Fitness/ Wellness Unit Plan High School Physical Education Abby Mills

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Fitness/ Wellness Unit Plan

High School Physical
Education
Abby Mills
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Table of Contents
Class Context...3
VA SOLs4
NASPE 6..6
Unit Goals....7
Skills and Concepts..8
Brief history of fitness.12
Rules, Scoring, and Etiquette .15
Scope and Sequence Time Frame...20
Lesson Plan #122
Lesson Plan #227
Lesson Plan #333
Lesson Plan #454
Assessment..60
SSN Reference Guide..62
Rainy Day Activity 63
Instructional Resources ...64
References65
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Class Context
This fitness and wellness unit plan is designed for a 9th grade high school physical
education class. There are 20 students make up the class. Of the 20 students, 40% are beginners,
40 % are intermediate, and 20% are advance. The beginner students are students who never or
rarely do physical activity outside of class. The intermediate students are students who are
sometimes active outside of class. The other 20% who were categorized into the advance group
are very active outside of class either through interscholastic sports or recreational leagues.
The unit plan will take place in the beginning of the school year. Teaching fitness and
wellness in the beginning will allow for the students to have a better understanding of the
concepts and skills to increase their likelihood of remaining physically active outside of the
classroom and eventually for life. The activities that I will be teaching in this unit can be
performed during all the seasons so there is no excuse for not remaining active throughout the
entire year. The concept that fitness can be done anywhere and anytime is a concept that will be
pressed throughout the unit.
Fitness and wellness can have a few safety precautions that come along with it. When
dealing with bicycles, students will need to know to respect the track, wear a helmet, and no
racing. When in the weight room to lift, students will need to understand proper lifting
techniques, spotters are necessary, racking weights, and self-awareness of strength. During all
activities students need to pay attention to their bodies needs. If a student is feeling light headed
or dizzy, they need to step out of activities to avoid further damage to their health. Students need
to be hydrating throughout the day and during activities in the unit.
The gymnasium, the track, the cross country trail, and the weight room will be used as
locations for activities throughout the unit. As for equipment, there will be a lot needed in order
to make the activities fun and exciting for the participating students. I will need to use yoga mats,
cones, poly spots, bikes, helmets, step up boxes, gator balls, bowling pins, jump ropes, weights,
and medicine balls. I will need to incorporate technology to keep my students more engaged as
well. I will be using iPad, speakers, and an iPod.
Out of the 20 students in this class, there is one student with special needs, Claire. Claire
has severe hearing loss in both of her ears from a birth defect. Due to this hearing defect, I will
need to alter my teaching style some to meet her needs but not the activities. I will need to over
demonstrate all the activities and make sure that she has her eyes on me when I am
demonstrating. I will make sure that when I am trying to get her attention I am in her eye sight.
When giving instructions I will also need to make sure that I do not turn my back on her so she
can no longer read my lips.
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VA SOLs
Motor Skill Development 9.1
The student will perform all basic movement skills and demonstrate movement and
biomechanical principles in a variety of activities that may include outdoor pursuits, fitness
activities, dance and rhythmic activities, aquatics, individual performance activities, and games
and sports (net/wall, striking/fielding, and goal/target(s)).
a) Demonstrate proficiency and refinement in locomotor, non-locomotor, and
manipulative skills through appropriate activities (e.g., outdoor pursuits, fitness activities,
dance and rhythmic activities, aquatics, individual performance activities, games and
sports [net/wall, striking/fielding, and goal/target]).
b) Design, implement, evaluate, and modify a practice plan for a self-selected skill, to
include the motor learning process of analysis of performance; application of principles
of movement and training; goal setting; and improvement of personal skills through
practice, correction, practicing at a higher level, and reassessment.
c) Apply the concepts and principles of levers, force, motion, and rotation in a variety of
activities.
d) Apply physiological principles of warm-up, cool down, overload, specificity, and
progression.
e) Apply biomechanical principles of balance, energy, and types of muscle contractions to
a variety of activities.
f) Demonstrate competency in one or more specialized skills in health-related fitness
activities.
Fitness Planning 9.3
The student will evaluate current fitness behaviors and demonstrate achievement and
maintenance of a health-enhancing level of personal fitness by designing, implementing, self-
assessing, and modifying a personal fitness program.
a) Demonstrate program-planning skills by assessing and analyzing personal fitness
levels, setting goals, devising strategies, making timelines for a personal physical fitness
plan, and evaluating the components and progress of the personal fitness plan.
b) Apply the FITT (frequency, intensity, time, type) principle and other principles of
training such as overload, specificity, and progression, in accordance with personal goals
to the personal fitness plan.
d) Explain the relationship between heart rate, training zones, and exercise intensity, to
include measures (e.g., heart rate monitors, pedometers, accelerometers) and appropriate
training zones to meet exercise and personal fitness goals.
e) Demonstrate appropriate techniques for resistance-training activities, machines, and/or
free weights.
f) Calculate resting heart rate, target heart rate, and blood pressure.
g) Identify types of strength exercises (isometric, concentric, eccentric) and stretching
exercises (static, proprioceptive neuromuscular facilitation, dynamic) for personal fitness
development (e.g., strength, endurance, range of motion).
h) Define and describe terms and activities associated with fitness, to include set,
repetition, isometric, isotonic, isokinetic, core, upper body, and lower body exercises.
Social Development 9.4
The student will explain and demonstrate the skills needed to be safe, responsible, and respectful
in all physical activity settings.
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a) Identify and demonstrate proper etiquette, respect for others, integrity, and teamwork
while engaging in a variety of activities.
d) Identify an opportunity for social support in a self-selected physical activity.
e) Apply communication skills and strategies that promote positive team/group dynamics.
f) Apply problem-solving and critical-thinking skills in physical activity settings, both as
an individual and in groups.
g) Apply best practices for participating safely in physical activity, exercise, and dance
(e.g., injury prevention, proper alignment, hydration, use of equipment, implementation
of rules, sun protection).
Energy Balance 9.5
The student will explain the importance of energy balance and evaluate current caloric intake and
caloric expenditure to maintain optimal health and prevent chronic disease.
c) Explain body composition, using body mass index (BMI) and other measures, the
variety of body types, and healthy body weight.
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NASPE 6
Standard 1 - The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.
Standard 2 - The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior
that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
S1.H3 Fitness activities

- Demonstrates competency in 1 or more specialized skills in health-related fitness
activities. (S1.H3.L1)
S3.H7 Fitness knowledge
- Demonstrate appropriate technique in resistance-training machines and free weights.36
(S3.H7.L1)
- Identifies types of strength exercises (isometric, concentric, eccentric) and stretching
exercises (static, proprioceptive neuromuscular facilitation (PNF), dynamic) for personal
fitness development (e.g., strength, endurance, range of motion).40 (S3.H9.L1)
- Calculates target heart rate and applies that information to personal fitness plan.
(S3.H10.L1)
S4.H1 Personal responsibility
- Employs effective self-management skills to analyze barriers and modify physical
activity patterns appropriately, as needed.47 (S4.H1.L1)
S4.H2 Rules & etiquette
- Exhibits proper etiquette, respect for others and teamwork while engaging in physical
activity and/or social dance. (S4.H2.L1)
S4.H5 Safety
- Applies best practices for participating safely in physical activity, exercise and dance
of rules, sun protection). (S4.H5.L1)
S5.H3 Self-expression & enjoyment
- Selects and participates in physical activities or dance that meet the need for self-
expression and enjoyment. (S5.H3.L1)
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Unit Goals
Affective domain:
1. Students will be able to show appreciation for fitness during the unit
2. Students will be able to treat all of their peers and the facility with respect
3. Students will develop an awareness to their bodies response over and underworking
during physical activity
4. Students will be able to show their appreciation for the safety precautions and the safety
of themselves and their peers
Cognitive domain:
1. Students will be able to explain the proper techniques for stretching specific muscle
groups
2. Students will be able to properly measure their own pedometer steps and heart rate
3. Students will be able to identify different muscle groups and explain what they are used
for
4. Students will be able to identify specific weight exercises to work out selected muscles
groups
5. Students will be able to create their own fitness plan
6. Students will be able to understand all the rules and procedures of the class
7. Students will be able to identify different yoga poses
Psychomotor domain:
1. Students will be able to use to proper technique to complete different lifting exercises in
the weight room
2. Students will be able to increase their flexibility through different types of stretching
3. Students will be able to increase their muscular strength by increasing weights during
lifting
4. Students will increase their muscular endurance by varied body weight exercises
5. Students will be able to successfully bike around the trail for 3 miles
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Skills and Concepts
Skills
Ability to ride a bicycle
Students will be riding a bicycle for a few days throughout the unit. Each student
will be expected to ride their bike around the trail for at least 3 miles. This will
increase their muscular endurance and cardiovascular endurance.
Ability to read a pedometer
Students will be asked at the end of every lesson to record their pedometer score
for the day. This covers the body composition component.
Ability to test heart rate
Students will be expected to take their own heart rate measurement and record it
at the end of some lessons. This covers the body composition component.
Weight lifting
Students will be learning the muscles groups which they will be strengthening and
what lifts will do so. They will also be learning the proper lifting techniques of
specific exercises. This will increase their muscular strength.
Yoga
Students will be learning basic stand up poses and basic on the floor poses. This
will increase their flexibility.
Basic Fitness exercises
Students will be participating in fitness frenzy days, circuits, and other fun fitness
related activities. These exercises will include things like mountain climbers,
pushups, burpees, squats, crunches, etc. This will increase their muscular
endurance, cardiovascular endurance, and muscular strength.
Hiking
At the end of the unit students will be taking a field trip to a local hiking trail.
This will increase their muscular strength and muscular endurance.
Concepts
Retrieved from http://www.teachfitnessconcepts.com/Fitness_Concepts_page.htm#Benefits_of_proper_Hydration
Principle of Progression/ Overload
The principle of overload states that a greater than normal stress or load on the body is required
for training adaptation to take place. The body will adapt to this stimulus. Once the body has
adapted to the stress, then a different stimulus is required to continue the change. In order for a
muscle (including the heart) to increase strength, it must be gradually stressed by working against
a load greater than what it has adapted. To increase endurance, muscles must work for a longer
period of time than they are used to. If this stress is removed or decreased there will be a decrease
in that particular component of fitness. A normal amount of exercise will maintain the current
fitness level.
Principle of Variation in Exercise

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Change the intensity level of your workout.
Change the repetitions along with the intensity level of your workout.
Note: When the intensity level goes up the repetitions should go down,
when the intensity level goes down the repetitions should go up.
Change the duration/time/length of the workout.
Change the types of exercise/apparatus used during the workout.
Change the sequence of exercises you are already doing to create variety and a new overload.
Because the muscles are being fatigued in a different order or pattern, they must adapt to this
change in stimulus.
Replace some or all of the exercises in your routine.
Principle of Specificity
The principle that the body adapts very specifically to the training stimuli it is required to deal
with. The body will perform best at the specific speed, type of contraction, muscle-group usage
and energy source usage it has become accustomed to in training. In order to improve your
strength, endurance and fitness, you have to progressively increase the frequency, intensity and
time of your workouts. A simple way to stimulate your body is to try different activities. Because
the body will adapt in a highly specific way to the training it receives, a strong athletic foundation
is needed before specific training methods will work optimally. The Specificity Principle simply
states that for these reasons, training must go from highly general training to highly specific
training. For example, if you are a sprinter, you may start out with easy running and general
strength training before moving on to explosive training in the way of plyometric or sprinting out
of the blocks. If you try to do explosive, high intensity training too soon, you will run the risk of
such training being ineffective and possibly resulting in injury. The principle of Specificity also
implies that to become better at a particular exercise or skill, you must perform that exercise or
skill. Your strength training exercises should try to emulate the same movements that you intend
to perform during competition/sport/activity.
Cross Training
The term cross training refers to a training routine that involves several different forms of exercise.
While it is quite necessary for an athlete to train specifically for their sport if they want to excel,
for most sports enthusiasts, cross-training is a beneficial training method for maintaining a high
level of overall fitness. For example, you may use both biking and swimming each week to
improve your overall aerobic capacity, build overall muscle strength and reduce the chance of an
overuse injury. Cross-training limits the stress that occurs on a specific muscle group because
different activities use muscles in slightly different ways. Cross training can help keep you
motivated and interested in continuing your program, as well as stimulate greater strength gains.
For optimal muscular development, variety is the name of the game.
F.I.T.T.
Frequency: Aerobic activities must be performed at least three times per week to reach an
adequate level of cardiovascular fitness.
Intensity: To obtain the greatest cardiovascular benefits, the American College of Sports Medicine
recommends that the intensity of your training be sufficient to increase your heart rate to a range
of 60% to 90% of your maximum heart rate. This is your target heart rate zone. To find your
target heart rate zone;
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220 - (minus your age) x .90 = Upper limit of your target heart rate zone
220 - (minus your age) x .60 = Lower limit of your target heart rate zone
Time: To achieve all the values of cardiovascular training, you must maintain the target heart rate
(60% - 90%) for a minimum of 20 minutes. As you become more fit, you should increase your
time in the target heart rate zone to gain a higher level of fitness. However, the intensity level may
need to be reduced or lowered, in order for your body to accommodate or handle the stress from
the increase in time.
Type: Cardiovascular endurance, muscular endurance, muscular strength, flexibility
Proper Rest and Recovery
Consecutive days of hard resistance training for the same muscle group can be detrimental. The
muscles must be allowed sufficient recovery time to adapt. Strength training can be done every
day only if the exercised muscle groups are rotated, so that the same muscle or muscle group is not
exercised on consecutive days. There should be at least a 48-hour recovery period between
workouts for the same muscle groups. For example, the legs can be trained with weights on
Monday, Wednesday, and Friday and the upper body muscles on Tuesday, Thursday, and Saturday.
Recovery is also important within a workout. The recovery time between different exercises and
sets depends, in part, on the intensity of the workout. Normally, the recovery time between sets
should be 30 seconds to 3 minutes.
Endurance Basic Strength Power Individualized

(Phase I) (Phase II) (Phase III) (Phase IV)
Rest 30 seconds to 1 1 to 2 minutes 2 to 3 minutes 1 to 3 minutes

Interval minute (moderate) (long) (moderate to long)
(short)
Overtraining Syndrome
Overtraining syndrome is a serious problem marked by decreased performance, increased fatigue,
persistent muscle soreness, mood disturbances, and feeling 'burnt out' or 'stale.' The diagnosis of
overtraining is usually complicated, there are no exact diagnostic criteria, and physicians must rule
out other diseases before the diagnosis can be made. An orthostatic challenge shows promise as a
diagnostic tool, but the subjective feelings of the patient remain one of the most reliable early
warning signs. Prevention is still the best treatment, and certain subjective and objective
parameters can be used by athletes and their trainers to prevent overtraining. Further studies are
needed to find a reliable diagnostic test and determine if proposed aids to speed recovery will be
effective.
Proper Warm-up/ Cool Down
Leads to efficient calorie burning by increasing your core body temperature
Produces faster, more forceful muscle contractions
Increases your metabolic rate so oxygen is delivered to the working muscles more quickly
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Prevents injuries by improving the elasticity of your muscles
Gives you better muscle control by speeding up your neural message pathways to the muscles
Allows you to work out comfortably longer because all your energy systems are able to adjust to
exercise, preventing the buildup of lactic acid in the blood
Improves joint range of motion
Psychologically prepares you for higher intensities by increasing your arousal and focus on
exercise
Proper Hydration
Drink fluids frequently
Drink one to two cups of fluid at least one hour before the start of exercise.
Drink eight ounces of fluid 20 to 30 minutes prior to exercising.
Drink four to eight ounces of fluid every 10 to 15 minutes or so during exercise.
Drink an additional eight ounces of fluid within 30 minutes after exercising.
Drink two cups of fluid for every pound of body weight lost after exercise.
Drink at least eight cups of fluid a day, or more if physically active
Make fluids easily accessible
Carry individualized fluid containers
Begin all summer activity well hydrated
During activity, drink the equivalent of how much you sweat
Dont just drink when youre thirsty
Avoid caffeine
Both caffeine and alcohol can have a diuretic effect, so be sure to compensate for this additional
water loss.
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History of Fitness
Retrieved from the IDEA Fitness and Health Association Website on The History of Fitness
Americas National Period (1776-1860 AD) Immigrants who arrived in the United States
during this period brought with them many aspects of their heritage, including German and
Swedish gymnastics programs. But these programs failed to attain popularity, since America was
less vulnerable to foreign invasion than European countries were, and therefore keeping fit
seemed a less urgent requirement (Barrow & Brown 1988). This is not to say that the need for
exercise and fitness was unappreciated. Leaders such as Benjamin Franklin recommended
regular physical activityincluding resistance trainingfor health purposes, while President
Thomas Jefferson recommended more extreme measures: Not less than two hours a day should
be devoted to exercise, and the weather shall be little regarded. If the body is feeble, the mind
will not be strong (Personal Fitness Professional 2001). Individuals such as J. C. Warren and
Catherine Beecher also advocated regular exercise, especially for women. And in fact, Beechers
programs, which mixed calisthenics with music, bore remarkable likeness to modern-day
aerobics. In general, however, little emphasis was placed on physical education during this
period.
America Post-Civil War (1865-1900 AD) One of the most important events with respect to
modern fitness in the United States was the Industrial Revolution, which resulted in widespread
technological advancements that replaced labor-intensive jobs. Rural life gave way to city life,
which generally required less movement and lower levels of physical activity. (By the 1950s,
with life-threatening diseases like cancer and diabetes becoming more widespread, the cost of
industrialization and urbanization would become glaringly apparent.) On a more positive note,
Dioclesian Lewis introduced The New Gymnastics following the end of the Civil War in 1865
(Rice, Hutchinson & Lee 1958). Other noteworthy advancements during this period included the
development of anthropometric measurements to assess fitness progress, the launch of the first
scientific studies on fitness instruction and the creation of organized fitness teaching
methodologies.
America in the 20th Century The 20th century heralded the beginning of a new era in fitness.
President Theodore Roosevelt, perhaps the most physically fit president ever to occupy the Oval
Office, used his power and own example to encourage U.S. citizens to be physically active.
While president, he engaged in multiple forms of physical activity, including hiking, horseback
riding and other outdoor endeavors.
World War I. With Americas entry into World War I in 1917, hundreds of thousands of military
personnel were drafted and trained for combat. After the war was fought and won, disturbing
information became available regarding the readiness of our troops: One out of every three
draftees had been unfit for combat, and many of those drafted were highly unfit prior to military
training (Barrow & Brown 1988; Wuest & Bucher 1995). As a result of these dismal findings, the
government passed legislation dictating that physical education programs within the public
schools be improved. However, the heightened interest in physical education and concern over
low fitness levels would prove short-lived as the United States entered the 1920s and the
Depression.
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The Roaring 20s and Great Depression. Throughout history, the pattern has been evident that
following a war, people tend to relax more and exercise less. The decade known as the Roaring
20s was no exception and in fact earned its moniker because society lived more frivolously then
than at any other time in recent history. Priorities centered on eating, drinking, partying and other
forms of entertainment. With the stock market crash in 1929, fitness levels continued to decline.
The gains that physical education programs had made through the passage of legislation
following World War I were soon lost. Funding for these programs became limited and was
eventually exhausted as the economy continued to falter. Despite this lack of interest in physical
activity, it was during this period that Jack LaLanne first began to develop the programming and
equipment that became the foundation of the modern fitness movement.
World War II. Like World War I, the War That Would End All Wars again underscored the
low fitness levels among Americans serving in the military. When the war was over, the public
learned that the armed forces had needed to reject nearly half of all draftees or give them
noncombat positions (Rice, Hutchinson & Lee 1958). Once again, these embarrassing statistics
helped focus the countrys attention on the importance of fitness. Other significant developments
during this time included the application of research to fitness practice, particularly by Dr.
Thomas K. Cureton at the University of Illinois. Cureton also introduced fitness testing for
cardiorespiratory endurance, muscular strength and flexibility and identified exercise intensity
guidelines for improving fitness levels.
Early Years of the Cold War. It is fitting that during this era, when the first wave of baby
boomers were born, the focus of fitness shifted from adults to children. Early in the 1950s, tests
were conducted on American schoolchildren to measure muscular strength and flexibility in the
trunk and leg muscles. Close to 60 percent of American children failed at least one of the tests,
compared to only 9 percent of children from European countries (Kraus & Hirschland 1954). In
the competitive climate that marked the Cold War, these startling statistics launched a new
campaign among U.S. political leaders to promote health and fitness among the nations youth.
President Eisenhower responded in June 1956 by holding a White House Conference, which led
to the formation of the Presidents Council on Youth Fitness and the appointment of a Citizens
Advisory Committee on the Fitness of American Youth (Nieman 1990). During this period,
educating the public about the consequences of low fitness levels became a goal of several
organizations, including the American Health Association; the American Medical Association;
the American Alliance for Health, Physical Education, Recreation and Dance; and the Presidents
Council on Youth Fitness (Barrow & Brown 1988). In 1954, the American College of Sports
Medicine (ACSM) was formed; throughout its history, ACSM has established position stands
based on scientific researchon various exercise-related issues.
The 1960s and Beyond. President John F. Kennedy was a major proponent of fitness and its
health-related benefits for Americans of all ages. To reflect this concern, he broadened the scope
of the Presidents Council on Youth Fitness by changing its name to the Presidents Council on
Physical Fitness and appointed Bud Wilkinson as its head. Kennedy also prompted the federal
government to become more involved in national fitness promotion and started pilot youth
fitness programs. Another major influence during this time was Dr. Ken H. Cooper, widely
recognized as the father of the modern fitness movement. Cooper advocated a new philosophy
that focused on disease prevention instead of disease treatment. Early in his career, Cooper
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stressed the necessity of providing epidemiological data to support the benefits of regular
exercise and health. Data from thousands of individuals became the foundation for his aerobics
concepts. Dr. Coopers message, programs and ideas established the model from which fitness
has proliferated up to modern times.
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Rules, Scoring, and Etiquette

