Get After It-101

In this unit for 6th grade, students will be creating their own home-based fitness routine in order to meet the individual goals they
have set for themselves.
Topics:
Students will review and set measurable goals in relation to the five components of physical fitness (muscular strength, muscular
endurance, flexibility, aerobic capacity and body composition.)
The students will learn and apply methodologies for self-assessment and will evaluate the changes they need to make based on their
activity patterns.
Attitudes/Sensitivities:
The overall attitude that should be built is one of a growth mindset and the idea that this is not simply an assignment to complete in
order to satisfy a teacher. Rather, the goal is that students find enjoyment in and develop healthy, active lifestyles. The teacher will
need to emphasize improvement over perfection and should not focus on repetitions or competition amongst students.
Prior Knowledge:
Before this unit, students should be able to take their own heart rate using their wrist or neck. (This has been a previous lesson this
year.) Students also know the proper form of basic body weight exercises including push-ups, squats, lunges, planks, step ups, dips,
pull-ups/chin-ups and calf raises. They will need to know how to create a basic data table to analyze their own progress. While this
has been taught, students will need to know how to read and analyze a food nutrition label and possibly be familiar with estimating
portion sizes using the palm of their hand or another similar method.
End of Unit:
Upon completion, the students will be able to:
- Identify and demonstrate the intensity, time and type of physical activities that will help them to meet their individual goals.
- Analyze which exercises best match the five components of physical fitness.
- Design a home-based fitness routine that addresses each component of physical fitness.
 Day 1 Day 2 Day 3 Day 4 Day 5
3.3 Develop individual 3.3 Develop individual 3.5 Measure and evaluate 4.2 Develop a one-day 4.2 Develop a one-day
Standard goals for each of the goals for each of the changes in health-related personal physical fitness personal physical fitness
components of health- components of health- physical fitness based on plan specifying the plan specifying the
related physical fitness related physical fitness physical activity patterns. intensity, time, and types intensity, time, and types
(muscle strength, muscle (muscle strength, muscle 4.6 List the long-term of physical activities for of physical activities for
endurance, flexibility, endurance, flexibility, benefits of participation in each component of health- each component of health-
aerobic capacity and body aerobic capacity and body regular physical activity. related physical fitness. related physical fitness.
composition.) composition.) 4.7 Compile and analyze a
3.6 Monitor the intensity 3.6 Monitor the intensity log noting the food
of one’s heart rate during of one’s heart rate during intake/calories consumed
physical activity. physical activity. and energy expended
through physical activity.

How can I set physical How can I set physical Why is it important to be How do my choices of How do my food choices
Essential fitness goals for myself fitness goals for myself physically active physical activities affect affect my health and
question and what methods can I and what methods can I throughout my life? my health and progress progress towards goals?
use to measure my use to measure my towards goals?
progress? progress?

Covered Before Unit:

Relevance in Students will have experience identifying their resting and target heart rates, performing basic body weight exercises, recording and
your class analyzing data and planning their own exercise routines.

Covered After Unit:

This unit comes close to the end of the year, so students will be able to evaluate their personal fitness plan for effusiveness and make
changes as need. They will be comparing their results with research-based standards for good health and make changes as needed.

Specific Skills:
Initiating: Develop specifics of the plan pertaining to intensity, time and type.

Developing: Monitor one’s heart rate, developing individual fitness goals, measuring and evaluating changes and logging food/energy
expended.

Mastery: The students will be building on all of these skills in the next school year. However, they, should master the data tracking
aspects of monitoring their progress since that is an ongoing objective across multiple subject areas and grade levels.

Develop Further:
 Students are always given opportunities to express themselves in my class while still meeting the academic requirements. Students can
embed additional activities into their plan that we have not taught. They can research their own exercises and share findings with the
class. Al students will be required to keep their data in their notebooks and will revisit and reevaluate as needs change. Additionally,
once students meet their goals, they will need to set new measurable goals and work towards those.

