Last modified: September 10, 2020
Fit 4 Life Syllabus – Unpacking Standards, Assessments, and Success Criteria
Fitness For Life Syllabus (standards/assessments/success criteria)
The Meaning of Health and Wellness – Standards 1, 2, 3, 4, 5
Students can define the definition of Health and Wellness
Students can define Physical Fitness
Unpacking Standards:
Teach the definition of Health and Wellness and Physical Fitness
Teach the benefits of physical activity ie: enjoying life, more energy, and maintaining health
Assessments:
Written Tests – worksheets and quizzes
Success Criteria:
Students can use knowledge of what physical fitness is to improve fitness, health, quality of life, and wellness
Students know how to do a warm-up and cool-down in the exercise basics
Students know how to take/test their heart rate – resting and in the heart rate training zone
The Meaning of Physical Fitness – Standards 2 and 3
Students can name and define the 5 parts of health related physical fitness
Students can list the 6 parts of skill related fitness
Students can show how these parts help them become more physically fit
Unpacking the Standards:
Teach the students to take their own heart rate – both resting and active
Teach the students how to use cardio endurance, muscular strength, body composition, hyper kinetic conditions, and hypo kinetic conditions in their physical fitness
Teach the 6 parts of skill related physical fitness – agility, power, coordination, reaction time, speed, and balance
Success Criteria:
Students can pass a written exam to show knowledge
Students can work with a partner to complete a fitness worksheet about healthy exercises
Students can lead the class in simple exercises – the basic warm-up /starter exercises
Getting Ready To Exercise – Standards 1, 2, 3, 4, 5
Students can list the ways to prepare for physical activity.
Students know how exercise can affect physical activity
Students can understand how to dress for the weather
Unpacking the Standards:
Teach the vocabulary words of heat stroke, heat exhaustion, hyperthermia, and hypothermia, and ramifications of exercising in the cold or in the heat
Show through a demo the RICE formula and how to use the techniques when needed
Assessments:
Written tests and worksheets
Success Criteria:
Students can show knowledge by completing a worksheet
Students can pass a quiz
Students can name each letter of the RICE acronym.
Students know how to prevent/reduce risk of disease, and maintain a healthy back
Students understand hypokinetic and hyperkinetic factors that influence lifestyle
Students know the list of diseases that could affect them in my later years
Students understand that what they do today can affect future health
Students can perform exercises/stretches to maintain a healthy back
Unpacking Standards:
Teach the vocabulary for this Chapter by using a worksheet and signs posted in the classroom
I will use the preferred DVD/power point about diseased and a Healthy back (3.2)
Teach about hypertension, blood pressure, and how to avoid clogged arteries
Assessment:
Worksheet and written tests
Healthy Back circuit with partner
Success Criteria:
Students can show understanding of the 10 risk factors for heart disease
Students can complete a worksheet with vocabulary words, a word search and chapter review
FITT (Frequency, Intensity, Time, and Type of exercise) principles – Standards 1, 2, 3, 4, 5
I can name and describe the 3 principals of fitness
I know the difference of overload, progression and intensity in my exercise program
I can fill in the empty boxes of the Physical Activity Pyramid
I can use my knowledge of the FITT formula to achieve a better physical workout
Unpacking Standards:
I will teach the 3 principals of physical exercise
I will have the students fill in the Physical Activity Pyramid
I will make sure the students understand the levels for the Activity Pyramid
I will teach the factors that influence physical fitness.
I will use a DVD and a Power point to assist me in this lesson
Assessment:
Written tests and worksheets
Fitness Gram with a partner
Fitness Circuit with a partner to teach overload, progression and intensity
Success Criteria:
I can write a physical activity program using the FITT formula
I can perform a fitness circuit using the different muscles and exercise groups that I have learned. I will use a worksheet.
I can show my knowledge by completing a worksheet, word search, crossword puzzle.
Goal Setting and Self Management Skills – Standards 1, 2, 3, 4, 5
Students can describe self management skills to have a healthy lifestyle
I can use determinants to make good choices about exercise and choices in physical activity
I will be able to list the 5 stages of Physical fitness
I know how to set specific exercise goals for myself
I can make Long term and Short term goals. I know how to define each type
I understand that I should set small goals first and then progress to longer lifestyle goals
Unpacking Standards:
Teach different ways to exercise as a person grows older
Teach the 5 stages of fitness by using the textbook visual pictures
Teach about BMI and show the different assessments used to determine the students BMI
Teach that all goals are personal – your goals are not the same as your others
Show the difference between short and long term goals by using charts and textbook worksheets
Assessments:
Written Tests, worksheets, fitness gram, fitness circuits, and fitness logs
Success Criteria:
Students can show different ways to exercise as they grow older
Students can experience different types of exercise by participation in Rec Center activities, fitness groups, athletics in school, church, or city.
Students know it’s easier to have a friend to exercise with to keep me on track.
Students can keep a fitness log.
Activity for a Lifetime and positive attitudes – Standards 1, 2, 3, 4, 5
I can show what a MET is. I can use a chart to see how many METS I should be expending to burn calories and lose weight.
I understand that by counting calories and knowing what I am eating can AFFECT my weight.
I should exercise 5-7 days per week for optimum physical fitness
I know to burn at least 200 calories per day- 3500 calories per week
If I eat 3500 calories,,that will equal one pound of weight.
I can list the positive and negative attitudes about exercise. ( 6.2)
I know how to create a list of Positive Rewards of exercise that do not involve food.
Unpacking Standards:
Teach the Students about the METS and how to make the best use of using them for weight control
Teach about calories and how to look for good calories versus bad calories
Teach the positive rewards for exercising from the textbook.
Teach the importance of watching calorie intake and how to burn them for optimal weight control.
Discuss lunch options, and keep a food log
Assessments:
Written tests/quizzes, worksheets, and food log
Success Criteria:
Students can use calorie intake knowledge to lose or gain weight
Students understand how to maintain a weight best for my health/age.
Students can read charts to interpret different ratings for weight and BMI