ADD LEQ

Download Options:

PDF
Google Doc

Topic:

Subject:

Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

Component 4.1 – Analyzes personal health and fitness information.
W.5.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Explain importance of cardiovascular endurance
Analyze the relationship between pace and fatigue
Evaluate current health using fitnessgram testing
Write to explain the relationship between pace, fatigue and regular cardiovascular exercise

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Repetitions
Fatigue
Intensity
Pace

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How does cardiovascular endurance impact how long I can work out?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Introduce the Lesson Essential Questions. Explain importance of cardiovascular exercise and how it supports cardiovascular endurance. Give students examples of how intensity can impact how long one can work out. Students should describe how individuals work at a different paces, but can see results.
Key Vocabulary (for explicit instruction):
Repetitions
Fatigue
Intensity

Vocabulary Strategy:
Matrix: description, example, visual

Previewing (what, who, when):

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Fitnessgram Tracking Chart

Previewing (what, who, when):
Whole Group: Preview chart and discuss healthy levels for each test.

Scaffolding (what, who, when):

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Explain how regular cardiovascular exercise impacts endurance, intensity, and fatigue. Use the vocabulary from the matrix to help support why exercise is important.

Class will perform 30 minute walk around the track to improve cardiovascular fitness level and prepare for mile run for fitnessgram testing. Pace will be emphasized. Exercising too fast can cause fatigue.

Previewing (what, who, when):
Discuss the importance of intensity and pace and how they work together. Connect the concepts to the fitnessgram tracking chart.

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

The Most Important Thing: Students work in groups of four to create a Most Important Thing frame for cardiovascular endurance and the relationship between pacing and fatigue.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Class will perform 10 minute jog/run around the track to improve cardiovascular fitness level and prepare for mile run for fitnessgram testing. Pace will be emphasized. Exercising too fast can cause fatigue.

Should be able to complete the jog/run while working at a moderate pace to not cause fatigue.

Previewing (what, who, when):

Scaffolding (what, who, when):
Allow students to jog/run intervals if they are unable to complete full 10 minutes.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Set a Goal: What pace are you comfortable doing to improve your cardiovascular endurance? How do you know?

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Based on your performance so far, set a new goal. Explain how reaching this goal would be helpful in improving your cardiovascular endurance. Be sure to include the most important thing about cardiovascular endurance and what to be cautious to avoid when working on achieving your goal.

Differentiated Assignment for Struggling Students:
Conference with students individually if they need support in determining a new goal.

Remediation:
Give students two scenarios explaining two different runner’s plans to reach a goal. Students choose the best goal and plan and explain to a partner why it is the better method.

Download Options:

PDF
Google Doc
Scroll to Top
Copy link
Powered by Social Snap