sbshaynebrown.weebly.com/.../gr_9_pe_personal_fitness_uni… · web viewmats. pylons. pencil and...

Unit: Personal Fitness Grade: 5/6 Teacher: Shayne Brown

Unit length: 6 classes Physical Education Unit Plan Length: 40 min

Personal Fitness Unit Plan

Physical Education Grade 6

Shayne Brown

2015-2016



Unit Overview

The personal fitness unit will be for a total of 6 classes out of the year. This is the second unit the students will be completing in their grade 6 year and the unit is designed to give the students’ personal experience with personal fitness. The students will go through a series of fitness stations that will enable them to see the benefits of physical activity. The unit will begin with a brief introductory lesson on personal health and fitness and then followed by fitness stations. The students will be pushed to their physical capacity at their own pace. This is to give the students the opportunity to learn about the positive benefits of fitness to their health by recording their improvements as they go through the unit. Games are included in this fitness unit as a way to show the students that exercising and feeling good doesn’t have to be negative, but can be positive from having fun while doing so. This will be to show the students that outside of the school they can have fitness that is fun for them and benefits them for life.

Unit Rationale

This unit is an introductory unit to the world of fitness and health. Personal fitness is looked down upon from many people today and is not seen in a positive light. As crucial as personal physical is in today’s society, there is still the problem of childhood obesity and lack of exercise. This unit aims to provide the students with the opportunity to see that fitness can be achieved in many different forms and can be enjoyable as they gop through the process. Fitness can be daunting, but students need to learn that they have the power in which they choose to exercise and what they want to accomplish. This unit aims to educate the students on how to develop personal physical activity programs based on their current level of fitness and interests. Students will gain knowledge of the components of health and skill related fitness by evaluating their own personal fitness levels as they go through the unit. In the end, students will understand the importance of beginning a wellness program early in their childhood and continuing it through their lifetime to be healthy and strong citizens.

Key Questions

How can we achieve a better lifestyle of personal health and wellness?

What are the personal benefits of exercise and maintaining our fitness levels?

Can exercising be fun and enjoyable?



What can we do at a young age to maintain a long and healthy lifestyle?

Resources

ABCDs of Movement – Edmonton Public School. Grade 9 Physical Education

Alberta Education. Program of Studies – Grade 9 Phys. Ed.

Major Objectives

The aim of the Kindergarten to Grade 12 physical education program is to enable individuals to develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle.

General Outcome A: ActivityStudents will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills; Locomotor; Nonlocomotor; Manipulative Application of Basic Skills in an Alternative Environment; i.e., Aquatics and Outdoor Pursuits; Dance, Games, Types of Gymnastics,

Individual Activities

General Outcome B: Benefits HealthStudents will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness Body Image Well-being

General Outcome C: CooperationStudents will interact positively with others.

Communication



Fair Play Leadership Teamwork

General Outcome D: Do it Daily…For life!Students will assume responsibility to lead an active way of life.

Effort Safety Goal Setting/Personal Challenge Active Living in the Community

Outcomes in this Unit

General Outcome AA9– Basic Skills

1 apply and refine locomotor skills and concepts to a variety of activities with increased control to improve personal performance 2 apply and refine locomotor skills by using elements of body and space awareness, effort and relationships to improve personal

performance 3 apply and refine nonlocomotor skills and concepts to a variety of activities with increased control to improve personal performance 4 apply and refine nonlocomotor skills by using elements of body and space awareness, effort and relationships, to improve personal

performance General Outcome B

B9– Functional Fitness 2 demonstrate, monitor and analyze ways to achieve a personal functional level of physical fitness 3 design and implement a personal fitness and activity plan, using the principles of training: frequency intensity, duration

Body Image 4 acknowledge and analyze the media and peer influences on body image

Well-being 6 analyze and explain the effects that nutrition, fitness and physical activity have on body systems before, during and after exercise 7 monitor, analyze and assess fitness changes as a result of physical activity

General Outcome C



C9– Communication 1 communicate thoughts and feelings in an appropriate respectful manner as they relate to participation in physical activity

Fair Play 3 demonstrate etiquette and fair play

Leadership 4 describe, apply, monitor and practise leadership and followership skills related to physical activity

Teamwork 5 develop practices that contribute to teamwork 6 identify and demonstrate positive behaviours that show respect for self and

othersGeneral Outcome DD9– Effort

1 participate regularly in, and realize the benefits of, an active lifestyle 2 develop a personal plan that encourages participation and continued motivation

Safety 3 select and apply rules, routines and procedures for safety in a variety of activities from all movement dimensions 4 analyze, design and perform warm-up and cool-down activities

Goal Setting/Personal Challenge 6 determine and articulate challenging personal and team goals based on interests and abilities

Active Living in the Community 8 evaluate community programs that promote physically active lifestyles and how they meet local needs 9 develop strategies to counteract influences that limit involvement in physical activity

Assessment

AAEP (Attitude, Attendance, Effort, Participation) – 50%Personal skills– 40%Projects/Assignments/Quizzes – 10%

