanding) with a template for identify muscular
designing their strength activities
one-day plan. The and they will discuss
teacher will ask the most effective
students to begin time and intensity
with “muscular measures. Students
strength”. as a group will share

2
 Teacher will ask their ideas out to the
students to talk class and teacher will
with their group provide feedback.
and decide on an
activity to place in
that section,
addressing time,
intensity and type.
Teacher will
circulate and
redirect/correct
misunderstandings
while students are
discussing.
Teacher will
reconvene the
class and ask
groups to share
their ideas. The
teacher will
provide feedback
to each group.
Transition
20 Independent The teacher will During this time, the The workshop
mins Practice move the class students will work model is designed
(ongoing into a workshop with their group to to “provide as
assessment) model. Teacher continue adding much classroom
will circulate, activities and time as possible to
asking students to exercises to their students practicing
demonstrate plans. Students will skills for complex
exercises to demonstrate activities processes while the
ensure proper and exercises and teacher provides
form and receive feedback from feedback” (Stern,
mechanics. the teacher. Ferraro, &
Teacher will Mohnkern, n.d., p.
provide feedback 74).
to each group
multiple times.
Transition
5 Closure Teacher will ask As part of the closure, Because students
mins (post-assessment) students to quickly students will submit a are well-versed at
fill out an exit self-assessment exit Google Classroom
ticket on Google ticket on the way out. at this point in the
Classroom. Exit They will indicate year, this will not
ticket will have 1 their level of take long. They
question: “Which understanding and can also fill it out
3
 of the following comfort in completing in private if they
best matches your the rest of their one- would rather not
understanding of day plan and have everyone
creating a one-day elaborate in the around when they
fitness plan?” comments section to indicate the areas
The multiple the teacher if they are they are struggling
choices will be as struggling. with.
follows:
a. I feel like an
expert
b. I am
progressing
towards expert
status
c. I am still
learning
d. I am feeling
somewhat lost
e. I am very lost.
The instructions
will ask students
to write in a
private comment:
“If you said you
were lost, what
specific item(s)
are you struggling
with”? This will
provide the
opportunity for the
teacher to reteach
and intervene as
needed.

Resources
Stern, J., Ferraro, K., & Mohnkern, J. (n.d.). Tools for Teaching Conceptual Understanding,
Secondary. Retrieved from
https://platform.virdocs.com/r/s/0/doc/423727/sp/68365670/mi/292941103