Dylan Rowzee Unit Plan

Physical Activity

Lesson one: Overview of the components that make up Physical Activity

Lesson two: Aerobic activity/fitness

Lesson three: Muscular strengthening

Lesson four: Flexibility

Lesson five: Conclusion/ creating a workout plan

LESSON PLAN FORMAT: C&I 411 and C & I /EDUC 414

West Virginia University Teacher Education
Preservice TeacherDylan
Rowzee_________________________

School/Center:________________________________

Grade Level/Age 6th-8th____________

Time of Day: ___________________________

Subject:__Health__________________
_

Signature for Approval: _______________________________________

Date:_____________

Learning Focus: (What will students learn during this lesson?) _____Physical
Activity___________________________________________________________________________________
Materials/Media/Technology: [List specific references for music, artwork, websites, books, etc.]

Attention getter: Rice Krispy treat

Prerequisites: [What should students already know or be able to do to be prepared to engage in this activity? How
will you determine that?]
N/A
Learner Differences: [Without identifying individuals, what learning differences - including special needs and
diversity - are present in this class?]
State Standards & Objectives: [List by number.]

HE.6.1.04

list healthy behaviors and practices that benefit each body system

Objectives: [Specifically, what will students be able to do?]

The students will:
The students will: Be able to identify the components of
physical activity and understand the differences between them.
Also the students will be able to explain what physical activity
is and explain why it is important for them.

Assessment: [How will you know that the students

achieved each objective? What kind of data collection
will you use (writing samples, photos, videos, etc)? How
will you evaluate the data collected (rubrics, checklists,
etc)? Assessments must match objectives. Be sure to
attach student data, summarized from student work.]
The teacher will: For my first assessment I am going to
use a classroom discussion with the class as a whole to see
their understanding on the subject. This lesson will act as a
overview for the unit so it will not get that in depth, the
students should understand the information and by having
this discussion I will see their understanding of the
material.

Procedures:
For each procedure that needs to be modified to accommodate diverse learners in your class, state explicitly that
modification.
Introduction [How will you, the teacher, get students interested in the lesson?]
Physical Activity Attention getter. I will call 2 students up to the front of the class, and I will tell them to
stretch. Next one student will eat something that is obviously not good for them, for example a rice Krispy
treat. Then the 2 students will engage in a form of physical activity like jogging for 2 minutes. When they
are done I will ask the class who they think is feeling better. The student who ate the treat or the student
who did not? This is a good activity to do and then to discuss healthier eating habits prior to a workout.

Instruction/Activities [What will you do? What will students do? Include your teaching strategies, management
strategies, and transitions.]
For our learning activity I am going to have the students get up and spread themselves apart at an arms
length from each other. I am going to ask them questions about the different components of physical
activity. If they think the answer is true then the students will perform jumping jack to indicate the answer
is true. If they think the answer is false they will jog in place in order to indicate they think it is false. For
example a question would be, Is riding a bicycle for 20 minutes an aerobic activity? Obviously the
answer is true so the students should be doing jumping jacks to show they think it is true. Or a question
can be, Working out is the only way to do physical activity. This would be false so the students should be
jogging in place.
Include:
Closure (How will you bring closure to the lesson?)
Include: : I will bring closure to this lesson by assessing the students through a vivid class discussion hitting on the
different components of physical activity such as aerobic activity, muscular endurance/strength, and flexibility.
Self-reflection questions: [Complete after you teach this lesson.]

Based on your reflection on the attached student assessment data, what do you think the students learned during your lesson,
and how do you know? In order to answer this question, you need to collect data that illustrates the learning of each of your
students. Refer to attach summaries of student data, compiled from student work samples. Please provide some specific
data examples of what students learned, including misunderstandings, incomplete understandings, etc.

Describe the feedback you received from your host teacher or any follow-up you had to this lesson. How will this feedback
help you next time you teach?

