ODU-DCOEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate: Emmaline Welte Date Taught: 10/24

Cooperating School / District: Grafton Middle

Teacher: School/York
County Public
Schools

Grade: 6th Field Supervisor: Stacey Mata

Unit / Subject: Health Related Fitness

Lesson Title / Fitness Noodle Tag

Focus:

PLANNING AND PREPARATION

Content Knowledge
This activity was developed from anecdotal experiences and through prior experience with the
health related fitness components. The activity and learning targets/goals/subject matter was
chosen based on what was determined to be developmentally appropriate and achievable within
the lesson’s time frame.

Learner Differences
This activity reinforces previously learned health related fitness components and maintains
training and conditioning for future fitness testing. The content of this activity does not exclude
any cultures, however any accommodations will be taken into account. This activity will also
include visual demonstrations and verbal guides to reinforce expectations and rules.

Outcomes/Goals
SWBAT complete each exercise associated with the respective item with correct form 90% of
the time.
SWBAT maintain spacial awareness and be mindful of those around them when moving
throughout the gym for the duration of the activity.
SWBAT exhibit proper safety measures by tagging only below the shoulders and not utilizing
heavy swings.
SWBAT recite the health related fitness components and exercises that develop each when
asked.

Standards
SHAPE STANDARDS
S4.M7.6) Uses physical activity and fitness equipment appropriately and safely, with the
teacher’s guidance.

Resources and Materials

Up to 4 shortened pool noodles
~15-20 small gator balls
~15-20 spike balls
~15-20 bocce/yarn balls
~12 hula hoops

Technology
Technology is not necessary for this activity, however it can be used to play music if desired.

INSTRUCTIONAL DELIVERY

Learning Environment
Students are encouraged to politely help others when they see them in need of assistance, or
when doing something incorrectly. However, if I catch something I can either address it to the
class as a whole or discreetly go to the student, depending on the situation. The environment is
student focused, with an emphasis on learning through play while reinforcing content through
discussions. No bullying or harassing is tolerated and will be dealt with accordingly. My goal is
for students to have fun while learning and have positive memorable experiences that help them
retain the content. My role as teacher is to facilitate learning by providing instructions in clear,
student friendly language while still elevating their vocabulary by using content vernacular when
appropriate, utilizing demonstrations, check for understanding throughout, and stay mobile to be
able to answer questions students may have and correct actions as needed.

Introduction/Activating Strategies
The activity will begin with recalling what the 5 health related fitness components are (muscular
strength and endurance, cardiovascular endurance, flexibility, and body composition). After
reviewing, it will be explained that the activity will be focusing on muscular strength and
endurance and cardiovascular endurance. Each ball will represent a different exercise:
● Spike Ball: Overhead press
● Gator Ball: Squats
● Bocce/Yarn Ball: Bicep Curls
These will all be scattered on the other side of the gym behind the court line, where the tagger
cannot go. There will be two or three students to a hula hoop and one tagger to start the activity.
When the students run down, they must try to avoid getting tagged (they will just be sent back to
their hoop and the next person will go), and grab a ball while doing that associated exercise with
it CORRECTLY AND COMPLETELY. Next, the students will run back, trying to avoid getting
tagged. If they do, they have to return their item back behind the court line and they may jog
back to their partner who will then go. As the rounds continue, more and more taggers will be
added and some may be switched out so others have a chance to be a tagger. The rounds end
when there are no more balls to grab, and whoever has the most wins. A demonstration of this
will be given with examples of what happens when a person is tagged going either to or from
where the balls are. At this school, boys and girls tend to perform separately.

Instructional Strategies
Throughout the activity, my responsibility will be to monitor the participation of the students and
if they’re performing the exercises correctly. Taggers will be reminded of rules if necessary, and
may be given extra rules depending on how they play.

Closure
Students will return all equipment to their proper place as directed by the teacher, and then
return to their squadlines. When called upon, students will be able to list an exercise that
benefits cardiovascular endurance, muscular strength and muscular endurance.

Differentiation
The activity can be enhanced if need be for students with physical disabilities by implementing
modifications or exercises that best suit the student’s abilities and what is necessary to them. An
IEP will also be consulted if necessary. Taggers may be rotated out prematurely if they are not
playing fairly.

Assessment:
This activity can be assessed via participation, effort, and if students are performing exercises
correctly. The closing discussion checks for understanding.

PROFESSIONAL LEARNING

Reflection
● Did the students provide meaningful responses to questions and prompts that showed
they understood the material?
● Were students standing around confused, bored, or off task at any time?
● How were the students’ engagement levels?
● Did the students maintain correct form all throughout the activity?
● What parts of the lesson did not go as planned, or not explained clearly enough?
● What parts went better than planned?
● Was time management effective?
● Did students understand the importance of the rules and procedures and how that can lead
to a successful and enjoyable lesson and class period?
● Were the students able to meet the goals/outcomes outlined for this lesson?
● What did I learn from my students and this lesson that will aid in making this a more
effective lesson in the future?