Purdue Lesson Plan Form Teachers Name: Stacy Hall Resource: Fitnessgram PACER score sheet Unit: Fitness Testing Skill taught: Aerobic Endurance Equipment Needed: 24 Cones, 25 Score Sheets, PACER CD, Stereo Grade: 9th # of students: 25 Lesson #: 1 Safety: Be sure to run in a straight line as to not run into other lanes. Pre-requisite Skills: Running Teaching Style: Direct Global Goal: Students will be able to complete the PACER test to the best of their ability while listening for the beeps on the CD NASPE Standards: Standard 3: Exhibit a physically active lifestyle. Benchmarks: 9.3.2 Identify physical activities that contribute to the improvement of specific fitness components. Time 7:25 Instant Activity: Ask students who arrive early to begin jogging around the track. Cognitive (1); Affective (1); Psychomotor/ Fitness (3) Assessment for each objective must be included 7:30 Transition: Ask students to get toe to toe with a partner. If there are odd numbers one group of three is suitable. Once in partners have a seat in front of teacher. 7:31 Set Induction: Introduce self to class. Ask students who among them runs on a regular basis. Has anyone run a road race? Well today we are going to run something that is called the PACER Test. It is a test in which you will have to pace yourself in order to be successful. 7:33 TP#1: (Pass out score sheets) On these score sheets you will be keeping track of your partner s progress. What will happen is I will play a CD that instructs you to begin running on start and you will begin running. Once you reach the cone at the end Circle a completed lap X out a missed lap Stay in your lane C: Student will demonstrate an understanding of the instructions by circling the laps completed and putting and X through laps missed
of your lane you will stop and wait for a beep sound and on that beep you may begin running back to your original cone. (Demo and instruct) On the paper you will CIRCLE the number each time your partner reaches the line before the beep sounds. You will put an X through the number if your partner does not make it to the line before the beep sounds. The speed of the beeps will increase with each new level, a new level is signaled on the CD with a special beeping sound. (Demo and instruct) Ok, say that were are running along and we are on lap 12 and we do not make it to the line before the CD beeps, turn around and try and make it back to the original line before the next beep if you make it continue running until the next time you miss. On this first miss your partner will put an X through the number but you continue running. Only on your second miss must you stop, but I want you to walk a few laps in your lane and then try again to keep running/jogging until the last person is done with the test. The partner that is not running is keeping track of the laps and encouraging their partner. Safety: Make sure you run in a straight line so you do not run into others. What are you going to do if your partner makes it to the line before the CD beeps? (Circle the lap number) How many misses do you get before you must stop? (2 misses and you are done) What are you going to do after you second miss? (Walk a few laps and then start running again) while their partner is running. 7:38 7:39 Transition: When I say go walk with your partner to a lane and decide who will run first and stretch a little while you wait for the CD to instruct you to start. Go! A1: Group 1 of runners perform the PACER Test. Stay in your lane & Pump your arms A: Students will work cooperatively with their partner by quickly deciding who will run first when asked to do so.
7:55 Transition: Runners get a quick drink of water and new runners stretch a little and get ready to run. 7:56 8:10 A2: Group 2 of runners perform the PACER Test. Transition: Runners get a drink of water and meet me back in front of the lane for stretching and closure. Stay in your lane & Pump your arms P: Students will be able to complete the PACER test to the best of their ability while listening for the beeps on the CD 8:11 Closure: (While stretching) What are some things that you can do from now until the next time you take this test to improve your score? (Run, jog, sprint) Good all of those things would improve what we call aerobic fitness. The better your score on this test the more aerobic endurance you have. Thank you for your time today and great job with the PACER! I will be back next Wednesday to administer the rest of the Fitnessgram (Collect students score sheets) Seated calf stretch Seated toe touch Butterfly stretch Purdue Lesson Plan Form Page two
Time Cognitive (1); Affective (1); Psychomotor/ Fitness (3) Assessment for each objective must be included
Time Cognitive (1); Affective (1); Psychomotor/ Fitness (3) Assessment for each objective must be included
Time Cognitive (1); Affective (1); Psychomotor/ Fitness (3) Assessment for each objective must be included