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