1beat of the dances presented and practiced and perform at least 4 sequences of each ... assessment...

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Contextual Factors………………………………….……………………………………..Page 3-7

Unit Plan Standards …………………………………………………………………….Page 8-11

Unit Plan Global Goals………………………….…..….……………………………….Page 12

Unit Objectives……………………………………..………..………………………….Page 13-17

Daily Block Plan.………………………………………………………………….……..Page 18-20

Day 1…………………………………..1 Day 2……………………………..Page 23

Day 3…………………………………..Page 25 Day 4……………………………..Page 27

Day 5…………………………………..Page 29 Day 6……………………………..Page 31

Day 7…………………………………..Page 33 Day 8……………………………..Page 35

Day 9…………………………………..Page 37 Day 10……………………………Page 39

Day 11…………………………………Page 41 Day 12……………………………Page 43

Resources (Fitness, Lead-Ups, & Culminating Games)……………….Page 45-106

Day 1………………………………….Page 46 Day 2…………………………….Page 51

Day 3………………………………….Page 56 Day 4…………………………….Page 60

Day 5………………………………….Page 63 Day 6…………………………….Page 66

Day 7………………………………….Page 74 Day 8…………………………….Page 79

Day 9………………………………….Page 83 Day 10…………………………..Page 88

Day 11………………………………..Page 96 Day 12……………….………..Page 102

Assessments…………………………………………………………….……………………Page 107

Technology…………………………………………………………………………………….Page 114

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Contextual Factors

By: Jenny Danford

Battleground Middle School

Battleground Middle School is located approximately 60 miles North of

Indianapolis in Tippecanoe County. The cities of Lafayette and West Lafayette provide

many industrial, businesses, agricultural, and educational opportunities. Purdue

University is located in West Lafayette, providing a wide variety of educational and

cultural activities available to the community. Battleground is located right across from

Harrison High School; this is the high school that Battleground Middle School students

will attend after completing 8th grade. Battleground just opened its doors this year right

before the Fall 2008 semester began.

Battleground Middle School houses grades 6 through 8. In 6th grade there are

115 students, 143 in 7th grade, and 138 in the 8th grade; adding up to equal 396 students

overall. They male female ratio is 53% to 47% favoring the males. At Battleground

Middle School there are 22 teachers employed. For every 18 students there is 1

teacher. This is equal to the Indiana overall average of student teacher ratio.

There is not much diversity at Battleground Middle Schools; students are

predominantly white, with less than 5% being Hispanic, Pacific Islander, American

Indian, or African American. In most school in Indiana the average ethnicity for

Caucasian students is at 78%. This school is very high in the Caucasian ethnicity. The

socioeconomic status of this community is mostly lower-middle class to middle class.

- 5 -

Only about 15% of students in the junior-senior high school receive free or reduced

meals at school. Many of the parents are in the agriculture industry or work in local

factories.

There is a lot of parent and community involvement at Battleground Middle

School. The students put on many shows and plays during the school year. There have

been plenty of times I have gone into the gymnasium and witness many parents being

involved in decorations or setting up the scenes. Since this school is brand new, many

parents are excited to get in and help with whatever is needed. There are also a lot of

fundraisers that take place during the sporting events that are lead by the parents. This

helps the students with any activities they would like to explore throughout the year.

The classroom size is very large at BMS. Due to the new building, all of the

teachers have their own classroom equipped with smart boards and numerous types of

technology. The gymnasium is very large as well; there is an auxiliary gymnasium used

for a class or convocations and a large gymnasium used to physical education class and

games. The students are very fortunate to be able to have moved into a school like this.

There is equipment available for just about any activity you could imagine. This gives

the students plenty of opportunities to find a sport or fitness activity they can enjoy and

use for a lifetime.

- 6 -

Contextual Factors

By: Stacy Hall

Wainwright Middle School

Wainwright Middle School is located in Lafayette, Indiana on US Fifty Two. The

school is set in a rural setting with only cornfields surrounding it. However the

community of students that make up the demographics of the middle school come from

two small, suburban elementary schools.

Wainwright Middle School is located approximately 60 miles North of

Indianapolis in Tippecanoe County. The cities of Lafayette and West Lafayette provide

many industrial, businesses, agricultural, and educational opportunities. Purdue

University is located in West Lafayette, providing a wide variety of educational and

cultural activities available to the community.

The middle school is comprised of one hundred and forty nine sixth graders, one

hundred and sixteen seventh graders, and one hundred and twenty three eight graders.

This totals to make three hundred and eighty eight students in grades six through eight.

The school does not have much diversity among its students, there are eighty nine point

nine percent white students, eight point two percent Latino students and only point

eight percent black students.

This school was formerly a high school so it is a little older with some relatively

new additions and it may also provide a slightly different atmosphere than other middle

schools. The families of these students range from low to high income with the majority

- 7 -

of people coming from the middle class. A small percentage of twenty seven point eight

percent of the students are considered low SES. Thirty-four percent of those students

are on free and reduced lunch. The middle school follows an eight period day with a

class run-time of forty-two minutes. Class is held five days a week for a nine week

period. Teaching assignments are departmentalized by subject and there are core

subject teams. The school employs twenty three teachers giving the school a sixteen

point nine student teacher ratio.

The counselor I spoke with stated that the parents of the school are very

supportive and active in the school community. Parents are most involved in the athletic

department with many parents coaching several sports. This is a great opportunity for

the physical education teacher at the middle school to make connections with parents

that typically transfers over to a connection with the students.

- 9 -

Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. 9.1.1 Demonstrate the ability to use and appreciate activity‐specific skills. Example: Play games such as racquet, field, and court sports that require advanced eye‐hand/foot coordination and high levels of strategy. 9.1.2 Exhibit the ability to synthesize and perform creative rhythmic movement patterns with increasing degrees of difficulty. Example: Choreograph and perform movement sequences and/or dances. 9.1.3 Develop outdoor and lifelong leisure pursuits. Example: Participate in several of the following activities: archery, golf, table tennis, horseshoes, self‐defense, bowling, swimming, cycling, and fitness activities. 9.1.4 Develop specific skills at an advanced or skilled performance level. Example: When practicing tennis strokes, execute a drop shot, lob, overhead smash, forehand drive and backhand drive successfully 8 out of 10 times for each stroke. Standard 2: Applies movement concepts and principles to the learning and development of motor skills. 9.2.1 Synthesize previously learned strategies into advanced game strategies. Example: Play team sports such as volleyball, basketball, soccer, softball, ultimate Frisbee, team handball, etc. 9.2.2 Analyze and evaluate information about complex motor (movement) activities that lead to improved physical performance. Example: Analyze the effects of force, motion, and stability (balance) on successful physical performance. Standard 3: Exhibit a physically active lifestyle. 9.3.1 Identify available community resources that promote an active lifestyle. Example: Develop strategies to deal with participation that occur over the life span.

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9.3.2 Identify physical activities that contribute to the improvement of specific fitness components (i.e. Cardiovascular, strength, body composition, flexibility). Example: List jogging, swimming, skipping rope, martial arts and aerobic dance as physical activities that enhance cardiovascular fitness. 9.3.3 Participate regularly in physical activities (minimum of 30 minutes a day, 3 to 4 times per week) that contribute to improved physical fitness and wellness. Example: Jog/run 3 miles every other day at an appropriate target heart rate. Standard 4: Achieves and maintains a health‐enhancing level of physical fitness.

