1. Kettlebell swings: Stand with feet shoulder-width apart, holding the kettlebell with both hands. Bend at the hips and knees, swinging the kettlebell between your legs, then explosively drive your hips forward to swing the kettlebell up to shoulder height. Repeat for desired number of reps. 2. Kettlebell goblet squats: Hold the kettlebell close to your chest with both hands, feet shoulder-width apart. Squat down, keeping your chest up and back straight, then drive through your heels to stand back up. Repeat for desired number of reps. 3. Kettlebell lunges: Hold the kettlebell in one hand at shoulder height, step forward with the opposite leg into a lunge position. Push back up to standing and repeat on the other side. Continue alternating legs for desired number of reps. 4. Kettlebell deadlifts: Stand with feet hip-width apart, holding the kettlebell in front of you with both hands. Hinge at the hips and bend your knees slightly, lowering the kettlebell towards the ground. Drive through your heels to stand back up. Repeat for desired number of reps. 5. Kettlebell Turkish get-ups: Lie on your back with the kettlebell in one hand, arm extended towards the ceiling. Use your free hand to push yourself up to a seated position, then come to a standing position while keeping the kettlebell overhead. Reverse the movement to return to the starting position. Repeat on both sides for desired number of reps. 6. Kettlebell rows: Stand with feet hip-width apart, holding the kettlebell in one hand. Hinge at the hips and bend your knees slightly, keeping your back flat. Pull the kettlebell up towards your ribcage, then lower back down. Repeat for desired number of reps on both sides. 7. Kettlebell overhead press: Stand with feet hip-width apart, holding the kettlebell in one hand at shoulder height. Press the kettlebell overhead, fully extending your arm. Lower back down to shoulder height and repeat for desired number of reps on both sides.

1. Multi-stage fitness test: - Set up a 20-meter course with markers at each end. - Participants must run back and forth between the markers, keeping pace with the audio signals. - The test starts at a speed of 8.5 km/h and increases by 0.5 km/h every minute. - Participants must reach the marker before the audio signal to continue. - The test ends when the participant can no longer keep up with the pace for two consecutive laps. - Record the level and distance covered for each participant. 2. Yo-yo test: - Set up two markers 20 meters apart. - Participants must run back and forth between the markers, keeping pace with the audio signals. - The test starts at a speed of 10 km/h and increases by 0.5 km/h every minute. - Participants must reach the marker before the audio signal to continue. - The test ends when the participant can no longer keep up with the pace for two consecutive laps. - Record the level and distance covered for each participant. 3. Cooper 12-minute run test: - Participants must run as far as possible in 12 minutes. - Measure the distance covered in meters. - Record the distance covered for each participant. 4. 2.4 km run test: - Participants must run 2.4 km as fast as possible. - Record the time taken to complete the run for each participant. 5. Rockport 1.6 km walking test: - Participants must walk 1.6 km as fast as possible. - Record the time taken to complete the walk for each participant. - Calculate the estimated VO2 max using the formula provided. 6. Harvard step-test: - Set up a 20-inch step or bench. - Participants must step up and down on the bench for 5 minutes at a set pace. - Measure the heart rate immediately after the test and at 1, 2, and 3 minutes of recovery. - Calculate the recovery heart rate and fitness score using the formula provided.

