Health and Fitness Academy- Vallejo High School

Syllabus for Introduction to Health Education

Administrator: Ernani Santos Director: Katelyn Estudillo M.A. Urban Education, ACE Certified Personal Trainer/Fitness
Instructor

Email: kestudillo@vcusd.k12.ca.us Phone: TBA Health and Fitness Academy Description: The Health and Fitness Academy is a career academy model sponsored by the NAF (National Academy Foundation) Organization. The NAF career academies have been developed over twenty years of research and data collection to design a model that would prepare students for college and career. In the Health and Fitness Academy at Vallejo High School, students will be exposed to a wide variety of Health and Fitness occupations. Guest speakers within the Health and Fitness fields, field trips and eventual internships will all aid in our students preparation and exposure to the various career pathways. Over the course of three years, students will develop skills and knowledge to earn an internship within a Health and/or Fitness field of interest. The academy is built around a Project Based Learning (PBL) model that will teach our students soft skills such as: oral presentation, proper work etiquette and collaboration, etc. We are proud to offer such a rich and meaningful experience for our students and welcome the involvement and support of parents, guardians, community and interested persons. Course Description: Introduction to Health is designed to give students the opportunity to learn through a comprehensive sequentially planned Health, Fitness and Physical Education program aligned with the California Model Content Standards for Physical Education. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Students will learn and demonstrate the value of a healthy

lifestyle using physical activity and nutritional information to prepare them to become ethical and responsible contributors to society. Students will also integrate health and fitness topics into the Core Curriculum. Units of instruction include: Introduction to health and physical education, personal fitness concepts and techniques, cardio-respiratory endurance training, nutrition, team and individual activities and aquatics. Background and Rationale: Vallejo High Schools Physical Education program is concerned with the education of the whole person through physical activity, as it affects the growth, productivity and the lifestyle of the individual. Regular and proper exercise strengthens the body, reduces risk of disease and contributes to mental wellbeing. Physical Education provides a unique contribution to the development of the total person including the exhilaration, joy and sheer fun that can come from successful performance. Efficient, effective movement in a healthy body fosters a positive self-image in learners of all ages. The importance of being physically educated in our high-tech society cannot be overstated. Students of today need to be prepared to maintain a lifestyle that allows them to meet the demands of daily living. Health and physical activity being taught in this course is designed to empower students with the knowledge necessary to make decisions to enhance the quality of their lives and their relationships with family and others. An emphasis will be placed on helping students learn about healthy living and avoidance of behaviors that place them at risk. This course will explore the many opportunities and various careers in the Health and Fitness Occupational Field. Students will have numerous guest speakers from within the Health and Fitness industry come and speak to them about their educational and professional journey. In addition, students will be exposed to more than just their field of interest in an effort to broaden their knowledge and experience with Heath and Fitness. Field trips and eventual internships will give our Academy first hand experience and invaluable knowledge into the various occupations. Our goal as the Health and Fitness Academy is to foster an individual journey for our students to achieve their occupational aspirations. Course Goals and/or Major Student Outcomes: PEER Academy Goals: Students will demonstrate understanding of health and fitness concepts and mastery of skills Students will contribute to discussion---share their cognitive processes and work; participate in new health and fitness experiences Students will complete learning tasks; use academic language, vocabulary and demonstrate mastery of Health and Fitness skills.

PEER PE Classroom Outcomes:

Teacher will make the learning relevant by developing relationships, surveying and aligning with the standards of 10th grade PE Teacher will use literacy, academic and support strategies/materials to support rigor and culturally relevant teaching Teacher will stress student responsibility and accountability, consistently encourage all students to do their best and only accept quality work

Student Outcomes Understand how to improve their movement and motor skills Understand developmentally appropriate movement and motor skills Understand the benefits of regular physical activity Understand how to create a personal fitness plan Understand how to create a healthy eating plan Understand how to keep a journal about their journey with the Health and Fitness class Be engaged through integration of health and fitness topics into the core curriculum requirements of high school. Develop competency in combining movement and motor skills Understand game tactics and demonstrate their use in game settings Demonstrate appropriate social skills in a physical activity setting Demonstrate appropriate skills in personal responsibility in a physical activity setting Develop a healthy level of flexibility, muscular strength and endurance, body composition and cardio-respiratory endurance Students are expected to perform at a proficient level on a variety of tasks and assessment(s) addressing both the content and skill standards for 10th Grade Physical Education.