Reflect on your lesson. Your reflection should include some evidence of what was successful and what you might need to
improve in future lessons. What did you learnabout teaching, about meeting students learning needsabout assessing
student learning.about yourself as a teacher? What connections are you making between what youve learned in your
coursework (theory) and how practice is currently enacted (how you are enacting practice) in the real world? How would
you like to change the ways we do school and why? How would you work toward accomplishing some of those changes in
your own future classroom? What went well and how do you know? What would you do differently the next time you
teach this lesson and why?

Summarize what you learned about teaching as a result of this experience. What questions do you now have or what are
your wondering about?

LESSON PLAN FORMAT: C&I 411 and C & I /EDUC 414

West Virginia University Teacher Education
Preservice Teacher:Dylan
Rowzee__________________________

School/Center:________________________________

Grade Level/Age 6th-8th_____________

Time of Day:
_1:00__________________________

Subject:_Health___________________
_

Signature for Approval: _______________________________________

Date:_____________

Learning Focus: (What will students learn during this lesson?) _Physical
Activity______________________________________________________________________________________
Materials/Media/Technology: [List specific references for music, artwork, websites, books, etc.]

Attention Getter
Aluminum tray or glass dish
Two plastic cups
Scissors
Two different size straws in width
Play dough or silly putty
Red food coloring
Container for pouring
Enough water for both cups

Prerequisites: [What should students already know or be able to do to be prepared to engage in this activity? How
will you determine that?]

Learner Differences: [Without identifying individuals, what learning differences - including special needs and
diversity - are present in this class?]
State Standards & Objectives: [List by number.]

HE.6.6.03
select a personal health goal and track its progress toward achievement (e.g.,
nutritional goals, fitness goals).
Objectives: [Specifically, what will students be able to do?]
The students will: be able to explain what aerobic activity is
and how it will affect them if they participate in it. They will
also be able to recognize what aerobic activities are and why
they are good for them.

Procedures:

Assessment: [How will you know that the students

achieved each objective? What kind of data collection
will you use (writing samples, photos, videos, etc)? How
will you evaluate the data collected (rubrics, checklists,
etc)? Assessments must match objectives. Be sure to
attach student data, summarized from student work.]
The teacher will: The method of assessment that will be
used in this lesson is me engaging in a full class discussion
talking and asking about what was presented in the lesson
on aerobic activity. If I lead this discussion with the class
it will get into detail to where I can tell if the students
know the material I went over.

For each procedure that needs to be modified to accommodate diverse learners in your class, state explicitly that
modification.
For the core lesson I will present the information about aerobic activity/fitness, as in what it is and examples. Also
why it is important for people to participate in and how it effects our bodies.
Introduction [How will you, the teacher, get students interested in the lesson?]

I will begin by cutting two small holes in each of the cups large enough for the straws to poke through.
After, pushing the straws through surround the straw with play dough or silly putty to seal it off and
prevent leaks. Next pour some red food coloring into the water to represent the blood flowing through the
arteries. Place the two cups into a pan or aluminum tray. Pour the water into the cups at the same time so
that the students can see which cup empties out the fastest the normal artery or the clogged artery. Have
the class gather around the table so that all the students can see the demonstration. After the
demonstration I can then encourage the students that exercise is important in preventing and helping other
health issues and that it is not limited to this one. Also, that adopting an active lifestyle can benefit them
in their future and decrease the likelihood of risk factors. This activity works great for this lesson
emphasizing on aerobic activity. It shows the health benefits of attaining a healthy life style, in which to
perform aerobic fitness a healthy life style is needed.

Instruction/Activities [What will you do? What will students do? Include your teaching strategies, management
strategies, and transitions.]
My instruction will go into the elements that make up aerobic activity and to thoroughly explain what is
aerobic activity and what makes the activity aerobic, for example the cardiovascular system will be a topic
under discussion.
The learning activity for this lesson I will spilt the class up into groups, depending on the number of
students will dictate the number of groups. I will tell them to take what they have learned about aerobic
activities and apply it by coming up with their own activity that is considered to be aerobic. When the
groups come up with their activity they will present it to the class by performing it. This is an activity that
works because it will directly show me if my students understand the information taught and if they can
perform it also.
Closure (How will you bring closure to the lesson?)
Include: The closure to this lesson will be a classroom discussion directed by the teacher to initiate conversation and
ideas thrown around from me to the students or to student to student. In doing this, I will get a clear perspective on
how much the class learned and will take with them out of my class. For example I could ask What system does
aerobic activity affect the most? or What are good exercises and activities for aerobic fitness?