Rules
Biking
Students must be wearing helmet in order to ride the bicycle
Students must respect the bike, helmet, and trail
Students must respect other students on bicycles
Students must go the proper way on the trail
Students must check air pressure in tires and bicycle for broke parts before riding
Students must stay together on trail
Students must not run into one another on bicycles
Students must be wearing appropriate footwear
Yoga
Students must be on yoga mat at all times during session
Students must remain respectful and quiet during yoga session
Students must set up their mats at least 2 feet away from one another before session
Students must clean mats after use
Students must respect yoga equipment (mat, block, stretching strap)
Students must attempt every yoga pose unless advised to do otherwise
Hiking
Students must remain on the trail at all times
Students must stick with the class

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Students must check in with the teacher before the hike and after the hike
Students must be wearing appropriate footwear
Students must walk the trail
Weight Lifting
Students must respect the equipment
Students must always have a spot for lifts that require one
Students must rerack weights after use in the proper spots
Students must not wear hat or use headphones while lifting
Students must wear proper footwear
Do not slam or drop weights
Report injuries immediately to instructor
No horseplay at all times
Students may not attempt 1 max rep without the supervision of the instructor
Zumba
Students must try every dance move unless advised otherwise
Proper footwear and clothing must be worn at all times
Students must respect their students during the routines
Students may not touch each other during routine
Students must remain 3 feet away from each other during routine
Fitness Circuits/ Other Activities
Students must treat all equipment with respect

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Students must participate to the fullest unless advised otherwise
Students must remain hydrated throughout activities
Students must report signs of dizziness, light headiness, dehydration, and other fitness
related illnesses or injuries
No horseplay at all times
Scoring
Presidential Fitness Testing
At the end of the unit students will be required to take a fitness test based on the
standards of FitnessGram. FitnessGram is the most widely used youth physical fitness
assessment, education and reporting tool in the world. Based on Healthy Fitness Zone
standards, created by the FitnessGram Scientific Advisory Board, FitnessGram uses
criterion-based standards, carefully established for each age and gender
(fitnessgram.com). Students will take a variety of texts to assess what their fitness levels
are. These tests will be given over two class periods and students are expected to perform
their best on them. Below are the standards that will be used for testing. The first
standards sheet is for girls and the second standards sheet is for boys. Based on the scored
from these tests, students will be able to then create their own fitness program and set
fitness goals for themselves. Also below is the class scoring sheet that will be used when
testing.
Etiquette
Students will respect all peer students, faculty, and equipment
Students will be quiet when the teacher is providing instruction

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Scope and Sequence Time Frame
Day 1: Direct Day 2: Direct/ Guided Day 3: Direct/ Cooperative/