Classroom Norms: Arrive on time to class daily Come prepared for class (writing utensil, paper, homework assignments, PE attire, projects, etc.) Be prepared to participate DAILY Be positive, collaborative and bring the best YOU EVERYDAY Take Pride in the Health and Fitness Academy!!!! Grading: 10 points per day o 20% or 2pts. for being on time o 30% or 3pts. for participation (you must be in class to earn these points) o 20% or 2pts. for positive behavior and attitude o 30% or 3pts. for in class assignments or activities (you must be in class to earn these points)

Absences o Get it cleared and get slip signed for 100% of missed class points (except homework, must complete within 24 hrs of absence for credit) o No slip = no points o Unexcused or Suspension = no points Automatic Point Deductions/Action o Showing up late to class- 2pts. o Cussing- 2pts per offense o Cell Phone- 2pts and taken to office on 2nd appearance Course Objectives: Physical Education Standards: Physical Education Content Standards for California Public Schools, Kindergarten Through Grade Twelve, adopted by the California State Board of Education in 2006. Students will demonstrate knowledge of and competency in motor skills, movement patterns and strategies to perform a variety of physical activities. 1.1 Demonstrate advanced knowledge and skills in two or more individual and dual activities. 1.2 Identify the characteristics and critical elements of a highly skilled performance in individual and dual activities and demonstrate them. 1.3 Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in individual and dual activities. 1.4 Identify and apply the principles of biomechanics necessary for the safe and successful performance of individual and dual activities. 1.5 List the safety equipment required for participation in individual and dual activities; describe and demonstrate the use of such equipment. 1.6 Demonstrate independent learning of movement skills in individual and dual activities. Students will achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles and strategies. 2.1 Meet physical fitness standards that exceed those of a scientifically based healthrelated fitness assessment. 2.2 Participate in individual and dual activities that improve or maintain healthrelated physical fitness. 2.3 Analyze the effects of individual and dual activities on a personal physical fitness program and personal levels of health-related physical fitness. 2.4 Improve or maintain physical fitness by adjusting physical activity levels according to the principles of exercise.

2.5 Explain the relationship between participation in individual and in dual activities and health. 2.6 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of fitness products and programs related to individual and dual activities. 2.7 Develop and implement a month-long personal physical fitness plan that includes individual and dual activities. Students will demonstrate knowledge of psychological and sociological concepts, principles and strategies that apply to the learning and performance of physical activity. Self-Responsibility 3.1 Compare and contrast the effective leadership skills used in individual and dual activities and those used in other physical activities. 3.2 Develop personal goals to improve performance in individual and dual activities. 3.3 Identify and analyze individual and dual physical activities that enhance personal enjoyment. 3.4 Evaluate the risks and safety factors that may affect participation in individual and dual activities throughout a lifetime. Social Interaction 3.5 Explain how to select and modify individual and dual activities to allow for participation by younger children, the elderly, and individuals with special needs. 3.6 Analyze the role of social interaction in the successful participation in and enjoyment of individual and dual activities. Group Dynamics 3.7 Accept and perform planned and spontaneous leadership assignments and roles in individual and dual activities. 3.8 Analyze the role that cooperation and leadership play in individual and dual activities. 3.9 Engage in individual and dual activities both in school and outside school. Assessment Methods and/or tools: Midterm & Final Assessment Journaling (Food and Exercise) Vocabulary Quizzes Performance Assessments: Fitnessgram Testing

Course Outline: Key Assignments: Healthy Meal Plan Exercise Project Physical Education Fitness Assessment: FitnessGram Testing (Bi-Annually)

