Lesson Plan Title: Weight-Training

Date:
Subject: Physical Education Grade: 10
Topic: Weight training Essential Question: How can we integrate technology into
a weight training class?

Materials

- 25 sets of free weights ranging from 5lbs to 20lbs

- 25 bar bells
- Step-ups
- 25 matts
- Gym room
- Projector and projector screen
- Proper gym wear

Rules/Safety

- Inhale when preparing for lift and exhale as exerting the greatest force
- Lift weights slowly and with control
- Don’t lift more than you can handle. If this is your first weight training class, go with the lightest
set of weights or ‘free weights’ (no weight added)
- Listen to your body, if you need a break take one- if you added too much weight, stop and
reduce weight
- Don’t sacrifice form to increase the amount of weight lifted
- Sanitize mats at the end of the lesson
- Wait to put away ALL equipment until class is completed
- Proper clothing is required that doesn’t restrict movement
- Gym shoes/running shoes must be worn at all times throughout the gym
- Because we are visiting a facility, respect all facility rules i.e., no outdoor shoes permitted in the
facility, lock up valuables in locker, etc.

Management Strategies

- Have one set location where equipment will be set out prior to the lesson and returned by
students when finished with the equipment i.e., at the back of the gym room
- When giving instructions, teacher will be standing in front of the room and students will be
facing teacher
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?
Psychomotor: Students will be able to identify and apply basic safety principles associated with resistance
training and perform proper technique to resistance training skills
Affective: Students will be able to feel safe to participate in a virtual weight training class. Students will be
supportive of one another since everyone will have varying degrees of experience
Cognitive: Students will be able to understand the rules and safety of the facility as well as understanding
cues of each skill. Students will understand how to integrate different types of technology into fitness.

Broad Areas of Learning:

Lifelong learning: Students will have the opportunity to explore and construct knowledge of basic resistance
skills of weight training. Building their confidence, competence, and sustainability through weight training will
allow for deeper inquiry of this skill and will promote to a positive lifestyle. This, in turn, will also promote
more engagement and planning for not just weight training, but other alternate environment activities.
Students will also have the opportunity to investigate how technology can be used as a workout tool (virtual
fitness classes).
Sense of self and community: Students will encourage one another and work together to support one
another. This will also help build trust and self-confidence. Physical activity can be done socially with others
which promotes a sense of self within their greater community.
Engaged citizens: Students will experience opportunities to initiate, plan for, and lead positive change that
will enhance the personal well-being of self and others. Weight training promotes an active and healthy
lifestyle and provides the opportunity to develop a skill that promotes a lifetime of health and fitness.

Cross-Curricular Competencies:
Develop students’ critical thinking: Students will have the opportunity to think contextually about skillful
movements needed to properly execute a variety of resistance movements (with and without equipment).
Develop students’ identity and sense of interdependence: Students will understand how to keep themselves
and their peers safe while performing resistance movements, which will develop trust and teamwork.
Develop students’ multiple literacies: This lesson will help students develop their physical literacy through
technological literacy. Through the virtual fitness class, students will improve their competence, confidence
and sustainability in a wide variety of weight training skills through the visual demonstrations and auditory
directions to teach the same resistance training skill.
Develop students’ social responsibility: Students will work on positively interacting and being respectful
toward their peers in order to create a safe and trustworthy environment

Outcome(s):
W3 - Plan for and engage in movement activity to increase confidence, competence,
and sustainability in self-selected individual and/or partner movement activities from
each of the following categories:
● Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics)
● Alternative Environment Activities (e.g., cycling, snowshoeing, cross-country
skiing, swimming, hiking, skating, canoeing, trapping,
● weight lifting/going to a fitness centre)
 ●Target games (e.g., bowling, golf, archery, bocce ball )
Net/Wall games (e.g., tennis, table tennis, racquetball, squash)

W7- Promote sustainable well-being by planning for and engaging in movement

activities, alone and with others, that enhance the health-related (i.e., cardiovascular
endurance, flexibility, muscular endurance, muscular strength, and body
composition) and skill-related (i.e., power, agility, speed, reaction time, balance, and
co-ordination) components of fitness.