9.4.1 Create a personal program to achieve and maintain an optimal level of personal fitness. Example: Plan and implement personal health‐related (healthy lifestyles) fitness program based upon the results of a pretest, frequent self assessment, indicators of success and personal goals. 9.4.2 Identify and evaluate personal physiological response to exercise. Example: Monitor body responses before, during, and after exercise by checking such factors as heart rate, perceived exertion, and recovery time. 9.4.3 Demonstrate knowledge and an understanding of basic principles of exercise physiology, nutrition, and chemical substances and their effects on the physical performance of the body. Example: Explain principles of exercise and effects of vigorous physical activities on the functions of the body. Standard 5: Demonstrate responsible personal and social behavior in physical activity settings. 9.5.1 Demonstrate safe and appropriate use and care of equipment and facilities. Example: Anticipate potentially dangerous situations related to physical activity. 9.5.2 Understand benefits of physical education on social and emotional well‐being. Example: Participate in physical activities to relax, relieve stress, and share healthy movement activities with friends. 9.5.3 Understand the inherent risks associated with physical activity in extreme environments.

- 11 -

Example: Describe safety techniques to use to avoid dehydration, over‐exertion, heat exhaustion, and hypothermia during physical activity in extreme environments. Standard 6: Demonstrate understanding and respect for differences among people in physical activity settings. 9.6.1 Identify how age, gender, ethnicity, culture, and economic status affect physical activity selection, participation, and personal abilities. Example: Compare similarities and differences in cross‐cultural games such as cricket and baseball, netball and basketball, and football and rugby. 9.6.2 Develop strategies for inclusion of others in physical activity. Example: Discuss how activities and games can be modified to meet the needs of everyone. Standard 7: Understands that physical activity provides the opportunity for enjoyment, challenge, self expression and social interaction. 9.7.1 Identify positive aspects of participation in several different physical activities. Example: Convince a parent to try a new life‐time activity as a means of relaxing. 9.7.2 Demonstrate comfort in personal expression. Example: Participate in a challenging tennis match as a means of expressing and releasing pent up emotions and energy. 9.7.3 Identify the positive feelings that result from physical activity and participation alone and with others. Example: Use physical activity to relax after taking an important geometry exam.

- 12 -

Psychomotor: 1. While dancing, students will be able to maintain an average heart rate in their target heart rate zone and record their daily heart rate in their journal. Assessment: Heart rate monitor dance print outs 2. Students will demonstrate basic dance coordination by being able to maintain the beat of the dances presented and practiced and perform at least 4 sequences of each dance without verbal assistance from the teacher. Assessment: Dance Rubric checklists by teacher video assessment

Cognitive:

1. Students will be able to demonstrate knowledge of 3 different dance positions by

performing the dance positions correctly with a partner when indicated by the teacher.

(Shoulder-waist position; closed position; facing position; promenade position;

Varsouvianna position)

Assessment: Check list evaluations by teacher and partners

2. Students will be able to listen to a variety of music and be able perform the correct

dance associated with that music beat without verbal cues from the teacher.

Assessment: Assessment performance during social dance assessment

3. Working with a partner, students will choreograph, memorize and perform a swing

dance sequence containing at least 4 different steps.

Assessment: Create-a-Dance final performance using rubric provided

Affective: 1. Each time students perform a partner or mixer dance, students will thank their

partner for the dance after dancing together.

Assessment: Teacher observation and reminders to thank their partner

2. Students will treat each new partner that comes their way in any dance with respect,

by holding their partner in the correct position and looking at their partner throughout

the dance.

Assessment: Teacher observation

- 13 -

12 Psychomotor, 10 Affective, 11 Cognitive, 16 Fitness

Day 1:

Psychomotor: While dancing, students will be able to maintain an average heart rate in their target heart rate zone and record in their daily heart rate in their journal. Fitness: Students will perform 8 different dance exercises presented by classmates

(twist; jumping jacks; cross over knee lifts etc) for 24 counts each without stopping, to

warm-up muscles and increase heart rate.

Cognitive: Student’s will show their knowledge of the Cotton Eyed Joe Dance by

performing the step sequence to music with a partner a minimum of four times without

teacher’s cues.

Day 2:

Psychomotor: Student’s will be able to stomp two times during each sixteen step sequence at the same time as their classmates. Affective: During the 16 step mixer dance, partners will hold hands with each partner that comes their way with respect. Fitness: During health heart warm-up, Students will perform a variety of dance steps for 16 counts each (box step; kick ball change; step touch& side chasse’) and reach a warm-up heart rate between 100-135 BPM. Fitness: Using a basketball, Students will perform the core exercises for 20 seconds each with correct form and be able to name the muscle used when asked.

Day 3:

Psychomotor: Students will be able to demonstrate the bleeking step on rhythm during the Irish push dance Fitness: During the Continuous Relay Fitness activity, students will perform 5 different

exercises and dance steps continuously for the segmented time provided.

Fitness: Students will match a variety of activity cards to the proper place on the

activity pyramid after run in the continuous relay activity.

- 14 -

Cognitive: During the fitness closure, students will be able to state 5 activities that they

can perform at home to keep their body active and healthy.

Affective: Students will be able to demonstrate correct 16 step contra dance with two different partners of the opposite sex during introductory activity.

Day 4:

Psychomotor: Students will be able to perform the Tush Push line dance to an entire song without teacher’s cues. Fitness: During the Core Workout Fitness activity, students will perform 5 different


Fitness: Students will match a variety of activity cards to the proper place on the

activity pyramid after run in the core workout activity.



Day 5:

Psychomotor: At the beginning of class, students will be able to perform the entire Tush Push dance the whole way through without any cues. Fitness: Using a dyna-band tied around the ankles, dancers will perform the basic

electric slide dance maintaining continuous dance steps with the band resistance for the

entire song.

Cognitive: During fitness closure, students will list 5 examples of muscular endurance

exercises.

Affective: In groups of 3 or 4, students will show and critique one another the entire Tush Push dance to music.

Day 6:

Psychomotor: Every student and their partner will be able to complete one full sequence of the Virginia Reel Fitness: Students will perform the exercises at their station with a partner for the entire

time of the exercise song.

- 15 -

Fitness: After the fitness discussion and Pyramid Power Activity, students will be able to

answer the following questions in their journal. (1) To maintain a healthy body weight

what must happen in regards to “calories in” (those eaten) and “energy out” (those

spent)? (2) What makes a person’s metabolism unique? (3) What can you do to

increase your metabolism?

Cognitive: At the end of the fitness lesson, students will discuss the benefits of a high

metabolic rate.

Affective: Students will treat their classmates with respect while switching partners in the Virginia Reel by asking for the dance.

Day 7:

Psychomotor: Students will be able to perform the Cha-Cha the entire way through with a minimum of two “mess-ups” Fitness: Students will be able to perform the complete muscle hustle workout for 5

minutes without taking a break.

Cognitive: At the end of the fitness lessons, students will be able to tell what the fitness

component was for the day.

Affective: Students will work in pairs to perform and critique on another on the Cha-Cha.

Day 8:

Psychomotor: Students will practice their team statue in their groups during the beginning of class. Fitness: Students will be able to finish the complete physioball workout with the help of

a partner for two sets of 30/60 exercise a second.

Cognitive: Students will recall which muscles they are working during the physioball

workout.

Affective: Students will show respect for their classmates and group members by listening to each other’s ideas and working together to perform their team statue.

- 16 -

Day 9: Psychomotor: Students will perform the Swing dance with a partner until the music stops. When the music stops the rollers will rotate to the next rocker and the sequence will start over. Fitness: Students will be able to complete 5 different push-up styles each separated

into 45 second sets of at least 35 push-ups per set.

Cognitive: Students will be able to write down the basic components and steps of the

Jitterbug in a paragraph on a sheet of paper. Students will then trade their papers and

see if their partners can perform the instructions of the dance from the sheet.

Affective: Students will show their partner respect by thanking and shaking their partner’s hand each time they are done dancing with that particular partner. Students will also greet their new partner with a smile and a hand shake.

Day 10: Psychomotor: Students will be able to complete two basic Waltz steps for the duration of a song to the ¾ beat song count.

Fitness: Students will be able to perform each of the yoga positions at least once holding

them for 30 seconds each and without teaching cues.