Career Research Project (Final) Composition Key Words (Weekly) Elementary PE Lesson Newsletter Composition (Monthly)

Introduction to Health and Fitness Semester 1 1. Online Assignment Forum (Blackboard) August 19 September 13 Unit 1 8/19-8/23 Procedures, rules, locks, lockers, syllabus Academy & PE Syllabus Rules and Procedures PE Clothes Lockers Health and Fitness Academy T-Shirts Vision Board- Posters: Problem Statement o Students will create a board/poster that outlines their goals and aspirations for their future career and college pathway o What is a problem you would like to fix in the Health and Fitness Field? Student Outcomes: Students will understand the rules and expectations of the Health and Fitness Academy Students will be issued PE uniform and PE locker Students will understand the rules and procedures for the Locker-room Students will develop focus on a college and career pathway within Health and Fitness in the first week of class and expand on their goal setting and next steps over the course of the year 8/26-8/30 Pre-Test (Fitness Assessment) Healthy Fitness Zone (HFZ): Standards for FitnessGram Testing FitnessGram Testing (mile, push-ups, sit-ups, sit and reach, height/weight, etc.) Record Pre-Test Results Student Outcomes: Students will be able to identify the HFZ standards for their age and gender

Students will be able to identify areas of strength and areas in need of improvement Students will have an understanding of the 6 various fitness assessments and establish personal goals

9/2-10/4 Intro to Fitness Content (5 Components of Health related fitness) 5 Components: body composition, cardio-respiratory, muscular endurance, muscular strength and flexibility Presentation Application Activity o Students will research a presentation medium (Prezi, Powerpoint, etc.) to create a presentation on a vocabulary word or concept from class Vocabulary List/Quiz o Body Composition: the amount of fat in the body compared to the amount of lean mass (muscles, bones, etc.) o Cardio respiratory: is the ability of the heart, lungs and vascular system to deliver oxygen-rich blood to working muscles during sustained physical activity. o Flexibility: the ability of a joint to move through its full range of motion, from a flexed to an extended position. o Muscular Endurance: the ability of force a muscle or muscle group can exert against a heavy resistance. o Muscular Strength: is the amount of force a muscle or muscle group can exert against a heavy resistance. o Endurance: the capacity of something to last or withstand wear and tear. o Static Stretching: holding a stretch with no movement o Dynamic Stretching: actively moving a joint through the range of motion o Resistance Training: works to increase muscle strength and endurance by doing repetitive exercises with weights, weight machines, or resistance bands. o FITT Principle o Frequency: how often you do something (workout) o Intensity: how hard you do something (workout) o Time: how long you do something (workout) o Type: what kind of workout you do Perceived Exertion Scale (Borgs Scale) Zones 1-10 Handout Frequency, Intensity, Time, Type (FITT Principle) Definition/Example of how to use it

Handout to fill out their own FITT example

Student Outcomes: Students will understand the 5 components of Health related fitness, Borgs Scale of Perceived Exertion, FITT Principle Students will be able to put Vocabulary words into meaningful sentences Students will learn about a new presentation tool and use it to present valuable health concept information to the class October 7-25 Unit 3 Bike Room Which components of fitness does it cover? Bike adjustment, riding positions, safety, etc. Review: Cardio-respiratory Endurance, Rate of Perceived Exertion (RPE) Heart Rate: Aerobic vs Anaerobic exercise Training Zones (http://www.brianmac.co.uk/hrm1.htm) o 60-70% Energy Efficient or Recovery Zone: basic endurance and aerobic capacity o 70-80% The Aerobic Zone: develop cardiovascular system, working muscles can be developed and improved o 80-90% The Anaerobic Zone: develop lactic acid system, anaerobic threshold is found. o 90-100% The Red Line Zone: only lasts for short period times, effectively trains fast twitch muscle fibers, develop speed. Slow vs Fast Twitch Muscle Fibers Dynamic vs Static Stretches Performance Assessment: Bike set up, riding positions, cardio-respiratory vocabulary, stretching program Vocabulary List/Quiz/ Composition Key Words o Aerobic (with oxygen): occurs at 70-80% of Max Heart Rate, uses more slow twitch muscle fibers to sustain exercise longer (exercise that lasts 12 minutes or longer) o Anaerobic (without oxygen): occurs at 80-90% of Max Heart Rate, uses more fast twitch muscle fibers to exercise at an intense level for a short period of time (2 minutes or less) o Slow twitch muscle fibers: The slow muscles are more efficient at using oxygen to generate more fuel (known as ATP) for continuous, extended muscle contractions over a long time. They fire more slowly than fast twitch fibers and can go for a long time

