Lesson Plan #3: Partner Mile Run/Heart Rate Calculation
Subject and Generic Physical Education/9-12 grades
Level:
Lesson Focus: Skill to be taught: Mile Run/Heart Rate Calculation
Lesson Plan
Components
NASPE Standard(s) Standard 1 The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
Standard 2 The physically literate individual applies knowledge of
concepts, principles, strategies and tactics related to movement
and performance.
Standard 3 The physically literate individual demonstrates the
knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
Standard 4 The physically literate individual exhibits responsible
personal and social behavior that respects self and others.
Standard 5 The physically literate individual recognizes the value
of physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.
Specific Learning Psychomotor Objective: TSWBAT run a mile with correct form.
Outcome(s) Cognitive Objective: TSWBAT understand the dangers of not
running with the correct form.
Affective Objective: TSW asses their partners 1 mile run.
Focus Statement or I can run using the correct running form.
“I Can” Statement I can listen and record my partner’s laps times.
I can run a mile without stopping.
I can set goals for the future.
Academic Vocabulary CUES:
(content specific) Avoid overstriding
Tall posture
Relaxed shoulders
Controlled breathing
Procedures Get Ready to Learn
TTW start by asking the student’s questions like “has anyone
ever ran a mile before?”, “do you know how long it took you to
run a mile?”.
TSW raise their hands and answer questions only when called
on by the teacher.
TTW demonstrate the correct running form and explain the
dangers of running incorrectly.
TSW take notes about running form.
Instruction
TSW do about 5 to 10 minutes of light exercise to warm up
muscles (high knees, walking, jogging in place, etc.). After
completing the warmup, they will stretch their muscles (quad
stretch, calf stretch, toe touches, etc.).
TTW make sure students are warming up properly to prevent
injury.
TSW choose a partner and wait for teacher’s instructions.
TTW explain how to fill out the worksheet and how the rest of
the activity will go.
Guided Practice
TTW split the class in half. One group will do the first run while
their partners stay behind.
TSW fill out the top portion of the worksheet before beginning
their 1-mile run.
Guided Independent Practice
TTW wait at the finish line for to check runners 6 second
heartrate.
TSW wait patiently for the first group of students to finish their
run. The students waiting should be sitting or stretching. They
should also have their partners worksheet with them.
TSW switch with their partners when they are done to run their
mile.
Closure
TTW acquire the student’s completion times.
TTW will praise the students for their hard work and for
completing a 1-mile run.
TTW conduct cool down for the students.
TTW explain the importance of a warmup, stretching, and a
cool down in regard to distance running.
TSW go change for their next class after they are dismissed.
Materials include Materials needed for the lesson include the Resource:
Resource Pen or pencil
Partner recording sheet
Lesson adapted from: https://www.pecentral.org
Assessment · Observation/Teacher
· Partner recording sheet
Differentiated Enrichment (For those who DO “get it”; then what?
Instruction
TTW only run 1 mile for documentation purposes.
Accommodation/Modifications (IEP, ELL)
Disability-specific students, as well as those with low stamina or
endurance, will be informed of the walk-run policy.
Remediation/Reteach/Intervention (For those who DO NOT
“get it”; then what?
TTW show a video of the correct running form for those
struggling to understand.
Reflection of lesson The students will use their partner recording sheet as a tool to
taught: reflect on their progress.
