Elementary+Workouts

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**__Topic/Activity__ – // Fitnessgram // Training (Technique and Safety)** – (2-day lesson + approx. 1 more day of single student rotations through // Sit-and-Reach // measuring device) ** __Standards/Outcomes__ (New) - ** 4th - 2.a. Peer assessment and evaluation of critical movement elements (Inquiry 1-4; Rel & App 1,3; Nature of PE   1,2) 4th – 4.c, d. Identify proper clothing, footwear and safety precautions for various activity and make poster for class (Inquiry 1-5; Rel & App 1-4; Nature of PE 1-3) **__Materials__** – // Fitnessgram // CD, // Fitnessgram // guide book, PSD // Fitnessgram // record sheets for students;Peer/Self Evaluation ¼ sheets (below), pencils, poster-making materials (markers, big paper, etc.) ** __Teach/Demonstrate/Activity I__ (see district // Fitnessgram // guide) **  1) Model each exercise individually according to the PSD guide for // PACER Run, Pushups, Curl-ups, Sit-and-Reach // noting the critical essential elements in each exercise (both feet over line in PACER, 90 degree elbow in pushups, measuring strip min/max distance on curl-up, straight knee on sit-and-reach, etc.  2) Following each demonstration ask students to identify the critical elements and assign secretary to write down brief notes of class input (correct/edit as needed).  3) Ask students to also note key points in safe use of equipment (clothing, pads, etc.) and technique details to avoid injury (tie shoes for PACER, run in a straight line for PACER, smooth movements on curl-ups/pushups, etc.)  4) Assign representative to combine notes and make poster for technique “musts” and safety points (in parentheses) for the class.  **__ Activity 2  __**  1) Students break into cooperative partnerships to take turns performing/monitoring // Fitnessgram // exercises with each student analyzing technique and sharing feedback on peer feedback forms with others (Note: PE teachers must ** __always__ ** create and maintain a general classroom culture/atmosphere in which students respect the various skill levels and expect and appreciate constructive comments from others and treat “criticism” as a “friendly favor” much like having a friend proofread a paper to help you get a better grade.)  2) Students who had performed and had been assessed (according to critical essential elements on class poster for each exercise) by the other share the points they would like to work on for the next class session on their self-evaluation sheet.  ** Peer Evaluation Notes **


 * PACER ||  Curlups  ||  Pushups  ||  Sit-and-Reach  ||

** Self Evaluation Notes **


 * PACER ||  Curlups  ||  Pushups  ||  Sit-and-Reach  ||

**__ Teacher Assessment Rubric - Student and Peer Evaluations __** __ Assessment 1 __ Self Technique/Safety Evaluation (1 per exercise) 1-minimal focused comments on own technique/safety precautions 2-some focused comments on own technique/safety precautions 3-most to complete focused comments on own technique/safety precautions 4-exceptional/advanced focused comments on own technique/safety precautions (rarely given) __ Assessment 2 __ Peer Technique/Safety Precaution Evaluation (1 per exercise) 1-minimal focused comments on partner’s technique/safety precautions 2-some focused comments on partner’s technique/safety precautions 3-most to complete focused comments on partner’s technique/safety precautions 4-exceptional/advanced focused comments on partner’s technique/safety precautions (rarely given) Chris Hunt - Traut