PGP Goals:

2.4 ability to use technologies readily, strategically and appropriately

3.2- The ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical, and spiritual beings.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
- Students will be assessed on technique and safety through responsive feedback from the teacher
- Students will be asked to explain how to do the skill verbally and visually during the lesson

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
- Students will be asked questions that reflect their final assessment
- Students will self-assess through an email at the end of this particular lesson by sharing their
experiences
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

- Ask the students if anyone has trained with weights
- Turn to the person next to you and share what you think some of the basic principles of weight
training and the safety considerations that may apply today
- Discuss what rules we need to adhere by in the facility (stated above)
- Be clear to students to participate in activities that they’re comfortable in and that the skill can be
performed without weights as an alternative option
- We are creating confidence at own level of comfortability

Prior to lesson
- Check all equipment prior to use
- Make sure students are properly dressed for workout

Main Procedures/Strategies:
Students will be attending a virtual fitness class at Goodlife Fitness on 8th street in Saskatoon- an experienced
and certified virtual fitness instructor will go through a one hour full body workout with the class

As the teacher- You will be directed to the screen at the front of the classroom. The teacher will choose ‘Body
Pump- This workout challenges all of the major muscle groups by using exercises such as squats, presses, lifts
and curls (low weight loads with high repetition)’ and a screen will deploy with a projector.

Students follow the virtual fitness class while you walk around the room, checking the students form and
assisting if needed.
*NOTE: make sure volume is adjusted high enough for those who may have hearing impairments
The virtual class will go through a warm-up, the skills (adaptations/modifications of the skill), and a closing
with a stretch
- Warm-up: warm-up will consist of no weight to light weight and warm up all muscle groups being
used during the workout
- Skill 1: Squats
- Skill 2: Chest press
- Skill 4: Back resistant movements
- Skill 3: Tricep resistant movements
- Skill 4: Shoulder press
- Skill 5: Bicep curls
- Skill 6: Lunges
- Skill 7: Core
- Cool-down: Stretch of all muscles used

Adaptations/Differentiation:
- Provide a choice of modifications/adaptations for different ability levels i.e., box push-ups, to knee
push-ups, to regular push-ups to wide push-ups
- Students have an option to take breaks when needed and join back in when ready
- Students have the option to add weight/decrease weight during the lesson in order to be
challenged/comfortable
- Students who have disabilities restricting the use of their upper body/lower body can perform the
skills applicable to their ability while the teacher prepares alternative skills prior to the lesson
 - Teacher can provide kinesthetic maneuvering (with student’s discretion) to help those who need
extra assistance

Closing of lesson:
- Ask students what skill was the easiest skill? Most difficult? Favourite?
- Ask students safety precautions when weight training
- Ask students what other types of technology we could implement besides virtual classes? (i.e., heart-
rate monitors, stop watches, etc.)
- Instead of writing in your journals this week, you will respond through an email to
jcf875@mail.usask.ca (If student does not have a phone computers will be available for access)

Resources
Goodlifefitness.com

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Reflection

I plan lessons and assessment based on provincial curriculum. My lesson plan effectively

integrates outcomes and indicators with instructional strategies and assessment (W3 and W7 stated

above). My instructional strategies/assessment procedures of visual, auditory cues, and technological

approaches is adaptable throughout the lesson in order to modify teaching and learning activities to

sustain and engage students of all diversities. My lessons and formative assessment strategies reflect

on my outcome and indicators that encompass the unit.

I make student learning goals for each lesson/task. My goal is clear and effective and my

planned instruction and activities are likely to achieve it. My goal for students is to try their best and

apply proper technique to the skills in the lesson. The skills have adaptations and differentiations in

order for students to succeed.

I know which instructional strategies to pick at given times. I choose instructional and learning

strategies that are best related to both outcomes and indicators and my students. The learning
strategies implemented including visual (demonstrate the skills through the video) verbally through

cues, and kinesthetically (by student discretion, manipulate the student’s body part in order to achieve

skills and feel skill) allows for students to succeed in skills pertaining to the lesson which, in turn, allows

them to be successful in hitting the outcome and indicator of the lesson. Giving these variety of

instructional strategies allows for more student succession.

My lessons are ready to be used. The lesson has everything you would need to teach it, and

would encourage a sub to come back. The teacher has guidelines throughout the lesson of helping the

students in collaboration with the video. The teacher knows what to do when they get to the facility,

etc.

I create formative assessments. My formative assessments tell me how to change the plan as I

go. Through responsive teacher feedback, I can understand what students are understanding and

misunderstanding, as well as what I need to change in my instruction. Allowing students to explain to

me what they’re doing through visual AND verbal explanations shows me that the student has a

thorough understanding.

I create summative assessment. My students help shape the assessment and will understand

the assessment easily. I ask questions that reflect their final assessment piece which leads them to

critical thinking. The journal entries allow for me to view the students experiences, feelings, and

thought processes towards the content of the unit. The journal entries can be student choice of

expression while integrating technology (email).