Self-reflection questions: [Complete after you teach this lesson.]

Based on your reflection on the attached student assessment data, what do you think the students learned during your lesson,
and how do you know? In order to answer this question, you need to collect data that illustrates the learning of each of your
students. Refer to attach summaries of student data, compiled from student work samples. Please provide some specific
data examples of what students learned, including misunderstandings, incomplete understandings, etc.

Describe the feedback you received from your host teacher or any follow-up you had to this lesson. How will this feedback
help you next time you teach?

Reflect on your lesson. Your reflection should include some evidence of what was successful and what you might need to
improve in future lessons. What did you learnabout teaching, about meeting students learning needsabout assessing

student learning.about yourself as a teacher? What connections are you making between what youve learned in your
coursework (theory) and how practice is currently enacted (how you are enacting practice) in the real world? How would
you like to change the ways we do school and why? How would you work toward accomplishing some of those changes in
your own future classroom? What went well and how do you know? What would you do differently the next time you
teach this lesson and why?
Summarize what you learned about teaching as a result of this experience. What questions do you now have or what are
your wondering about?

LESSON PLAN FORMAT: C&I 411 and C & I /EDUC 414

West Virginia University Teacher Education
Preservice Teacher:Dylan
Rowzee__________________________

School/Center:________________________________

Grade Level/Age6th-8th
_____________

Time of Day:
_1:00__________________________

Date:_____________

Subject:Health____________________
_

Signature for Approval: _______________________________________

Learning Focus: (What will students learn during this lesson?) _Physical
Activity_______________________________________________________________________________________
Materials/Media/Technology: [List specific references for music, artwork, websites, books, etc.]
Prerequisites: [What should students already know or be able to do to be prepared to engage in this activity? How
will you determine that?]

Learner Differences: [Without identifying individuals, what learning differences - including special needs and
diversity - are present in this class?]
State Standards & Objectives: [List by number.]

HE.8.5.02
develop healthy practices regarding health-related issues (e.g., nutrition, weight
control, exercise).
Objectives: [Specifically, what will students be able to do?]
The students will: be able to explain the elements of muscular
strengthening and what it is, they will also be able to recognize
what kind of exercises will go under the muscular
strengthening title. Also the students will be able to explain the
health benefits of muscular strengthening activities and why it

Assessment: [How will you know that the students

achieved each objective? What kind of data collection
will you use (writing samples, photos, videos, etc)? How
will you evaluate the data collected (rubrics, checklists,
etc)? Assessments must match objectives. Be sure to
attach student data, summarized from student work.]

is beneficial for us.

The teacher will: assess the students by having a class

discussion going over the components of muscular fitness
and in doing this discussion into detail the teacher can see
the students understanding of the material presented in the
lesson.

Procedures:
For each procedure that needs to be modified to accommodate diverse learners in your class, state explicitly that
modification.
My lesson core will be an explanation of muscular strengthening and the students will then learn the elements that
make it up and why it is important for us to engage in.
Introduction [How will you, the teacher, get students interested in the lesson?]
The attention getter for my lesson on muscular strength I am going to call up two students to participate
in an activity. This activity will have one student wearing a backpack that is full to weigh 25 pounds and
the other student will not be wearing a backpack to weigh them down. I will instruct them to do different
exercises such as: push-ups, sit ups, jumping jacks, and running in place. When the students are done
the exercises it will be physically visible to see who is more tired and out of breath, the student wearing
the weighed down backpack will be the one most tired. This activity works great for this lesson because it
shows it is easier to perform muscular strengthening activities if you are in shape and not obese. The
extra weight holds you back and makes it more difficult to perform.