Cognitive: Students will be able to differentiate between muscular strength and

muscular endurance by the end of the fitness lesson.

Affective: Students will show their partner respect by thanking and shaking their partner’s hand each time they are done dancing with that particular partner. Students will also greet their new partner with a smile and a hand shake.

Day 11: Psychomotor: With a partner students will perform the basic Cha-cha, the cross over step, and the open break to music without cues from a teacher in combination with at least three different part steps. Fitness: Student will perform stretches and identify correctly the targeted muscle on the

worksheet provided.

- 17 -

Cognitive: Working with a partner, dancers will create a three swing move sequence

and perform that sequence two times consecutively.

Affective: With a partner, students will pick two different steps learned in class and

incorporate it into a dance that last the entire song.

Day 12:

Psychomotor: Students will perform in their groups, their dance routine following the create-a-dance assessment, lasting for at least two minutes. Fitness: Students will perform dance moves during modern dance lines the entire length

of the gym floor without stopping.

Cognitive: Students will recall dance sequence and together they will perform their

entire routine in front of the class.

Affective: Students will show respect for their classmates and group members by listening to each other’s ideas and working together to perform their dance sequence.

- 18 -

- 19 -

Day 1

Warm-up: Fitness Line

Drills

Fitness Activity: Four

Corner Healthy Heart

Lesson Focus: Cotton

Eyed Joe Dance and

Mixer

Culminating Activity:

Cotton Eyed Joe Mixer

Assessment: Find

Target Heart Rate,

Record in Journal

Day 2

Warm-up: Cotton Eyed

Joe Partner Dance

Fitness Activity: Muscle

Hustle

Lesson Focus: 16 Step

Contra Dance and Mixer

Culminating Activity: 16

Step to Devil Went

Down to Georgia

Assessment: Self

Checklist, Rate final

dance

Day 3

Warm-up: 16 Step

Contra

Fitness Activity:

Continuous Rhythmic

Relay

Lesson Focus: Tush Push

and Electric Slide


Tush Push in 3 different

tempos

Assessment: Written

self-assessment of

dance performance in

the culminating activity,

in journal

Day 4

Warm-up: Tush Push

Line Dance

Fitness Activity: Core

Workout

Lesson Focus: Elements

of Movement and Team

Statue Practice


Follow the leader

movement lines

Assessment: Teacher

observation of

cooperative work in

groups

Day 5

Warm-up: Electric Slide

Fitness Activity: Electric

Slide Leg Workout

Lesson Focus: Boot

Scootin’ Boogie and

Electric Slide

Assessment


Boot Scootin’ Boogie

Mixer

Assessment: Electric

Slide Assessment,

Rubric

Day 6

Warm-up: Boot Scootin’

Boogie Mixer

Fitness Activity:

Pyramid Power

Lesson Focus: Virginia

Reel and Southside

Shuffle


Full Virginia Reel

Assessment: Teacher

Observation of Virginia

Reel Completion

Day 7

Warm-up: Funky

Cowboy


Hustle

Lesson Focus: Cha-Cha

and Team Statue

Practice


Perform entire mixer to

Escape

Assessment: Teacher

verbal questioning

about fitness

component and Cha-

Cha steps

Day 8

Warm-up: Cha-Cha

Slide

Fitness Activity:

Physioball Workout

Lesson Focus: Intro to

Swing and Team Statue


Team Statue

Performance

Assessment: Teacher

Assessment of Team

Statue, Rubric

- 20 -

Day 9

Warm-up: Swing

Practice

Fitness Activity: High

Five Fitness

Lesson Focus: Swing

Dance and Jitterbug


Jitterbug to Polka Music

Assessment: Students

describe steps to

Jitterbug

Day 10

Warm-up: Jitterbug

Fitness Activity: Yoga

Lesson Focus: Waltz,

Salsa, Create-A-Dance


Create-A-Dance Practice

Assessment: Peer

Assessment of partners

Waltz and Salsa

Day 11

Warm-up: Practice

Swing, Waltz, and Salsa


Galaxy

Lesson Focus: Foxtrot

and Create-A-Dance


Create-A-Dance

Assessment: Self

assessment in journal

about Foxtrot

performance

Day 12

Warm-up: Foxtrot

Fitness Activity: Jump,

Step, Jog

Lesson Focus: Create-A-

Dance Practice and

Assessment


Assessment

Assessment: Teacher

assessment using

create-a-dance rubric

- 21 -

DAY ONE Introductory Activity: Fitness Line Drills (Modern Dance)

Fitness Activity: 4 Corners Healthy Heart Warm-up

Fitness Concept: Flexibility

Modern Dance Fitness Lines: Exploring Pathways

Lesson Focus: Partner Dance and Mixers

1. Cotton Eyed Joe Partner Dance

2. Cotton Eyed Joe as a Mixer


Perform entire mixer to Cotton Eyed Joe music without teacher’s cues

Objectives for the Lesson

Psychomotor: While dancing, students will be able to maintain an average heart rate in

their target heart rate zone and record in their daily heart rate in their journal.

Fitness: Students will perform 8 different dance exercises presented by classmates (twist;

jumping jacks; cross over knee lifts etc) for 24 counts each without stopping, to warm-up

muscles and increase heart rate.

Cognitive: Student’s will show their knowledge of the Cotton Eyed Joe Dance by

performing the step sequence to music with a partner a minimum of four times without

teacher’s cues.

National Standards:

Standard #1: Demonstrates competency in motor skills and movement patterns needed

to perform a variety of physical activities.

Benchmark: Demonstrates the ability to combine, memorize, and perform a sequence of

dance steps.

Standard #5: Exhibits responsible personal and social behavior that respects self and

others in physical activity settings.

Benchmark: Demonstrates proper dance class procedure and etiquette.

Equipment: CD player, Music; Cotton Eyed Joe Music on Jock Jams CD #1; Macarena

music

Light the Furness & Burn the

fuel=

More calories burned

contribute to a change in

body shape.

- 22 -

Dance Step/Two Step: (gallop) Step Left (ct 1), close right to left (count 2) step left

(count 3) and hold (count 4)

Varsouvienne Position: Couples face in LOD, roller in front and slightly to the right of

the rocker. Rocker holds rollers left hand in his left at shoulder level. Rockers right arm

extends back of roller shoulders and hold rollers raised right hand in his right.

Sometimes called the Jody position

Accommodations: Place students with visual or auditory impairments close to the teacher. Pair them with

buddies who will call out or sign movement directions. Place in a safety zone if needed.

Assessment: Use formula to find target heart rate zone before class. As soon as activity

is completed take heart rate and determine whether students were in their zone. Record

in journal.

- 23 -

DAY TWO Introductory Activity: Cotton Eyed Joe Partner Dance

Fitness Activity: Muscle Hustle

Fitness Concept: Muscular Strength and Endurance

Modern Dance Fitness Lines: Exploring Pathways

Lesson Focus: Line and Contra Dances

1. 16 Step contra dance

2. 16 Step Mixer


Perform entire 16 step contra dance to Devil Went Down in Georgia song without

teacher’s cues at a functional level and students will self rate their performance using the

rubric provided. Student will provide a written statement supporting their rating.


Psychomotor: Student’s will be able to stomp two times during each sixteen step

sequence at the same time as their classmates.

Affective: During the 16 step mixer dance, partners will hold hands with each partner

that comes their way with respect.

Fitness: During health heart warm-up, Students will perform a variety of dance steps for

16 counts each (box step; kick ball change; step touch& side chasse’) and reach a warm-

up heart rate between 100-135 BPM.

Fitness: Using a basketball, Students will perform the core exercises for 20 seconds each

with correct form and be able to name the muscle used when asked.

National Standards:

Standard #1: Demonstrates competency in motor skills and movement patterns needed

to perform a variety of physical activities.

Benchmark: Demonstrates the ability to combine, memorize, and perform a sequence of

dance steps.