I set and use goals for enhancing my professional development. I have evidence that I have

made significant progress towards the teaching goals I set. My goal corresponding to TECH point 2.4;
ability to use technologies readily, strategically and appropriately I believe was achieved through this

lesson. I incorporated a creative way of instruction through a virtual class, as well as implementing

technology for my students journal entries. I also had the students brainstorm at the end of the class

what other uses of technology could be incorporated into the classroom. TECH point 3.2; The ability to

use a wide variety of responsive instructional strategies and methodologies to accommodate learning

styles of individual learners and support their growth as social, intellectual, physical, and spiritual

beings I believe I am making significant progress towards. I have grown towards learning a variety of

responsive instructional strategies through the culturally-responsive lecture and digital citizenship

lecture.

I can incorporate technology in my planning. I plan for my students to do old tasks with newer

technology. Although I used a virtual fitness class to instruct my students and incorporated using email

for their journal entries, I strive to plan to teach my students to create, communicate and curate as an

essential part of their learning. This outcome has made me think for the future as to how I can

incorporate technology in a variety of ways beyond instruction. Through the virtual fitness class, I am

encompassing substitution and through their journal entries, I am encompassing modification of the

SAMR model. Technology is used to perform the same task as was done before the use of technology

(through instruction) and common classroom tasks are being accomplished through the use of

technology (through journal entries).

I can demonstrate a culturally responsive instructional stance. My planning is designed to

allow me to learn from, and respond to, my students’ culture. Creating a unit plan that values cultural

diversity creates an inclusive environment that is accepting and allows connections between one
another. I’ve encouraged my students to participate through my instruction because they have the

ability to connect to the material through the different teaching methods.

I can use all four types of questions. I have a good variety of questions and they are phrased

well. My essential question is well worded. My unit contains the four types of questions; lead, guide,

hook, and essential questions that will be covered throughout the unit. My essential questions vary

across my lesson plans and grasp the overall idea that the students will learn at the end of the unit.

I understand how to plan for differentiation and adaptation. My plans make it likely that

students with different needs would experience success. I’ve designed my lesson plan with adaptations

and planned for differentiation in order for my students to succeed. Students at all levels of ability and

comfortability can succeed with choice of equipment and difficulty through weights, the different

difficulty levels of each activity, and the instructional strategies. When this lesson is put into practice,

specific and appropriate differentiations and adaptations will be made.

I create engaging learning activities and tasks. My entire unit allows for increased connection

between students and student ownership of learning. The different instructional strategies used to

present the activities allow for increased competence, confidence, and motivation of learning

activities. The activities also allow students to choose their adaptation and their weight added to

succeed. This, in turn, will allow for improvement which leads to engagement. Students working

together will also increase engagement. As well, having a different instructor and changing the

environment creates engagement.

My planned activities would improve discipline specific literacy skills of my students. My

students will have the opportunity to self-assess and improve literacy strategies. My students will be
exposed to visual literacy, speaking and listening literacy, and technology and digital literacy through

this unit. Students will have a chance to improve these literacy strategies during the unit through trial

and error. They will also have the opportunity to self-assess in their journal entries.

I can create a unit that would achieve the outcomes and the indicators. Many elements, like

assessment and differentiation, etc. are woven together to make it more likely students could

demonstrate the outcome(s). Each element in the unit plan has a purpose and reflects the provincial

curriculum.

The final task in my unit elicits evidence of application in a new situation. My final assessment

will make the application of student learning relevant and useful. Not only will the final assessment

exemplify relevance and usefulness, it will also represent student ownership, because students

customize their final assessment to fit their needs and wants and for it to be applicable and achievable.

I can create a unit that would assess the outcomes and indicators. My unit assesses outcomes,

and has effective, pre, formative, and summative assessments. My unit and assessment strategies

encompasses the outcomes in the a diverse way. The content of my unit hits most aspects of outcomes

W3 and W7 that reflect the Saskatchewan curriculum.

Improvements in my unit plan show my increased understanding. My unit plan had

substantial revisions that improve its overall quality and allow for differentiation. My unit plan includes

a variety of technology in order to create challenges or modifications for my students. This creates

more engagement and participation of students and allows students to connect to the content of the

lesson in a variety learning styles. I included the use of head-sets, internet access, heart-rate monitors,

and virtual instruction in order to enhance technological literacy (changes are made in red).