TEACHER RESOURCE GUIDE

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1 TM S Y S T E M SPIRIT CURRICULUM TEACHER RESOURCE GUIDE Unlock Your Inner Strength and Empower Ownership of Your Health Interactive Health Technologies, LLC

2 IHT s heart-cente CONTENTS Heart Rate Zone Chart... p. i IHT Fitness Challenge-Results and Goals... p. ii School Blank Fitness Challenge... p. iii Weekly Wrap Up for Students... p. iv Teacher Unit Planner Outcomes Template Stage 1...p. v Teacher Unit Planner Evidence of Learning Template Stage 2...p. vi Teacher Learning Plan Template Stage 3...p. vii Unit 1 Fitness Category...p Cardiovascular Unit Plan High School Cardiovascular Unit Plan Middle School Putting on a Heart Rate Monitor - adidas ZONE Wrist Monitor Putting on a Heart Rate Monitor - Spirit Chest Monitor Understanding the Zones Sustaining the YELLOW Zone Reaching the RED Zone Understanding the BLUE Zone Taking Your Pulse Estimating Maximum Heart Rate Recovery Rate Flexibility-Mobility-Balance Unit Plan High School Flexibility-Mobility-Balance Unit Plan Middle School Body Alignment - Peer Assessment - Amazing Race Sun Salutation Student Designed Fitness Unit Plan High School Muscular Strength and Muscular Endurance Unit Plan High School Muscular Strength and Muscular Endurance Unit Plan Middle School Body Alignment - Peer Assessment - Stations Wheel of Fortune Seven Wonders of the World Decoding Fitness Unit 2 Dance & Rhythmic Category...p Dance Unit Plan High School Dance Unit Plan Middle School We ve Got Talent Unit 3 Games & Sports Category...p Heart Rate and Game Play Unit Plan Middle School Cone Handball Ultimate Bean Bag

3 ihtusa.com CARBS FAT CARBS FAT CARBS FAT INTRODUCTION i

4 Timed Challenges Pre-Assessment Results Midterm Results Post-Assessment Results Date Score Midterm Post Score Midterm Post Score Met Goal Test Description Result Goal Goal Result Yes No Goal Result No Yes Exceeded Mile Run/Walk Each day you challenge yourself with this assessment, work hard to improve! Time Time in YELLOW (mile) Time in RED (mile) Practice Shuttle Run Two parallel lines 30 ft. apart. On Go run to the far line, touch it, run back to start point, touch start line, run to the far line again, touch it, run to start point. Do as many as you can in 4 minutes. (count ½ reps) # Complete Time in YELLOW (shuttle) Time in RED (shuttle) Assessments Protocol Pre-Assessment Results Midterm Results Post-Assessment Results Date Score Midterm Post Score Met Goal Post Score Met Goal Test Description Result Goal Goal Result Yes No Goal Result No Yes Exceeded Curl Ups Push-Ups Squats Sit and Reach Heels must remain on the mat. Head must return to the mat. The movement should be continuous (every 3 seconds). Fingertips must touch the far side of the measuring strip (i.e., 4-inch strip). The movement should be continuous (every 3 seconds). 90 angle with the elbow on each repetition. Correct body position with a straight back. Extend arms fully. Feet shoulder width apart. Back straight, head forward. Lower your body bending your legs. Don t allow knees to extend over your toes. Squat until in a seated position, come back to starting position. Back straight, head up. Knee on extended leg remains straight. Hands should reach forward evenly. Hips remain square to the box. R L R L R L R L R L R L R L R L R L R L R L INTRODUCTION ii

5 Timed Challenges Pre-Assessment Results Midterm Results Post-Assessment Results Date Score Midterm Post Score Midterm Post Score Met Goal Test Description Result Goal Goal Result Yes No Goal Result No Yes Exceeded Time Time in YELLOW (mile) Time in RED (mile) # Complete Time in YELLOW (shuttle) Time in RED (shuttle) Assessments Protocol Pre-Assessment Results Midterm Results Post-Assessment Results Date Score Midterm Post Score Met Goal Post Score Met Goal Test Description Result Goal Goal Result Yes No Goal Result No Yes Exceeded R L R L R L R L R L R L R L R L R L R L R L INTRODUCTION iii