Considerations/ Differentiated Instruction

Students may need more time for activities



Students may forget change of clothes, be understandable The gymnasium may be used for events in the school, have a backup plan Some activities may need to be modified to allow all to participate Provide a visual demonstration, provide spoken instruction and get students to go through the movements Student who need assistance may be able to be provided with that opportunity Students who have wheelchairs or crutches may still participate with help from others or their helper Students may need music as a motivator

Lesson # General Outcomes

Specific Outcomes

Learning Activities/ Teaching Strategies

Assessment/ Evaluation/ Communication

Equipment Safety Considerations

Motivation

1-4Fitness Circuit(4 days)

A

B

C

D

A 9-1, 9-2, 9-3, 9-4

B 9-2, 9-3, 9-4, 9-6, 9-7

C 9-1, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-6, 9-9

Introduction to Personal Fitness

Each student will have a fitness log and will keep track of progress per each circuit per day.

WarmupWill need to explain the warm up cards that will be on the wall every class. Students will view the card and do the warmup activity.

Fitness Circuit 1: Discuss safety and proper form for

-Participation-Observation-Feedback-Discussion-Fitness log

Gymnasium/Outdoors

StopwatchStation number

on cardsWarm-up cardsHigh-energy

musicMusic PlayerTennis ballsHoop PylonsBenchesSkipping ropesMatsPylonsPencil and

recording page per student

Whistle

Appropriate clothing and footwear

Awareness of personal and general space, especially during Giant Stride Run

Tell the students to move carefully around the room

Do not use pens, pencils or anything as weapons

Allow time to rehydrate

Watch for

-Modeling.

-Peer encouragement.

-Positive/ constructive feedback

- Student led activities and self-discovery

- Play music

- Personal benefits



each station. Assign groups and designate which direction to rotate. Each group has 30 seconds to complete as much as possible. Go through once, and if there is time go through twice. Go at own pace. Direct instruction

Circuit 1: Bench push ups Skipping Wall slap Giant Stride Leg raisers Bench step

Circuit 2: Cone Jump Swimmer Ball Roll Shuttle run Bench hop Bicycle

Circuit 3: Bench Push ups Skipping Wall slap

overexertion Watch for

proper techniques at all stations



Bench hop Swimmer Ball rollCircuit 4: Giant stride Leg raisers Bench step Shuttle run Cone jump Bicycle

Cool down: Have students walk around gym and discuss as they are walking the benefits of fitness. Student led head-to-toe stretch

2. Fitness Game 1

A

B

C

D

A 9-1, 9-2, 9-3, 9-4

B 9-2, 9-3, 9-4, 9-6, 9-7

C 9-1, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-

Warmupwarm up cards

Fitness Game 1:Blanket pull – Students will be grouped into teams of three and will need one person to be placed on the blanket while the other two pull. It will be a relay race

-Participation checklist.-Observation-Feedback-Discussion

- Gymnasium- Blankets or

towels- Pylons- Whistle

- Appropriate clothing and footwear

- Awareness of personal and general space

- Tell the students to move carefully around the room

- Do not use pens, pencils

-Modeling.



- Student led activities and



2, 9-3, 9-4, 9-6, 9-9

until all three have had a chance to rid the blanket. For the second turn, add in pylons that teams have to navigate around.

Fitness game 2:Blanket Capture- four students will be chosen to be “it” and must use the blanket to capture the “criminal”. Once students have been captured, they will wait for a second teammate, grab a blanket and become “it”. If game too easy, create safe zones where the criminals may hide for 5 seconds.

Cool down: Have students walk around gym and explain that fitness can be fun and enjoyable, what worked, what

or anything as weapons

- Allow time to rehydrate

- Watch for overexertion

- Tell students to keep their heads up

self-discovery

- Competition

- Personal benefits



didn’t. Student led head-to-toe stretch.

3 Fitness Game 2

A

B

C

D

A 9-1, 9-2, 9-3, 9-4

B 9-2, 9-3, 9-4, 9-6, 9-7

C 9-1, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-6, 9-9

Warmupwarm up cards

Fitness Game 1:Chuck the chicken – Students will be grouped into two teams and one group throws chicken and runs around group while the other team retrieves the chicken and goes up-down-up through the line. Then they throw it and start over. Go until all have had a turn.

Fitness game 2:Golden chicken – There will be four teams with “banks” to keep the golden chicken. The game is a tag game, and capture the flag mix. The chicken

-Participation.

- Observation

-Self Assessment.

-Feedback

-Discussion

- Gymnasium- Rubber chicken

or something close to it

- Pinnies- Hoops- Whistle

- Appropriate clothing and footwear

- Awareness of personal and general space

- Tell the students to move carefully around the room

- Do not use pens, pencils or anything as weapons

- Allow time to rehydrate

- Watch for overexertion

- Tell students to keep their heads up

-Modeling.



