Unit Title: Individual fitness

Teacher Name: Mr. Victor Celaya

Date: 03/12/18- 03/23/18

Grade/Class: 8th grade

Space Needed: An open soccer or football field or a gymnasium with open floor space and weight room
with working weighted machines

California State Model Content Standards to be Addressed

2.1, 2.3, 2.4, 3.1, 3.2, 3.4, 3.5, 4.3, 4.4, 4.5, 5.3, 5.7

California Teacher Performance Expectations Addressed

TPE 3d, TPE 11d, TPE 12e, TPE 12k

Equipment Needed:

Yoga mats, heart rate monitors, speaker and device to play music, dumbbells, resistance bands,
medicine balls, stepping platforms, white board, dry erase markers, eraser

Provisions for Students with a Disability:

My student who has ASD (autism spectrum disorder) will strategically be placed toward the front of the
class to ensure they have access to extra personal attention during exercise demonstration and
performance. This student will also be provided with written descriptions of each exercise and be given
online resources such as videos and diagrams to better illustrate the exercises and allow them to
practice individually at home.

Unit Objectives:

Psychomotor

Students will demonstrate proficient form in performing standard cardiovascular exercises, plyometric
cardiovascular exercises, and high intensity combination cardiovascular exercises. Students will
demonstrate competent form when performing weight lifting maneuvers and using resistance
machines.
How assessed:

Students will be assessed using exercise task cards which they have to demonstrate and teach to their
peers. Students performing the above assessment receive rating based on a 1 to 5 scale with 1 being
poor form and 5 being excellent form. Students will also be observed during practice and have their
skills checked off on a checklist throughout the unit.

Cognitive:

Students will interpret their heart rate data derived from various levels of physical exertion and draw
conclusions from that data using the scientific method. Students will demonstrate proficient knowledge
of the terms: High Intensity Interval Training, Plyometric exercises, Progressive Resistance Training, 1
rep max, VO2 max, and moderate to vigorous activity. Students will draw connections between specific
exercise types and components of fitness and define what qualities differentiate the various types of
exercises performed over the course of the unit.

How assessed:

Students will write a lab report that analyzes their heart rate while performing low intensity
cardiovascular exercises, high intensity interval training, resistance training, and alternate fitness
activities and draw conclusions about what component of the 5 components of fitness each exercise
type falls under based on their data. Students will also be quizzed on terminology and identify exercises
based on video footage and peer demonstrations.

Affective:

Students will integrate their personal devices to foster lifelong wellness skills and habits such as tracking
exercises and reflecting on their personal positives and negatives in regards to the exercise types
covered in this unit. Students will develop a rich and meaningful understanding of the 5 components of
fitness by reassessing where their fitness is at each component and reflecting on what changes have
occurred throughout the year.

How assessed:

Students will qualitatively analyze their heart data in their journal and describe how they felt before,
during, and after each exercise performed. Students will then reflect on how this differs from the
beginning of the school year and draw qualitative conclusions about their progress throughout the year.

Scope and Sequence of Content /or Developmental Analysis

Scope and sequence (List skills, the order in which they will be taught (inter-task development) and the
manner in which each will be developed from simple to complex (intra-task development)

Scope

The individual fitness unit teaches students what qualities define different types of cardiovascular and
resistance training and how these qualities relate to the 5 components of physical fitness. The unit
reinforces the use of heart rate monitors and starts students with simple cardiovascular exercises. It
then increases the difficulty of these exercises by introducing explosive intervals of plyometric exercise,
topping out with introducing combination exercises that utilize light weights in tandem with
cardiovascular exercise. The unit then introduces the learner to resistance training through assessing
their current muscular fitness and introducing them to lifting and machine techniques designed to
improve full body muscular fitness. The unit then accommodates the varied interest of the students by
introducing students to rhythmic fitness in the form of box aerobics and step aerobics. This unit
addresses the physical fitness standards expressed in the state standards and prepares students to have
their fitness tested. This unit is placed directly before fitness testing to improve student baseline fitness
and ensure that students have the requisite technical knowledge to perform the tasks of the fitness test
effectively.

