MCS HIGH SCHOOL INSTRUCTIONAL MAP SUBJECT: FITNESS & CONDITIONING I GRADE: 9-12

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1 First Nine Weeks/Third Nine Weeks PHYSICAL ACTIVITY AND WELLNESS Key Question How can I become an informed, independent decision maker who is capable of planning for enjoyable lifetime fitness and physical activity while at the same time achieving personal fitness and activity goals for the present? STANDARD d I. PHYSICAL FITNESS AND WELLNESS A. State of Physical Fitness 1. Describe the components of wellness physical fitness health wellness 2. Describe the benefits associated with physical fitness intellectual physical emotional social spiritual lifelong 3. Explain how each benefit can contribute to good health B. y Lifestyles 1. Identify and describe lifestyles that promote good fitness, health, and wellness physically active eat properly manage stress good personal health habits avoid destructive habits practice safety regular medical check-ups and doctor s visits 2. Explain the difference between controllable risk factors and noncontrollable risk factors Have students complete a Venn Diagram comparing and contrasting the three components of wellness. Have students participate in six different exercise stations for 30 seconds in length. Before rotating to the next station, students are to read and record information about the six major benefits associated with physical fitness on their chart. Students list examples of controllable and noncontrollable risk factors on a chart. Have students complete a Wellness Questionnaire Create a brochure; set of posters, PowerPoint, etc. to explain the benefits of physical fitness in all six major areas and explain how each contributes to good health. Have students work in small groups to create 1-minute Public Service Announcements promoting one lifestyle. Fitness For Life by (Chapter 1) Classroom Instruction that Works by Marzano Station signs, exercise equipment (such as jump ropes, step boxes, hula hoops, dumbbells, etc.), CD player and fitness music Organizing information, Comparing/contrasting Interrelationships of health and wellness Writing for various audiences.

2 STANDARD 2.0, d, 3.b, 3.c 2.1.5, 2.3.4, A. Environment and Wellness 1. Identify environmental and social factors that affect health and wellness a. physical environment b. social environment B. Stress and Wellness 1. Define stress and list some causes a. eustress b. distress physical emotional social 2. Explain the three stages of general adaptation syndrome 3. Identify and discuss the effects of stress 4. Discuss and practice stress management techniques 5. Explain the effects of exercise on stress management Have students describe environmental and social issues to wellness (such as safe parks, access to equipment, etc.) Lead students through stress management exercises. Afterwards, students will journal about their experience. Have students come up with strategies to overcome the issues they described in class. Have students create a concept map illustrating the types of stress, the causes, and stress management techniques Have students create Stress Management Business Cards where they put a management tip on one side of the card and one effect of stress on the other side of the card. Have students print cards and distribute to students between classes or during lunch. Classroom Instruction that Works by Marzano Box of business cards, or index cards, etc. that could be used to create business-type cards Science Identify environmental aspects of communities Writing/journaling Writing for specific audiences

3 STANDARD c II. PHYSICAL FITNESS ASSESSMENTS 1. FITNESSGRAM strength and muscular endurance curl-up test push-up test body composition and flexibility body mass index skin fold calipers back-saver sit and reach cardiovascular endurance 1-mile run/walk test Pacer test 2. Self-Assessments use the results from fitness tests to interpret ratings use ratings to create a personal fitness profile use personal fitness profile to develop fitness goals use personal fitness goals to develop fitness activities Have stations set up for each test. Before beginning the tests, go through each station and explain carefully how to conduct each test and how to properly record the results. Have students work in pairs or small groups to conduct each test. After analyzing their results, students should set 3-5 activity goals to improve their fitness levels. Have students try to predict their current level of fitness in each category before conducting the fitness tests. Then, have students compare their predictions to their actual results and explain. Students should compare their results to the rating charts and determine if their level of fitness is low, marginal, good, or high performance for each category. FITNESSGRAM computer software Station signs and instruction cards Mats, paper, cardboard strips (30 inches by 4 ½ inches), 12 rulers, meter sticks, cones or masking tape Math Comparing data Technology Using computers and software programs