- Student led activities and self-discovery

- Competition

- Personal benefits



will begin in the middle and the four groups are looking to get the chicken to their bank. If tagged, the students must go to fitness jail and pay a fine of 5 jumping jacks to the teacher to get back out.

Cool down: Have students walk around gym and discuss as they are walking the benefits of fitness, what worked, what didn’t work. Student led head-to-toe stretch.



Student Daily AAEP Checklist Criteria

(0) Poor (1) Great

1. Benefits Health On task Involved

Student was frequently not on task and uninvolved during the lesson.

Student consistently was on task and involved in more ways than one to benefit their health during the lesson.

2. Cooperation Team Work Leadership Sportsmanship Communication

Student was disrespectful and uncooperative to others during the lesson. Student showed limited cooperation abilities and rarely demonstrated any of the cooperation competencies.

Student was respectful and cooperative to others during the lesson. Student showed excellent cooperation abilities and demonstrated most of the cooperation criteria.

3. Activity Participation Effort

Student did not participate and showed little effort to the lesson.

Student fully participated and gave maximum effort.

4. Do it Daily Discussion Safety

Student disregarded safety considerations and seldom demonstrated the Do it daily competencies during the lesson.

Student assumed responsibility to regard safety considerations and demonstrated the Do it daily competencies regularly.

5. A,B,C,D Proper Attire

Student was rarely on time and came to class unprepared.

Student was on time and was changed regularly.



On time

5 points per day Minus one point if criteria not met

AAEP Student Checklist

Unit: Date: Class:

Date TotalStudent NameStudent

12345

Student12345

Student12345

Student12345

Student1



2345

Student12345

Student12345

Student12345

Student12345

Student12345

Student12345

Student1



2345

Student12345

Student12345

Student12345

Total per number/days = total

Total (.8) times total unit criteria (20) = final grade

* 1 = Benefits Health 2= Cooperation 3= Activity 4= Do it daily 5 =A,B,C,D



AAEP UNIT RUBRIC

Name: ____________________________ Date: _________________ Activity/Unit: ______________________ Class: _________________

0-13 14-15 16-17 18-20Benefits Health Seldom if ever demonstrates

ways to achieve a personal level of fitness. Frequently prompted. Seldom if ever demonstrates positive benefits gained from physical activity

Occasionally demonstrates ways to achieve a personal level of physical fitness. Occasionally prompted. Occasionally demonstrates the positive benefits gained from physical activity

Frequently demonstrates ways to achieve a personal level of physical fitness. Frequently demonstrates the positive benefits gained from physical activity

Consistently demonstrates ways to achieve a personal functional level of physical fitness. Consistently demonstrates the positive benefits gained from physical activity

0-13 14-15 16-17 18-20Cooperation Seldom if ever interacts

positively with other. Seldom if ever demonstrates positive communication, fair play, leadership, and teamwork

Occasionally interacts positively with other. Occasionally demonstrates positive communication, fair play, leadership, and teamwork

Frequently interacts positively with other. Frequently demonstrates positive communication, fair play, leadership, and teamwork

Consistently interacts positively with others. Consistently demonstrates positive communication, fair play, leadership, and teamwork.

0-13 14-15 16-17 18-20Activity Seldom if ever participates.

Seldom if ever attempts to learn new skills.

Occasionally participates even if he/she doesn’t enjoy the activity. Tries to learn some new skills.

Frequently participates even if he/she doesn’t enjoy the activity. Attempts to learn the necessary skills.

Consistently participates to best of personal ability. Consistently strives to improve on learned skills.

0-13 14-15 16-17 18-20



Do it Daily

Seldom if ever assumes responsibility to lead an active way of life. Seldom if ever demonstrates effort, safety, goal setting, and active living in the community.

Occasionally assumes responsibility to lead an active way of life. Occasionally demonstrates effort, safety, goal setting, and active living in the community.

Frequently assumes responsibility to lead an active way of life. Frequently demonstrates effort, safety, goal setting, and active living in the community.

Consistently assumes responsibility to lead an active way of life. Consistently demonstrates effort, safety, goal setting, and active living in the community.

0-6 8-12 14-18 20A,B,C,D

Rarely if ever comes to class (on time) and is prepared. Absences = -2pt.Lates = -2pt. Unprepared = -2pt.Within the activity / unit.

Occasionally comes to class (on time) and is prepared. Absences = -2pt.Lates = -2pt. Unprepared = -2pt.Within the activity / unit.

Frequently comes to class (on time) and is prepared. Absences = -2pt.Lates = -2pt. Unprepared = -2p.tWithin the activity / unit.

Consistently within the activity/unit has come to class (on time). Consistently prepared with a change of clothes, which includes: shirt, shorts or track pants, socks, and athletic shoes.

Teacher / Student Assessment “Learn to Live, Live to Learn”

Benefits Health _____ /20 Cooperation _____ /20 Activity _____ /20 ABCD____ /20 Do it Daily _____ /20 Total _____ /100

sbshaynebrown.weebly.com/.../gr_9_pe_personal_fitness_uni… · web viewmats. pylons. pencil and...

Documents