Previous Grade:
Purpose for Prior to this grade, students learned to set short and long term fitness goals, identify target heart rate for aerobic capacity, measure heart
learning in rate before, during and after exercise, describe short and long term benefits of maintaining a healthy lifestyle, plan a day of healthful
your subject balanced meals designed to enhance fitness performance and record data of one’s progress on skills.
area
Following Grade:
In the next grade, students will be expected to build upon this unit to meet the following standards:
- Assess one’s own muscular endurance, muscular strength, aerobic capacity, flexibility and body composition
- Develop individual goals for each of the five components of fitness
- Plan a weekly personal fitness program, collaborating with the teacher
- Explain the effects of activity on heart rate during exercise, recovery and rest.
This unit plan is important for all people in society, not just those who are interested in physical fitness or health care professions.
Real world
application Many people do not have a basic knowledge of how to create a workout/nutrition regimen involving the key elements like calculating
of content nutrition and calculating target heart rate. Children need time to learn and practice these skills with the guidance of a qualified teacher
so that when they do leave school, they are capable. According to Tools for Teaching Conceptual Understanding “Students’
understanding of conceptual relationships should alter how they see the world beyond the walls of the classroom and how they solve
problems that occur outside the neat, teacher-constructed parameters of an academic exercise” (p.16). Additionally, while working on
these skills, the teacher will promote a growth mindset that emphasizes improvement over immediate perfection and mastery. An
important life lesson would be “[People with a growth mindset] know that it will likely be difficult at first but that with practice they
will get better and better” (p. 31).

Now more than ever, the many people are extremely sedentary and work desk jobs. If children are taught at a young age to develop
their own fitness plan and methods to track their progress, they will likely be able to apply these skills as adults.

Those who might benefit from this knowledge outside of the k-12 school setting are nutritionists, personal trainers, doctors, parents,
babysitters and basically every person in society who wants to do their best to ensure a healthy, active lifestyle.
Pre- (Formative) The (Formative) The (Formative) Teacher (Formative) Teacher (Formative) Teacher
assessment teacher will hold a teacher will hold a will give a brief oral will lead a brief will provide students
class discussion of class discussion and group pre-test on the discussion including a copy of a nutrition
the 5 components ask students for long- and short-term the previous 3 label for healthy and
of physical fitness examples of changes one might lessons. Teacher unhealthy foods.
 and process for muscular endurance see when will ensure students Teacher will ask
determining target exercises, muscular participating in a understand the three students to evaluate
heart rate. strength exercises, fitness routine. main elements to the food as the foods
flexibility exercises, Quiz will be brief include in the fitness pertain to their goals.
aerobic capacity and true/false. plan of time,
activities and body intensity and type.
composition
information.

Ongoing (Formative) As (Formative) As (Formative) As (Formative) (Formative) As

assessment students are students are students are Students will have students are
calculating their performing the discussing the time to work on working in groups
own heart rate and exercises, teacher positive and their plan, to research foods
measuring using will circulate and negative changes collaborating with a and look at sample
neck or wrist, ensure proper form with a partner, partner or small food labels, teacher
teacher will for each movement, teacher will group. Students will circulate to ask
circulate and ask providing feedback circulate and discuss will practice the questions and
students what their and correction as with the students. exercises that they correct
heart rates are, needed. are including. The misconceptions.
ensuring students teacher will
are falling into the circulate and ask
correct range. questions to get the
students to think
critically about their
plan.

Post- (Summative) As (Summative) (Summative) (Summative) Students will be

assessment students leave for Students will record Students will add Students will submit asked to log the
their next class, their chosen one short-term an exit ticket when food they eat for the
they will share exercises in the change and one they leave next week and
their heart rate with correct category for long-term change to answering 1. Did assess whether it
the teacher on the fitness, and they their goal sheet that you include all 5 will help meet their
way out. will write their goal they would like to components of goals. The log will
for each exercise as achieve and share physical fitness 2. be shared with the
a homework with the teacher the How do you address teacher periodically
assignment. This next day. time in your plan? over the next week.
will be submitted to 3. How do you ***(Summative)
the teacher the next address intensity in Students will
 day. Teacher will your plan? 4. How present their One
check for do you address type Day Personal
reasonableness of in your plan? Fitness Plans using
goal and that the Power Point,
student understands Google Slides,
which exercise is posters or oral
meant for each presentation with
category. supplemental
visuals to the class
throughout the next
few class periods.
Students will
provide constructive
feedback to one
another based on the
content learned
throughout the
week. Teacher will
evaluate using a
rubric based upon
mastery of content
and application of
ideas.

References

Stern, J., Ferraro, K., & Mohnkern, J. (n.d.). Tools for Teaching Conceptual Understanding, Secondary. Retrieved from
https://platform.virdocs.com/r/s/0/doc/423727/sp/68365667/mi/292940983?cfi=%2F4%2F2%5Bs9781506355689.i316%5D%2F16%
5Bs9781506355689.i341%5D%2F10%5Bs9781506355689.i342%5D%2F10%2C%2F3%3A98%2C%2F3%3A98