Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)

Template with guiding questions

Teacher(s)
Name K. Pieze

Position Physical Education Teacher

School/Distric
t Sequoyah Middle School/Clayton County Public Schools

E-mail Kpieze1911@gmail.com

Phone
Grade Lev-
el(s) 6th – 8th Grade

Content Area Physical Education

Timeline Three Class Blocks

Standards (What do you want students to know and be able to do? What knowledge, skills, and
strategies do you expect students to gain? Are there connections to other curriculum areas and subject
area benchmarks? ) Please put a summary of the standards you will be addressing rather than
abbreviations and numbers that indicate which standards were addressed.
PE8.1: Demonstrates competency in motor skills and movement patterns.
PE8.2: Demonstrates an understanding of movement concepts, principles,
Content Standards
strategies, and tactics as they apply to the learning and performance of phys-
ical activities.

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  Empowered Learner - Students leverage technology to take an active role
in choosing, achieving and demonstrating competency in their learning
goals, informed by the learning sciences.
o Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways
NETS*S
 Knowledge Constructor - Students critically curate a variety of resources
Standards:
using digital tools to construct knowledge, produce creative artifacts and
make meaningful learning experiences for themselves and others. Students:
o plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits
o curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful
connections or conclusions

Overview (a summary of the lesson or unit including assignment or expected or possible products)

The objective of this lesson is for Sequoyah Middle School Eighth Grade students to create a 3 to 5-
minute exercise warm-up video for their physical education class. Students have been enrolled in their
physical education courses since August 2017. Students will view and analyze professional and student-
created exercise videos for inspiration and ideas during physical education class. Students will collabo-
rate with each other and develop storyboards for their exercise videos. Students will film and edit their
raw footage. Finally, students will create a video demonstrating at least three warm-up exercises they
learned about through their research during this project. Students will be expected to develop their prod-
uct using the guidelines specified in the rubric and present it their peers during physical education class.

Essential Questions (What essential question or learning are you addressing? What would students
care or want to know about the topic? What are some questions to get students thinking about the topic
or generate interest about the topic? Additionally, what questions can you ask students to help them
focus on important aspects of the topic? (Guiding questions) What background or prior knowledge will
you expect students to bring to this topic and build on?) Remember, essential questions are meant to
guide the lesson by provoking inquiry. They should not be answered with a simple “yes” or “no” and
should have many acceptable answers.

 What different ways can the body move, give a specific purpose?
 What can we do to be physically active and why is this important?
 Why is it important to be physically fit and how can we stay fit?
 How will physical activity help us now and in the future?
 How do we interact with others during physical activity?
 What intensity level should exercises start off with?
 Why is stretching necessary before engaging in physical activity?

Assessment (What will students do or produce to illustrate their learning? What can students do to
generate new knowledge? How will you assess how students are progressing (formative assessment)?
How will you assess what they produce or do? How will you differentiate products?) You must attach
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copies of your assessment and/or rubrics. Include these in your presentation as well.

Students will develop, film, edit, and produce a 3 to 5-minute exercise video using iMovie demonstrating
exercises they have researched and collaborated on during a 2-week period in their physical education
classes. Student learning is taking place by researching and analyzing appropriate exercises that will
adequately warm up the viewing audience getting them warmed-up for vigorous physical activity and
creating a video using previously unused technology tools. Project videos will be differentiated based on
student needs. Students’ progress during the project will be assessed through informal assessment.
Students’ final projects will be assessed by using a rubric.

Resources (How does technology support student learning? What digital tools, and resources—online
student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help
elucidate or explain the content or allow students to interact with the content? What previous technology
skills should students have to complete this project?)

Eighth-grade physical education students will be using Web 2.0 services and software tools to support
their learning tasks during this project. Students will be taught the proper use of copyrighted materials
and how to find Creative Commons media to use in their projects. Students will need basic previous
technical knowledge, appropriate for their grade level, to complete this project.

Technology Used:
• IMovie - The students will create their warm-up video using iMovie
• iPods – The Students will use iPods to record and edit their warm-up videos
• iMac- The Students will use iMacs to edit their warm-up videos and research information for
their projects
• iPhone - The Students, who own iPhones will use them to record and edit their warm-up videos
• Android Phones - The Students can use Android Phones to record and edit their warm-up videos
• Google Doc or Dropbox – Students will use online storage to store and share their video clips.

Supporting Material:
 Storyboardthat.Com - Students will use storyboardthat.com to create a storyboard for their pro-
jects
 YouTube: Students will view Fitness Blender professional exercise video during the hook section
to get them thinking about their exercise videos.
 Rubric- A rubric will be made to address specific project requirements for the project.
 iMovie Tutorials – Students will view and complete iMovie tutorial exercises
 DVD videos- Students will observe professional exercise video during the hook section to get
them thinking about their exercise videos.
 Project Instructions – Instructions for the project, with requirements and links to pass student ex-
amples.

Rubric:
https://drive.google.com/open?id=1dryVhCoJO_kgRqhiBgzBJqIHwknVQkfX

Project Feedback Survey:

https://drive.google.com/open?id=1TRMW2nvaZSTU0NhL8obXhv9EI71ED6Imp_6XWUsDSos

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 Feedback Forms:
https://drive.google.com/open?id=1gpR7mfXu-siWDqjNH7i2CdHd8BPB7Ddk

Instructional Plan Preparation (What student needs, interests, and prior learning provide a
foundation for this lesson? How can you find out if students have this foundation? What difficulties
might students have?)
Physical Education courses in middle school have no prerequisites. Students are placed in connection
classes by the school’s counselor. Students are required to take physical education at least once during
their time in middle school. Students will be using Macs to complete their projects. Some students may
not have used Macs in the past and will have to be tutored on their use. Students have basic computer
skills with the Windows OS but can transfer their computer skills to Mac use.