Equipment: CD Player; Music; Devil Went Down in Georgia, Charlie Daniels CD,

Basketballs 1 per student

There are 5 major components of

fitness:

Cardiovascular endurance, muscular

strength & endurance, flexibility, and

body composition.

- 24 -

Contra formation: Parallel lines

Kick Ball change: Kick right leg forward, transfer weight to a stomp on the left foot, and

then stomp left foot

Accommodations:

Fitness: For students in wheelchairs, students may self-propel (wheel) from one end of

the facility to the other and perform appropriate activities at the end line. Allow students

using wheelchairs to substitute upper body arm movements for lower body leg

movements.

Assessment: Self Rate Performance Sheet with personal checklist

- 25 -

DAY THREE Introductory Activity: 16 Step Contra Dance

Fitness Activity: Continuous Rhythmic Relay

Fitness Concept: Healthy Activity Pyramid

(cardiovascular endurance)

Modern Dance Fitness Lines: Creative movement and counting in 8’s

Lesson Focus: Line, Contra and Mixer Dances

1. Tush Push line and contra

2. Electric Slide

Culminating Activity: Perform Tush Push to 3 different tempos’ of music for at least

one sequence correctly per song. Assessment: Self-assess


Psychomotor: Students will be able to demonstrate the bleeking step on rhythm during

the Irish push dance

Fitness: During the Continuous Relay Fitness activity, students will perform 5 different


Fitness: Students will match a variety of activity cards to the proper place on the activity

pyramid after run in the continuous relay activity.



Affective: Students will be able to demonstrate correct 16 step contra dance with two

different partners of the opposite sex during introductory activity.

National Standards:

Stamdard #2: Demonstrates understanding of movement concepts, principles, strategies,

and tactics as they apply to learning and performance of physical activities.



How long does it take to exercise

and burn the calories for a 2 oz.

package?

170 cal=2 small candies

30 minutes of dancing!

- 26 -

Equipment: activity pyramids (1 per group of 6 students); activity cards (12 per group);

6 aerobic steps; 6 medicine balls; 12 small carpet squares; 6 regular size carpet squares;

Tush Push Music: Rainy Day Bells; Queen of Memphis; 16 step music: sin wagon/Dixie

chicks; Any Fitness music;

Accommodations:

Fitness: Allow students will disabilities to adapt the movements. For example, instead of

jogging, a student with movement disabilities might march. When given the opportunity

to be the leader, allow students with speech difficulties to give a demonstration of the

movement/activity while a peer of the teacher provides the explanation. Allow injured

students to perform an alternative exercise, such as jump roping.

Assessment: Self-assess (Write in journal); Perform Tush Push to 3 different tempos’ of

music for at least one sequence correctly per song.

Which tempo did you think was most difficult?

Do you feel like you kept on tempo for most of each dance?

Rate you performance on a scale from 1-10 (10 being best)

- 27 -

DAY FOUR Introductory Activity: Tush Push line dance

Fitness Activity: Core Workout

Concept: Muscular Endurance and Muscular Strength

(see attached sheet of exercises)

Modern Dance Fitness Lines: Exploring Tempo Changes

(force; flow; pathways; relationships)


1. Tush Push Contra dance to T-R-O-U-B-L-E

3. Elements of Movement for team statues

4. Team Statue Practice #1 (attach criteria sheet)

CA:

In a follow the leader activity, students will work with a partner copying the locomotor

and non-locomotor movements of the leaders using different element of movement

(pathways; force; flow & tempo) to create a different movement every 8 counts.


Psychomotor: Students will be able to perform the Tush Push line dance to an entire

song without teacher’s cues.

Fitness: During the Core Workout Fitness activity, students will perform 5 different


Fitness: Students will match a variety of activity cards to the proper place on the activity

pyramid after run in the core workout activity.



National Standards:



Calories???

650 750 850

How long will you have walk to

burn the pizza?

- 28 -

Stamdard #2: Demonstrates understanding of movement concepts, principles, strategies,

and tactics as they apply to learning and performance of physical activities.

Equipment: Activity pyramids (1 per group of 6 students); activity cards (12 per group);

6 aerobic steps; 6 medicine balls; 12 small carpet squares; 6 regular size carpet squares;

Tush Push Music: Rainy Day Bells; T-R-O-U-B-L-E; Queen of Memphis; 16 step music:

sin wagon/Dixie chicks; Any Fitness music;

Accommodations:

Pair higher achieving with lower achieving students; even out student placement.

Assessment: Teacher assessment; walk around and observe cooperation during team

statue practice

- 29 -

DAY FIVE Introductory Activity: Electric Slide Dance

Fitness Activity: Electric Slide Leg workout

Fitness Concept: Muscular Endurance

Modern Dance Fitness Lines: Exploring Force and Flow


1. Boot Scootin’ Boogie Line dance

2. Boot Scootin’ Boogie Mixer with scarf’s

3. Electric Slide Assessment (sheet attached)

4. Team Statue Practice #2

CA: While performing the Boot Scootin’ Boogie as a mixer, students will meet and greet

each new partner after each sequence and hold their hands for the sequence.


Psychomotor: At the beginning of class, students will be able to perform the entire Tush

Push dance the whole way through without any cues.

Fitness: Using a dyna-band tied around the ankles, dancers will perform the basic

electric slide dance maintaining continuous dance steps with the band resistance for the

entire song.

Cognitive: During fitness closure, students will list 5 examples of muscular endurance

exercises.

Affective: In groups of 3 or 4, students will show and critique one another the entire

Tush Push dance to music.

National Standards:

Standard #4: Achieves and maintains a health-enhancing level of physical fitness.

Standard #6: Values physical activity for health, enjoyment, challenge, self-expression,

and/or social interaction.

Equipment:

Dyna-bands, scarves, music

Muscular Endurance is

the ability to move your

body or an object

repeatedly without

getting tired.

- 30 -

Accommodations:

Place students with visual or auditory impairments close to the teacher. Pair them with


Assessment:

Electric Slide Assessment (sheet attached)

- 31 -

DAY SIX Introductory Activity: Boot Scootin’ Boogie Mixer

Fitness Activity: Pyramid Power

Fitness Concept: Body Composition

Modern Dance Fitness Lines: Exploring

Asymmetrical and Symmetrical shapes with

Partner movements in ct’s of 16.

Lesson Focus: Folk Dances

1. Virginia Reel

2. Southside Shuffle

CA: Perform Virginia Reel during entire song without teacher cues.


Psychomotor: Every student and their partner will be able to complete one full sequence

of the Virginia Reel

Fitness: Students will perform the exercises at their station with a partner for the entire

time of the exercise song.

Fitness: After the fitness discussion and Pyramid Power Activity, students will be able

to answer the following questions in their journal. (1) To maintain a healthy body weight

what must happen in regards to “calories in” (those eaten) and “energy out” (those

spent)? (2) What makes a person’s metabolism unique? (3) What can you do to increase

your metabolism?

Cognitive: At the end of the fitness lesson, students will discuss the benefits of a high

metabolic rate.

Affective: Students will treat their classmates with respect while switching partners in the

Virginia Reel by asking for the dance.

National Standards:

Standard #3: Exhibit a physically active lifestyle.

Resting Metabolic Rate:

The energy the body

burns at rest.

- 32 -

Benchmark:

9.3.3: Participate regularly in physical activities (minimum of 30 minutes a day, 3 to 4

times per week) that contribute to improved physical fitness and wellness.

Standard #7: Values physical activity for health, enjoyment, challenge, self-expression,

and/or social interaction.

Benchmark:

9.7.2 Demonstrate comfort in personal expression.

Equipment: Rope per team; 25 Pyramid Power cards; Music: CD Virginia Reel, “Folk

Dancing Upper Elementary

Accommodations:


buddies who will call out or sign movement directions.