Lesson Title: Fitness Tests - Aerobic Learning Intention: To understand and be able to perform various aerobic fitness tests. Success Criteria: 1. Identify and explain the purpose of different aerobic fitness tests. 2. Demonstrate proper technique and effort in completing selected fitness tests. 3. Analyze and interpret results from fitness tests to assess personal fitness levels. Introduction (10 minutes): - Begin by discussing the importance of aerobic fitness and how it contributes to overall health and well-being. - Introduce the different aerobic fitness tests that will be covered in the lesson. - Explain the purpose of each test and how they measure aerobic capacity. Main Part of the Lesson (60 minutes): - Present information on each fitness test, including instructions on how to perform them and what results indicate. - Facilitate a discussion on the benefits and limitations of each test. - Divide students into small groups and assign each group a different fitness test to complete. - Allow time for students to perform the test, record their results, and discuss their findings with their group members. Plenary (20 minutes): - Bring the class back together to share and compare results from each fitness test. - Discuss how the results can be used to set personal fitness goals and track progress over time. - Encourage students to reflect on their own fitness levels and identify areas for improvement. Differentiation: - Provide modified versions of the fitness tests for students with physical limitations. - Offer additional support or guidance to students who may struggle with understanding or performing the tests. Assessment Strategies: - Observe students' technique and effort during the fitness tests. - Review students' recorded results and reflections on their fitness levels. - Conduct a short quiz or written reflection on the purpose and methods of each fitness test. Higher Order Thinking Questions: 1. How might the results of the fitness tests influence an individual's training program? (Analyzing) 2. What factors could affect the accuracy of the fitness test results? (Evaluating) 3. How do the different fitness tests measure aerobic capacity in unique ways? (Creating)

Lesson Title: Problem Solving with Addition and Subtraction Learning Intention: By the end of the lesson, learners should be able to select and use mental or written methods to solve two-step context problems. Success Criteria: 1. Students can identify key information in a word problem. 2. Students can choose an appropriate addition or subtraction strategy to solve the problem. 3. Students can explain their reasoning for their chosen method. Introduction: Begin the lesson by discussing with students the importance of being able to solve real-life problems using addition and subtraction. Show them a few examples of word problems that involve multiple steps and ask them how they would go about solving them. Main Part of the Lesson: 1. Introduce the concept of two-step context problems and discuss strategies for solving them. 2. Provide students with a few examples of two-step context problems and work through them together as a class. 3. Give students time to work on solving similar problems independently or in small groups. 4. Circulate around the room to provide support and guidance as needed. Plenary: Gather the students back together as a class and discuss the strategies they used to solve the problems. Ask students to share their thought processes and reasoning behind their chosen methods. Differentiation: - Provide visual aids or manipulatives for students who may need extra support. - Offer extension activities for students who grasp the concept quickly. Assessment Strategies: - Observe students as they work on the problems to assess their understanding and application of the strategies. - Have students explain their thinking process during the plenary to assess their ability to articulate their reasoning. Higher Order Thinking Questions: 1. How can you check your answer to make sure it is correct? 2. Can you think of a different strategy that could be used to solve this problem? 3. How would the problem change if...? (Analyzing and evaluating)

Lesson Title: Doubling and Halving Numbers up to 200 Learning Intention: By the end of the lesson, learners should be able to double and halve numbers up to 200. Success Criteria: - Students can accurately double and halve numbers up to 200. - Students can explain the process of doubling and halving numbers. Introduction: Begin the lesson by asking students if they know what it means to double a number. Discuss with the class what doubling means and give examples. Then, introduce the concept of halving a number and provide examples. Main Part of the Lesson: 1. Share new knowledge: Teach students the strategies for doubling and halving numbers up to 200. Show them different methods, such as using a number line or mental math. 2. Stimulate discussion: Ask students to share their own strategies for doubling and halving numbers. Encourage them to explain their thinking to the class. 3. Activity: Provide students with a worksheet containing various numbers up to 200. Ask them to double or halve each number and write down their answers. Plenary: Review the answers to the worksheet as a class. Discuss any common mistakes and clarify any misunderstandings. Ask students to explain their reasoning for their answers. Differentiation: - For students who may struggle with the concept, provide manipulatives such as counters or number lines to help them visualize the process. - For students who grasp the concept quickly, challenge them to double and halve larger numbers or solve word problems involving doubling and halving. Assessment Strategies: - Observe students during the activity to see if they are able to accurately double and halve numbers. - Use the completed worksheet to assess students' understanding of the concept. Higher Order Thinking Questions: 1. How can you use doubling and halving to solve multiplication and division problems? 2. Can you explain why doubling and halving are important strategies in mathematics? 3. How can you apply the concept of doubling and halving to real-life situations? (Analyzing) By incorporating these elements into the lesson plan, students will have a comprehensive understanding of doubling and halving numbers up to 200.