Instruction/Activities [What will you do? What will students do? Include your teaching strategies, management
strategies, and transitions.]
The learning activity that I am going to have the students will split them up into groups evenly as
possible. They will be instructed to come up with their own exercise that is considered muscular
strengthening. Once the group comes up with their exercise they will take turns displaying it in front of the
class.
Closure (How will you bring closure to the lesson?)
Include: The closure for this lesson will be a class discussion on the topic of muscular strengthening, where I will
direct the discussion and keep it going by asking questions. In this closure I will see the students understanding of
what I had taught in that lesson.
.

Self-reflection questions: [Complete after you teach this lesson.]

Based on your reflection on the attached student assessment data, what do you think the students learned during your lesson,
and how do you know? In order to answer this question, you need to collect data that illustrates the learning of each of your
students. Refer to attach summaries of student data, compiled from student work samples. Please provide some specific
data examples of what students learned, including misunderstandings, incomplete understandings, etc.

Describe the feedback you received from your host teacher or any follow-up you had to this lesson. How will this feedback
help you next time you teach?

Reflect on your lesson. Your reflection should include some evidence of what was successful and what you might need to

improve in future lessons. What did you learnabout teaching, about meeting students learning needsabout assessing
student learning.about yourself as a teacher? What connections are you making between what youve learned in your
coursework (theory) and how practice is currently enacted (how you are enacting practice) in the real world? How would
you like to change the ways we do school and why? How would you work toward accomplishing some of those changes in
your own future classroom? What went well and how do you know? What would you do differently the next time you
teach this lesson and why?
Summarize what you learned about teaching as a result of this experience. What questions do you now have or what are
your wondering about?

LESSON PLAN FORMAT: C&I 411 and C & I /EDUC 414

West Virginia University Teacher Education
Preservice Teacher:__________________________
th

School/Center:________________________________

Grade Level/Age _6 -8th____________

Time of Day:
__1:00_________________________

Date:_____________

Subject:_Health___________________
_

Signature for Approval: _______________________________________

Learning Focus: (What will students learn during this lesson?) _Physical
Activity_______________________________________________________________________________________
Materials/Media/Technology: [List specific references for music, artwork, websites, books, etc.]

Attention Getter
Bag of rubber bands
duster
Prerequisites: [What should students already know or be able to do to be prepared to engage in this activity? How
will you determine that?]

Learner Differences: [Without identifying individuals, what learning differences - including special needs and
diversity - are present in this class?]
State Standards & Objectives: [List by number.]

HE.6.5.01
identify health-related situations that require healthy decisions (i.e., weight
management, nutrition, risky behaviors).
Objectives: [Specifically, what will students be able to do?]
The students will: be able to understand the importance of
flexibility, and be able to identify the components of flexibility

Assessment: [How will you know that the students

achieved each objective? What kind of data collection
will you use (writing samples, photos, videos, etc)? How

and why it is important to participate in these activities.

will you evaluate the data collected (rubrics, checklists,

etc)? Assessments must match objectives. Be sure to
attach student data, summarized from student work.]
The teacher will: direct a full classroom discussion
engaging the class in the importance of performing
flexibility activities. With the teacher leading this
assessment it will be clear if the students understand the
information that was taught in the lesson.

Procedures:
For each procedure that needs to be modified to accommodate diverse learners in your class, state explicitly that
modification.
Introduction [How will you, the teacher, get students interested in the lesson?]
The Attention Getter for this lesson the teacher will split the class up into 3 groups. Once the groups are
ready the instructor will go to each group and spray the duster on a rubber band and give the group a
rubber band that has been sprayed and one that has not been sprayed. They will then stretch out the
rubber band and notice the difference between the two. This activity is great for this lesson on flexibility
because the sprayed rubber band represents a muscle that has not been warmed up compared to the
rubber band that has not been sprayed represents a warm up muscle. A warmed up muscle works much
better than one that is not warmed up and this attention getter physically shows that.
Include:

Instruction/Activities [What will you do? What will students do? Include your teaching strategies, management
strategies, and transitions.]
The teachers instruction will go over what flexibility is and why it is important for us to do, and how it can
affect our body if we do not perform it. If flexibility is not taken serious and not performed this will lead to
more injuries. The teacher will go over the idea that we need to stretch after we warm up and cool down,
and it is also helpful to stretch periodically.
The learning activity for this lesson will split the class up into groups, the number of students will dictate
how many groups there will be. Once the students are in their groups they will be instructed to come up
with and exercise/activity that displays the idea of improving our flexibility. When the groups have their
activity they will present it to the class by performing it in front of their peers.
Include:
Closure (How will you bring closure to the lesson?)
Include: The closure to this lesson will be the classroom discussion lead by the teacher and the teacher will try to get
everyone engaged. This is where the assessment will take place and the students will show how much of the
information taught they know. Some questions that the teacher can ask are Which method of stretching is the better
choice? Or Is it a good idea to bounce to stretch farther? those are just a couple examples.

Self-reflection questions: [Complete after you teach this lesson.]

Based on your reflection on the attached student assessment data, what do you think the students learned during your lesson,

and how do you know? In order to answer this question, you need to collect data that illustrates the learning of each of your
students. Refer to attach summaries of student data, compiled from student work samples. Please provide some specific
data examples of what students learned, including misunderstandings, incomplete understandings, etc.

Describe the feedback you received from your host teacher or any follow-up you had to this lesson. How will this feedback
help you next time you teach?

Reflect on your lesson. Your reflection should include some evidence of what was successful and what you might need to
improve in future lessons. What did you learnabout teaching, about meeting students learning needsabout assessing
student learning.about yourself as a teacher? What connections are you making between what youve learned in your
coursework (theory) and how practice is currently enacted (how you are enacting practice) in the real world? How would
you like to change the ways we do school and why? How would you work toward accomplishing some of those changes in
your own future classroom? What went well and how do you know? What would you do differently the next time you
teach this lesson and why?

Summarize what you learned about teaching as a result of this experience. What questions do you now have or what are
your wondering about?

LESSON PLAN FORMAT: C&I 411 and C & I /EDUC 414

West Virginia University Teacher Education
Preservice Teacher: Dylan
Rowzee__________________________

School/Center:________________________________

Grade Level/Age 6th-8th_____________

Time of Day:
_1:00__________________________

Subject:_Health___________________
_

Signature for Approval: _______________________________________

Date:_____________

Learning Focus: (What will students learn during this lesson?) ___Physical
Activity_____________________________________________________________________________________
Materials/Media/Technology: [List specific references for music, artwork, websites, books, etc.]

Attention Getter
2 bags of miscellaneous items (15-20)
Learning Activity
Workout plan print offs (enough for the whole class)
Prerequisites: [What should students already know or be able to do to be prepared to engage in this activity? How
will you determine that?]

Learner Differences: [Without identifying individuals, what learning differences - including special needs and

diversity - are present in this class?]

State Standards & Objectives: [List by number.]

HE.6.5.03
describe potential outcomes when making health-related decisions (obesity,
alcoholism, drug dependence) for self and others.
HE.6.6.03
select a personal health goal and track its progress toward achievement (e.g.,
nutritional goals, fitness goals).
HE.6.7.04
identify signs and strategies that can be used to reduce stress, anxiety and
depression.
Objectives: [Specifically, what will students be able to do?]
The students will: be able to take what they have learned
through the whole unit and apply it by creating their own
workout plan.

Assessment: [How will you know that the students

achieved each objective? What kind of data collection
will you use (writing samples, photos, videos, etc)? How
will you evaluate the data collected (rubrics, checklists,
etc)? Assessments must match objectives. Be sure to
attach student data, summarized from student work.]
The teacher will: evaluate the students workout plan and
assess them by checking if they included all the
components of physical activity that was taught
throughout the unit.

Procedures:
For each procedure that needs to be modified to accommodate diverse learners in your class, state explicitly that
modification.
Introduction [How will you, the teacher, get students interested in the lesson?]
The Attention Getter being used in this lesson the teacher will call up 2 students to the front of the room.
The 2 students will get the equal amount of time to look at the items in the bag (15-30 seconds). Then
one student will perform 2 minutes of exercises such as: jumping jacks, pushups, and sit ups; while the
other student does nothing. After the student exercising is done performing both students will write down
what they remember from the bag of items. The point of this activity is to show how physical stress affects
the mind and its memory ability. The more physically fit someone is means the less everyday stress will
affect your memory and cognitive process.

