Lifetime Fitness Syllabus/Online Course Plan

Transcription

1 Lifetime Fitness Syllabus/Online Course Plan Stage One Desired Results Course Title/Grade Level: Credit: one semester (.5) X two semesters (1) Estimate of hours per week engaged in learning activities There are 2 main components of this class: academic content and physical activity. The academic portion of the class should take an average of 2-3 hours a week to complete over the course of the semester. The activity portion of this class will take 3 hours per week. Students will be required to be active a minimum of 4 days a week for at least 30 minutes a day, including 20 minutes of exercise with a minimum of 180 calories burned for each cardio workout. Prerequisites and/or recommended preparation: Students should have completed the Year One/Introduction to Fitness course before enrolling in Year Two Lifetime Fitness A, and students should have completed Lifetime Fitness A before enrolling in Lifetime Fitness B. Students should be able to participate in physical activity to complete the requirements of this course. Course Overview: "Do it, move it, make it happen. No one ever sat their way to success." Unknown As a teenager, it's time to take control of your health and fitness! Healthy habits that are established now can last a lifetime. The culminating project in Lifetime Fitness allows students to design their own plan for maintaining their fitness and health as they get older. Over the course of this year, students will complete many activities, both physical and academic, that will guide them in the decision-making process regarding their personal plan. By the end of the course, these activities will help students achieve their goals that were based on the pre-test fitness scores conducted at the beginning of the course. Enduring Understandings for Course: To improve in anything, it important to your where you are beginning, to set goals and to create a plan as to how to achieve those goals. List external resources and include cost for each. There is no required textbook for this class. All resources will be available online. However, since this is an activity class, students will be required to be active. Students will check out a Polar heart rate

2 monitor and accessories that allow for downloading heart rate data to the computer. However, they must agree to replace it if it is lost or broken, as stated in the Lifetime Fitness Contract in the course. If use of the heart rate monitor is not possible (and it is agreed upon with the instructor), students may use a high quality pedometer. Establish Goals/Power Standards w/ Supporting Standards (From Washington State GLE s): Analyzes how to perform activities and tasks safely and appropriately a Compares the risk level of various activities b Analyzes the training principles used for a specific task and takes corrective action when necessary c Analyzes safety issues related to health and fitness activities (sport, fitness, leisure, and dance) and personal health and fitness plan Evaluates skills and strategies necessary for effective participation in physical activities a Evaluates ways in which physical activity can provide opportunities for positive social interaction and enjoyment b Selects coping skills to deal with personal challenges, differences, and setbacks in physical performance c Selects personal goals for improvement Evaluates the components of health-related fitness a Sets individual fitness goals using all components of health-related fitness Creates a plan and monitoring system using personal health, fitness, and nutrition, based on life and employment goals a Generates appropriate goal-setting strategies in creating a personal health and fitness plan b Uses time-management skills in creating a personal health and fitness plan c Designs a personal health and fitness plan based on personal interests and life goals (fitness, nutrition, stress management, and personal safety) d Uses a short and long-term monitoring system for a personal health and fitness plan e Develops goals to meet changes in health/fitness/life. Understandings: What will students understand (about what big ideas) as a result of the unit? Students will understand... To measure improvement, it is important to know the starting point. Essential Questions: What arguable, recurring, and thought provoking questions will guide inquiry and point toward the big ideas of the unit? What are your fitness levels in the five components of fitness? What are your current activity levels? How much sleep do you get? Are you eating nutritiously? How might genetics effect your health and fitness? What barriers do you or might you experience? What is the key knowledge and skill needed to develop the desired understandings? What knowledge and skill relates to the content standards on which the unit is focused? Students will know: Current fitness, activity, sleep and nutritional levels/habits

3 The importance of physical activity, sleep, and proper nutrition Family health history Barriers to exercise Community resources for activity Fitness demands, stressors, and nutritional needs of chosen careers Students will be able to: Analyze and improve fitness, activity, sleep and nutritional levels/habits Analyze and use family health history to reduce risk of disease Overcome barriers to exercise Analyze community resources for activity Analyze fitness demands, stressors, and nutritional needs of chosen careers Create a lifetime fitness plan Stage Two Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.] Performance Tasks: Heart Rate Monitor Data 10th Grade Final Fitness Plan Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on): Fitness tests Activity Log/Activity Log Analysis, Sleep Log/ Sleep Log Analysis, Fitness Plan, Nutrition Log/Nutrition Log Analysis Journal Entries Barriers Survey Identification of community resources, Career Choice Exploration/ Analysis 10th Grade Project Stage Three Plan Activities: Indicate from the table below all applicable learning strategies that may be used in the course. Direct Instruction Indirect Instruction Experiential Independent Study Interactive Instruction

4 x Structured Overview Mini presentation Drill & Practice Demonstrations Problem-based _Case Studies Inquiry _x_ Reflective Practice _x _Project Paper Concept Mapping Virt. Field Trip Experiments Simulations Games Field Observ. _Role-playing Model Bldg. Surveys Essays _x Self-paced computer x Journals Logs Reports Directed Study Research Projects Discussion Debates _Role Playing Panels Peer Partner Project team Laboratory Groups Think, Pair, Share Cooperative Tutorial Groups x Interviewing Conferencing Scope and Sequence: The following topics will be covered during the first semester of this course, Semester A Lifetime Fitness. Students will be required to collect, analyze and apply the information explored in each unit. Unit 1: Getting Started Unit 2: A Case for Fitness Unit 3: Nutritional Habits Unit 4: Family Genetics, Current Health Issues Unit 5: Post-Fitness Testing The following topics will be covered during the second semester of this course, Semester B Lifetime Fitness. Students will be required to collect, analyze and apply the information explored in each unit. Unit 1: Getting Started Unit 2: Environmental Barriers to Exercise Unit 3: Community Resource Exploration Unit 4: Health and Fitness requirements for Career Choices Unit 5: Comprehensive Fitness and Health Plan

5 Adapted from Understanding by Design Template available online and the Understanding by Design: Professional Development Workbook. References: Wiggins, G., & McTighe, J. (n.d.). Understanding by Design Exchange. Retrieved November 2, 2004 from Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.)