1. Topic-
P.E. Obstacle Course!

2. Content-
Students will be placed in teams and have a fun time running obstacles that will help build muscle, preparing them for right nutrition and engaging them in exercise

Key Terms:
3. Goals: Aims/Outcomes-
1. Students will be able to learn about the importance of nutrition and fitness
2. Students will grasp the concept of different forms of exercise, such as mild jogging or jumping in place
3. Students will have a better understanding for how to prepare for obstacle courses by learning basic nutrition and proper forms of stretching, how to calculate their heartrate and pulse
4. Objectives-
1. students can identify different forms of working out for fitness
2. students will each be a team and will have a guide of rules that will help them understand what this obstacle course is going to helping regards to fitness
3. students will learn about right nutrition and this interactive learning obstacle will be very much like a review for them
5. Materials and Aids-
1. track or inside a gymnasium
2. 10 cones to represent 10 different stations
3. music player (will be our timer for each station)
4. cards with questions about fitness, wellness questions.
5. Velcro and index cards
6. Procedures/Methods-

A. Introduction-

1. introduce students to basic terms of fitness and wellness. This game will have 10 different sections to which students in the group must all complete in order to finish the course.
2. Students will get a sheet with various fitness related terms they can review and relate to how they would use the terms in regards to fitness
3. There will be a card with a question on it, the correct answer to the question will be Velcro-ed to a red or blue cone. IF THE STUDENT IS WRONG: they will have to (as a group) do DOUBLE the work out asked. Such as, if the card says to do Five push ups and star jumps--but the student answers the question wrong they will do double, i.e. 10 push ups, 10 star jumps.
4. students will be asked to do a work out first before they can answer any question (the station will have the work out that the student must complete in order to get the card with the question)
5. once students answer the question right they can run through the isle of the cone to the next station

B. Development-

1. ask students what forms of fitness that people do without realizing it? Such as walking or running, lifting objects, etc.
2. ask students what they do to work out, are they active?
3. Give students a demonstration of the obstacle, each student is working on their own while going through this obstacle BUT will be a color for a team--for example, three different colors, red, blue and yellow shirts will represent a team as a whole--but each student will participate and go through the obstacle on their own. Each student who completes gives a point to their team.

C. Practice-

1. let students interact! Students will get a chance to review over any fitness related questions

D. Independent Practice-

Students will be in groups of two.

1.there will be a work sheet that each group will have. One for Life Scenario: Grocery stores (one student will be a clerk selling things, another will be a buyer)
2. the second section will be that of travel distance and travel time. They will have a work sheet to which they will answer various distance/travel time questions
3. Section three will be about clocks and time--a work sheet that will ask questions involving time, hours late, hours left, how many hours worked during the week and how much someone is paid per hour, etc.

E. Accommodations (Differentiated Instruction)-

This is an interactive physical activity. Cognitive understanding for the rules is very important. Students will get a visual of how the obstacle is set up, they will get three run throughs of what is accepted and what is not. They will have the ability to pass on only ONE course question. The only accommodation that might be required is for students who do not understand fully how the obstacle is--they will get a physical tour of how to do it and what is expected that way it is easier for them to identify what is required.

F. Checking for understanding-

Students should be able to identify various key terms of fitness and wellness are related to the activities they performed. Are carbs good? For what are eating cards good for? Bike riding or swimming? Students should be able to use what they have learned through this activity and can apply it to their lives in sense of being active through exercise and nutrition.

G. Closure-

Students will be able to identify how various exercise will help fitness, with growth and maintaining a healthy life style.

This Lesson Plan is available at (www.teacherjet.com)