6 Weekly Wrap Up Day of Week Date Activity BLUE Zone YELLOW Zone RED Zone YELLOW+RED Total Calories Burned TOTALS Based On The Time Wearing Your Heart Rate Monitor: Week s Total of Exercise: Daily Average of Exercise: (Total Min/# of Entries) Daily Average Calories Burned During Class: (Total Calories/# of Entries) Average Number of Per Day Spent in Fitness Zone: (Total Min in Y+R/# of Entries) Percentage of Overall Time Spent in Fitness Zone This Week: Compare and contrast this week s results with last week s results: (Include information about different types of movement and activities in relation to your heart rate and calories burned.) What are my goals and intentions for this coming week? INTRODUCTION iv

UNIT ONE FITNESS CATEGORY Cardiovascular Unit Plan High School Cardiovascular Unit Plan Middle School Putting on a Heart Rate Monitor adidas ZONE Wrist Monitor Putting on a Heart Rate Monitor -

7 UNIT ONE FITNESS CATEGORY Cardiovascular Unit Plan High School Cardiovascular Unit Plan Middle School Putting on a Heart Rate Monitor adidas ZONE Wrist Monitor Putting on a Heart Rate Monitor - Spirit Chest Monitor Understanding the Zones Sustaining the YELLOW Zone Reaching the RED Zone Understanding the BLUE Zone Taking Your Pulse Estimating Maximum Heart Rate Recovery Rate Muscular Strength and Muscular Endurance Unit Plan High School Muscular Strength and Muscular Endurance Unit Plan Middle School Body Alignment - Peer Assessment - Stations Wheel of Fortune Seven Wonders of the World: Decoding Fitness Flexibility-Mobility-Balance Unit Plan High School Flexibility-Mobility-Balance Unit Plan Middle School Body Alignment - Peer Assessment - Amazing Race Sun Salutation Student Design Fitness Unit Plan High School UNIT 1 1

8 Category: Fitness Activities CATEGORY: Unit Title: Cardiovascular FITNESS ACTIVITIES Lessons 1-8 Unit: Cardiovascular Lessons 1-8 Heart HEART Rate RATE Zone ZONE Intensity INTENSITY Goal: GOAL: LOW IMPACT MODERATE VIGOROUS Topic(s): Cardiorespiratory Endurance Grade Level: 9-12 Stage 1 Desired Results Content Standards and Outcomes: FOCUS- S3.H10-L1- Calculates target heart rate and applies that information to personal fitness plan. S3.H10.L2- Adjusts pacing to keep heart rate in the target zone, using available technology (e.g., heart rate monitor, pedometer) to self-monitor aerobic intensity. SUPPORT- S1.H3.L1- Demonstrates competency in 1 or more specialized skills in health-related fitness activities. S2.H1.L1- Appropriately applies the terminology associated with exercise and participation in selected individual performance activities. S4.H1-.L1- Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately as needed. S5.H4.L1- Identifies the opportunity for social support in a self-selected physical activity or dance. Enduring Understandings: How to use heart rate monitors to adjust pacing and keep heart rate in the desired zone based on the activity. The importance of target heart rate as part of cardiorespiratory fitness. The activities to use to build fitness components. The importance of regular physical activity for good health. Knowledge - Students will know: The purpose of using heart rate monitors The proper procedures and protocols of the heart rate monitor system The benefits of the low, moderate and vigorous zones How to explain perceived exertion. The parts and functions of the cardiorespiratory system biomechanics of the heart The formula of target heart rate zones Essential Questions / Provocative Questions: What does personal fitness look like? Why would you use a heart rate monitor as a tool in your fitness development? Skill - Students will be able to (do): Demonstrate how to use the checkout system and complete the pickup process by tapping their HRM to the reader Analyze their heart rate report and discuss the time in the heart rate zones Demonstrate how to adjust the intensity of an activity to raise or lower heart rate properly based on desired target heart rate zone Demonstrate competency in 1 or more specialized skills in health-related fitness activities Apply appropriate terminology associated with exercise UNIT 1 2