Assessment: Teacher Observations- Students Perform Virginia Reel during entire song

without teacher cues.

- 33 -

DAY SEVEN Introductory Activity: Funky Cowboy Warm-up

Fitness Activity: Muscle Hustle

Fitness Concept: Core muscle knowledge

(Will provide in class)

Modern Dance Fitness Lines: Exploring All Elements of Movement

Lesson Focus: Social Dances

1. Cha-Cha

2. Team Statue Practice #3

CA: Perform entire mixer to Escape/Enrique without teacher’s cues.


Psychomotor: Students will be able to perform the Cha-Cha the entire way through with

a minimum of two “mess-ups”

Fitness: Students will be able to perform the complete muscle hustle workout for 5

minutes without taking a break.

Cognitive: At the end of the fitness lessons, students will be able to tell what the fitness

component was for the day.

Affective: Students will work in pairs to perform and critique on another on the Cha-Cha.

National Standards:

Standard #2: Applies movement concepts and principles to the learning and

development of motor skills.

Benchmark:

9.2.2 Analyze and evaluate information about complex motor (movement) activities that

lead to improved physical performance.

Standard #1: Demonstrates competency in many movement forms and proficiency in a

few movement forms.

Benchmark:

9.1.2 Exhibit the ability to synthesize and perform creative rhythmic movement patterns

with increasing degrees of difficulty.

A 7’’ Club Submarino from

Fazoli’s contains 1040

calories!

http://images.google.com/imgres?imgurl=http://www.dineout-in.com/1Fazolis.GIF&imgrefurl=http://www.dineout-in.com/dineout-in_fazolis.htm&h=172&w=450&sz=13&hl=en&start=3&um=1&tbnid=RjoDbOfYTYXsCM:&tbnh=49&tbnw=127&prev=/images?q=club+sandwich+fazoli%27s&svnum=10&um=1&hl=en&sa=X

- 34 -

Equipment: Medicine Balls, music for intro activity and social dances, basketball,

soccer ball, volleyball, cones, jump ropes


buddies who will call out or sign movement directions. Tie ropes to the wrist if needed.

Assessment:

Verbal Response: Students will answer questions about fitness activity and Cha-Cha

steps.

- 35 -

DAY EIGHT Introductory Activity: Cha-Cha Slide

Fitness Activity: Physioball Workout

Fitness Concept: Muscular Strength

Lesson Focus: Introduction to Swing Dances

1. Swing; basic steps

2. Team Statue Performance/Assessment (attached)

CA: Group Statue performance


Psychomotor: Students will practice their team statue in their groups during the

beginning of class.

Fitness: Students will be able to finish the complete physioball workout with the help of

a partner for two sets of 30/60 exercise a second.

Cognitive: Students will recall which muscles they are working during the physioball

workout.

Affective: Students will show respect for their classmates and group members by

listening to each other’s ideas and working together to perform their team statue.

National Standards:

Standard #3: Exhibit a physically active lifestyle.

Benchmark: 9.3.2 Identify physical activities that contribute to the improvement of

specific fitness components (i.e. cardiovascular, strength, body composition, flexibility).


few movement forms.

Benchmark: 9.1.2 Exhibit the ability to synthesize and perform creative rhythmic

movement patterns with increasing degrees of difficulty.

Equipment:

Physioball for each student

Accommodations:



Heart disease is the #1 killer of

adults in the US.

- 36 -

Assessment: Team Statue Performance; Teacher Assessment (rubric and sheet attached)

http://images.google.com/imgres?imgurl=http://www.clipartof.com/images/clipart/xsmall2/13212_group_of_orange_businessmen_piling_up_to_form_a_pyramid.jpg&imgrefurl=http://www.clipartof.com/details/clipart/13212.html&usg=__Fs5W-S3TeR5Nu3K1v-ErI_sMPRc=&h=450&w=450&sz=166&hl=en&start=32&tbnid=Rx6OoVP6n9wEmM:&tbnh=127&tbnw=127&prev=/images?q=cartoon+person+pyramid&start=18&gbv=2&ndsp=18&hl=en&sa=N

- 37 -

DAY NINE Introductory Activity: Swing Practice

Fitness Activity: High Five Fitness

Fitness Concept: Muscular Strength & Endurance

Lesson Focus: Social Dances with a Partner; Swing

1. Swing dance with a partner

2. Jitterbug

CA:

Students perform full Jitterbug dance with a partner during regular Polka music.


Psychomotor: Students will perform the Swing dance with a partner until the music

stops. When the music stops the rollers will rotate to the next rocker and the sequence

will start over.

Fitness: Students will be able to complete 5 different push-up styles each separated into

45 second sets of at least 35 push-ups per set.

Cognitive: Students will be able to write down the basic components and steps of the

Jitterbug in a paragraph on a sheet of paper. Students will then trade their papers and see

if their partners can perform the instructions of the dance from the sheet.

Affective: Students will show their partner respect by thanking and shaking their

partner’s hand each time they are done dancing with that particular partner.

Students will also greet their new partner with a smile and a hand shake.

National Standards:



Benchmark:

9.2.2 Analyze and evaluate information about complex motor (movement) activities that

lead to improved physical performance.


few movement forms.

Benchmark:

A deluxe breakfast from

McDonald’s has 1220 calories

- 38 -



Equipment:

Exercise list for High Five Fitness, Music CD; regular Polka


buddies who will call out or sign movement directions. Tie ropes to the wrist if needed.

Assessment:

Students will be able to write down the basic components and steps of the Jitterbug in a

paragraph on a sheet of paper.

- 39 -

DAY TEN Introductory Activity: Jitterbug Dance

Fitness Activity: Yoga


Lesson Focus: Swing

1. Waltz

2. Salsa

3. Create-A-Dance Practice #1

CA:

Students given Create-a-Dance criteria sheet and groups are assigned. Students practice

creating their group dance sequence.


Psychomotor: Students will be able to complete two basic Waltz steps for the duration of

a song to the ¾ beat song count.

Fitness: Students will be able to perform each of the yoga positions at least once holding

them for 30 seconds each and without teaching cues.

Cognitive: Students will be able to differentiate between muscular strength and muscular

endurance by the end of the fitness lesson.

Affective: Students will show their partner respect by thanking and shaking their

partner’s hand each time they are done dancing with that particular partner. Students will

also greet their new partner with a smile and a hand shake.

National Standards:

Standard #5: Demonstrate responsible personal and social behavior in physical activity

settings.

Benchmark:

9.5.2 Understand benefits of physical education on social and emotional well-being.

Standard #4: Achieves and maintains a health-enhancing level of physical fitness.

Benchmark:

To maintain a healthy diet eat

meals low in saturated fats and

cholesterol.

- 40 -

9.4.1 Create a personal program to achieve and maintain an optimal level of personal

fitness.

Equipment: CD player, music; relaxing, Waltz, and Salsa, paper (1 per student), pencils

(1 per student), & mats.



Assessment:

Peer-assessment; partner’s ability and technique of the Waltz and Salsa

- 41 -

DAY ELEVEN Introductory Activity: Practice Swing; Waltz and Salsa

Fitness Activity: Muscle Galaxy


Lesson Focus: Fox-Trot

1. Steps to the Foxtrot

2. Create-A-Dance Practice #2

CA:

Students practice Create-A-Dance with groups.


Psychomotor: With a partner students will perform the basic Cha-cha, the cross over

step, and the open break to music without cues from a teacher in combination with at

least three different part steps.

Fitness: Student will perform stretches and identify correctly the targeted muscle on the

worksheet provided.

Cognitive: Working with a partner, dancers will create a three swing move sequence and

perform that sequence two times consecutively.

Affective: With a partner, students will pick two different steps learned in class and

incorporate it into a dance that last the entire song.

National Standards:



Benchmark:

9.2.1 Synthesize previously learned strategies into advanced game strategies.


few movement forms.