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before they fatigue. Therefore, slow twitch fibers are great at helping athletes run marathons and bicycle for hours. Fast twitch muscle fibers: Because fast twitch fibers use anaerobic metabolism to create fuel, they are much better at generating short bursts of strength or speed than slow muscles. However, they fatigue more quickly. Fast twitch fibers generally produce the same amount of force per contraction as slow muscles, but they get their name because they are able to fire more rapidly. Having more fast twitch fibers can be an asset to a sprinter since she needs to quickly generate a lot of force. Lactic acid system: An anaerobic energy system in which ATP is manufactured when glucose is broken down to lactic acid. Glucose: simple sugars Anaerobic Threshold: at increasing speeds or intensity levels, the point above which the muscles derive their energy from non-oxygenic rather than oxygenic sources during exercise. The body can only operate above this threshold for a short period of time, such as when sprinting, before lactic acid builds up in the muscles.

Student Outcomes: Students will be able to adjust, ride and appropriately care for a Spin bike Students will know what aerobic, anaerobic, slow twitch, fast twitch and the distinct differences between them Students will understand healthy training zones and identify the various zones while exercising on the spin bike Students will design and perform static and dynamic stretch workout program October 28- November 15 Unit 4 Badminton Rules Game tactics/strategies Demonstration of skill(s) Tournament Badminton Game Quiz Student Outcomes: Students will have an understanding of the rules, equipment, strategy and tactics of Badminton Students will be able to identify and demonstrate single and doubles Badminton game play and tournament

November 18- December 13 Unit 5 TaeBo integrated with weight lifting TaeBo o DVD Kickboxing Workout Fitness principles o Specificity - sport and individual needs o Progression - start at your level and gradually increase o Overload - work harder than normal o Reversibly - train regularly o Tedium - keep it interesting Movement skills o Weight lifting safety o Functional Training o Muscular Strength vs. Muscular Endurance Improve/Maintain health related physical fitness o Establish Personal Fitness Goals o Review: Pre-Fitnessgram Test Vocabulary Quiz/Composition Key Words o Abdominals o Biceps o Deltoids o Gastrocnemius o Gluteals o Hamstrings o Latissimus Dorsi o Muscles o Pectorals o Quadriceps o Trapezius Workout Program o Cardiovascular Component o Strength Component o Flexibility o FITT Principle Organized o 1 week in length Student Outcomes: Students will be able to safely participate in TaeBo and weight lifting Students will know the major muscles of the body and fitness principle SPORT Students will understand the difference between strength and endurance training Students will set goals for personal fitness and the Fitnessgram testing

Students will design a one week workout program that includes all components of fitness

December 16-20 Unit 6 Final Matching Vocabulary Words Label muscles in the body Multiple Choice Questions (covering entire semester) FITT Principle workout for strength with flexibility component Study Guide will be provided 1 page of notes permitted Student Outcomes: Semester 2 January 6- 31 Unit 7 Nutrition and Portion Control Guest Speaker: Susan Diecke Nutrition and Overall Health Food Groups: Fruits, Vegetables, Dairy/Legumes, Grains, Protein, Fats MyFoodPyramid.gov Serving size: Portion Distortion Quiz http://www.choosemyplate.gov/supertrackertools/portion-distortion.html BMI: Body Mass Index BMI Calculator http://www.cdc.gov/healthyweight/assessing/bmi/index.h tml Food Labels Food Label Quiz http://hes.ucfsd.org/gclaypo/nutri/foodlabels/label01.html Diet Research Activity Vocabulary Quiz /Composition Key Notes o Calorie: unit of measure for both the energy supplied by food and the energy used by the body o Complex Carbohydrate: Large chains of sugar units arranged to form starches and fiber. Complex carbohydrates include vegetables, whole fruits, rice, pasta, potatoes, grains (brown rice, oats, wheat, barley, corn), and legumes (chick peas, black-eyed Students will have an assessment that reflects learned knowledge and concept application