4 STANDARD e 4.1.4, 4.2.5, , 4.3.1, III. COMPONENTS OF FITNESS A. -Related Fitness 1. List and describe the five components of health-related fitness flexibility strength cardiovascular fitness muscular endurance body composition B. Skill-Related Fitness 1. List and describe the six components of skill-related fitness agility balance coordination power reaction time speed 2. Differentiate between health-related fitness and skill-related fitness and identify activities for both Set up 11 stations, one for each component of fitness. Students rotate through each station, recording information about each component on their graphic organizer and participating in activities related to each component at the station. Allow students to work in small groups or rotate through the stations on their own. Provide students with a list of physical activities and have them determine if each activity is health-related or skillrelated; then have students list which component(s) of fitness is involved in each activity. Table or bench waist high, rulers, floor tape, balls that bounce, coins, exercise equipment that can be used to perform cardiovascular exercises, muscular endurance exercises, and muscular strength exercises. Fitness and Wellness

5 STANDARD d, 4.e 4.1.4, IV. COMPONENTS OF EXERCISE A. Identify three components of an effective workout warm-up heart warm-up muscle warm-up muscle stretch workout fitness target zones - flexibility - strength - cardiovascular fitness - muscular endurance - body composition cool-down heart cool-down muscle cool-down muscle stretch 2. Examine sports and activities that lead to a high degree of fitness Lead students through the three parts of a workout, carefully explaining each part. Begin by demonstrating how to perform a proper warm-up (heart warm-up, muscle warm-up, and light stretch) for about 5-7 minutes. Then actively lead the students through an introductory-level work out (such as step aerobics, weight lifting, resistance bands, etc.) at a low intensity level for about minutes. Finish with a cool-down, including a heart and muscle cool-down and a muscle stretch. Give students a list of sports and activities that lead to a high degree of fitness and have them create a three week physical activity plan using activities they like from the list provided. Students should also use results from their fitness tests when choosing activities for their plan. Equipment such as aerobic steps, jump ropes, resistance bands, weight lifting equipment, etc. Fitness & Wellness

6 2.0 2.e V. PREPARING FOR PHYSICAL ACTIVITY 1. Describe how one prepares for physical activity medical readiness Par-Q medical examination self-assessment parental input extreme environmental conditions hot humid weather - begin gradually - drink water - wear proper clothing - rest frequently - avoid extreme heat and humidity cold, windy, wet weather - avoid extreme cold and wind - dress properly in light layers pollution and altitude Have students write about an experience they have had participating in physical activity in either hot, humid weather or in dry, cold weather. Allow students to share their experiences with the class. Bring examples of clothing that should be worn when exercising as well as clothing for extreme conditions. Demonstrate how clothing should be worn in layers. Provide students with humidity charts and ask questions to check students understanding of how to use the chart(s). Have each student complete a Par-Q Questionnaire to check their medical readiness for exercise. Have students create a foldable on exercising in extreme environmental conditions. They should list guidelines for exercising in extreme weather, clothing that should be worn, and how to recognize signs of danger. Foldables by Dinah Zike s ( Writing about personal experiences and Safety Science Weather, environment Math Reading and using charts

7 3.0, e, 4.b, 4.c, 4.d 3.1.3, 4.1.4, , Execute proper warm-up exercises heart warm-up muscle warm-up muscle stretch 2. Execute proper workouts focusing on the basic exercise principles and the FITT formula basic exercise principles principle of overload principle of progression principle of specificity principle of regularity FITT formula frequency intensity time type 3. Complete proper cool-down heart cool-down muscle cool-down muscle stretch Introduce students to the FITT formula and have them complete a concept map with information from the class discussion. Have students rotate through stations, performing exercises listed at each station about the basic principles of exercise. Students should complete the lesson handout as they move from station to station. Provide students with 3-4 different scenarios and allow them to choose which scenario to solve. Scenarios should ask students to apply knowledge of the FITT formula as well as basic exercise principles. Students should also be asked to create a one-week workout for the teenager in the scenario. Allow students to work in small groups, pairs, or individually to solve their scenario. Have volunteers offer their solutions to the problems in the scenario. Classroom Instruction that Works by Marzano Station cards and exercise equipment Physical Best Activity Guide by NASPE Fitness and Wellness Physics Speed, power, force

8 2.0, e, 1.b 2.1.1, 2.2.1, 2.3.3, A. Safety Precautions 1. Describe general safety guidelines for injury prevention Start slowly. Listen to your body. Warm-up before activity and cool-down after activity. Be fit. Use moderation. Dress properly. 2. Identify the bio-mechanical principles which aid in preventing injuries Do not force a joint to move in ways it is not designed to move. Movements should not stress bones, tendons, ligaments, or muscles. Balance the muscle development around a joint so that all muscles are developed properly. Have students rotate through different stations. When the music begins, have students perform the exercises listed at each station until the music stops. When the music stops, students should read information about injury prevention and biomechanical principles and take the guideline cutout with them to the next station. Have students use the guidelines they collected from each station to create a poster about Injury Prevention and Bio-Mechanical principles. Provide students with a handout illustrating various exercises. Students identify which exercises are bio-mechanically dangerous and explain why. Students suggest alternate exercises that could be done instead. Provide students with extreme weather scenarios and various clothing items. Have students choose a scenario, determine the solution, then put the proper clothing on for that activity and weather condition. Poster boards cut in half Guideline cutouts for each station per student or group Coloring pencils, markers, glue or tape Station cards Dri-fit clothing Leather gloves, knit gloves, cotton clothes, safety gear (helmets, etc.) First Aid and Safety Physics Biomechanical Principles Physical Science Levers, fulcrums, pivots

9 4.0 4.d B. Identify common injuries and appropriate first aid techniques associated with physical activity 1. common injuries/first aid techniques overuse injuries -blisters - clean, antiseptic, bandage -shin splints - rest -runner s heel - rest side stitch - compression cramps - fluid sprains - rest, ice, compression, and elevation; seek medical attention strains - rest, ice, compression, and elevation; seek medical attention bruises cuts - clean, antiseptic, bandage scrapes - clean, antiseptic, bandage Have students rotate through exercise stations at their own pace, performing the requested exercise at each station and recording new knowledge about common injuries and basic first aid on their graphic organizer. Invite a sports medicine trainer, doctor, etc. to class to discuss common sports injuries and demonstrate how to apply first aid to common injuries. Have students create questions to ask the medical personnel in advance of the visit. Have students use the notes and recorded responses to their questions by the medical personnel to write a 3.5 essay about common injuries and first aid techniques. Set up stations with students role playing common injuries related to physical activity and exercise described on the Injury Card at their station. Students must perform appropriate basic first aid for the injured student. Once complete, the student performing the first aid should reflect on their treatment then check their treatment against the Answer Card. The injured student should complete a peer assessment of the first aid provider s treatment and crosscheck their assessment with the Answer Card. Writing 3.5 Essay Model Graphic Organizer for Writing Sample 3.5 Essay Physical Best Activity Guide by NASPE Classroom Instruction that Works by Marzano Various first aid supplies, Answer Cards, Injury Cards First Aid and Safety Writing 3.5 essays Using graphic organizers

10 2.0, 4.0, e, 2.d, 4.e, 6.d 2.1.2, 2.1.5, , 6.1.3, Describe proper dress and dress accordingly a. proper dress wear comfortable clothing wear socks and shoes dress in layers for cool weather outdoor workout 5 Select appropriate equipment and use properly a. clean equipment b. avoid equipment that is not in good condition c. use equipment only for the purpose for which it is intended unless teacher directs otherwise VI. BENEFITS OF PHYSICAL ACTIVITY A. Benefits of regular physical activity 1. Increased endurance, strength, and flexibility 2. ier muscles, bones, and joints 3. Increased energy 4. Improved body composition 5. Improved mood 6. Greater self-esteem 7. Reduced stress, anxiety, tension, and depression 8. Improved sleeping habits 6 Reduced risk of developing hypokinetic diseases and conditions Review the proper clothing for exercising and then introduce students to some of the equipment they will be using in class. Explain and demonstrate how to properly use each piece of equipment as well as how to clean up after exercising. Allow students to practice using various pieces of equipment and cleaning each piece used. Have students rotate through stations performing the requested exercises and recording information in their layered book. Have students create short public service announcements that can be made during the school announcements about the benefits of being physically active and the risks associated with sedentary living. Have students match descriptions of equipment use to the appropriate illustration or equipment. Have students create and solve analogies on the benefits of physical activity. Various exercise equipment such as resistance bands, stability balls, weight lifting equipment, medicine balls, etc. Foldables by Dinah Classroom Instruction that Works by Marzano Fitness & Wellness First Aid & Safety Writing, creating books Writing for audiences Solving analogies