Benchmark:



At Wendy’s a medium

original chocolate frosty has

430 calories!

http://images.google.com/imgres?imgurl=http://www.kwrestaurants.com/menu/wendys/wendyskingnorth/images/Frosty.gif&imgrefurl=http://www.kwrestaurants.com/menu/wendys/wendyskingnorth/menu.htm&h=776&w=813&sz=280&hl=en&start=8&tbnid=fGNXDEpUUHkyQM:&tbnh=137&tbnw=144&prev=/images?q=frosty&gbv=2&svnum=10&hl=en

- 42 -

Equipment:

Hula-hoops, Exercise songs, assessments sheets, group music



Assessment:

Self-Assessment (Write in journal); Perform Foxtrot with 3 different partners for at least

one sequence

- 43 -

DAY TWELVE Introductory Activity: Foxtrot Dance

Warm Up: Jump, Step, Jog

Fitness Concept: Cardiovascular Endurance

Lesson Focus:

1. Create-A-Dance Assessment Practice

2. Create-A-Dance Assessment

CA:

CAD performances, videotaping, and teacher assessment


Psychomotor: Students will perform in their groups, their dance routine following the

create-a-dance assessment, lasting for at least two minutes.

Fitness: Students will perform dance moves during modern dance lines the entire length

of the gym floor without stopping.

Cognitive: Students will recall dance sequence and together they will perform their

entire routine in front of the class.

Affective: Students will show respect for their classmates and group members by

listening to each other’s ideas and working together to perform their dance sequence.

National Standards:



Benchmark:

9.2.1 Synthesize previously learned strategies into advanced game strategies.


few movement forms.

Benchmark:



Equipment:

Each group will gather equipment needed for dance

- 44 -



Assessment:

Create-A-Dance teacher assessment (sheet attached)

- 45 -

- 46 -

Day 1: FOUR-CORNER HEART HEALTHY

WARM-UP AND COOL-DOWN

HIGH SCHOOL

A warm-up increases the temperature of the body and the elasticity of the muscles. A warm-up

improves the muscles’ ability to perform work and reduces the risk of injury. A cool-down is the

reverse process of the warm-up. A proper cool-down may reduce muscle soreness, help bring

the body temperature back to normal ranges, and allow muscles to flush wastes generated by

exercise.

PURPOSE

Students will be able to explain the benefits of warming up and cooling down.

Students will be able to describe the appropriate sequence of a warm-up and cool-down. RELATIONSHIP TO NATIONAL STANDARDS

Health Education Standard 1: Students will comprehend concepts related to health promotion and disease prevention.

Health Education Standard 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

EQUIPMENT

Music - 30-second segments with 10 seconds of no music between each segment - and player. (You’ll need eight 30/10 segments for moderate warm-up and eight 30/10 segments for stretching.)

One 4-inch strip of modeling clay

PROCEDURE

1. Hang a Benefits of Warming Up and Cooling Down Poster on the middle of each of the four

walls of the activity area.

2. Explain the purpose of a warm-up. Reinforce the importance of warming up by explaining an

analogy between muscles and modeling clay. Take a cold piece of modeling clay and try to

stretch it; it will snap in two. Then take the same clay and work it in your hands until it is warm

and very pliable. Stretch the “warmed” clay. Ask students to describe the difference in the two

demonstrations. Ask students what could happen to bodies if they do not properly warm up

(they should relate this to the “cold” clay).

- 47 -

Describe the two phases of a warm-up: physical activity and stretching. Emphasize that the two phases of a warm-up work together to prepare the body for more vigorous activity and to loosen and relax the muscles.

Explain that the goal of this activity is to gradually increase the heart rate and to help students understand how warming up can prevent injury. (If you’re using this as a cool-down, explain that the goal of this activity is to gradually decrease the heart rate and to help students understand that cooling down brings the body temperature back to normal ranges and can reduce muscle soreness.)

3. Select four students to lead the activity. Give each leader a Four-Corner Heart Healthy

Warm-Up and Cool-Down Card that states which activity the student will lead for 30

seconds.

4. Have each of the four leaders stand to the right of each Benefits Poster. Arrange other

students in lines, facing Leader 1 (see diagram). Encourage students to read the

Benefits Posters during their activity.

5. As the music begins, Leader 1 starts walking in place, which signals students to begin

doing the same.

6. At the end of the first 30 seconds of music, the students jog slowly in place as they turn

one-quarter turn to the right to face Leader 2. Students continue to jog in place until

Leader 2 begins his or her activity. All students (including all of the leaders) follow

Leader 2.

7. After 30 seconds, all students jog in place as they turn one-quarter turn to the right to

face Leader 3. The same process is followed for Leader 4.

Leader 3

X X X X X

X X X X X

Leader 2 X X X X X Leader 4

X X X X X

X X X X X

Leader 1

- 48 -

8. Once students return to face Leader 1, he or she begins the second movement written

on his or her index card.

9. After the second complete rotation through all four Leaders, students are ready to begin

the next phase of the warm-up: slow muscle stretching

10. Follow the same four-corner process for the slow muscle stretching. This time each of

the four leaders stretches a different part of the body. During the slow stretches, call on

students to state a benefit of warming up or cooling down.

11. To use the same activity as a cool-down, follow the same procedures but reverse the

order of the cards so that the most intense exercise (front-back jump) is done first and

the last intense exercise (walking in place) is done last. Have students notice the

differences in their bodies that result from the cool-down, and tell students that cooling

down properly will reduce muscle soreness.

TEACHING HINTS

Laminate the Benefits of Warming Up and Cooling Down Posters to preserve them for many years.

Select a variety of students to serve as leaders of this activity.

SAMPLE INCLUSION TIPS

Allow students with physical disabilities to adapt the movements. For example, instead of jogging, a student with movement disabilities might march.

When given the opportunity to be a leader, allow students with speech difficulties to give a demonstration of the movement/activity while a peer or the teacher provides the voicing.

For students with hearing impairments, match with hearing peers to assist with transition/movement to next station. While using music, place speakers on side and lower to floor to create vibrations from the rhythm/beat that a student with a hearing loss may recognize. Stopping the beat may provide cue to move to next station.

ASSESSMENT

Ask students what changes they observed in their bodies as they warmed up or cooled down. Ask students why these changes are important (how do they help us).

Have students design a poster or power point presentation that visually presents facts about and the benefits of warming up and cooling down.

- 49 -

- 50 -

- 51 -

Day 2:

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- 54 -

- 55 -

Day 3:

- 56 -

Continuous Rhythmic Relay

- 57 -

Fitness Component: activity pyramid

Students are in groups of four.

#1 bleking step #1 bleking step

#2 tricep dips #2 tripcep dips

#3 twist on carpet squares #3 twist on carpet squares

#4 curl-up with medicine ball #3 curl-up with medicine ball

#5 Aerobic step #5 Aerobic step

#6 two step; skip; leap #6 skip or leap

Three of the students perform a designated exercise while the fourth student runs or performs a dance

step to a line at the opposite end of the gym, where there is an exercise pyramid sheet and exercise cards.

Once the runner has reached the end line, he/she picks one activity card and places it on the

corresponding category (Example: the activity card showing someone riding a bike would be placed on the

lifetime fitness category session on the pyramid). After finishing this task, the runner high fives the

number one student who is jumping rope and then takes his/her place. The #1 student then runs to the

#2 student who is performing the twist and high fives the number two student and then takes his/her

place. Then the #2 student runs to the #3 student who is performing an aerobic basic step, high fives

him/her and then takes his/her place. Then the #3 student runs to the pyramid to start the relay over

again. Continue until all activity cards have been placed.

Purpose

To provide students rhythmic exercises, increase cardiovascular endurance and teach students about the

importance of exercising daily.