9 Stage 2 Assessment Evidence Performance Tasks: Stage 2 Assessment Evidence 1- Understanding the benefits of heart rate monitor tracking. Performance Tasks: Stage 2 Assessment Evidence 2- Students select activity (jump rope, run/walk, dance, etc...). The goal is for each student to Performance 1- Understanding Tasks: the benefits of heart rate monitor tracking. perform the self-selected activity and stay in the YELLOW zone for 5 minutes, cool down in the 1-2- Understanding Students select the activity benefits (jump of rope, heart run/walk, rate monitor dance, tracking. etc...). The goal is for each student to BLUE zone for 1 minute. After 5 minutes, discuss (or write/journal) if students were able to 2- perform Students the select self-selected activity (jump activity rope, and run/walk, stay in the dance, YELLOW etc...). zone The for goal 5 minutes, is for each cool student down to in the meet the goal and how they adjusted their intensity to stay in the desired zone. Students can BLUE perform zone the for self-selected 1 minute. After activity 5 minutes, and stay discuss in the YELLOW (or write/journal) zone for 5 if minutes, students cool were down able in to the choose a second activity and either repeat the previous goal or adjust to 5 minutes in RED zone, meet BLUE zone the goal for and 1 minute. how they After adjusted 5 minutes, their discuss intensity (or to write/journal) stay in the desired if students zone. were Students able to can 2 in YELLOW and 1 in BLUE. If increasing intensity, discussion can include a compare/contrast choose meet the a second goal and activity how they and adjusted either repeat their the intensity previous to stay goal in or the adjust desired to 5 zone. minutes Students in RED can zone, physiological effects from goal 1 and goal 2. 2 choose in YELLOW a second and activity 1 in BLUE. and If either increasing repeat intensity, the previous discussion goal or can adjust include to 5 a minutes compare/contrast 3- Student will record and set goals for the health-related component of cardiovascular in endurance. RED zone, physiological 2 in YELLOW and effects 1 in from BLUE. goal If increasing 1 and goal intensity, 2. discussion can include a compare/contrast 3- Student physiological will record effects and from set goals 1 and for the goal health-related 2. component of cardiovascular endurance. Key Criteria: 3- Student will record and set goals for the health-related component of cardiovascular endurance. Task 1A - (adjust according to the number of questions on the written assessment) Key Criteria: Physical Education Written Common Summative Assessment Key Task Criteria: 1A - (adjust according to the number of questions on the written assessment) Level 4: The student scores 15 out of 15 correct Task Physical 1A - Education (adjust according Written Common to the number Summative of questions Assessment on the written assessment) Level 3: The student scores out of 15 correct Physical Level Education 4: The Written student Common scores 15 Summative out of 15 correct Assessment Level 2: The student scores 9-11 out of 15 correct Level 4: 3: The student scores out out of 15 of correct 15 correct Level 1: The student scores 8 out of 15 correct Level 3: 2: The student scores out out of of correct Level 2: 1: The student scores out out of 15 of correct 15 correct Task 1B - Weekly Wrap-up Chart ( and Calories) Student Resources Level 1: The student scores 8 out of 15 correct Task 1B - Weekly Wrap-up Chart ( Weekly and Wrap Calories) Up Student Resources Task 1B - Weekly Wrap-up Blue Chart Zone ( Yellow and Zone Calories) Red Zone Student Resources Yellow/Red Date Day of Week Date Date Date Blue Zone Activity Blue Zone Yellow BLUE Zone Zone Yellow Zone YELLOW Red Zone Red Zone Total RED Yellow/Red Zone Total Yellow/Red Total Calories Burned YELLOW+RED Total Calories Calories Burned Burned Calories Burned Totals TOTALS Totals Totals Task Based 2 - On Rubric The for Time students Wearing ability Your to Heart adjust Rate intensity Monitor: to meet goal Measure Record which level Task 2 - Rubric for students ability to adjust intensity to meet goal Week s 1- Total Minimally of able Exercise: to maintain heart rate in proper zones Task Measure 2 - Rubric for students ability to adjust intensity to meet goal Record which level (unable to adjust intensity/pacing) Measure 1- Minimally able to maintain heart rate in proper zones Record which level Daily Average 2- Able 1- (unable Minimally Calories to maintain to Burned adjust able to During heart intensity/pacing) maintain Class: rate (Total in proper zones heart rate in proper Calories/# (able to zones of Entries) adjust intensity/pacing) 2- (unable Able to to maintain adjust intensity/pacing) heart rate proper zones (able to 3- Able to maintain heart rate in proper zone and discuss Average 2- Number adjust Able to of intensity/pacing) maintain Per heart Day Spent rate in in Fitness proper Zone: zones (able to (Total Min in Y+R/# of Entries) how to adjust pacing to meet each goal 3- adjust Able to intensity/pacing) maintain heart rate in proper zone and discuss Percentage 3- how Able of Overall to to adjust maintain Time pacing Spent heart in to Fitness rate meet in Zone each proper This goal Week: zone and discuss how to adjust pacing to meet each goal Daily Average of Exercise: (Total Min/# of Entries) Compare and contrast this week s results with last week s results: (Include information about different types of movement and activities in relation to your heart rate and calories burned.) UNIT 1 3