11 2.0, d, 3.a 2.2.2, 2.2.7, B. Leading causes of death 1. Hypokinetic Diseases and Condition sedentary living heart disease - atherosclerosis - heart attack - hypertension cancer stroke risk factors controllable versus noncontrollable primary factors - sedentary living - smoking - high blood pressure - high body fat - diabetes 1. Type I 2. Type II secondary factors - stressful living - drug/alcohol use Have students complete a concept map about the leading causes of death. Ask students to complete a short survey about the number of people in their family with hypokinetic diseases and conditions. Lead students to infer what their future could hold if they choose a lifestyle of inactivity. Students will wear a pedometer for the next three weeks and record their total steps taken each night. At the end of three weeks, students will be asked to review their level of physical activity and relate their results to potential hypokinetic diseases and conditions. Have students choose one risk factor and create a poster describing the causes, treatment, and prevention of the disease. Students will ask two family members to wear a pedometer for three weeks and record their total steps each night. Students will be asked to choose family members with opposite levels of physical activity. After the three weeks are over, students will analyze the results and compare the data. Students will create a visual report of all three sets of data and write a short report on the analysis of the data collected. Reports will be displayed for the student body to see in hopes they will become more knowledgeable about the importance of living an active life. Classroom Instruction that Works by Marzano Pedometers Writing, using graphic organizers Using inferences and Wellness Diseases Technology Pedometers Math Organizing data using charts and graphs Analyzing charts and graphs

12 2.0, 3.0, c, 2.d, 3.c 4.e 2.3.1, 3.3.2, VII. PHYSICAL ACTIVITY PYRAMID A. Discuss the four levels of the activity pyramid and explain how to use the model to plan an activity program 1. Level 1 Lifestyle Physical Activities FIT formula Examples of activities 2. Level 2 3. Level 3 4. Level 4 Active Sports and Recreational Activities FIT formula Examples of activities Active Aerobic Activities FIT formula Examples of activities Flexibility FIT formula Examples of activities Muscle Fitness Activities FIT formula Examples of activities Sedentary Living Limit inactivity Examples Have students cut out oversized pyramids from butcher paper and divide the pyramid as directed. Under each section (Level 1, Level 2. Level 3 and Level 4), students write information about that section, including the FIT formula and examples of activities that can be done to meet the recommended levels of activity. Each day, teach one level of the pyramid performing activities from each level. Students will write activities they have available to them outside of the school day in each category. At the end of the week, have students create a one week physical activity plan they can follow outside of the classroom using what they learned from the activity pyramid. Ask students to follow their plan and have them evaluate their ability to follow through. Classroom Instruction that Works by Marzano Butcher paper, markers, rulers, tape, etc. Foldables by Dinah and Wellness Art Create artifacts Writing

13 5.0, a, 5.e, 6.a 6.c, 6.d, 6.e 5.1.5, 5.1.8, , 6.1.1, , 6.2.4, , 6.3.2, VIII. SELF-MANAGEMENT SKILLS A. Describe several self-management skills and how they can help one lead a healthy life 1. Self-assessment 2. Identifying risk factors 3. Time management 4. Overcoming barriers 5. Goal setting 6. Finding social support 7. Learning to say No B. List common barriers teens face in becoming and staying physically active and discuss strategies that can be used to overcome each barrier. 1. Skill level 2. Fitness level 3. Self-confidence 4. Attitude 5. Money 6. Environment C. Stages of Physical Activity 1. Couch Potato 2. Thinking About It 3. Planning to Be Active 4. Sometimes Active 5. Active for Life Students rotate through stations and record information about selfmanagement skills they can use to overcome barriers to living a physically active life. Students create a foldable on the Stages of Physical Activity. Have students refer back to their ability to follow their one week physical activity plan in the last lesson. Have them make note of the obstacles they encountered and ask them to come up with strategies to overcome those barriers next time. Students create positive notes on sticky pads and place them in areas around them, such as their room and locker, to encourage them throughout the day. Students evaluate which stage of physical activity they are currently. Then they decide which stage they would like to be in and list ways to move in the right direction. Station Cards and Physical Activity Cards for each station Physical Best Activity Guide by NASPE Foldables by Dinah Creation of foldable, Journaling

