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Personal Fitness Unit Plan

Title:       Physical Fitness Unit

Subje:  9th Grade Physical Fitness      

Topics:    Healthy Living, fitness activities, wellness choices   

Grade:    9         

 

 

 

Stage 1: Desired Results

Standard (Underline big ideas and key words)

 

 

 

 

 

 

 

 

Topic:  Physical Fitness

Standard:  Pursues physical activities that promote health related fitness, relieve tension, and control weight in both school and non school settings. 

 

Topic:  Physical Fitness

Standard:  Participates in fitness assessment and developmentally appropriate health-related fitness activities. 

Enduring

Understanding

(Teacher Tool)

 

 

 

 

 

 

 

 

  • The students will demonstrate the importance of participating in physical activity to achieve physical fitness.
  • Each student has individual goals that he/she is working towards implementing. 
  • The student will focus on completing the exercise using correct form, taking turns, playing the game appropriately with peers.  All students will avoid aggression and show interest in themselves and others.
  • The students will work on gross and fine motor skills.
  • The students will focus on build endurance and build up to walking for 30 minutes non-stop.
  • The students will focus on goals that prepare them.

Essential Questions

(2-5 Questions)

(Student Tool)

 

 

 

 

 

 

 

 

  • What is an example of a game that you really enjoy participating in?
  • How many times a week should you participate in physical activity?
  • What is a goal that you have set for yourself?
  • What is the correct way to respond if someone wins the game other than you?
  • How do you perform a triceps stretch?

 

 

 

 

 

 

Stage 2 – Assessment Evidence

Traditional Assessments (Quizzes, Test, Selected Response)

  • The students are assessed daily according to participation and conduct in the classroom.
  • The students must participate in all activities.
  • The students must follow all rules of the activity and the class.

 

 

 

 

 

 

Authentic Assessment (Performance Tasks, Rubrics, Projects, Dialogues, etc.)

  • The students all begin the day with a grade of 100.  Each time the student does not follow the rules of the class; 5 points are deducted from his/her grade for the day.
  • The two areas in which the students are graded are participation and conduct.

 

Student Self -Assessment

  • The students are working toward their personal goals.
  • The students must work to develop their won personal best each day.
  • The students must attempt each activity.
  • The students will play games appropriately with peers.
  • The students will take turns.
  • The students will clean up the area after completing the game.

 

Stage 3 – Designing an Instructional Plan

  • Day 1 – The unit will focus on fitness and net activity skills.  To activate the lesson, the teacher will show students a picture of an Olympic medalist in volleyball.  We will discuss work ethics and how to relate to sports as well as nutrition.  The students will warm up by doing a walk/run on the track or in the gym on Tuesday and Thursdays every week to focus on cardiovascular endurance.  The students will begin playing volleyball on Monday, Wednesday, and Friday.  We will play the lead up game of “you’re out”.  We will end the class by summarizing rules and techniques of volleyball and you’re out and comparing and contrasting.

 

  • Day 2 – Run – the students will stretch and run.  The students will keep up with their laps so that they can be recorded each running day.  I will calculate their mileage throughout the quarter so that the student can see where they could have traveled.

 

  • Day 3 -  The students will learn the “bump”.  They will be separated into groups to practice the skills.  They will then participate in a came of “You’re Out” using the bump.

 

  • Day 4 – Stretching and Running

 

  • Day 5 – The students will practice the “bump and set” for volleyball.  They will play “you’re out” using these skills.

 

  • Day 6 – Volleyball – The students will review the skills (bump & set) from the previous week.  The students practice with partners.  I will switch the partners frequently so that the students may experience with a wide range of skill levels.

 

  • Day 7 – Stretching & Running

 

  • Day 8 – The students will learn the skill of spiking the ball.  For safety reasons, the students will not do this with a partner.  They will spike a toss up at a target.

 

  • Day 9 – Stretching & Running

 

  • Day 10 – The students will learn the positions in Volleyball.  I will adapt this lesson according to ability levels.

 

  • Day 11 – The students will review the skills from the previous week (bump, set, and spike).  The students will begin by stretching.  The students will play “You’re Out”.

 

  • Day 12 – Stretching and Running

 

  • Day 13 – the students will begin by stretching.  Volleyball – The students will practice hitting the ball over te net to each other in an attempt to keep the ball going.  This will go on for approximately 20 minutes.

 

  • Day 14 – Stretching & Running

 

  • Day 15 – the students will begin by stretching.  The students will warm up by hitting the ball to each other.  They will play several mini-games of volleyball until a score of 5 is reached.  The students will be assisted in keeping score by teacher.

 

  • Day 16 – The students will begin by stretching.  This week, the students will be introduced to the racquet sport of badminton.  The students will not be required to learn the complex skills involved in keeping score for this activity.  They will focus on how to hold the racquets and getting the shuttlecock to move successfully over the net.  The students will practice badminton on this day.  I will introduce the students to the name of the racquet, the grip, and the methods they can use to hit the shuttlecock over the net.  The students will also exhibit spatial awareness for safety reasons.  The students will also be required to help set up and take down the net.

 

  • Day 17 – Stretching & Running

 

  • Day 18 – the students will begin by stretching.  The students will walk for approximately 20 minutes to build cardiovascular endurance.  The students will set up the game with assistance.  The students will practice badminton skills.  They will focus on hitting the shuttlecock to a partner in an attempt to keep it going.  The partners will keep up with how many times they successfully hit the shuttlecock to keep it moving.  I will rotate the partners so that the entire class gets and opportunity to work with someone different.

 

  • Day 19 – Stretching & Running

 

  • Day 20 – The students will set up the net.  The students will begin by stretching.  The students will warm-up by hitting the shuttlecock to a partner.   They will play a quick game of hitting the shuttlecock without dropping it.  I will divide the class into two teams.  They will play a game of “you’re out”.  Each player will call the name of the person that they wish to hit the shuttlecock.  If they do not hit it to the correct person, they will be called out.   This will require the students to continuously keep the shuttlecock moving and using their voices.  The students will hit the shuttlecock back rather than catching it. 

 

  • Day 21 –The students will begin by stretching.  The students will use spatial awareness to practice hitting the shuttlecock to a partner.  The students will keep track of the number of times they successfully hit the shuttlecock back and forth. 

 

  • Day 22 – Stretching & Running

 

  • Day 23 – The students will begin by stretching.  They will set up the net.  The students will practice hitting the shuttlecock to each other and focus on continuous movement.  The teacher will participate by assisting students that need help hitting the shuttlecock and also by hitting the shuttlecock to the class.

 

  • Day 24 – Stretching & Running

 

  • Day 25 – The students will play badminton using the proper grip and in their own space.

 

 

 

 

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