10 TM Task 3 - Goal Setting: Cardiovascular endurance, setting goals and evaluation of goals. S Y S T E M Timed Challenges Pre-Assessment Results Midterm Results Post-Assessment Results Date Score Midterm Post Score Midterm Post Score Met Goal Description Result Goal Goal Result Yes No Goal Result No Yes Test Exceeded Mile Each day you challenge Run/Walk yourself with this assessment, work hard to improve! Time Time in YELLOW (mile) Time in RED (mile) Two parallel lines 30 ft. apart. On # Complete Go run to the far line, touch it, run back to start point, touch start line, run to the far line Practice again, touch it, run Shuttle Run to start point. Do as many as you Time in YELLOW (shuttle) can in 4 minutes. (count ½ reps) Time in RED (shuttle) Assessments Protocol Pre-Assessment Results Midterm Results Post-Assessment Results Date Score Midterm Post Score Met Goal Post Score Met Goal Test Description Result Goal Goal Result Yes No Goal Result No Yes Exceeded Curl Ups Push-Ups Squats Sit and Reach Heels must remain on the mat. Head must return to the mat. The movement should be continuous (every 3 seconds). Fingertips must touch the far side of the measuring strip (i.e., 4-inch strip). The movement should be continuous (every 3 seconds). 90 angle with the elbow on each repetition. Correct body position with a straight back. Extend arms fully. Feet shoulder width apart. Back straight, head forward. Lower your body bending your legs. Don t allow knees to extend over your toes. Squat until in a seated position, come back to starting position. Back straight, head up. Knee on extended leg remains straight. Hands should reach forward evenly. Hips remain square to the box. R L R L R L R L R L R L R L R L R L R L R L INTRODUCTION ii Other Evidence: Student Resources: Understanding the Spirit System Understanding Data The Three Zones Understanding the BLUE Zone The Three Zones Sustain YELLOW Zone The Three Zones Reaching RED Zone Knowing My Pulse Rate Heart Rate Estimating Maximum Heart Rate Weekly Wrap-up IHT Fitness Challenge Results and Goals UNIT 1 4

COMPONENTS OF FITNESS & FITNESS SCREENINGS PHYSICAL EDUCATION MRS. MANNE

COMPONENTS OF FITNESS & FITNESS SCREENINGS PHYSICAL EDUCATION MRS. MANNE WHAT IS PHYSICAL FITNESS? Physical Fitness is a level of health in which you have muscular endurance, muscular strength, flexibility,