Individual Fitness Sequence

1. Introduction to Individual fitness

a. Review 5 components of fitness

b. Defining components this unit focuses on- Cardiovascular fitness, Muscular Strength, and
Muscular endurance

b. Types of training for each component

c. Review of heart rate monitor

2. Component I- Cardiovascular fitness

a. Cardiovascular baseline testing

b. Recovery heart rate testing

c. How to calculate max heart rate/ optimal heart rate

 d. Determining moderate to vigorous activities based on heart rates

d. High Intensity Interval training

I. Standard movements (jumping jacks, lunges, etc)

II. Plyometric movements (burpees, knee jumps, etc)

III. Combination movements- introducing light resistance training to cardio

conditioning

3. Component II- Muscular Strength

a. 1-rep max testing

I. Interpreting data and determining appropriate weight to use

b. Performing upper body resistance exercises with good form

I. Breath control

II. Correct muscle engagement

III. Correct body alignment

c. Performing lower body resistance exercises with good form

I. Correct muscle engagement

II. Correct body alignment

4. Component III- Muscular Endurance

a. Max rep testing/ wall sit/ plank testing

b. Muscular endurance circuit exercises

5. Alternative Activities

a. Rhythmic fitness

I. Step Aerobics

II. Box Aerobics

 Unit Block Plan

Name of Unit: Individual Fitness

Monday Tuesday Wednesday Thursday Friday

03/12/18 03/13/18 03/14/18 03/15/18 03/16/18

Introduction to individual • Cardiovascular • High intensity High intensity interval Moderate to vigorous
fitness: endurance baseline interval training task card scavenger hunt: intensity group training:
testing group exercise
• Review of 5 • Recovery heart • Heart rates • Students divided • Students
components of rate testing recorded into groups and complete
fitness • Max heart rate throughout perform tasks on adaptation of
• Types of training calculation lesson task cards to p90x cardio x
class will do receive clues routine
• How to prepare for that lead them to • Student heart
class each day Standards: 2.3, 3.1, 3.2,3.4, Standards: 2.1, 2.4, 3.4, discover hidden rate level
• Signals to speed up 3.5, 5.7 4.3, 4.5, 5.3, 5.7 “treasures” required to be
or slow down (extra credit) moderate but not
• Heart rate monitor close to
review maximum to
Standards: 3.4, 4.3, 5.7 allow some
recovery
Standards: 4.3, 4.6, 5.7
 Students discuss benefits
of cardiovascular fitness
in daily life

Standards: 2.3, 2.4, 3.4,

3.5, 4.3, 4.6. 5.7

03/19/18 03/20/18 03/21/18 03/22/18 03/23/18

• Muscular strength • Muscular strength • Weight lifting • Muscular • Introduction to

training equipment assessment tests (if circuit training endurance group combination
rules necessary) • Students log workout movements:
• Demonstration of • Muscular weights used, • Class discussion Cardio and
good form on endurance repetitions, sets, on differences strength training
available assessment testing and rate of between • Class step
equipment • Introduction to perceived muscular aerobics trial
• Explanation of types of exercises exertion strength and • Class box aerobics
tests to assess we will do to muscular exercise trial
muscular strength strengthen muscles endurance • Class discussion
and muscular and endurance Standards: 3.4, 4.4, 5.3,
on advantages/
endurance • Task card trial of 5.7 disadvantages of
• Muscular strength some exercises Standards: 3.4, 4.4, 5.3, the types of
assessment testing 5.7 training we tried
in class
Standards: 2.1, 2.3, 2.4, 3.4,
Standards: 3.4, 4.4, 4.5, 4.4, 5.7
4.6, 5.7 Standards: 2.3, 3.4, 5.3,
5.7
 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 02/14/18

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

2.3, 2.4, 3.4, 3.5, 4.3, 4.6. 5.7

COMMON CORE STANDARDS ADDRESSED:

ELA Writing 2d- Use precise language and domain-specific vocabulary to inform about or explain the topic.

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 3d, TPE 12e

UNIT / THEME: Individual Fitness ACTIVITY: Group Fitness Class and

Discussion

TIME / PERIOD: Period 3- 9:55- 10:45

TEACHING STYLE: Command Style GRADE: 8th grade LESSON #2 OF 9

EQUIPMENT AND FACILITIES: 55 polyspots, 55 heart rate monitors, 1 stopwatch, 1 speaker with device to play music; open gymnasium or
soccer field space
NUMBER OF STUDENTS: 55
TIME CONTENT & METHOD STRATEGY POINTS
TO STRESS

Lesson Learning Objectives

Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.

1. CA PE Standards (Psychomotor):
Psychomotor Domain Objectives
3.4- Participate in moderate to vigorous physical activity a minimum of four days
each week.

Students will participate, using proper form, in vigorous cardiovascular movements

adapted from the P90X Cardio X routine

2. CA PE Standards (Cognitive):
Cognitive Domain Objectives:

2.3- Explain how growth in height and weight affects performance and influences
the selection of developmentally appropriate physical activities.
Combination of Movement Patterns and Skills
2.4- Identify the characteristics of a highly skilled performance for the purpose of
improving one’s own performance.
4.3 Identify ways of increasing physical activity in routine daily activities.
4.6 Explain the different types of conditioning for different physical activities.

Students will identify the practical applications for cardiovascular fitness in their
daily activities
Students will define cardiovascular fitness and cardiovascular endurance and
describe how specific movements work on each of these dimensions of fitness

3. CA PE Standards (Affective):
Affective Domain Objectives:

3.5 Assess periodically the attainment of, or progress toward, personal physical
fitness goals and make necessary adjustments to a personal physical fitness
program.

