Lesson

Title/Focus

Lesson 4 - Circuit Training

Date

Mar.18/16

Subject/Grad
e Level

PE 7/8

Time
Duratio
n

35 min (max)

Unit

Fitness

Teacher

Ms. Getschel

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Grade 8

Specific
Learning
Outcome
s:

Grade 7

General
Learning
Outcomes:

A Students will acquire skills through a variety of developmentally appropriate movement

activities; dance, games, types of gymnastics, individual activities and activities in an
alternative environment; e.g., aquatics and outdoor pursuits
B Students will understand, experience and appreciate the health benefits that result from
physical activity
C Students will interact positively with others
D Students will assume responsibility to lead an active way of life
A72 demonstrate locomotor skills by using elements of body and space awareness, effort
and relationships to improve personal performance
B72 demonstrate and evaluate ways to achieve a personal functional level of physical
fitness
C74 identify and then take responsibility for various roles while participating in physical
activity; and, identify the leadership and followership skills used while participating in
physical education
C76 identify and demonstrate positive behaviours that show respect for self and other
A82 select, combine and perform locomotor skills by using elements of body and space
awareness, effort and relationships to improve personal performance
B82 demonstrate and monitor ways to achieve a personal functional level of physical
fitness
C84 describe, apply and practice leadership and followership skills related to physical
activity
C86 identify and demonstrate positive behaviours that show respect for self and others

LEARNING OBJECTIVES
Students will:
1. Apply body and space awareness, effort and relationships to perform locomotor skills and improve
fitness performance
2. Perform and evaluate fitness activities
3. Demonstrate leadership roles, maintaining a positive behavior towards self and others
4. Understand

ASSESSMENTS
Observations:
Key Questions:
Products/Perfor
mances:

Participation during fitness activities (grade checklist)

Why is knowing your heart rate important?
Which activities do you think raised your heart rate the most?
Fitness activities

LEARNING RESOURCES CONSULTED

-

Alberta Program of Studies

http://www.crossfit-248.com/fun-crossfit-warmups/

MATERIALS AND EQUIPMENT

-

Signs for activities

Timer
Calculator
Heart Rate Directions
Heart Rate Recording Sheet

PROCEDURE
Prior to lesson
Introduction

Set up cones randomly around the gym (half up, half down)
Introduction

Review: Aerobic vs. Anaerobic Exercise

- Ask students if they know the difference between aerobic and
anaerobic exercise?

Tim
e
3
min

Expectations for
Learning and
Behaviour
Advance
Organizer/Agen
da
Transition to
Body

Learning
Activity #1

Assessments/
Differentiation:

Learning
Activity #2

Aerobic exercise is WITH oxygen increases the body's need for oxygen by
using large muscle groups continuously for at least 10 minutes (endurance
activities - running, biking, etc.)
Anaerobic exercise is WITHOUT oxygen and where the bodys demand for
oxygen is greater than the supply (brief, strength based activities - weight
training, sprinting, skipping)
Remind students of the participation checklist (readiness, participation,
initiative, effort and social interaction/respect for others)

Heart Rate
- Explain that your heart rate is just as it sounds . . . the rate that your heart
beats.
- Why is knowing your heart rate important? Explain that your heart
rate can indicate if you are under training (not pushing yourself harder to
see results) or over training (pushing yourself too hard and possibly at risk
of dizziness or fainting).
- Explain that today the students will be measuring their heart rate
(directions on handout at break station) have someone time 15 seconds
well you count your pulse. Multiply by 4 to get beats per minute.
- Ensure that students record their heart rate on their class sheet
- Explain that students will compare their heart rate to their target heart
rate
- Students will listen attentively during lesson
- Students will actively participate in group discussion and activities
- Students will appropriately work collaboratively during the activities
- Clustered introduction
- Warm up game (modified toilet tag)
- Circuit training
- Circle closure (stretch & discussion)
- Explain circuits (including modifications) and then explain warm
up
Body
Warm up Modified Toilet Tag
- Select 4 people to be the taggers.
- When someone is tagged, they must squat and stay squatting (show
student proper squat- knees should not be over feet). If someone that is
not the tagger high 5s them then they can continue running.
- If desired, switch out taggers.
- No horseplay or pushing, otherwise students will sit out.
- Observe participation of students and gauge the general level of muscular
endurance
- If students have poor cardiovascular endurance, encourage them to speed
walk
- For students who cannot participate due to medical concerns, have them
write a reflection evaluating their favorite sport/activity in regards to how
it positively impacts health
Circuit Training
- 7A (27) Three groups of 4 and three groups of 5
- 7B (26) Four groups of 4 and two groups of 5
- 8A (20) Two groups of 4 and four groups of 3
- Have students run to a station according to groups above
- There will be six different stations (Lunge jumps, crab walk, wall jumps,
V crunches, Running, Heart Rate/Stretching)
- Students will complete each station for 30 sections and then rotate
clockwise to the next station, while having a 20 second break. One whistle
will indicate go and two whistles will indicate break. Play music while
students are exercising.
- If students need a water/washroom break, up to three students can write

2
min
Tim
e

5
min

15
min

Assessments/
Differentiation

Consolidating
Learning
Feedback From
Students:

their name on the board. Once they return, they must wipe their name off
and return to their station.
Assess students based on their level of participation (grade checklist)
If students find an exercise difficult, moderate it (lunges, walking, jumping
jacks, touch feet to ground, speed walking)
If students find an exercise easy, moderate it (lunge jumps with a squat,
faster crab walk, dont touch feet to ground with crunches, sprinting)
Closure

Feedback To
Students

Students will sit in a circle (student leader in the middle if desired by the
students)
Check understanding by asking the students to identify which
activities raised their heart rate the most?
Consolidate learning by the importance of knowing your heart rate.
Guide students who may by slightly off track.
Thank the students for their attention.

Transition To
Next Lesson

Tell students that we will be learning about the FITT Principle.

Sponge
Activity/Activitie
s

Tabata training (6 sets of movement for 20 seconds on 10 seconds break)

Tim
e
5
min

Reflection: