This 4-day lesson plan teaches 10th-12th grade learning support physical education students about stretching and creating their own stretching routines. On day 1, students will research stretches and take photos in the computer lab and gym. On day 2, students will finish taking photos in the gym and computer lab. On day 3, students will create slideshows in the computer lab. On day 4, students will present their slideshows. The lesson objectives are for students to describe principles of exercise by creating a stretching routine, identify positive and negative group interactions while working with a partner, analyze age-appropriate physical activities by creating individualized routines, and analyze benefits of physical activity by recording stretching benefits. Student understanding will be assessed through teacher observations

1. Lesson Planning
Waynesburg University
Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
 10-12th grade Learning Support Physical Education Class.
 10 total students
Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
 1 Physical Education Aid and 3 Teacher aids from the classroom
What is the long range goal(s) that is tied to this lesson?
 10.5.6.D: Describe and apply the principles of exercise to the components of health- related and skill-related fitness.
 10.4.6.F: Identify and describe positive and negative interactions of group members in physical activities.
 10.4.9.A: Analyze and engage in physical activities that are developmentally/ individually appropriate and support
achievement of personal fitness and activity goals.
 10.4.9.B: Analyze the effects of regular participation in moderate to vigorous physical activities in relation to adolescent
health improvement.
What is the specific learning objective(s) for this lesson?
1. Given instruction on stretching and the major muscle groups, the students will describe and apply the principles of exercise to
the components of health- related and skill-related fitness by creating their own stretching routine that incorporates all 8
major muscles groups being assessed by rubric based on their Photo Story slideshow project.
2. Given a group project, students will identify and describe positive and negative interactions of group members in
physical activities by working with a partner successful to create their own stretching routine incorporating all 8 major
muscles groups when being assessed through teacher observations.
3. Given a group project, students will analyze and engage in physical activities that are developmentally/ individually
appropriate and support achievement of personal fitness and activity goals by creating a stretching routine that is
specific to their own needs incorporating all 8 muscle groups while being assessed daily through teacher observations
and once again at the end of the lesson by rubric.
4. Given a stretching project, students will analyze the effects of regular participation in moderate to vigorous physical
activities in relation to adolescent health improvement by recording at least 3 benefits of stretching in their fitness
journals at the end of the week while being assessed by the teachers "stretching benefits chart".
What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
 Students must know major muscle groups
 Students must know what stretching is and its benefits
 Students must know the definition of flexibility
 Students must have basic computer skills (using keyboard, mouse, turn on and off etc).
When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)

2.  Learning generalization- Students are creating their own stretching routine incorporating all 8 major muscle groups
while working with a partner showing me that the students will be able to stretch on their own before engaging in
physical activity outside of P.E.
When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
4 Day Lesson
Class 1: Research stretches to use and start pictures
Class 2: Complete taking photos of your stretching routine
Class 3: Making slideshow
Class 4: Presenting slideshow to the class
Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?
 Day 1: Computer Lab and Finish in Gymnasium
 Day 2: Gymnasium and back to computer lab if students finish taking pictures
 Day 3: Computer Lab to finish creating slideshow
 Day 4: Computer Lab to present slideshows
Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
 This lesson is imperative for students to know so that they are best prepared for preventing any kind of muscle injury
engaging in physical activity. Students will be engaging in physical activity outside of P.E. and by understanding how
to stretch properly and how to stretch each muscle groups will allow my students to as safely as possible engage in
physical activity on their own without pulling or tearing a muscle.
How does this lesson relate to the PA Academic Standards?
 This lesson relates to the following state standards
o 10.5.6.D: Describe and apply the principles of exercise to the components of health- related and skill-related
fitness.
o 10.4.6.F: Identify and describe positive and negative interactions of group members in physical activities.
o 10.4.9.A: Analyze and engage in physical activities that are developmentally/ individually appropriate and
support achievement of personal fitness and activity goals.
o 10.4.9.B: Analyze the effects of regular participation in moderate to vigorous physical activities in relation to
adolescent health improvement.
How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
 This lesson builds off previous lessons because students have been learning the importance of stretching before
physical activity as well as how to stretch different muscle groups. For this lesson students have to create their own
stretching routine to prepare them for physical activity. This lesson will also prepare them for future lessons because
next students will be engaging in more vigorous physical activity like strength training which requires stretching to
prevent injury .
How will you determine if students have met the lesson objective? (Think assessment)
 Please see rubric attached on Weebly website.
How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)

3.  This lesson will be presented in a variety of different ways. There will be whole group instruction teaching students how to use Photo
Story. Students will be working in groups, cooperatively, creating their stretching routine.
Lesson Planning
Waynesburg University
Writing the lesson plan:
Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
 10.5.6.D: Describe and apply the principles of exercise to the components of health- related and skill-related fitness.
 10.4.6.F: Identify and describe positive and negative interactions of group members in physical activities.
 10.4.9.A: Analyze and engage in physical activities that are developmentally/ individually appropriate and support
achievement of personal fitness and activity goals.
 10.4.9.B: Analyze the effects of regular participation in moderate to vigorous physical activities in relation to adolescent
health improvement.
Lesson Objective(s)
(Stated in observable and measurable terms)
1. Given instruction on stretching and the major muscle groups, the students will describe and apply the principles of exercise to
the components of health- related and skill-related fitness by creating their own stretching routine that incorporates all 8
major muscles groups being assessed by rubric based on their Photo Story slideshow project.
2. Given a group project, students will identify and describe positive and negative interactions of group members in
physical activities by working with a partner successful to create their own stretching routine incorporating all 8 major
muscles groups when being assessed through teacher observations.
3. Given a group project, students will analyze and engage in physical activities that are developmentally/ individually
appropriate and support achievement of personal fitness and activity goals by creating a stretching routine that is
specific to their own needs incorporating all 8 muscle groups while being assessed daily through teacher observations
and once again at the end of the lesson by rubric.
4. Given a stretching project, students will analyze the effects of regular participation in moderate to vigorous physical
activities in relation to adolescent health improvement by recording at least 3 benefits of stretching in their fitness
journals at the end of the week while being assessed by the teachers "stretching benefits chart".
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
 Students will be observed daily assessing student behavior and participation
 The overall project will be assessed by Rubric. "Please see Rubric posted on Weebly"
Materials:
 5 Computers
 5 P.E. Cameras
 Photo Story Program
 Gymnasium
 Mats to stretch on
Inclusion Techniques for Students with Special Needs:
 Entire Lesson is based on adapting lesson for students with special needs.
 Each group will have a staff member if assistance is needed in any aspect of the lesson
 Print on computer screens can be enlarged

4. Enrichment Techniques:
 Students can make a stretching routine that is specific to the needs of the sport or sports they play. For example if a
student plays basketball they can add additional stretches that focus on their calves and lower back.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):
 This lesson was made to the specific needs of these ten students. Please see inclusion technique list.
Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
 I will ask the students " what types of sports and physical activities do you like to play? Students will respond with
answers like swimming, golfing, baseball, basketball etc. I remind the students that before participating in these
activities you should always stretch to limit the chance of getting injured.
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
 Day 1:
o Meet students in computer Lab
o Introduce anticipatory set
o Show students my Photo Story Video
o Tell students that they are going to create their own video just like mine using the Photo Story software.
o Tell students they are going to be broken up into groups of two, research stretches, take pictures using the
P.E. cameras and then use the Photo Story program to create a slideshow. Students must use all 8 major
muscle groups (chest, back, quads, hamstrings, biceps, triceps, shoulders, and abs)
o Next Break students up into groups of two. I have already predetermined groups by athletic ability/ needs.
o Each group will have their own computer to research stretches.
o Students already know how to search web and look up information but I will quickly remind them how to use
google and phases they should type in to find stretches. "Flexibility stretches, stretches, static stretches,
dynamic stretches
o Allow students time to research and find enough stretches to make a full body routine must. Must incorporate
the 8 major muscle groups. Students are to write the stretches and the muscle group stretched in their fitness
journal and may also need to draw a picture to remind them how to do the stretch.
o When students are finished with time remaining, students may go to the gym to shoot basketball or play the
Wii.
 Day 2:
o Meet the students in the gymnasium with their fitness journals.
 If students forgot their journal have them go and get it.
o Students will sit around middle circle to go over how to use the cameras.
 Students already know how to use the cameras but will review it quickly.
 How to turn it on
 How to zoom in and out
 How to use flash
 How to take picture

5.  How to delete pictures
 How to save pictures
 How to off
o After going over how to use camera have the students separate into their groups and have them take pictures
of their stretches.
o Students may use mats to stretch on that are already in the gym.
 Day 3:
o Day three we all will meet in the computer lab
o On day three the teacher will show students how to use Photo Story
 Computers will already have it downloaded
 How to upload photos from camera to slideshow
 How to add text " explain that students need to write the muscle group stretched for each stretch and
the name of stretch on each slide.
 How to change text color
 How to order the pictures exactly how you like
 How to use transitions
o After the teacher has taught Photo Story to the students the students with the help of a staff member will
upload the pictures and create their slideshow.
o When completed students will save their project to the teachers flash drive.
 Day 4:
o Last day in the computer lab
o Students will present their projects to the class.
o Students do not have to talk during the slideshow but will just have to play it.
o Students will complete exit an exit card. On the exit card the students will have to answer at least two benefits
of stretching and name two of their favorite stretches.
o After all groups have presented we will head back into the gymnasium where the students will have free
choice for the last five minutes if any time is remaining.
Guided Practice/Independent Practice/Assessment Activities
 Students will create a workout routine, taking pictures of it using the P.E. camera
 Students will be taught Photo Story and then will create their own slideshow "stretching routine".
 Students will be assessed by rubric on daily behavior, participation, and their overall final Slideshow project.
Closure:
 Students will complete exit an exit card. On the exit card the students will have to answer at least two benefits of
stretching and name two of their favorite stretches.