5.7 Model support toward individuals of all ability levels and encourage others to
be supportive and inclusive of all individuals.

• Students will reflect on their difficulties and successes in completing the

intensive cardiovascular routine and draw conclusions regarding how they
can apply such a routine to their lives
• Students will learn to foster and maintain an encouraging environment for
their peers
Time Sequence of Skill Development / Practice Beginning with the first transition, What key words will you
Estimate EACH SECTION should have a use to help students learn
defined management strategy. This and understand the
can be described and/or illustrated. content?
(In this section, you MUST DESCRIBE specifically how you will TEACH and
MANAGE your stated objectives and Arrange the class for each of the
following lesson components.

Note:
You cannot simply state what you will be doing during the lesson. You must
describe how you will be teaching and managing each of the following areas:

Lesson Components
9:55-
Transition to Learning
10:00 (Lesson does not necessarily have to follow this order specifically):
Area:
Transition to Learning Area:
• Transition to Learning Area
o Students will arrange themselves into 5 rows of 7 on polyspots • 30 seconds! Let’s
• There will be 55 polyspots hustle to a spot!
in a standing position. laid out on the field in
rows and students will be
allowed to choose their
own spot provided they
can do it in 30 seconds or
less

Introduction
Introduction
 • I will be at the front of the • I can wait until
class and use a white you give me your
board to lecture on the attention to move
terminology and forward
mathematics needed for • Cardiovascular
success in the day endurance which
• I will utilize silent waiting is the ability of
10:00- • Introduction until class gives me the heart to
o Students will be introduced to the following concepts: attention pump blood
10:05 ▪ Cardiovascular fitness: The ability level of a person to efficiently where
engage in aerobic (oxygen burning) activities needed over an
▪ Cardiovascular endurance: The ability to sustain extended period
intensity level while engaging in aerobic activities of time.
▪ Heart zones: Students will learn the equation to
calculate their ideal heart zones based on their age and
gender and determine their heart zones so that they can
ensure they are engaging appropriately in the activities
for the day Warm up

• Don’t forget to
breathe!
• If you need rest,
take it!
• Push yourself,
but not over a
• Warm up Warm Up cliff!
o Students will engage in the following activities:
• I will be up front
▪ Jogging in place x 30 seconds
demonstrating the moves
▪ High Knees x 15 seconds
briefly and have my
▪ Kick Backs x 15 seconds
assistant teachers
▪ Jumping Jacks x 30 seconds
demonstrate and check for
▪ Wacky Jacks- Students abduct arms, flex elbows and
form and student fatigue
drive elbows to their hips while simultaneously
 alternating abduction of the hips to bring hips up to • A stop watch will be
elbows x 30 seconds utilized to track the time
▪ Rapid Sun Salutations: Students raise arms, bring them spent on each activity
to center, bend at hip to bring hands to floor, get into a
10:05- 1 minute break
pushup position, do a pushup and move into an upward
10:16
dog position by straightening arms and elevating trunk, • Let your
students complete another pushup and move into breathing calm
downward dog position by elevating hips and dropping as you march
heels to ground x 4 • Try to slow your
body down
1 minute break
• 1 minute break/ heart rate check
o Students will check their heart rate monitors to verify that they • During this time I will
are in a safe zone of performance walk around the class
and check for signs of
student fatigue and
possible safety risks due
to over exertion

Cardio Kickboxing
10:16-
10:17 • You don’t have
to follow
• Cardio Kickboxing Section perfectly, you
o From a standing position students will engage in the following will have more
exercises:
 ▪ Tri-directional kicks: With each leg, students will kick Cardio Kickboxing Section chances to learn
forward, to the side, and backwards x 8 kicks per these moves, just
direction per leg • I will be demonstrating all try your best to
▪ Upper-cuts: Students engage in vigorous uppercuts that of the moves and talking follow me!
involve dropping to a squat prior to driving a supinated my students through each
fist up at a 45 degree angle x1 minute part of the sequence. My
▪ Two-Punch Combo: Students Stand with right foot assistant teachers will
forward slightly and throw jab and cross punches while walk through the rows and
pivoting hips to drive body forward x 30 seconds correct for form.
▪ Two-Punch Combo continued: Students complete same • Students that get lost will
combo with left foot forward x 30 seconds have assistant teachers
▪ Kick and Punch Combo: With right foot forward, help them to get back into
students engage in a front kick, back kick, jab, and the correct positions
cross combination x 30 seconds • I will encourage intensity
▪ Kick and Punch Combo continues: Students complete modification for students
same combo with left foot forward x 30 seconds struggling

