Fitnessstations Lessonplan

LESSON PLAN
ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE

HEALTH & PHYSICAL EDUCATION
Teacher:AdrienneDiSipio Unit Title: Fitness Components

Lesson # 1 of 1. Title: Fitness Stations
Grade level: 6-8 Duration of class: 45mins Number of students: 100+
A. Lesson Context
Rationale (relevance of lesson to unit): Students participate in 12 different stations that in some
way, use health and/or skilled related components of fitness. Students already know what these
components are and that they are posted up on the gym wall but this helps reinforce the
meaning and also what the action really looks like.
Anticipated difficulties and how they will be addressed: explaining each of the 12 stations with
demonstrations takes a while, especially for 6 th graders. The attention span is short lived
therefore, breaking after a few stations and asking if there are any questions up to this point
might help them and give them a quick rest in absorbing all the important information they will
need over the next week.
Resources, Equipment and Materials: Bottom bleacher, 6 bean bags, 6 stop watches, 20 sets of
cup stacks, 20 plain poly spots, 18 small cones, 15 softballs, 15 sheets of white paper, 10 medicine
balls, 10 small rugs/mats, 10 medicine ball poly spot workouts, tape for measuring broad jump,
permanent marker, magnets for standing vertical leap, dip bar, 3 pull up bars, hula hoops, rock wall,
peg board, 3 sit and reach boards, 10 yoga balls, 10 rings, 10 yoga ball workout poly spots, music,
microphone, stopwatch/watch, whistle.
References: Mrs. Rossi & colleagues
B. Learning Outcomes, CPIs & Evidence

Learning Outcomes (CPI)
Psychomotor:
Apply the concepts of force and motion
(weight transfer, power, speed, agility, range
of motion) to impact performance.
Cognitive:
Detect, analyze, and correct errors and
apply to refine movement skills.
Affective:
Apply personal health data and information
to support achievement of ones short- and
long-term health goals
CPI #
2.5.8.A.
2
Assessment Evidence
Students will demonstrate skill related
components of fitness ( as well as
health) while at stations.
2.5.8.A.
4
Students will get feedback from

classmates and/or teacher and correct
movement for proper exercise
Students will record scores in Notability
which will later be used to compare their
fitness goals set on DailyFitLog.com.
2.2.6.B.
4
C. Detailed Lesson Description

Timeline
10-15
Detailed Lesson Content, Procedures and Instructional Strategies

Introductory Activities: **Take attendance before or during warmups.
While music is playing, students will move to their squad lines.
Pause music. Blow whistle twice.
Begin warmups: 20 jumping jacks, R side lung- left hand behind head, L side lung
right hand behind head, right quad, left quad, right leg forward(lung) for calf stretchRevised August 2012
hands behind back, left leg forward hands above head with palms facing
upward/fingers laced. Skipping pushups and crunches do to time.
15-20
Learning Focus Activities: Remind students of the 12 stations and what they include.
Review safety tips. Ask if there is anything that needs to be explained again. Most
classes have only rotated to 2 stations on the first day. Therefore they are to begin at
the next station that follows. Each squad line is a group and each squad has about 710 people.
Before students make their way to the station they are starting at today, tell them that
they are to still keep score for themselves at each station. Then have them walk to
their beginning station and wait until they are told to start.
Each station is 3-4 minutes in length before they are to clean up what they are working
with. (ex. Cups must be stacked in one pile, medicine balls are on carpet, softballs are
under cone, bean bags & stop watches are under their cones at shuttle run station,
yoga balls are placed on their ring stand and hula hoops are around cone)
Rotate students until 10 minutes before the period ends.
Culminating Activity: When 10-of is reached, have students clean up their station and
move to the next station without beginning the exercises. Tell students to look at their
station number on the large cone. This is where they will start tomorrow. Have students
in squad 1 get their iPads. Then squad 2. Finally Squad 3. (Switch it up for every class,
3-2-1, 2-1-3etc. so that its not always the same group going first and last.
Closure: Students should grab their iPads and sit in their squad lines. Have them
bring up Fitness Stations Checklist in Notability and fill in their scores for the stations
they completed as well as check off 3 components of fitness for each of those stations.
This is what they are doing in place of their daily chart (page 8).
Send students to locker room- can use birthday months, color of shirts, boys/girls,
locker on lock/ noneetc.
D. Reflection
Student Outcomes: Describe degree to which students met each learning outcome:
Teacher Effectiveness: What went well? What needs work? What unit modifications are
necessary?
APPENDICES (Insert or attach additional lesson documents, e.g., handouts,

PowerPoints, worksheets, assessment tools, etc.)
Revised August 2012
Revised August 2012

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LESSON PLAN

ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE

Teacher:AdrienneDiSipio Unit Title: Fitness Components

B. Learning Outcomes, CPIs & Evidence

Students will get feedback from

C. Detailed Lesson Description

Detailed Lesson Content, Procedures and Instructional Strategies

APPENDICES (Insert or attach additional lesson documents, e.g., handouts,

Revised August 2012

Revised August 2012

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