Cooperative Lesson Plan

Physical Education/Health and Fitness

1hr 30min. Lesson Plan
Lesson Aim: To teach and develop students abilities to create, introduce, and
complete designed fitness workouts that are able to be completed at home in
order to pursue life-long health.
SOLs:

9.1 The student will perform all basic movement skills and demonstrate
competence in at least two self-selected, lifelong, skill-related physical
activities from individual, dual, or team game/sport, dance, and
recreational pursuit categories.
o Apply competencies in all locomotor, non-locomotor, and
manipulative skills to appropriate game/sport, dance, and
recreational activities.
o Design, implement, evaluate, and modify a plan for at least two
self-selected, lifelong, skill-related physical activities. Key concepts
include analysis of performance, application of principles of
movement and training, and focus on goal setting and improvement
of personal skills.
9.2 The student will apply movement principles and concepts to specific
sport, dance, and recreational skill performance.
o Explain and apply selected scientific principles (e.g., physiological
[warm-up, cool down, overload, specificity, and progression],
biomechanical [levers, types of muscle contractions, and force])
that aid in the improvement of movement skills.
o Use movement principles and concepts to improve the movement
performance of self and others.
9.3 The student will demonstrate achievement and maintenance of a
health-enhancing level of personal fitness by designing, implementing,
self-assessing, and modifying a personal fitness program.
o Demonstrate program-planning skills by setting goals, devising
strategies, and making timelines for a personal physical activity
plan.
o Apply the FITT (Frequency, Intensity, Time, Type) principle and
other principles of training such as overload, specificity, and
progression, in accordance with personal goals.
o Include scientific principles and concepts (e.g., methods of
stretching, types of muscular contractions) as strategies for
improvement of personal fitness.
o Use a variety of resources, including available technology, to
assess, design, and evaluate a personal fitness plan.
o Identify consumer issues related to selection, purchase, care, and
maintenance of personal fitness equipment.

Student Learning Objective: Students will be able to create an at-home

workout that they can complete. More specifically students will be able to create
a workout using, distinguishing, and explaining the differences between the four
components of a complete workout (warm-up, cardio training, strength training,
and cool-down). Students will be able to distinguish why there is a need for each
part of the workout and determine why they are split into separate categories.
Instructional Materials
Powerpoint: Powerpoint will address physical fitness and the components
associated with creating a workout plan.
Physical Education textbook (if applicable)
Electronic devices may be used in order to research and find new
exercises that can be used in creating the workout.
Open floor in order
Teaching Procedure:
0-10 mins - introduction into the realm of lifelong fitness
10-30 mins- Powerpoint addressing physical fitness and the components
associated with creating a workout plan. This just addresses the
components, not what each component consists of and why it is needed.
Students will do research in individual groups for each component before
moving into their actual groups, which will consist of one student from
each of the four different categories that make a complete workout in
order for the group as a whole to create a workout using all of the the
components. This causes each student to be a specialized expert on their
part. Which then causes each of the four students to be responsible for
their individual content to complete the group workout assignment.
30-45 mins - explain rules and content of the cooperative learning project
o explanation of task
o rules to complete task
o Individual groups for the various phases of a workout will be set so
that when students move into their groups each individual will be
needed in order to complete the group task, adding individual and
group accountability. During this time the students will have various
reading articles or videos that they will need to read/watch in order
to gather the information that they need to become experts in their
assigned area.
45-65 mins - Students are now split into their workout groups and begin to
work on their workouts. While creating their workouts students will have to
be able to explain why each part is needed for the workouts to be
complete. This is to be written down with their workouts and the
information should have been gathered from their individual expertise
areas that they were split up into before hand.
65-85 mins - students will present their workouts to the class and lead the
class in the successful run-through/completion of the short workout.
85-90 mins - explain homework assignment

Each student will have to create their own workout utilizing each
area of a workout. Students will then put their workouts together in
order to come up with an at-home workout book that they will each
get and be able to take home and use.

Measurement/Evaluation:
Successful completion of creating a workout plan as a group
o Each specific part of the workout is well thought out and clearly
explains why it is needed.
Presentation of workout to the class.
Participation in the other groups presentations.
Successful completion and contribution to class workout book as
homework.
Lesson Adaptation/Accommodation:
Teacher will be available as a resource throughout class.
Students on different reading levels may use electronic devices in order to
research their part of the cooperative learning project more decisively via
the internet and other sources.
Evaluation of My Lesson:
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