14 3.0,4.0 3.d, 4.f 3.3.4, IX. GOAL SETTING A. Explain the steps in creating S.M.A.R.T. goals and how to use self-management skills to accomplish goals. 1. Specific a specific goal has a greater chance of being accomplished than a general goal 2. Measurable concrete criteria for measuring progress toward reaching goals 3. Attainable goals that one can potentially achieve (example, a person would not set a goal to lose 20lbs in a week. Losing 20lbs is attainable, but within a week is not.) 4. Realistic an objective in which you are willing and able to do 5. Time a goal should be set with a time frame B. Explain how setting goals can help you plan your fitness activities. 1. Short-term goals goals that can be reached in a few days or a few weeks 2. Long-term goals goals that take months or years to accomplish Students create a foldable to record information about each letter in the acronym S.M.A.R.T. goals. Students exercise between the explanations of each letter. Students reassess their fitness by using the FITNESSGRAM tests and software. Students predict what the results will be before they test, then compare them to the results after testing. Students infer any differences in their predictions and their actual results. Lead students in a discussion about how setting goals can help them plan their fitness activities. Students attempt to write 3-5 goals that meet the S.M.A.R.T. goals criteria for setting goals. After writing their 3-5 goals, students swap their list of goals with a classmate and check to see if the goals meet the criteria of S.M.A.R.T. goals. Have students write a one week physical activity plan based on the goals they have written. Tell students to do their best to follow their plan as prescribed. Evaluate after a week. Physical Best Activity Guide by NASPE Foldables by Dinah FITNESSGRAM and software Writing, creating and using acronyms Math Comparing and analyzing data Technology Using computers and software and Wellness Fitness

15 2.0, 3.0, c, 2.d, 3.c 4.e 2.3.4, 3.3.1, X. LIFESTYLE PHYSICAL ACTIVITIES A. Describe various types of lifestyle physical activities 1. Walking 2. Yard Work 3. Housework 4. Recreational 5. Physical Work B. Describe the FIT formula for lifestyle physical activities 1. Frequency most days of the week 2. Intensity moderate activity 3. Time 30 minutes or more C. Describe what MET is and how it is used in determining intensity 1. 1 MET = energy used while resting 2. 2 METs = very light activities METs = moderate activities (lifestyle activities) METs = vigorous activities Students create a poster illustrating types of lifestyle physical activities. Students rotate through stations participating in exercises of various METs and recording their heart rate after each exercise. Students are given a scenario of a student their age and are asked to suggest ways to increase the level of lifestyle physical activities done by that student. Students take the suggestions and apply the FIT formula. Students calculate the estimated number of METs used to perform the suggested activities. Physical Best Activity Guide by NASPE Poster boards or butcher paper, old magazines, glue, markers, tape, etc. Heart Rate Monitors Physics METS, energy, forces Math Collecting, organizing, and analyzing data Calculating METS used during exercise or activity Fitness and Physical Activity Technology Heart Rate Monitors

16 3.0, 5.0, a, 3.c, 5.f 6.a 3.3.1, 5.1.3, , XI. XII. PHYSICAL ACTIVITY LOGS A. Discuss the importance of using physical activity logs to record the amount of physical activity one gets each day. B. Record and maintain a daily physical activity log and have parents sign off on physical activity done outside of the school day. C. Use physical activity logs to adjust and monitor personal physical activity goals. ATTITUDES AND PHYSICAL ACTIVITY A. List some negative attitudes about physical activity and describe how to change them into positive attitudes. B. List some reasons why people like to exercise and why some do not. Have students use and maintain a physical activity log recording both, activity done in class as well as activity done outside of class. Each week students should check to see if their activities match their goals adjust as needed. Students role play some negative attitudes people have about physical activity. Then, students role play the positive attitude for the same situation. Provide students with results of pseudo students physical activity goals and results. Have students analyze the results and determine if changes need to be made in either the goals or the activities. Provide students with some negative attitude statements about physical activity and have them change the statements into positive ones. Students take the lyrics of the Wizard of Oz song, If I Only Had a Brain, and convert the words to relate to attitudes about physical activity. Students must either perform the song live in class, have another student perform their song for them, or record their song on a tape or CD. Physical Activity Logs ACTIVITYGRAM Lyrics to Wizard of Oz song, If I Only Had a Brain Technology Using ACTIVITYGRAM software and computers Drama/ Role playing Music Creating lyrics to music Singing/Rapping