Lesson Title: Mastering Multiplication and Division Learning Intention: By the end of the lesson, learners should acquire knowledge on mental and written strategies for multiplication involving two-, three- and four-digit numbers. Success Criteria: 1. Students will be able to demonstrate mental strategies for multiplying two-digit numbers. 2. Students will be able to apply written methods for multiplying three-digit numbers. 3. Students will be able to solve division problems involving four-digit numbers using written methods. Introduction: Begin the lesson by reviewing the concept of multiplication and division. Discuss the importance of being able to multiply and divide efficiently in everyday life. Introduce the learning intention and success criteria for the lesson. Main Part of the Lesson: 1. Share new knowledge with the children by demonstrating mental strategies for multiplying two-digit numbers. 2. Stimulate discussion points by asking students to share their own strategies for multiplication. 3. Set an activity for students to practice mental multiplication with two-digit numbers. 4. Introduce written methods for multiplying three-digit numbers and allow time for students to practice this skill. 5. Provide examples of division problems involving four-digit numbers and guide students through the written method for solving them. Plenary: Review the key concepts covered in the lesson and ask students to share their understanding of mental and written strategies for multiplication and division. Encourage students to ask any questions they may have. Differentiation: - Provide additional support for struggling students by offering extra practice opportunities or using manipulatives to aid understanding. - Challenge advanced students by introducing more complex multiplication and division problems. Assessment Strategies: - Observe students during the activities to assess their understanding of the concepts. - Use exit tickets to gauge students' comprehension of mental and written strategies for multiplication and division. Higher Order Thinking Questions: 1. How can you apply mental multiplication strategies to solve real-life problems? 2. Can you explain the relationship between multiplication and division using examples? 3. How would you teach someone else the written method for multiplying three-digit numbers? (Analyzing)

Lesson Title: Exploring Artists Learning Intention: To introduce students to different artists and their styles. Success Criteria: Students will be able to identify at least two different artists and describe their unique styles. Introduction: Begin the lesson by showing the students pictures of famous artworks by different artists. Ask the students if they recognize any of the artworks or artists. Explain that artists are people who create art and each artist has their own unique style. Main Part: 1. Share information about two different artists with the students, such as Vincent van Gogh and Pablo Picasso. Discuss their styles and show examples of their artwork. 2. Stimulate discussion by asking questions such as: - What do you notice about the colors used in these artworks? - How do you think the artist created this artwork? 3. Allow time for students to complete an activity where they create their own artwork inspired by the styles of the artists discussed. Plenary: Gather the students together to share their artwork with the class. Discuss how each student was inspired by the different artists and their styles. Differentiation: - Provide visual aids for students who may need extra support. - Offer different levels of complexity for the art activity based on individual student abilities. Assessment Strategies: - Observe students during the activity to see if they are able to incorporate elements of the artists' styles into their own artwork. - Have students verbally explain their artwork and how it was inspired by the artists discussed. Higher Order Thinking Questions: 1. How do you think the artist's background and experiences influenced their artwork? (Analyzing) 2. If you were an artist, what style would you create and why? (Creating)

Hello students! Today we are going to learn about the environment and why it is important to take care of it. Let's start by watching a short video that explains what the environment is and why it is important for all living things on Earth. (Play video) Now that we have a better understanding of the environment, let's talk about some ways we can help protect it. 1. Reduce, Reuse, Recycle: We can help reduce waste by using less plastic and paper, reusing items like water bottles and bags, and recycling materials like cans and cardboard. 2. Save energy: Turn off lights and electronics when not in use, and try to use energy-efficient appliances and light bulbs. 3. Conserve water: Take shorter showers, fix leaky faucets, and only water plants when they really need it. 4. Plant trees: Trees help clean the air and provide habitats for animals, so planting trees is a great way to help the environment. 5. Pick up litter: If you see trash on the ground, pick it up and throw it away in a proper trash can. Now, let's watch another video that shows how we can all do our part to protect the environment. (Play video) I hope you learned something new about the environment and how we can all work together to keep our planet healthy. Remember, even small actions can make a big difference! Thank you for watching.