Management Describe the classroom management strategies will you use to manage your students and
the use of digital tools and resources. How and where will your students work? (Small groups, whole
group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the
Internet while completing this lesson? Describe what technical issues might arise during the Internet
lesson and explain how you will resolve or troubleshoot them? Please note: Trouble-shooting should
occur prior to implementing the lesson as well as throughout the process. Be sure to indicate how you
prepared for problems and work through the issues that occurred as you implemented and even after the
lesson was completed.

The teacher will introduce the students to the project by having them participate in a series of video exer-
cises projected on to the wall using an LCD projector and explaining how they are going to make their
videos. Students will be given a handout which will explain the project and include the project’s rubric.
Students will work in small groups and individually. Student groups will be randomly chosen by allow-
ing students to pick a number from a bag. Students with matching numbers will be grouped. Group
sizes will be kept to a maximum of five members, with a total of eight groups in class.

Sequoyah Middle School students have access to two computer labs. One computer lab is equipped with
Apple iMacs, and the other is equipped with Windows PCs. Computer lab rules are posted in the lab and
will be hey adhered to. If students break lab rules, they will be given “silent lunch.” Students will work
on their projects during their physical education classes and during “Warrior Time” which is a 45-minute
enrichment period before school. If students need extra access to technology tools, the school’s computer
labs are open after school for an hour every Monday and Wednesday. If the internet goes down, students
will be given additional time to complete their projects. Students will also be allowed to bring in their
technology devices and connect their devices to the school’s BYOD network. If Web 2.0 services be-
come inaccessible, alternative Web 2.0 services will be assigned to use. If technical issues arise, extra
time will be granted to finish the project.

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Instructional Strategies and Learning Activities – Describe the research-based instructional strategies
you will use with this lesson. How will your learning environment support these activities? What is your
role? What are the students' roles in the lesson? How can you ensure higher order thinking at the
analysis, evaluation, or creativity levels of Bloom’s Taxonomy? How can the technology support
your teaching? What authentic, relevant, and meaningful learning activities and tasks will your students
complete? How will they build knowledge and skills? How will students use digital tools and resources
to communicate and collaborate with each other and others? How will you facilitate the
collaboration?

Students will collaborate and create this project. The teacher will check with the students throughout the
implementation of this project to make sure that the objectives and goals are clear and understood. The
students will get feedback from their peers as well as the teacher throughout every phase of the project.
Students are the researchers, producers, scriptwriters, performers, and video editors of the exercise vide-
os. Students will use a criterion (difficulty, intensity level, prior knowledge, special needs adaptations) to
analyze exercises for this project. Students will use Web 2.0 services and desktop installed technology
tools to complete this project. Student completed projects will be used by the SMS physical education
department for daily warm-up exercises. Students will have the opportunity to learn how to use story-
boarding software, video recording equipment, and video editing software. Students will use Google
Classroom to collaborate with group member and to upload the video project. The teacher’s role will be
that of a Co-investigator while the students are researching the different types of exercises. The teacher
will also act as a guide, as the students construct their vision of their project and as a co-learner while
teaching the students how to use iMovie.

Differentiation (How will you differentiate content and process to accommodate various learning
styles and abilities? How will you help students learn independently and with others? How will you
provide extensions and opportunities for enrichment? What assistive technologies will you need to
provide?)

Students with Individualized Education Programs (IEPs) will have all accommodations implemented.
English-language learners (ELLs) will be assisted with word decoding and the use of technology tools.
ELL students will use Native Language to English dictionaries or Google Translator to assist with vo-
cabulary. A student with visual impairment will use a screen reader and large-print keyboard to complete
the project. The teacher may, if necessary, restructure groups so that the groups are diversified. The
teacher will provide one-on-one instruction to students and encourage peer teaching. Students with prior
knowledge in using iMovie and Storyboardthat.com will help teach their peers. Enrichment opportuni-
ties will be offered to all students during the “Warrior Time” period every morning.

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Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will
students be asked to provide feedback on the assignment itself? What will be your process for answering
the following questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

Students will draw a number to determine the order in which the groups will present their projects. The
peer audience will be tasked with providing feedback to the presenting groups in the form of an anony-
mous survey, based on a teacher created a rubric, in Google Forms. The scores from the student-scored
rubric/survey will be 25% of the final project grade. The teacher will score the project using a project
rubric which will be 60% of the final project grade. The group members will score themselves, using a
similar rubric used by their peers, but will provide written feedback on the area where improvements can
be made. The group's rubric score will be 15% of the final project grade.

The teacher will reflect during every phase of the project. Any changes needed during the project, to im-
prove student learning, will be made. The teacher will also ask, another physical education teacher, to
critically evaluate the lesson and offer a suggestions for improvements.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience
with implementing this lesson. What advice would you give others if they were to implement the lesson?
Please provide a quality reflection on your experience with this lesson and its implementation.
The project’s implementation went as well as to be expected with very few issues. The students were fa-
miliar with a majority of the Web 2.0 services used for this project and in some areas showed some tech-
nology skill mastery. I had to refer the students to the rubric throughout the learning task, to make sure
they maximized their project points. Some students wanted to turn-in projects, which were not complete.
I found that students needed extra time, outside of the regular class period to complete their projects. If I
were to implement this project again, I would allow for more completion time, and not schedule the due
date after a major holiday.

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