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peas, lentils, as well as beans such as lima, kidney, pinto, soy, and black beans). Simple Carbohydrate: Sugars composed of a single sugar molecule (monosaccharide) or two joined sugar molecules (a disaccharide), such as glucose, fructose, lactose, and sucrose. Simple carbohydrates include white and brown sugar, fruit sugar, corn syrup, molasses, honey, and candy. Daily amounts: the amount of nutrients and calories an individual is recommended to consume daily, especially the amounts of vitamins and minerals Diet: controlled intake of foods Discretionary calorie: The balance of calories remaining in a person's "energy allowance" after consuming sufficient nutrient-dense forms of foods to meet all nutrient needs for a day. Discretionary calories may be used in selecting forms of foods that are not the most nutrient dense (e.g., whole milk rather than fat-free milk) or may be additions to foods (e.g., salad dressing, sugar, butter). A person's energy allowance is the calorie intake at which weight maintenance occurs. Allowance: permitted amount Fat: nutrient component of food Fiber: part of grains and plant foods that cannot be digested Food label: FDA's Food Labeling program develops policy and regulations for dietary supplements, nutrition labeling and food standards, infant formula and medical foods. Also conducts scientific evaluation to support such regulations and related policy development. Food pyramid: daily guidelines for the number of servings for each major food group Gram: metric unit of mass Variety: quality of being varied Serving Size: A standardized amount of a food, such as a cup or an ounce, used in providing dietary guidance or in making comparisons among similar foods. Moderation: within reasonable limits, and never to excess Macronutrients: The three-macronutrient groups are carbohydrates, protein, and fat.

Student Outcomes:

o Micronutrient: An essential nutrient, as a trace mineral or vitamin that is required by an organism in minute amounts. o Minerals: nutrients that regulate many chemical reactions in the body o Nutrients: a chemical substance in foods that builds, repairs and maintains body tissues; regulates body processes; and provides energy o Percent daily value: Daily Value: DV, a term on food labels based on the RDA (Recommended Dietary Allowance) designed to help consumers use food label information to plan a healthy diet. o The Daily Value serves as a basis for declaring on the label the percent of the DV for each nutrient that a serving of the food provides. For example, the Daily Value for fat, based on a 2,000-calorie diet, is 65 grams (g). A food that has 13 g of fat per serving would state on the label that the "percent Daily Value" for fat is 20 percent. The DV also provides a basis for thresholds that define descriptive words for nutrient content, called descriptors, such as "high fiber" and "low fat." For example, the descriptor "high fiber" can be used if a serving of food provides 20 percent or more of the Daily Value for fiber-- that is, 5 g or more. o Portion size: The amount of a food served in one eating occasion. o Protein: a nutrient needed to build, repair, and maintain body tissues o Vitamins: nutrients that help chemical reactions take place in the body Students will understand the food groups, portion control, BMI, food labels, etc. Students will be able to interpret the information on food labels and make healthy food choices Students will research a fad diet and critique it based on their knowledge of food groups, nutrients, proportionality, variety, etc. Students will present fad diet presentation in front of the class

February 3-21 Unit 8 Food Journal, Healthy Menu Plan & Nutrition Book Food Journal/Application