Equipment

Exercise pyramids; sample exercise cards; jump ropes; aerobic step; carpet squares

Sedentary

Strength / Flexibility

Cardio respiratory

Moderate-Intensity Activity

Physical Activity Pyramid

- 58 -

- 59 -

- 60 -

Day 4:

- 61 -

CORE WORKOUT

Muscular Endurance is the ability to move your body or an object

repeatedly without getting tired.

*All of these can be done with a basketball, soccer ball or med ball.

*Each exercise should be done for 30 seconds (eventually building up to 60

seconds).

Mountain Climbers:

Place your hands on the ball and assume the plank position. Slowly bring

your right knee up to your right elbow, alternating left and right sides.

Remember to keep your back straight and concentrate on tightening the

abdominal muscles during each exercise.

Toe Planks:

Start standing and place the ball in front of your feet. Walk your hands out

so that you are in the plank position. Slowly balance your feet on the ball

and hold the plank position for 30 sec. Using the ball makes the position

more unstable and forces you to fire your core muscles to maintain

stability.

Push Ups:

Start in the plank position (or modified plank position). Put the ball under

your right hand and perform a push up. In the up position, roll the ball to

the opposite hand and perform another push up. Continue alternating

hands for 30 seconds. There is no set number you should be trying to

reach, but remember to keep good form, going all the way down, and

keeping a firm, straight back.

Woodchoppers:

Lie on your back with your knees bent and arms above your head (with ball

- 62 -

in hands resting on the ground). Sit up, bringing your arms forward and

pounding the ball on the floor in front of you between your legs. As you go

back down, bring the ball back over your head and let it slam on the floor

behind you. The noise you make sounds like you are chopping wood! Try

and keep your back nice and straight as you come forward, rather than

arching your shoulders and hunching over.

Side to Side:

Start in the V position (seated, feet off the ground, back at 45 degree

angle). With the ball in your hands, twist to one side and touch the ball on

the ground, twist to opposite side and touch the ball on the ground. Do

this for 30 sec.

V-ups:

Start on your back with legs stretched out and arms stretched above your

head with ball in hands. Slowly bring legs and arms up at the same time,

touching the ball to your feet. This requires a lot of abdominal strength, so

if no prior work has been done, you may want to modify this by having

them just do leg raises (see below).

Leg Raises:

Start on back with palms face down, placed underneath the lower back.

Start with legs in the air at 90 degrees. Keeping legs straight, slowly lower

them to the floor. DO NOT go all the way to the floor unless you can do so

without arching your back. When lowering your legs, if you start to feel

your back arching (coming up off the floor), stop and bring your legs back

up. As you build abdominal strength, you will be able to bring your legs

lower and lower.

- 63 -

Day 5:

- 64 -

Electric Slide

With dynabands for Muscular Endurance emphasis for leg workout

1. Grapevine to the right 4 counts (easier version: perform

4 side steps to the right)

2. Grapevine to the left 4 counts (easier version: perform

4 side steps to the left)

3. Take four steps backwards

4. Step left forward, touch right

5. Step right back, touch left

6. Step left, lift right knee and quarter turn to your left.

Continue for the entire song.

- 65 -

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Day 6:

- 67 -

Pyramid Power

Purpose

Students will understand that (1) the different amounts and kinds of food you eat provide

different amounts of energy in processing the food for fuel; (2) “calories in” (those eaten) must

equal “energy out” (those spent) to have a healthy body composition; and (3) each person’s

metabolism is unique.

Equipment Needed

Pyramid Cards (triangular shapes, on each with a food item listed, the calories, the energy needed to process the food, and the number of walls to touch for physical activity)

4 wall signs that have 2 numbers on each of them (1 and 5, 2 and 6, 3 and 7, and 4 and 8). They are placed on the walls or on the back of a chair.

Music (fun and continuous)

Relationship to National Standards

Physical Education Standard 4: Student achieves and maintains a health-enhancing

level of physical fitness – Student will identify several activities related to each

component of physical fitness.

Health Education Standard 3: Student will demonstrate the ability to practice health-

enhancing behaviors and reduce health risks – Student will demonstrate strategies to

improve or maintain personal health.

Set Induction

Introduce or review the definition of metabolism and the factors that influence it. Explain that

today’s activity will help students achieve a balance of calories in and out by involving them in

vigorous physical activity while they learn about different foods, their calories, and the activity

required to process those calories. Review safety rules (staying in self-space and so on).

Procedure

1. Choose whether you want students to work individually or in small (two or three

students) groups. If using small groups, one member goes out to pick up the food

pyramid and brings back the information to the group. The whole group then follows

the one that picked up the food pyramid jogging to each wall.

2. Place the Pyramid Cards in the center of the room.

3. Have each student find a personal space in the activity area to use as a home base.

- 68 -

4. Have each student pick one card and take the

card back to his or her home base, read it, then

perform the listed activity (number of walls to

touch). Have student keep each card until the

end of the game. Some Pyramid Cards have the

message “0” walls, which indicates that the

student must draw another card.

5. Walls must be touched in the correct (numeric)

order.

6. Continue the activity for five to seven minutes.

Teaching Hints

Play some fun, continuous music during the activity. Remind students to be careful when

moving through open spaces. Working in partners or small groups, students could skip to slow

down the movement. When working alone, students can use different locomotor skills when

moving from wall to wall, to integrate themes (dribbling, tossing, and catching, and so on)

instead of traveling from wall to wall. To enhance cooperative learning skills, have small groups

stay connected while they travel from wall to wall. You might also choose to have students

return chosen cards to the card pile immediately instead of keeping them.

Closure and Assessment

Written and Oral

Write a short definition of metabolism. List two factors that influence the rate of metabolism.

Project

Have students create a collage showing a train (“metabolism”) that goes slow or fast, depending on what students put in the storage cars. Choose from pictures and cards with various physical activities and foods from various food groups. For example, more vigorous physical activities tend to increase the metabolic rate, and foods with more calories will take longer to process as fuel.

Extending the Lesson

Have students arrange the Pyramid Cards they collected into food groups in the shape of the Food Guide Pyramid. Let them discuss their nutritional plans for the day. This is a great way to integrate a nutrition lesson in physical education. Ask “Did they have enough servings of [a specific nutrient, such as carbohydrates]?

Ask the classroom teacher to introduce or review how to read food labels for calories and integrate math by figuring out how much activity will metabolize each serving.

- 69 -

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Day 7:

- 75 -

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- 79 -

Day 8:

- 80 -

Physioball Workout

(HIGH SCHOOL) Physioball workouts can be used for various exercises. By using the

physioball you are making the exercise a little more fun and you are targeting different

muscles.

PURPOSE

Students will be able to complete five physioball exercises on their own for 2 sets of each.

RELATIONSHIP TO NATIONAL STANDARDS

Physical Education Standard 5: Demonstrate responsible personal and social behavior in physical activity settings.

Physical Education Standard 7: Understand that physical activity provides the opportunity for enjoyment, challenge,

self expression, and social interaction.

EQUIPMENT

Physioball

Music for fun

PROCEDURE

1. Student will go to room and grab one physioball each.

Get into personal space, but make sure that you can still see the instructor for demonstration.

2. Supine hip extension:

Lay on back

Elevate legs so that feet/heals are on the ball

Cross arms at the chest

Keep abdomen tightened

Slowly extend your hips, lifting them off of the floor, until fully extended. Then lower to starting positions

Primary Muscle(s): Gluteus Maximus and Hamstrings – Ask the students what muscle is being worked while they are doing the activity

Do 2 sets of 20 repetitions 3. Prone Push-Up

- 81 -

Prone position- facing the floor

Shins should be supported by the ball

Shoulders should be directly over the wrists

Lower upper body down until your elbows are even with your shoulders

Primary Muscle(s): Pectorals, Deltoids, and Triceps -- Ask the students while they are performing the exercise

2 Sets of 10-15 4. Supine Curl

Lower back should be resting on the physioball

Keep hips even with your shoulders

Trunk should be parallel with the floor

Arms at chest

Fists under chin

Legs lowered slightly

Curl trunk up toward your legs

Primary Muscle(s): Abdomen 5. Supine Oblique Curl

Pretty close to the regular supine curl

Instead of legs being straight in front of you, put them facing more to the right and slightly lowered

Slowly curl your trunk diagonally toward the legs

Think of pulling your down and inward at a diagonal

Repeat now on the left side

Each side 2 sets of 20

Primary Muscle(s): Abdomen, Oblique’s -- Ask the students what muscle is being worked while they are doing the activity

6. Put away physioball and come to the middle of the circle

Toes on line

What muscles did we work today?