Lesson Title: Exploring Our Environment Learning Intention: To introduce students to the concept of the environment and the importance of taking care of it. Success Criteria: Students will be able to identify different elements of the environment and understand the importance of protecting it. Introduction: Start the lesson by asking students what they think the word "environment" means. Discuss with them the different aspects of the environment such as plants, animals, air, water, and land. Explain to them why it is important to take care of the environment. Main Part: 1. Share new knowledge: Show pictures or videos of different environments such as forests, oceans, and cities. Discuss with students the different elements they see in each environment. 2. Stimulate discussion: Ask students questions such as "Why is it important to protect the environment?" and "What can we do to help protect the environment?" 3. Activity: Give students a worksheet with pictures of different environmental elements and ask them to label each one. Encourage them to color the pictures and discuss why each element is important. Plenary: Review with students what they have learned about the environment. Ask them to share one thing they can do to help protect the environment. Differentiation: - Provide additional support for students who may struggle with the concept by using simpler language or visuals. - Challenge advanced students by asking them to research and present on a specific environmental issue. Assessment Strategies: - Observe students during the discussion and activity to assess their understanding of the topic. - Review completed worksheets to see if students were able to correctly label and explain the importance of different environmental elements. Higher Order Thinking Questions: 1. How do you think our actions can impact the environment? (Analyzing) 2. What are some ways we can reduce waste and help protect the environment? (Evaluating)

Exercice : 1. Hier, je (aller) au cinéma avec mes amis. 2. Demain, nous (manger) au restaurant. 3. Si j'avais de l'argent, je (acheter) une nouvelle voiture. 4. Ne (pas oublier) de fermer la porte en partant. 5. Quand tu (finir) tes devoirs, tu pourras sortir. 6. Si tu (avoir) faim, tu peux prendre une collation. 7. Il (pleuvoir) demain, n'oublie pas ton parapluie. 8. Nous (partir) en vacances la semaine prochaine. 9. Si tu (vouloir), je t'aiderai à déménager. 10. Hier, il (faire) beau, nous avons pu profiter du soleil. 11. Quand tu (être) prêt, on pourra commencer. 12. Si j'avais le temps, je (apprendre) une nouvelle langue. 13. Ne (pas oublier) de me rappeler demain. 14. Quand tu (rencontrer) ton ami, dis-lui bonjour de ma part. 15. Si tu (pouvoir), pourrais-tu m'aider à porter ces sacs ? 16. Il (faire) froid aujourd'hui, n'oublie pas ton manteau. 17. Nous (aller) au parc cet après-midi. 18. Si tu (savoir) la réponse, n'hésite pas à la donner. 19. Ne (pas oublier) de prendre tes clés en sortant. 20. Quand tu (voir) ta sœur, dis-lui que je lui ai envoyé un message. 21. Si tu (venir) me voir, je serai très content. 22. Il (pleuvoir) demain, il vaudrait mieux rester à la maison. 23. Nous (partir) en voyage le mois prochain. 24. Si tu (pouvoir), pourrais-tu me prêter ton livre ? 25. Hier, il (faire) chaud, nous avons pu aller à la plage. 26. Quand tu (être) prêt, on pourra commencer la réunion. 27. Si j'avais le temps, je (visiter) ce musée. 28. Ne (pas oublier) de me rappeler demain matin. 29. Quand tu (rencontrer) ton professeur, dis-lui que tu as besoin d'aide. 30. Si tu (vouloir), je pourrais te prêter de l'argent.