Discovery Divergent Learner Design
Students will be taught about
the five components of (Flexibility) (Cardiovascular Endurance)
fitness. They will go through Students will learn about Students will learn the moves
different stations that will muscle groups and proper to a choreographed Zumba
encompass all the different stretching techniques. They dance through jigsaw.
components of fitness. will be challenged to find Students will perform whole
Introduce fitness plan project. unique ways to stretch the dance as a class. Students will
muscle groups learned about. then come up with their own
dance and perform it.
Assessment: pedometer, Lesson Plan #1
Assessment: Pedometer, journal Assessment: pedometer,
fitness quiz, journal journal, heart rate
Day 4: Direct/ Cooperative Day 5: Direct Day 6: Direct/ Task
Learning
(Muscular strength/ Muscular (Muscular and (Muscular Endurance/
Endurance) Cardiovascular Endurance) Muscular Strength/
Students will review the rules Student will do many Cardiovascular Endurance)
of the track and biking safety. different cardio and muscular Students will be doing step
Students will bike around the endurance activities. aerobics as a whole class.
track for 3 miles. Students Cardio: Jogging, full speed Then students will break off
will participate in cooperative run, karaoke, high knees, butt into groups to do circuit
activities. Students will kicks, run stairs, pacman. stations.
practice different jump roping Muscular: Mountain climbers
techniques. planks, burpees, and squat
Lesson Plan #2 jumps, ab catapult
Assessment: pedometer, Assessment: pedometer,
journal journal, heart rate Assessment: pedometer,
journal, heart rate
Day 7: Direct/ Task Day 8: Direct/ Task Day 9: Direct/ Task/ Guided
Discovery Divergent
(Muscular strength) (Muscular Strength) (Flexibility/ Muscular and
Students will go to the weight Students will go to the Cardiovascular Endurance)
room and learn proper lifting weight room. Students will Students will learn basic yoga
techniques. Students will review weight room safety. poses to start off the class.
focus on upper body The focus of the day will be Students will perform a
exercises. on lower body exercises. fitness scavenger hunt
throughout the school.
Assessment: pedometer, Lesson plan #3
Assessment: pedometer, journal, muscle quiz Assessment: pedometer,
journal, muscle quiz journal
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Day 10: Direct/ Task Day 11: Direct/ Guided Day 12: Direct/ Task
discovery Divergent
(All components) (Muscular and (Muscular and
Students will participate in a Cardiovascular Endurance/ Cardiovascular Endurance)
fitness frenzy day. Different Flexibility) Students will participate in a
stations will be set up around Students will perform yoga 12-minute circuit to increase
the gym that encompass all moves as a class for the first muscular strength. Students
the components of fitness. half. Students will get into will play ab catapult.
groups of 4 and will create Students will finish with a
their own yoga sequence to cardio activity called pacman.
teach the rest of the class. Lesson plan #4
Students will head to the
Assessment: pedometer, track to bike 3 miles for the Assessment, Pedometer,
journal second half of class. journal
Assessment: pedometer,
journal
Day 13: Direct/ Guided Day 14: Direct/ Guided Day 15:
Discovery Divergent Discovery Divergent
(Cardiovascular and (Cardiovascular and (Cardiovascular and
Muscular Endurance/ Muscular Endurance/ Muscular Endurance)
Muscular Strength/ Muscular Strength/ Field trip to local hiking trail.
Flexibility) Flexibility)
Students will practice all the Students will take the fitness
fitness tests. Students will tests and be scored on their
break off into partners and fitness abilities. Once
create their own fitness completed, students will have
program. time to finish up fitness
Assessment: fitnessgram program in class with partner. Assessment: pedometer,
scoring, pedometers, journal Assessment: fitnessgram journal
scoring, pedometers, journal
24
LessonPlanTemplate
Name:AbbyMills Date: 4/6/16 Grade:9th
Focus:Fitness(CardiovascularEndurance)
Subfocus:Zumba
VASOLs:
9.2Thestudentwillapplymovementprinciplesandconceptstospecificsport,dance,and
recreationalskillperformance.
h)Explainandapplyselectedscientificprinciples(e.g.,physiological[warmup,cooldown,
overload,specificity,andprogression],biomechanical[levers,typesofmusclecontractions,
andforce])thataidintheimprovementofmovementskills.
i)Usemovementprinciplesandconceptstoimprovethemovementperformanceofselfand
others.
9.4Thestudentwilldemonstrateappropriatebehaviorsinallphysicalactivitysettings.
j)Actindependently,andresistnegativepeerinfluencesinphysicalactivitysettings.
k)Exhibitrespectfortheuniquecharacteristicsandabilitiesofpeers.
l)Actresponsiblytoavoidconflict.
Objectives:
- Studentswillbeabletosuccessfullycompletemorethanorequalto80%oftheZumba
moves
- Studentswillbeabletocooperativelyworkinsmallgroupstolearnadanceroutine
- StudentswillbeabletocreateaZumbaroutineusingatleast5movesthroughoutthe
song
Cues:n/a
Assessment:
- Pedometer
- Journal
- Heartrate
25
Materials/Equipment:
8iPads
Projector
Stereo
IPod
AreaDiagram:
SafetyPrecautions:InordertoensuresafetyformystudentsIwillenforcethattheyaremore
thanarmslengthsawayfromtheirneighborswhendoingZumba.Iwillhavemystudentsstay
awayfromthewallstoavoidinjurieswhiledancingaswell.
InstantActivity(7minutes):FormationRhythmicRunning
Theclassbeginsinacurricularformation.Studentsmovetoadrumbeatorothersteadybeat.
Theyattempttorunrhythmicallytothebeat,liftingthekneesandmaintainingaformationor
linewithevenspacingbetweenstudents.Challengescanbeadded,suchasclappinghandsonthe
firstbeat,stompingfeetonthethirdbeat,andthrustingahandintotheaironthefourthbeetofa
fourcountrhythm.
Asstudentsbecomeexperiencedatmaintainingtheformationandrhythmoftheactivity,they
canbeledintodifferentformationssuchasarectangle,square,triangle,orline.Studentscan
alsowindupandunwindthelineandcanlearntocrossinfrontofeachothertobreaka
line.
Transition:Awesomejobguys!Ihopeyouallarewarmedupforalittledancing!Meet
meattheBin5..4..3..2..1..
26
Introduction(3minutes):
Welcomebackboysandgirls!Todaywearegoingtofocusonincreasingourcardiovascular
endurance.Iknowwhenmostofyouthinkaboutcardiovascularendurance,youautomatically
thinkofrunning.Youarenotwrong,butthisisnottheonlywaytoincreasecardiovascular
endurance.Zumbaisafantasticandsuperfunwaytoincreaseyourcardiovascularendurance.I
knowsomeofyoumaybenervous,butdontbe!Everyonewillbeparticipatingsoitwillbe
fun!
Transition:Therewillbeindexcardsinahulahoop.Onthebackontheindexcardwill
beacolorsquare.Onceyouhaveacolor,gototheconewithyourdesignatedcolorwhenIsay
go.Ready...go!
ContentDevelopment(15minutes):
T1(Time):DanceTelephone
Everyonewewillbeplayingagamecalledtelephone.Unliketheoriginalgameoftelephone,
studentswillbeaskedtousemovementsinsteadofwords.Exampleswouldbe,jump,turn,twist,
handsintheair,ECT.Justaslongasthemoveisabletoberepeatedbyeveryoneinthegroup,
andisnotvulgar,itispermitted.Onestudentwillbeginchoosinganymoveoftheirchoice.The
nextstudentsmustrepeatthemoveofthefirstperson,thenaddtoitwiththeirownmove.The
thirdpersonmustdothemoveofthefirstandsecondperson,thenaddingtheirown.Thiswill
continueallthewayaroundthecircle.Oncethestudentshavemadeitallthewayaroundthe
circlewithoutcommittinganerror,theymaybegintorepeatmoves.Iftheymakeanerror,they
muststartoverwiththefirststudent.Thepointistocontinuethisforaslongaspossiblewithout
messingup.Studentswillbeencouragedtomakemovesprogressivelyharderastheygo.Music
willbeplayedtoallowstudentstofindapossiblerhythmtomoveto.*CHECKFOR
UNDERSTANDING!_____,Whatdancemovesarenotallowedintelephone?_____,Whencan
youstarttorepeatdancemoves?____,Whathappensifthereisanerror,Wshatdoyoudo?
Cues:n/a
E1:studentscanperform2movesatatimewhenitistheirturnonatelephone
E2:Studentscanchangethetemposoftheirdancemoves(i.e.slowerorfaster)
C1:Seehowmanythegroupcangetinarowwithoutamessup
IndividualInstruction:
Beginner:Studentswillbeabletoperformsimplermovesinordertohaveahighersuccessrate.
Thesestudentsmayreceivehelpfromothergroupmembersastowhattheprevioussequences
were.
27
Intermediate:Studentscanbegintoperformmoreadvancedmovestochallengethemselves.
Thesestudentswillnotbeencouragedtoreceivehelpfromothergroupmembersinreferenceto
theprevioussequence.
Advance:Studentswillbeabletoperformthemostadvancemovescapableoftheirability.If
thesestudentsseekhelpfromothergroupmembersastowhatthepervioussequenceis,the
gamewillrestart.
SSN:Clairewillbeabletofullyparticipateinthisactivity.Shewillstruggletohearthe
musicinthebackground,butthiswillnotaffectherparticipationintheactivity.Iwillneedto
ensurethatIdonotturnmybacktoherwhengivinginstructionatanytime.
Transition:Greatjobeveryone!CometotheBin5..4..3..2..1.Therewillbeindexcards
inahulahoop.Onthebackontheindexcardwillbeacolorsquare.Onceyouhaveacolor,go
totheconewithyourdesignatedcolorwhenIsaygo.Ready...go!
T2(30minutes):ZumbaDancetoWatchMebySilento*Jigsaw*
Studentswillbesplitinto4groups.Withinthegroup,studentswillbenumberoffby4s.Each
groupofstudentswillbehandedaniPadwiththedancefromYouTubealreadyloaded.Each
groupwillbeassignedpartoftheZumbadancetolearn.Thenumberassignedwillbethe
secondarygroupthestudentswillteachtheirpartofthedanceto.
Group1(0:000:46)
Group2(0:471:27)
Group3(1:282:22)
Group4(2:233:08)
Oncestudentsintheircolorgroupsfinishlearningtheirpart,theywillsplitupintotheirnumber
groupstoteachtheirsecondarygroupthepart.Onceallthegroupsfeelconfidentinthedance,
theclasswilltrytheZumbadanceasawhole.Thevideowillbeprojectedonthewallfroma
projectorsothateveryonemayseeit.
Cues:n/a
E1:Ifstudentsfinishlearningtheirpartearly,theycanlearnmorepartsofthe
Zumbadance.
C1:Studentscantrytocompletethewholeroutinewithoutlookingatthe
projectedvideoofit.
Beginners:Studentswillbeinheterogeneousgroupssotheywillhavemoreadvancedpeopleto
helpthemsucceed.Studentswillbeabletotakemoretimetolearnthedanceandbegiventheir
owniPadifneededforextratimewatchingthevideo.
Intermediate:Studentswillbeprovidedfeedbackbasedontheirperformance.
Advanced:ThesestudentswillbeabletoflythroughtheZumbaroutinesotheywillbeableto
helpothersinthegroup.ThesestudentsmaybegiventheirowniPadtolearnmoremovesthan
justthemovesassigned.
28
SSN:Clairewillstrugglewillstruggletohearthemusicduringtheroutine.Shewillbe
abletoalwayswatchtheYouTubevideotoensurethatsheisperformingthecorrectmovements.
Ifshewouldfindhelpful,IcanuserhythmsticktocreateavisualrhythmforClairetouseto
keepthebeat.
Transition:Thatwasfantastic!Ihopeyouallhadfuntoday!Onthecountof5Iwantfor
youtoreturntothecolorconeyouwerefirstassignedto.54321
CulminatingActivity(17minutes):CreateyourownZumbaDance
StudentsintheiroriginalcolorgroupswillbegivenbacktheiPadstocreatetheirownZumba
plan.ThestudentscanuseYouTubetochoosetheirownappropriatesongtoperformtheir
Zumbadance.Theremustbeatleast5differentZumbamoves.Oncetheyhavecreatedthe
routine,thegroupwillperformitinfrontoftheclass.
Transition:Awesomejob!Ilovedhowuniqueeveryonewaswiththeirroutines!WhenI
saygobringyouriPadstothestereoandgrabyourfoldersoutofthebinandmeetmeattheB.
Ready?Go!
Closure(3minutes):
WhileIamtalking,makesureyouarerecordingyourpedometerstepsfortheday.Didyouall
enjoyZumbatoday?Doyouthinkthatyourheartrateincreasedordecreased?Howdoyouthink
Zumbaincreasedyourheartrate?Whatisthenameofthecomponentoffitnesswefocused
today?Whataresomeotherwaystoincreasecardiovascularendurance?Whatarethebenefitsof
increasingyourcardiovascularendurance?Awesomejobtodayboysandgirls!Ireally
appreciatedyouguysgivingmeyourfullparticipationintodayslesson.
References:
Watch Me Zumba video https://www.youtube.com/watch?v=lsqchmRovB8
Darst, P. W., Pangrazi, R. P., Brusseau, T. A., JR., & Erwin, H. (2015). Dynamic physical
education for secondary school students (8th ed.). Benjamin Cummings. Page 308.
Reflection:
29
30
LessonPlanTemplate
Name:AbbyMills Date: 4/6/2016 Grade:9th
Focus:Fitness(Muscularandcardiovascularendurance)
Subfocus:Biking,jumproping,andcooperativegames
VASOLs:
9.1 The student will perform all basic movement skills and demonstrate movement and biomechanical
principles in a variety of activities that may include outdoor pursuits, fitness activities, dance and
rhythmic activities, aquatics, individual performance activities, and games and sports (net/wall,
striking/fielding, and goal/target(s)).
a) Demonstrate proficiency and refinement in locomotor, non-locomotor, and manipulative skills
through appropriate activities (e.g., outdoor pursuits, fitness activities, dance and rhythmic
activities, aquatics, individual performance activities, games and sports [net/wall,
striking/fielding, and goal/target]).
b) Apply biomechanical principles of balance, energy, and types of muscle contractions to
c) Demonstrate competency in one or more specialized skills in health-related fitness
activities.
9.4 The student will explain and demonstrate the skills needed to be safe, responsible, and
respectful in all physical activity settings.
b) Apply communication skills and strategies that promote positive team/group dynamics.
c) Apply problem-solving and critical-thinking skills in physical activity settings, both as
an individual and in groups.
d) Apply best practices for participating safely in physical activity, exercise, and dance
Objectives:
- Studentswillbeabletosuccessfullybikearoundthetrailfor3ormoremilesin30
minutes.
- Studentswillbeabletodemonstratetheirabilitytoperform3typesofbasicjumproping
movesformorethan10rotations.
- Studentswillbeabletosuccessfullyworkingroupstoaccomplishacommongoalby
usingcommunication,teamwork,andproblemsolving.
31
Cues:
Jumproping:
1. "Jump Low": High jumps will fatigue quickly.
2. "Bounce": Keep knees bent and bounce off the balls of the feet.
3. "Eyes & Nose": Look straight ahead and jump as the rope passes the nose.
4. "Elbows In": Keep elbows close to side of body and turn rope with wrists instead of
arms.
Biking:
1. Helmet on
2. Break and tire pressure check
3. Two hands on handles &Two feet on pedals
4. Eyes forward
5. Continuous speed with feet rotation
Assessment:
- Pedometer
- Journal
20jumpropes
8hulahoops
20bicycles
20helmets
Oneaircompressor
AreaDiagram:
32
SafetyPrecautions:
Inordertokeeptheclasssafe,thestudentswillneedtobecautiousofotheronthebiketrail.
Studentswillbeshownadiagramofthetrailbeforegoingontheridesotheywillknowhowto
stayonthetrail.Therewillbeconesonthetrailtomarkofftheofficialtrail.Studentswillbe3
feetawayfromeachotherwhenjumpropingtoavoidinjuries.Padsareputonthewallsalsoto
avoidinjuries.
InstantActivity(7minutes):Balance Tag
After all the students have arrived instruct them to look at the white board and locate to
the B after they have finished reading. On the whiteboard will be the title of the
activity, Balance Tag, and a list of four exercise to be completed if the student is
tagged out. The activity will require further instruction from the teachers at the B
To avoid getting tagged.