Student Outcomes:

o Students will research a food journal application and use it to record their intake for a week then present their findings and the application to the class o Write all consumed food and drink down in composition notebook for one week o Pick one day to analyze o Compute each food groups percent daily value o Identify strengths and weaknesses in existing diet o Set goals for new eating habits Healthy Menu Planning o Establish a balanced menu for one full day (3 meals, 2 snacks) o Calories o Carbohydrates o Protein o Fats Healthy Menu Presentation to class Nutrition Comic Book/Story Book o Compose story/comic book that outlines healthy eating habits Present Nutrition Comic Book or Story Book to Highland Elementary Students Students will record food intake over the course of a full week (seven days) Students will analyze and compute their daily intake of each food group Students will identify overconsumption, under consumption and nutrient deficiencies Students will make a healthy meal plan for one whole day and present their meal to the class Students will understand the foundation of building a healthy, well balanced meal Students will create a nutrition book and read it to elementary students

February 24-March 21 Unit 9 Elementary Physical Education Lesson o Refer back to 5 Components of Fitness and create a PE lesson for Elementary Students o Present Elementary PE lesson at Highland Elementary First Aid Certification/CPR/AED o Guest Speaker: Sean Ryan, Napa Paramedic

 Student Outcomes: April 7-11 Unit 10

Sex Education o Guest Speaker, Izzy, Planned Parenthood Students will present a grade and age appropriate PE lesson to Highland Elementary Students Students will learn First Aid, CPR and AED Students will earn certification for First Aid, CPR Students will participate in Sex Education Spring OFFICIAL Fitness testing o Push-ups, Sit-ups, Sit and Reach, Height/Weight, Mile run and Trunk Lift o Refer to 1st Semester Scores and Goals o Analyze Final Testing o Set future goals Students will complete all 6 Fitnessgram tests Students will improve their performance on the various tests Students will contrast their progress from first to second semester Students will write goals for future physical performance

Student Outcomes

April 14-May 2 Unit 11 Career Research Project (Students will choose career and present a detailed presentation on all the elements of that career (Electronic Presentation preferred) Explore Various Health and Fitness Careers? Clinical Exercise Specialist Jobs - Clinical exercise specialists work with special populations such as severely injured athletes, extremely obese, or elderly. Physical Therapist Jobs - Physical therapists examine patient medical histories and then test and measure the patients' strength, range of motion, balance and coordination, posture, muscle performance, respiration, and motor function. Sport Specific Trainer Jobs - These trainers rrun elite athletes through plyometric and balance exercises to enhance their speed and agility with respect to their sport. Strength and Conditioning Coach Jobs - Develop yeararound strength and conditioning programs for student-athletes, if at the college level, as well as

determining appropriate sports-specific regimens, dietary needs, and overseeing weight training facilities.. Athletic Trainer Jobs - Athletic trainers help prevent and treat injuries for people of all ages. Their clients include everyone from professional athletes to industrial workers. Trainers specialize in the prevention, assessment, treatment, and rehabilitation of musculoskeletal injuries. Personal Athletic Trainer Jobs - Personal trainers work one-on-one with clients either in a gym or in the client's home. Personal trainers help clients assess their level of physical fitness and set and reach fitness goals. Nutritionist and Dietician Jobs - Nutritionist jobs don't require any specialized training while education is necessary to become a dietician. Explore the differences in our Members section. Lifestyle & Weight Management Consultant: Offered by ACE, this certification teaches you how to develop weight management programs for clients that cover nutrition, exercise and lifestyle change. In this job, you work with clients to overcome barriers to health and fitness, so you're not just taking clients through workouts and sending them on their way. Group Fitness Instructor: Group fitness is a popular career choice because you can do it part-time and teach whatever kind of class interests you the most. Income will vary depending on where you work and how many classes you teach. Some of the options include: Hi/Low Aerobics, Step Aerobics, Kickboxing, Strength Training, Yoga, Pilates, Water aerobics, etc. Many many more

May 5-16 Unit 12 California Standards Test (Students will not have a unit taught during this time) May19-30 Unit 13 Review for Final Final will include information for the current semester. There will be an extensive review and students will be given ample class time to go over their notes and information June 2-6 Unit 14 Project Presentation Students will be assigned a date and time that they will have to present to the class

June 9 -11 Unit 15 Finals will be given on these days. * Times and dates may change depending on the calendar and CST testing