Instruction/Activities [What will you do? What will students do? Include your teaching strategies, management
strategies, and transitions.]

The learning activity for this lesson will have the students making their one day
workout plan using the components of physical activity and the elements that make
up a work out. This is a great activity to do for this lesson because it wraps up
everything that has been taught and puts it all together.
This activity can be done individually or in groups. If doing groups, split the class up
first.
Each group will receive a copy of the template. Using your notes from the Physical
Activity presentation, complete the template to create your own One Day Fitness
Plan filling out each section: Warm Up, Stretching, Aerobic, Muscle
Strength/Resistance Training, Flexibility, and Cool Down.

Once everyone has finished the template, a member of each group will share at least
one activity from each of their categories.
After this step, you may choose to have the students demonstrate the activities that
they chose.
Here is an example of what their unit plan is going to look like.
One-Day Fitness Plan:
Type of Exercise: Your Plan

Exercise Exa

Warm-up: (Pick 3)
1.
2.
3.

1.Jumping jacks
2.Jog in place
3.Walking lunges
4. Grapevine
5. Skipping
6.High-knees

Stretching: (Pick 5)
1.
2.
3.
4.
5.

1.Quad stretch
2.Standing triceps stretch
3.Knee-to-chest stretch
4.Arm-across-chest stretc
5.Butterfly stretch
6.Windmill toe touches
7.Calf raises
8.Squats
9.Trunk twists
10. Shoulder shrugs

Aerobic: (List time interval)

1.Dance (60 sec x 3)

2.Sprints (15 sec x 3)
3.Burpees (15 sec x 3)
4.Running (60 sec x3)
5.Playing tag (60 sec x 3)

Muscle Strength/Resistance Training: (List Reps)

1. Push ups
2.Sits up
3.Plank
4.Phantom chair
5.Six inch leg lift

Flexibility:`

1. Sit and reach

2.Trunk Lift
3.Butterfly Stretch
4.Torso Twist Stretch
5.Standing Quadriceps St

Cool Down:

1.Walking

2.Brisk Walking
3.Jogging
4.Jumping Jacks
5.Stretching

Closure (How will you bring closure to the lesson?)

The closure to this lesson will act as the closure to the whole unit, the teacher will lead a full classroom discussion
on everything that has been taught over the unit and the importance of the workout plan will be discussed. This is
where the teacher can talk to the students about short and long term goals and how they can be achieved using this
workout plan. The teacher may choose to give themselves a few extra minutes for the closure in this lesson because
much more information is going to be talked about than the previous lessons seeing this is the lesson that is going to
wrap up the whole unit.

Self-reflection questions: [Complete after you teach this lesson.]

Summarize what you learned about teaching as a result of this experience. What questions do you now have or what are
your wondering about?
After this experience I have learned that being a teacher is not just showing up at 8 AM and leaving at 3 PM,
this job requires dedication and work at home. Filling out all these lessons takes time and much planning, and these
lessons here are vague at best. This was a good eye opener for what is coming and what is going to be expected.
Something that I am wondering about after this experience is how to keep this more health related instead of PE, maybe
because I have not had much experience when teaching health. While I was filling this out I would find myself thinking
this sounds more like a PE class than a health class. At the same time though I am sure it would be different if I did
another topic like substance abuse but I tried sticking to what I know best
I am ready to get more experience under my belt with teaching health, I feel like teaching PE is getting much
easier and I am ready for that next challenge with teaching health being just that. At the same time though I do not want
my health class to be the regular out of the book one though. I want my class to be set up different like this CHPR 301
class is, with exciting attention getters and learning activities that gets everyone involved so they are not just sitting
listening to me lecture. To me that is not teaching, anyone can read from a book or power point I actually want to teach
my students.