Balance
Chasing/Fleeing
Place about 8 hula hoops in a scattered position about 10 feet apart. Assign two
taggers to chase the class. The hoops are safety places, but the students must
maintain a balance position with one hand inside the hoop and one foot outside the
hoop. Any loss of balance will mean that they must leave and run away from the
chasers. Anybody that is tagged must go to a sideline and do a set of exercises 10
times before re-entering the game. Change taggers and different balance positions
often.
Transition:Goodjob,guys!CanIhave4peoplepickupthe8hulahoopsandbring
themtothestereo.EveryoneelsemeetmeattheB.54321
Anothergreatdayforsomefitnesstoday,amIright?Todaywearegoingtofocusonmuscular
enduranceandcardiovascularendurance.Cananybodyexplainthesetwocomponentsoffitness
tome?Awesome!Toincreaseourmuscularandcardiovascularendurancewewillbedoing
33
somejumpropingandsomebiking!Wewillalsobedoingafuncooperativeactivitytogeta
littlemoreexcitementgoinginthegym!
Transition:Onthecountof3,everyonegrabajumpropeandspreadoutthroughoutthe
gym.Makesuretogiveyourselfabout3feetofspacebetweenyouandyourneighbor.12
3go!
ContentDevelopment(Time):
T1(15minutes):
Studentswilleachhaveajumpropetoperformjumpropingactivities.Theteacherwill
demonstratethejumps(twofootbasicstep,alternatefootstep,swingstepforward,rockerstep,
legsspreadforwardandbackwards,skijump,anddoubleturns)beforethestudentsaresupposed
toperformthem.Thestudentswillperformeachjumpforaminutetryingtogetasmanyjumps
astheycaninarowwithoutmessingup.Therewillbea30secondrestinbetweeneachminute
ofjumpingwherestudentscancatchtheirbreathorstretchtheirlegsandarmsifnecessary.The
goalfortheactivityistotryandgetatleast10inarowofeveryjump.
Cues:
1. "Jump Low": High jumps will fatigue quickly.
2. "Bounce": Keep knees bent and bounce off the balls of the feet.
3. "Eyes & Nose": Look straight ahead and jump as the rope passes the
nose.
4. "Elbows In": Keep elbows close to side of body and turn rope with
wrists instead of arms.
E1:Studentscanincreasethespeedoftheroperotationtomakejumpsharder.
C1:Studentscantrytoseehowmanytheycangetinarowwithoutmessingup
fortheminute.
Beginners:Studentswillbeabletogoattheirownpaceforeveryjump.Thesestudentswillbe
providedwithalotoffeedbackonthecuestoensureahighchanceofsuccess.
Intermediate:Thesestudentswillberemindedofthegoalandprovidedcorrectivefeedback
whennecessaryontheirtechnique.
Advanced:Thesestudentswillchallengethemselvesthroughcontinuationofjumpsandbytheir
scoresoftheirfriends.Thesestudentswillbeencouragedtospeeduptherotationoftherope
throughouttheminute.
SSN:NochangeswillbemadetothisactivityinordertoensuresuccessforClairein
jumproping.IwillneedtomakesurethatIaminClaireslineofvisionwhenIamstarting,
stopping,anddemonstratingthejumps.
34
Transition:Awesomejob!Icanseesomeofyouarestartingtobreakoutasweat.When
Isaygo,putyourjumpropebackwhereyoufounditandmeetmeattheB.Ready?Go!
T2(15minutes):FitnessFunwithMats
Studentswillgetintogroupsof5withonematpergroupattheendlineofthecourt.The
studentswillplacethematonthegroupandallgroupmemberswillstandonit.Eachgroupwill
attempttomanipulatethematacrossthegymnasiumtotheotherendline.Everystudentmust
remainonthematandalltime.Ifagroupmemberstepsoffthematatanypointduringtheir
groupsjourney,thegroupmuststartover.
Cues:n/a
E1:Begin with the mat folded and all students on the mat. They must unfold it
without touching the floor. If they succeed in unfolding the mat, have the students refold the mat
without touching the floor.
E2: Groups of 10 (combine 2 groups) move across the gym using two mats.
C1:Seehowmanytimesyourgroupcangettotheothersideofthecourtinthe
15minuteperiod.
Beginner:Thesestudentswillbemixedintoheterogeneousgroupssoothermembersoftheir
groupcanassistthem.Theteacherwillprovidealotoffeedbacktothesestudents.
Intermediate/Advanced:Thesestudentswillbetheleadersofthegroup.Theywillbe
encouragedtohelptheirteammatessucceed.
SSN:Clairewillbeabletofullyparticipateinthisactivity.Iwillneedtoremindher
groupthatwhentheyarespeakingtoher,theyneedtogetherattentionfirstthroughataponthe
arm.WhengivinginstructionandfeedbackIwillneedtoensurethatIaminClaireslineof
vision.
Transition:Freeze!YouguysdidmuchbetterthanIthought!WhenIsaygo,Ineedone
personfromeachgrouptofoldupthematandbringitovertothestereoandeveryonestart
headingdowntothebikeshed.Ready?Go!
CulminatingActivity(30minutes):BikingontheTrail
Eachstudentwillbegivenabikeandahelmet.Theteacherwillreviewtherulesofbikingthat
arepostedontheinsideoftheshed.Thestudentswillbeginatthepartofthetrailclosettothe
shedoncetheyhavetheirbike,puttheirhelmeton,checkedtheirbrakes,checkedtheirtire
pressure.Studentsareexpectedtofinish3milesonthetrail.Studentscanchecktheirprogressby
lookingattheirpedometerattachedtothebikehandle.
35
Transition:Placeyourbikesinthedesignatedspotintheshed.Hangyourhelmetonthe
hookandheadintothegymnasiumtotrackyourpedometerstepsontheloginyourfolderforthe
daywhenIsaygo.Ready?Go!
Closure(Time):WritedownyourpedometerstepsforthedaywhileIamtalking.Youguysdid
agreatjobtodaywitheverything!Cansomeonetellmewhatfitnesscomponentswefocusedon
today?Cansomeonedescribewhatcardiovascularenduranceis?Muscularendurance?Good
job!Bringthisawesomeattitudebackfornextclasswhenwedoacircuit.
References:
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=506#.VwXf5I-cFPZ
Reflection:
36
LessonPlanTemplate
Name: AbbyMills Date: 4/6/2016 Grade:9th
Focus:Fitness(Flexibility/CardiovascularEndurance/MuscularStrength)
Subfocus:Yogaandfitnessactivities
VASOLs:
9.1 The student will perform all basic movement skills and demonstrate movement and
activities, dance and rhythmic activities, aquatics, individual performance activities, and
games and sports (net/wall, striking/fielding, and goal/target(s)).
manipulative skills through appropriate activities (e.g., outdoor pursuits, fitness
activities, dance and rhythmic activities, aquatics, individual performance activities,
games and sports [net/wall, striking/fielding, and goal/target]).
b) Apply the concepts and principles of levers, force, motion, and rotation in a variety of
activities.
c) Apply physiological principles of warm-up, cool down, overload, specificity, and
progression.
d) Apply biomechanical principles of balance, energy, and types of muscle contractions to
e) Demonstrate competency in one or more specialized skills in health-related fitness
activities.
b) Identify an opportunity for social support in a self-selected physical activity.
c) Apply communication skills and strategies that promote positive team/group dynamics.
d) Apply best practices for participating safely in physical activity, exercise, and dance
Objectives:
- Studentswillbeabletoidentifyandperformbasicyogaposes
- Studentswillbeabletoperform80%oftheyogaposessuccessfully
37
- Studentswillbeabletosuccessfullyworktogethertomeettheirgoalbyusingteamwork,
communication,andproblemsolvingskills.
Cues:
- MountainPose(startingpositon)
- Poseinstructed
- MountainPose(endingposition)
Assessment:
- Pedometer
- Journal
21yogamats
Stereo
IPod
5scavengerhuntsheets
Pens
14indexcardswithfitnessactivities
AreaDiagram:
SafetyPrecautions:
Duringyoga,studentswillplacetheirmatatleast2feetawayfromtheirneighbortoensurethere
arenoinjuriesfromcontact.Duringscavengerhunt,studentswillbetoldtowalkinthehallways
toavoidinjuriesaswell.
InstantActivity(7):TicTacToeSprint
38
Studentswillgetintopairsandfindtheirownboardthatislinedupinthemiddleofthegym.
Onepartnerwillgototheendlinewiththegreennoodlepartandtheotherpartnerwillgotothe
gym.Whenthemusicstarts,bothpartnerswillpickupanoodlepieceandsprinttotheirboardat
thehalfcourtline.Oncethestudentsgettotheboardtheyaretoplacetheirnoodlepiecedownin
aspotandthenrunbacktotheirstartingspottogetanothernoodlepiece.Thestudentswill
continuetodosountilthereisawinnerofthegame.Allthegroupswillfinishataboutthesame
timesoonceeveryoneisfinished,havethestudentsbringtheirownnoodlepiecesbacktotheir
homebaseandbeginthegameoveragain.Playabout5times.
Transition:Awesomejob!WhenIsaygo,canIhaveeveryonepickuptheirtictactoe
boardsandnoodlepiecesandbringthemtothestereothenmeetmeattheB.Ready?Go!
Welcomebackboysandgirls!Todaywewillbetalkingaboutflexibilityandasyouknowthatis
oneofourcomponentsoffitness.Doesanyoneknowwhatkindsofactivitiesdealwith
flexibility?Wellifyouhaveeverplayedasportthenyouknowthatyoustretchbeforegames
andthatisflexibility.Welltodaywewillbedoingyoga.Hasanyoneeverdoneyoga?Yogahas
todowithflexibilityandbalance.Sobeforewestartdoesanyonehaveanyquestions?
Transition:Asyoucanseetherearepilesofyogamatslinedupontheendline.You
willhave10secondstograbamatandplaceitonthefloorinanopenspace.Makesurethatyou
areatleast2feetawayfromyourneighbor.
T1(15minutes):StandingUpYogaPoses
Studentswilleachhavetheirownyogamatspreadoutthroughoutthegym.Alltheyogamats
willbelinedupfacingthestereowheretheteacherwillhavetheirownyogamat.Theteacher
willbefacingtheclasstodemonstrateallyogamoves.Thestudentswillbelearningdifferent
standupyogamovesfirst.Thelistofstandingupposesisattachedbelowwithpicturesand
descriptions.
Cues:
- Poseinstructed
E1:Studentscanperformamorechallengingvariationofthepose
E2:Studentscanmakeasequenceoutoftheposesinsteadofreturningto
mountainposeeverytime.
39
C1:Studentscanseehowlongtheycanholdtheposeforwithoutfallingdownto
mountainpose.
Beginners:ifstudentsarestrugglingwithspecificposestherewillbesimplerversionsofthe
posesoffered
Intermediate:Thesestudentswillneedsomecorrectivefeedbackandwillalsobeencouragedto
trythemoreadvancedposesoncetheyhavemasteredthesimplerversionofthepose.
Advanced:Thesestudentswillbeencouragedtotrythemoreadvancedvariationoftheposes.
Oncethesestudentshavenailedalltheposes,theywillbeaskedtomakeasequenceofallthe
poses.
SSN:Clairewillbeabletofullyparticipateinallthestandingyogaposes.Iwillhaveher
placeheryogamatclosertothefrontoftheroomsoshewillbetterbeabletoseemy
demonstrationsandreadmylips.
Transition:Youguysaredoingsuchagreatjob!Nowwearegoingtodoafewmore
yogaposesbutthistimetheyareontheflooryogaposes!Remainonyourmatandwatchme
demonstratethefirstpose.
T2(15minutes):OntheFloorYogaPoses
Studentswillremainontheirmatsforthenextroundofposes.Thelistofonthefloorposesis
attachedbelowaswellwithpicturesanddescriptionsofeachpose.Theteacherisstilltoremain
atthefrontoftheclassroomfacingtheirstudentstodemonstrateeachmove.
Cues:
- Poseinstructed
E1:Studentscanperformamorechallengingvariationofthepose
E2:Studentscanmakeasequenceoutoftheposesinsteadofreturningto
mountainposeeverytime.
C1:Studentscanseehowlongtheycanholdtheposeforwithoutfallingdownto
mountainpose.
Beginners:ifstudentsarestrugglingwithspecificposestherewillbesimplerversionsofthe
posesoffered
Intermediate:Thesestudentswillneedsomecorrectivefeedbackandwillalsobeencouragedto
trythemoreadvancedposesoncetheyhavemasteredthesimplerversionofthepose.
Advanced:Thesestudentswillbeencouragedtotrythemoreadvancedvariationoftheposes.
Oncethesestudentshavenailedalltheposes,theywillbeaskedtomakeasequenceofallthe
poses.
SSN:Clairewillbeabletofullyparticipateinallthestandingyogaposes.Iwillhaveher
placeheryogamatclosertothefrontoftheroomsoshewillbetterbeabletoseemy
40
demonstrationsandreadmylips.Forposesinwhichherheadwillbefacingthefloor,Iwillwalk
tohermatandtaphermattoletClaireknowthatwearedonewiththeposeandtolookupatme
forfurtherinstruction.
Transition:Ihopeyouallarefeelingstretchedandrelaxed!WhenIsaygo,Iwantyou
tobringyourmatovertotheplaceitontheendlinewhereyoufoundit.Lineuponthebaseline
whenyouredone.Ready?Go!
CulminatingActivity(30minutes):Fitnessscavengerhunt
Studentsaresplitupinto5teamsof4.Eachteamwillbegivenascavengerhuntsheetfilledwith
alistofcluesastowhichteachersinthebuildingtheyneedtovisit.Oncetheyareatthe
teachersroom,theteacherneedstosignoffonthedesignatedlineandtellthegroupwhat
activitytheywillbedoing.Theactivitieswillincludefitnessactivitiessuchas20pushups
writtenonindexcards.Remindthestudentsthatwhilethisisarace,thestudentsstillneedto
walkinthehallwaystoensuresafety.Thestudentsneedtoalsoberemindedtoremainquietin
thehallsbecausethereareotherclassesstillinsessionandallstudentsmuststaywiththegroup
atalltimes.
Transition:Ihopeyouallhadsomefunwiththat!MeetmeattheBin5withyour
scavengerhuntsheets.54321
Closure(Time):Thankyousomuchtodayforallofyourhardwork!Iamgladyouguysare
enjoyingfitness.Whatcomponentsdidwefocusontoday?Explainwhatflexibilityisandwhat
otherwayswecanimproveit?Cardiovascularendurance?Muscularendurance?Makesurenext
classyoucomereadytosweatwhenwehaveafitnessfrenzy!Haveagreatrestofyourday!
References:
http://worknotes.com/IL/Chicago/Fit4FunKidsFitness/photo12.aspx
http://pecentral.com/lessonideas/ViewLesson.asp?ID=12866#.VwcGCIcFPY
Reflection:
41
Standing Warm-up Yoga Poses
When starting a standing yoga practice, it is important to warm up and get your
muscles ready for action. The moves are similar to what you will be doing in your practice to
avoid injury.
1. Mountain Pose: Lower your chin to your chest and roll your head to the right
and then to the left. Make sure that both feet are planted on the ground. Roll
your head in a circular motion for at least five counts. Stretch your hip in a
circular motion both ways at least five times. Then, take a deep breath.
42
2. Back Stretch: Lean head down and stretch back. Roll down your vertebrae,
one-by-one, as far as you can go. Keep your knees bent, push through your
feet, and reverse the downward path back to mountain pose. Stand up and
put your hands back in a triangle motion in the small of your back. Be sure to
keep your knees slightly bent.
3. Upper Back Stretch: Put your arms above your head in a slightly bent
position. Lean your hips side to side, and then go back into the mountain
pose. Repeat five times.
4. Intense Side Chest Stretch: (wrists, neck, shoulders, arms, elbows, and wrists
are also stabilized):
Stand in the mountain pose and join your hands behind in a prayer position.
Step feet apart 3 to 4 inches. Turn right foot out 90 degrees and left foot out
45 degrees. Turn your hips, trunk, and shoulders to the right. Exhale and
extend your trunk over the right leg, taking the head over the right leg. Keep
both legs straight, hips level, and your weight evenly distributed over both
43
feet. Hold for 20 seconds and then turn your feet forward, release your
hands, and repeat on the other side. Complete at least 5 repetitions.
5. Warrior I or Chest, Back, and Neck Stretch: Stand in the mountain pose, step
feet 3 or 4 feet apart, and raise your arms to shoulder level. Turn the palms
upwards and extend the arms toward the ceiling, keeping the elbows straight,
and the palms facing one another. Be youre your back foot is turned 15
degrees to the side.
6. Floating Arms: Float your arms up to shoulder height, palms down. Swim
them behind and out to the side of your body. Roll your shoulders to the front
and back. For a change of pace, alternate your rolling shoulders.
7. Back Shoulder Roll: Stand with your feet hip-width apart and your arms
handing relaxed by your sides. Inhale as you bring your shoulder up to your
ears. Roll your shoulder firmly back. Squeeze them as close together as you
can. Then, exhale as you roll them down and return to the starting position.
Inhale as you squeeze your shoulders together behind you. Bring them up to
44
your ears and exhale as you pull them forward and down. Continue rotating
your shoulders up and back five times each.
8. Wrist, Shoulder, and Finger Stretch: Rotate your wrist joint in a circular motion
and then open and close your hands at least five times. Shake your arms to
shoulder height and back alongside the body. Be sure to relax the rest of your
body.
9. Warrior II or Leg, Spine, and Abdominals Strengthening: Stand in the

mountain pose, step feet 3 to 4 feet apart, and extend the arms out to the
side, palms facing the floor. Extend then turn up from the hips and right leg to
ninety degrees. Extend the arms to the right and left with the chest and look
out along the right arm. Be sure your back foot is turned 15 degrees to the
side.
45
10.Tree Pose or Balance Pose: Stand in the mountain pose and bring your leg up
to your shin or above your knee. Hold that position for 15-20 seconds and
switch legs. For a modification, balance with one hand against a wall.
11.Extended Triangle Pose or Hip-Opener Pose: Stand in the mountain pose and
extend your legs about 3 to 4 feet apart. Extend arms to your side, keeping
palms to floor. Bend to one side and lift your arms above your head. Hold the
opposite ankle or shin with your opposite hand. Hold this position for 15-20
seconds and then come up. Reverse with other arm. Be sure your back foot is
turned 15 degrees to the side.
12.Chair Pose or Shin, Knees, Thighs, and Hips Strengthener: Stand in the
mountain pose. Keep your back tall and straight, and lift your arms above
your head. Your upper arms should be directly beside your ears. Place your
palms together and pretend you are sitting in a chair. Hold at least 5 breaths,
and on each exhale, try to sink a little deeper while still keeping your feet
46
firmly planted on the floor. Inhale as you straighten your legs and return to
the standing position.
13.Calf Stretch: Rise on the balls of your feet and keep your weight behind the
leg and little toe. Lower back unto your heels and sink slightly, bending your
knees.
14. Shin Stretch: Raise your left leg in front your body, flex and extend your
ankle joint, and then rotate your foot in a circle. Repeat with other side and
do at least five repetitions.
On the Floor Yoga Poses
When beginning yoga it is important to learn the basic moves of yoga poses on the
floor. Here is a beginning routine that you can use in your everyday life.
Child Pose
47
Child Pose is the first and one of the last poses you can do in your routine. It is a
great in between movement as you stretch during your practice.
Kneel and sit on your feet with your heels pointing backward. Your knees should be
the width of your hips. Place your head on the floor and put your arms and palm in
front of you with a straight line.
Downward Facing Dog
Come onto the floor on your hands and knees. Stretch the elbows and relax the upper back
between the shoulder blades,. Exhale and lift your knees and draw your back from the pelvis so
that your arms and back form one line. Let your head hang and make sure your legs and hips
hang in a relaxed way from the top of your torso. The downward facing dog is another in
between exercise between poses.
Cat Exercise
48
Begin on your hands and knees. Your hands are directly under your shoulders, and your legs are
in a true hip width apart position, putting your knees directly under your hips. Your toes can be
curled under if that is comfortable. Engage your abdominal muscles to support your spine so that
you have a straight line from your ear to your hip. Inhale. Then, on your exhale, pull your
abdominal muscles in and up as you arch your back way up like a stretching cat. At the same
time, let your head and tailbone drop down toward the floor.
Cow Exercise
From cat pose, use an inhale to reverse the curve of the spine. Your tailbone moves up and your
chest moves forward and up. Your neck is a long extension of your spine. Don't let the head fall
back. Be sure to support this move with your abdominals.
Up Dog
49
Lie with your face on the floor. Stretch your legs back, with the tops of your feet on
the floor. Bend your elbows and spread your palms on the floor beside your waist so
that your forearms are facing to the floor. Inhale and press your inner hands firmly
into the floor and slightly back and then straighten your arms and simultaneously
lift your torso up and your legs a few inches off the floor on an inhalation. Keep the
thighs firm and slightly turned inward, the arms firm and turned out so the Look
straight ahead or tip the head back slightly, but take care not to compress the back
of the neck and harden the throat.
Butterfly Stretch
Sit on floor with feet pressed together and keep your core tight. Lean forward until
your feel a gentle stretch in your inner thighs.
Modified Plank or Table Top

50
Lie on your stomach and raise yourself up by resting your arms or your forearms and knees.
Align your body, with your neck back and shoulder directly above your elbows. Dont forget to
tighten the core. Return to the original position and repeat three times.
Regular Plank
Lie face down on the mat. Keep your back flat from head to heels. Tilt your pelvis and engage
your core and left up your knees and hold for three times.
Side Plank
51
Start by lying youre your side, feet straight and stacked. Lift yourself up on your side and for a
modified either put one knee down or leg and balance yourself it on the side or out in front.
Remember to hold for three reps. Make sure you are stretching your lower back off the ground
Group Names: __________________________________

52
__________________________________
Fitness Scavenger Hunt

Use the very simple clues to find the teacher you need to visit. This teacher should have prep
and may or may not be in their classroom at the time you go to them. When this happens, move
on and come back to them. You must complete the exercise they have for you before moving on.
The clues will be based on the location of their classroom and possibly what they teach. I will
also give you the number of letters in their last name. After you are done with your workout,
go to the counseling center quietly and give a compliment to Mrs. Brown or Ms. Jolley.
Have them sign your paper somewhere. Who will finish first?!
Clue Signature:
1. _ _ _ _ _ _ _ _ _ Upstairs C hall.
Teaches business classes.
2._ _ _ _ _ _ Wrestling coach Upstairs C
Hall
3. _ _ _ _ _ _ _ _ _ Tall math/science
teacher in the AT hall
4. _ _ _ _ _ _ _ A Hall English teacher-
probably 52 on a good day
5. _ _ _ _ _ A Hall English teacher-
wears glasses and has shoulder length
hair
probably shorter than the other English
teacher on this worksheet.
7. _ _ _ _ _ _ _ _ _ _ A Hall English
teacher- male/ swim coach
8. _ _ _ _ _ Math teacher upstairs
STEM- Female- A great runner!
9. _ _ _ _ _ _ Downstairs STEM Female
Math- Curly hair
10. _ _ _ _ _ _ _ Chemistry Downstairs
C Hall/Well-decorated classroom
11. _ _ _ _ _ _ Chemistry teacher
STEM- son goes to Hillcrest
12. _ _ _ _ Special Ed Math Teacher-
Daughter played basketball here at
Hillcrest a few years ago
13. _ _ _ _ _ _ _ Female Spanish
53
teacher- Upstairs C Hall

14. _ _ _ _ _ Coolest Fitness Training
teacher in the whole world!
Group Names: __________________________________
__________________________________
Clue Signature:
2. _ _ _ _ _ _ _ _ _ _ A Hall English
3. _ _ _ _ _ _ _ Female Spanish teacher-
Upstairs C Hall
4. _ _ _ _ _ _ _ _ _ Upstairs C hall.
Math- Curly hair
7. _ _ _ _ _ _ Chemistry teacher STEM-
son goes to Hillcrest
9. _ _ _ _ _ _ _ Chemistry Downstairs C
Hall/Well-decorated classroom
11. _ _ _ _ _ _ Wrestling coach Upstairs C
Hall
54
hair
Group Names: __________________________________
__________________________________
Clue Signature:
7. _ _ _ _ _ _ _ _ _ Upstairs C hall.
Upstairs C Hall
10. _ _ _ _ _ _ Wrestling coach Upstairs
C Hall
55

hair
12. _ _ _ _ _ _ Downstairs STEM
Female Math- Curly hair
14. _ _ _ _ _ _ _ _ _ _ A Hall English
Group Names: __________________________________
__________________________________
Clue Signature:
3. _ _ _ _ _ _ _ _ _ Upstairs C hall.
Hall
Math- Curly hair
8. _ _ _ _ _ _ _ _ _ _ A Hall English
56

hair
13. _ _ _ _ _ _ _ Female Spanish
teacher- Upstairs C Hall
Group Names: __________________________________
__________________________________
Clue Signature:
Hall
hair
57

Upstairs C Hall
11. _ _ _ _ _ _ Downstairs STEM
Female Math- Curly hair
12. _ _ _ _ _ _ _ _ _ Upstairs C hall.
13. _ _ _ _ _ _ _ _ _ _ A Hall English
58
LessonPlanTemplate
Name: AbbyMills Date:4/6/2016 Grade:9th
Focus:Fitness(MuscularEndurance/CardiovascularEndurance)
Subfocus:Fitnesscircuit,pacertest,pushuptest,andabdominalmuscles
VASOLs:
9.1 The student will perform all basic movement skills and demonstrate movement and
activities, dance and rhythmic activities, aquatics, individual performance activities, and
games and sports (net/wall, striking/fielding, and goal/target(s)).
manipulative skills through appropriate activities (e.g., outdoor pursuits, fitness
activities, dance and rhythmic activities, aquatics, individual performance activities,
games and sports [net/wall, striking/fielding, and goal/target]).
b) Apply the concepts and principles of levers, force, motion, and rotation in a variety of
activities.
c) Apply physiological principles of warm-up, cool down, overload, specificity, and
progression.
d) Apply biomechanical principles of balance, energy, and types of muscle contractions to
e) Demonstrate competency in one or more specialized skills in health-related fitness
activities.
Objectives:
- Studentswillbeabletobefullyactiveinafitnesscircuitforatleast80%ofthe12
minuteperiod.
- Studentswillbeabletoimprovetheirabilitytodothepacertestandthepushuptest.
- Studentswillbeabletoexplainandidentifythecomponentsofcardiovascularendurance
andmuscularendurance.
59
Cues:
Happyruntootherendlineofthegymnasium.
SallyUppushupposition
SallyDownplankposition
Assessment:
- Pedometer
- Journal
- 20polyspots
- 8hulahoops
- 2agilityladders
- 8cones
- 6bluestabilityballs
- 2riverwalk
- 6medicineballs
AreaDiagram:
Attachedbelow
SafetyPrecautions:Therewillbematsplacedonthewallstoensuretherewillbeno
injuriesifstudentsrunintoit.
InstantActivity(10minutes):
Studentswillwalkonanylineonthegymfloor.AboutfivestudentsaregivenPacman
designation(identifiedbycarryingaballorrubberchicken),andtheyarethetaggers.Students
movealongthelinesandtrytoavoidbeingtagged,butiftagged,theymustcomeofftotheside
to10situps,pushups,orsquatsandthengrababallorrubberchickentobecomeatagger.
Transition:Goodjobguys!WhenIsaygo,canIhavethetaggersbringtheirballsover
totheballbucketandeveryonemeetmeattheendline.Ready,go!
60
Higuys!Ihopeeveryoneishavingafantasticmorning.Soasyouallknowthepastfewdays
wehavebeenworkingonfitness.Todaywearegoingtocontinuetofocusonthefitness
components.Cananyonelistthe5components?Awesome.Thislessonfocusesonincreasing
yourmuscularenduranceandcardiovascularendurance.Cananyonetellmedifferentactivities
thatwillimproveyourcardiovascularenduranceormuscularendurance?Nice!
Transition:CanIhaveavolunteertohelpmedemonstratethecircuitweareaboutto
do?Everyoneelsefeelfreetocontinuetostandontheendlineorsitdowntowatch.
T1(15minutes):
Studentswillparticipateinasnakecircuitfor15minutes.Theareadiagramofthecircuitis
attachedbelow.Studentswillfirststartoutbygoingoverandunderalineofropesattachedtoa
lineofcones.Theywilljogorwalkovertothenextlinewheretheywilldoamedballslamon
everypolyspot.Thethirdsnakewillhavethestudentsdoasimulationofahikeontheriver
walkpieces.Thefourthsnakewillhavebluestabilityplatewherethestudentswillsteponeach
onewithbothfeetandperformasquat.Thefifthwillhavealineofpolyspotswherethestudents
willhavetobroadjumpfrompolyspottopolyspot.Thesixthlinewillbethesameasthefirst
linewherethestudentswillhavetogooverandunderalineofropesattachedtocones.The
seventhlineisagilityladderswerestudentswillbeabletochoosewhichagilitytheywishto
perform.Theeighthwillbealineofhulahoopswhichstudentshavetoperformplankwalks
through.Thelastrowispolyspotswithmedicineballsoneachonewherethestudentswillhave
todoaRussiantwistoneachone.Whenthestudentsgettolastrow,theycanjoborwalkdown
thesidelinetogetbacktothebeginning.
Checkingforunderstanding?
- Whatdoyoudoonceyougettotheendofthelastrow?
- CanIjustskipthrougharowifIfeellikeit?
Okay,canIhaveeveryonelineupbehindarow.Theremaybetwotoarowifneeded.When
themusicstarts,youmaybegin.
Cues:n/a
E1:Trydoingapplicableactivitiessideways
E2:Jogbetweeneachrowtoincreaseheartrate
61
C1:Seehowmanytimesyoucangetthroughthewholesnakeinthedesignated
time.
Beginner:Thesestudentsmaygoasslowastheyneedto.Thesestudentsmaydoeveryother
exerciseintheirrowtoensuresomesuccess.
Intermediate:Thesestudentswillbesuccessfulinthiscircuit.Theywillbeprovidedwithlostsof
feedbacktoencouragegreaterchancesofsuccess.
Advanced:Thesestudentswillbeencouragedtogoashardastheycanthroughthesnake.These
studentswillrunintotheissueofneedingtopassbeginnersandpotentiallyintermediatestudents
inthesnake.
SSN:Clairewillbeabletofullyparticipateinthiscircuit.Iwillneedtomakesurethat
whenIamdemonstratingwhattodoineachcircuitthatshecanseemymouthatalltimes.
Transition:Freeze!Iseeyouguyshaveworkedupasweat!WhenIsaygo,canIhave
youpickuptheequipmentoftherowyouareinandbringitovertothesideline?Andmeetme
ontheendline.
T2(15minutes):FitnessSongandDance(Practiceforthefitnesstests)
Happy
StudentswillpracticethepacertestbylisteningtothesongHappy.Everytimetheyhearthe
wordhappytheywillrundowntotheothersideofthegym.Whenthestudentsarewaitingto
hearthewordhappy,theywilljoginplaceontheendline.
SallyUpSallyDown
StudentswillpracticetheirpushuptestbylisteningtothesongSallyUpSallyDown.Students
willstartintheplankpositon.WhentheyhearthewordsSallyUptheywillgoupintothe
pushupposition.TheywillholdinthepushuppositionuntiltheyhearthewordSallyDown.
WhenthewordsSallyDowntheywillreturntotheplankposition.
Cues:
Happyruntootherendlineofthegymnasium.
SallyUppushupposition
SallyDownplankposition
E1:Studentscandojumpingjacksorsquatsonthesidelinewhenwaitingtohear
happy
E2:Studentscandohardervariationsoftheplankwhengoingupsuchastriangle
plank.
Beginners:Thesestudentswillstrugglewithkeepingupwiththesongs.Thesestudentswillbe
giventheoptiontostandwhenwaitingtohearthewordhappy.Theteachershouldgivelotsof
positivefeedbacktoencouragethesestudentstopushthroughthepain.Theirimprovementon
thepacerandthepushuptestwillnotbesomewhatimproved.
62
Intermediate:Thesestudentswillbetiredthroughouttheactivitybutwillbepushedtothelimit
bytheteacher.Theirimprovementonthepacerandthepushuptestwillnotbesomewhat
improved.
Advanced:Thesestudentswillbeverysuccessfulinthisactivity.Thereimprovementonthe
pacerandthepushuptestwillnotbedrasticallyincreased.
SSN:Clairewillstrugglewiththisactivitysinceshewillnotbeabletofullyhearthe
music.DuringSallyUpSallyDownIwillstandinfrontofherandtapthefloorwhenshe
needstogoupordown.DuringthepacerIwillholdupaflagtosignalthatitishertimetorun
totheotherendline.
Transition:Goodjob!WhenIsaygo,canIhaveyouallcomestandonthesidelinesoI
cannumberyouoff?Go!
CulminatingActivity(20minutes):Abcatapult
Theclasswillbesplitupinto2teams.Eachteamwillhave3studentsontheirbacksontheyoga
matsontheirsideofthegymnasium.Thestudentsonthematwillbecatapultingballstothe
othersideofthegymnasiumtryingtoknockdowntheotherteamspinsbydoingacrunch.
Therewillbe15bowlingpinsoneachside.Thegoalofgameisknockdownyouropponents
pinsfirst.Thestudentsonthematswillnotbeallowedtogetoffthematsduringthegame.Their
teammatesmusthandthemballstothrow.
CHECKFORUNDERSTANDING
Transition:WhenIcountto5,canIhavethepeopleonthematspickuptheirmatand
bringitovertothestereo.Cantheotherteammemberspickupthebowlingpinsandplacethem
inthebox?Onceyouhaveputyourequipmentaway,meetmeattheB.
Closure(2minutes):Greatjobtodayguys!Ihopeyoulearnedsomenewandfunwaysto
increaseyourfitness.Cananyonetellmethetwocomponentsoffitnesswefocusedontoday?
Goodjob!Haveagreatrestofyourday!
References:
Reflection:
63
64
Assessment
Pedometer Recording Center
Date # of Miles Kcal Exercise/ Activities Components
Steps Activity we did in of fitness
Time class worked on
today
4/6 2,158 .62 49 1:10:35 20 min. CE

circuit
Daily Journal Reflection

65
Name____________________________ Date_____________________
The components of fitness focused on today was:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The skills and concepts needed to execute the tactical problem were:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I improved my fitness by:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Describe the activities performed for the lesson today:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Here is how I felt about todays lesson:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
66
SSN Reference Guide

As discussed earlier in the unit plan, there is a girl with special needs in the class. Claire
has severe hearing loss in both ears causing her to be 90% deaf. My goal is to not let her
disability keep her from being active in my class. Everyone deserves a chance for physical
activity no matter what. For this particular student I have made some modifications and
adaptations for her so she is able to participate to her fullest ability. All of these changes are
listed in the lesson plans under SSN for each activity. I will do my best to make sure to never
tur my back on Claire while I am giving instruction. I will always offer a personal demonstration
for her if she does not understand the activity. I can also provide her with a written list of the
activities for the day with descriptions on it to better help her succeed in my class. If she has
suggestions for what will make her more successful in my class, I will be open to hearing them. I
want her to get the same benefits out of my class as a normal student would.
67
Rainy Day Activity

Students will be broken up into 5 groups of 4. Oftentimes if the weather is
bidding our facilities can become very limited so we need to get creative!
Instead of having the students do a packet or other hand written work, I
would have the students utilize the whole school. Each group of students
would get a staircase. At each stair case, students will be asked to run a stair
lap and once they have completed so, they will turn over a fitness card and
do the exercise on the back. Once the exercise on the back is completed, the
students will run another stair lap to continue the process. This
68
http://pecentral.com/lessonideas/ViewLesson.asp?ID=12904#.VwdRlY-cFPb
69
Instructional Resources
http://www.fitnessgram.net/
https://www.zumba.com/en-US
http://www.yogajournal.com/
http://www.hikingupward.com/
http://www.seventeen.com/health/fitness/
http://subscribe.mensfitness.com/Mens-Fitness/Magazine
References
70
Dalleck, L., & Kravetiz, K. (2002, January 1). The History of Fitness. Retrieved
April 06, 2016, from http://www.ideafit.com/fitness-library/the-history-
of-fitness
Darst, P. W., Pangrazi, R. P., Brusseau, T. A., JR., & Erwin, H. (2015). Dynamic
physical education for secondary school students (8th ed.). Benjamin
Cummings. Page 306.
Meredith, M. D., & Welk, G. J. (2010). Fitnessgram & Activitygram Test
Administration Manual (4th ed.). Dallas, TX: The Cooper Institute.
http://www.teachfitnessconcepts.com/Weight_room_rules.htm
http://www.teachfitnessconcepts.com/Fitness_Concepts_page.htm
http://www.cooperinstitute.org/vault/2440/web/healthy-standards-page1-0.jpg
http://www.cooperinstitute.org/vault/2440/web/healthy-standards-page2.jpg

Fitness/ Wellness Unit Plan High School Physical Education Abby Mills

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Fitness/ Wellness Unit Plan

S1.H3 Fitness activities

Skills and Concepts

Principle of Variation in Exercise

Change the intensity level of your workout.

Change the duration/time/length of the workout.

Change the types of exercise/apparatus used during the workout.

Replace some or all of the exercises in your routine.

Endurance Basic Strength Power Individualized

Rest 30 seconds to 1 1 to 2 minutes 2 to 3 minutes 1 to 3 minutes

Leads to efficient calorie burning by increasing your core body temperature

Produces faster, more forceful muscle contractions

Prevents injuries by improving the elasticity of your muscles

Improves joint range of motion

Drink eight ounces of fluid 20 to 30 minutes prior to exercising.

Drink four to eight ounces of fluid every 10 to 15 minutes or so during exercise.

Drink an additional eight ounces of fluid within 30 minutes after exercising.

Drink at least eight cups of fluid a day, or more if physically active

Make fluids easily accessible

Carry individualized fluid containers

Begin all summer activity well hydrated

During activity, drink the equivalent of how much you sweat

Dont just drink when youre thirsty

Rules, Scoring, and Etiquette

Students must be wearing helmet in order to ride the bicycle

Students must respect the bike, helmet, and trail

Students must respect other students on bicycles

Students must go the proper way on the trail

Students must stay together on trail

Students must not run into one another on bicycles

Students must be wearing appropriate footwear

Students must be on yoga mat at all times during session

Students must remain respectful and quiet during yoga session

Students must clean mats after use

Students must respect yoga equipment (mat, block, stretching strap)

Students must attempt every yoga pose unless advised to do otherwise

Students must remain on the trail at all times

Students must stick with the class

Students must be wearing appropriate footwear

Students must walk the trail

Students must respect the equipment

Students must rerack weights after use in the proper spots

Students must not wear hat or use headphones while lifting

Students must wear proper footwear

Do not slam or drop weights

Report injuries immediately to instructor

No horseplay at all times

Students must try every dance move unless advised otherwise

Proper footwear and clothing must be worn at all times

Students must respect their students during the routines

Students may not touch each other during routine

Fitness Circuits/ Other Activities

Students must treat all equipment with respect

Students must participate to the fullest unless advised otherwise

Students must remain hydrated throughout activities

No horseplay at all times

Presidential Fitness Testing

Students will respect all peer students, faculty, and equipment

Students will be quiet when the teacher is providing instruction

Scope and Sequence Time Frame

Day 1: Direct Day 2: Direct/ Guided Day 3: Direct/ Cooperative/

Name:AbbyMills Date: 4/6/16 Grade:9th