- Abdominal

- Oblique’s

- Gluteus Maximus

- Hamstrings

- Pectorals

- Deltoids

- Triceps

Why use physioballs and other types of equipment?

- Change up the exercise so the students don’t get bored

- Works different muscles with different techniques

- 82 -

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Day 9:

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Day 10:

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Introduction to Yoga Frequency and Time Middle and High School: The recommended frequency for flexibility training is daily (three times per week minimum but referable daily) to attain the maximum benefits. Time refers to how long the stretch is held, and there is a wide variety of suggestions ranging from 10 seconds through 1 minute. The American College of Sports Medicine (2000) proposes a stretch be held 10 to 30 seconds. Purpose: • Students will learn to apply the frequency and time components of the FITT Guidelines to flexibility through an introduction to Yoga. • Students will learn a flexibility activity that can reduce stress and increase relaxation. Relationship to National Standards: • Physical Education Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. • Health Education Standard 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. Equipment: • Mats • Relaxing Music Procedure: 1. Place mats and the laminated Yoga Signs at stations throughout the activity area or use your own cards if you prefer. Lights should be dim, and relaxing music should be playing as students enter. 2. To introduce the activity, explain the procedure to student during the class period before this activity. Ask them to remember to enter the class setting quietly. You might briefly discuss yoga, its benefits, its history, and so on. In addition, mention how yoga can reduce stress and increase feelings of relaxation. 3. Have students perform a light warm-up, such as walking for a few minutes. 4. After brief instructions, have students remove their shoes and choose a station. Remind students to be quiet. Have students face you, and lead them in the mountain pose as a group. While this pose is not a stretch, it is an opportunity to set the tone for the activity. Following that, have the students read the card and look at the picture, then attempt the yoga position 5. Allow about two minutes for reading and practicing, then turn the music down as a signal to move to the next station. 6. Allow students to go through as many stations as you desire, or as time permits. Finish with the final relaxation pose as a group.

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7. Pass out the Yoga Pose Cards and Yoga Logs and ask students to practice the poses three times per week when their muscles are warmed up. Discuss time in relation to flexibility and ask them to log their frequency and time on their log for the next two to four weeks. Teaching Hints: • Familiarize yourself and students with yoga poses and related safety information before teaching this activity. • Before the lesson, design a bulletin board display of yoga pictures and basic information, including its relationship to athletic performance (and overall wellness). • Use available yoga videos that students can easily follow once they have practiced. Some videos even combine yoga with power and endurance moves for very challenging workouts. We recommend Beth Shaw’s YogaFit (2001) book and video as references for this activity. For more information on YogaFit, visit www.yogfit.com or call Human Kinetics at 800-747-4457 to order copies. The video is about 30 minutes long, which is a good length for school classes. • Have students design their own yoga routine, using the poses, starting with the mountain pose and finishing with the final relaxation pose. • Note that some poses will need to be performed on the right and left side of the body. Sample Inclusion Tip: For students with a cognitive/learning disability or those with a behavioral/emotional disorder, use the peer buddy system. You can also circulate the room, providing assistance as needed. Assessment: • After the two to four week period, collect logs and lead a class discussion on the logs. Additional discussion suggestions: o What does the student think was the most challenging aspect of this activity? o Have the students describe why yoga can reduce stress. o How might the students incorporate yoga into an overall fitness plan?

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Day 11:

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Day 12:

1. www.pecentral.org 2. http://web.ics.purdue.edu/~rhartog/

3. Quality Lesson Plans for Secondary Physical Education 4. HK 103 Dance Binder, Stacy Hall and Jenny Danford

5. http://doe.state.in.us/

http://www.pecentral.org/

http://web.ics.purdue.edu/~rhartog/

http://doe.state.in.us/

Day 2 Self Evaluation

16 Step Contra Dance Assessment Checklist

Names Stays on Beat High Five at mid-court on

the eight count

Create-a-Dance with partner for

eight counts

A locked turn with partner for

eight counts

Written statement supporting their rating. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 0 point= Can not do the technique 1 point= Can somewhat do the technique but needs work 2 points=Can do the technique with no errors

Day 4 Electric Slide Teacher Assessment

Names Stays on Beat Rocks forward

Rocks back Adds variation in Grapevine

Begins with the right foot

0 point= Can not do the technique 1 point= Can somewhat do the technique but needs work 2 points=Can do the technique with no errors

Day 8 Team Statue Teacher Assessment

(Team Statue)

Name: Creativity (2pts)

Unison of Group (2pts)

Technical Correctness

(1pt)

Hold of Poses (2pts)

3 Different

Poses (3pts)

Day 12 Create A Dance Teacher Assessment

Learning Goals Assessments Format of Assessment

Adaptations

Learning Goal 1 Student’s will be able to stomp two times during each sixteen

step sequence at the same time as their

classmates.

Pre-Assessment

Formative

Assessment

Post-Assessment

Self-Assessment of use of two stops during each sequence. Journal reflection. Teacher observation during teaching of skill Peer assessment with checklist, see if they do stomp twice each sequence.

Repeat cues, modify instructions as needed.

Provide multiple practice times.

Demonstrate and assist with skill

Learning Goal 2 Students will be able to perform the Tush

Push line dance to an entire song without

teacher’s cues.

Pre-Assessment

Formative

Assessment

Post-Assessment

Peer assessment of dance providing help when needed. Teacher observation during non-cueing practice times Teacher assessment using rubric without cueing.

During practice times provide many cue helps

Demonstrate and assist wit skills

Provide multiple practice times

Learning Goals Assessments Format of Assessment

Adaptations

Learning Goal 3 Students will be able

to finish the

complete physioball

workout with the

help of a partner for

two sets of 30/60

exercise a second.

Pre-Assessment

Formative Assessment

Post-Assessment

Teacher observation of student not receiving help Teacher observation during workout Self-assessment in journal about completion of workout

Provide multiple times for practice of workout

Provide support and encouragement

Provide multiple fitness activities for students to become stronger

Learning Goal 4 Students will perform in their groups, their

dance routine following the create-a-dance assessment,

lasting for at least two minutes.

Pre-Assessment

Formative Assessment

Post-Assessment

Self-assessment in journal of group progress on dance Peer assessment of group progress with peer evaluation checklist Teacher assessment with create a dance rubric

Provide many practice times for dance

Demonstrate and assist with skills in dances

Review many dances throughout classes

Technology

Heart Rate Monitors: Heart Rate Monitors will be used daily during the dance unit. They will act as a daily assessment of student’s participation. Students will wear the monitors while practicing the dances. This will serve two purposes. First, it lets the teacher know who is putting in the desired effort and who is lacking it. Second, it lets the students see the benefits of dance. They are getting a very good workout participating in the dances. Students’ monitors will be collected periodically by the teacher to make sure that they are getting their heart rates up during class. Pedometers: Pedometers will also be used every day. Pedometers are used to give the students a goal to achieve. The teacher will state the pedometer objective in the beginning of each class so students will strive to get the needed steps for that day. The number of steps desired will depend on the type of dance and fitness activity for that day. Pedometers will serve as an assessment of student participation but also a reminder for the students to keep moving to get more steps.

1beat of the dances presented and practiced and perform at least 4 sequences of each ... assessment...

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