• 1 minute break/ pulse check

o Students will check their heart rate monitors to verify that they
are in a safe zone of performance
10:17- 1 minute break
1 minute break
10:27
• During this time I will
walk around the class • Let your
breathing calm
and check for signs of
as you march
student fatigue and
• Try to slow your
possible safety risks due body down
to over exertion
 • High Intensity Explosive Plyometric Exercises High Intensity Explosive High Intensity Explosive
o From a standing position students will engage in the following
activities: • I will lead the class • We will rest
▪ Jump squat x 30 seconds through each workout by soon, keep that
▪ Swing kick: Students imagine a chair in front of them demonstrating with peers intensity up!
and swing both legs over it in a right sequence followed • My assistant teachers will
by a left sequence x 30 seconds help demonstrating and
▪ Circle Run: Students run in circles without turning those that are free will
body in direction they are running/ facing forward walk around and check for
throughout exercise, switching direction every 15 form.
seconds x 1 minute
▪ Jump Shots: Students lunge left and right alternating to
mime receiving a ball and then mime a jump shot x 30
seconds
▪ Gap jump: Students hop over an imaginary pit back
and forth x 30 seconds
▪ Repeat sequence x3
10:27-
10:28
• 1 minute break/ pulse check
o Students will check their heart rate monitors to verify that they
are in a safe zone of performance
1 minute break

• During this time I will

walk around the class 1 minute break
and check for signs of
student fatigue and
 possible safety risks due • Let your
to over exertion breathing calm
• Cardio Core Exercises as you march
o From a standing position students engage in the following • Try to slow your
exercises: Cardio Core Exercises body down
▪ Squat run- Students lower into a lunge position and
rapidly pump their arms and swivel their hips, • I will lead the class
switching lunge position every 30 seconds x 1 minute through each move by
▪ X Squat: Students perform a deep squat, bringing their briefly demonstrating
hands to the floor is possible, and then explode up into Cardio Core Exercises
then walking around to
an X position while jumping x 1 minute correct form with my • Think core
peers engagement
10:28-
• Cool Down here!
10:32
o Students engage in the following: • Tighten your
▪ Slow march in place x 30 seconds core to make
▪ Slow walk in place x 30 seconds moves
▪ Childs pose: Students sit on legs and bend forward at
smoother
hip to drive palms and elbows into ground x 1 minute
▪ Deep breathing in a seated position x 1 minute

Cool Down

• I will lead class by

demonstrating each
• Closure Discussion move and pace up front
o In a seated position we will discuss the difficulties and successes while my peers check
experienced by students for form and Cool Down
o We will then discuss how we can design personal training plans understanding
o Students will define terms: Cardiovascular fitness and • We aren’t
Cardiovascular endurance stopping
completely, but
we are slowing
our bodies
 down with each
move
Closure

• This discussion is
managed in an inquiry Closure
10:32- style in which I will
10:33 mostly ask questions and • I can have
students will drive the people
conversation volunteer or we
can be volun-
told to
participate
here!
Evaluation / Assessment Procedures

Note:
These assessment procedures must tie directly to the lesson objectives for all
10:33-
three previously described learning objectives. In other words, how will you
10:38
assess the psychomotor, cognitive, and affective domain?)

You must describe an assessment tool that will be used for each domain
objective.

1. Psychomotor Assessment Method

(Include the Assessment Tool to be Used for this Domain Objective):
 Students will be assessed by demonstrating at least one activity from each of
the types of workouts that we did during class

2. Cognitive Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):

10:38- Students will be assessed by responding to questions on a quiz:

10:42
1) What is Cardiovascular fitness?
2) What is Cardiovascular Endurance?
3) How do you calculate your heart zones?
4) What is your ideal cardiovascular heart zone? (show work)

3. Affective Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):
Students will be assigned to write a reflective journal entry based upon what
they believe their fitness level is and how their attitudes toward fitness have
changed or not changed after the lesson. Students will also be asked to respond
to the prompt: How does my encouragement/ discouragement of my classmates
affect their ability to perform these exercises?

10:42- Modifications
10:45
 • (Include a method and strategy to modify the activity to include
students with disabilities)

• The student with ASD (autism spectrum disorder) would be placed in

the front of the class to closely monitor for signs of acute fatique. This
student will likely not clearly share their physical state or emotions and
thus will need to be observed for safety.

• Include a strategy to address the learning needs of an ESL student.

• Depending on the primary language of the student, they may be

situated next to a speaker of their language (if available) for translation
purposes. If there are no speakers available, the student will be
involved in class through visual cues and visual explanations of the
components.

Alternate Activity

Describe what you will do in the event of inclement weather.

Note:
Do not simply say you will move your class into to the gym. Consider the
reality that you will likely be sharing the gym with 2-4 other classes. You need
to describe an alternate activity and a place where you will teach this activity.

• This activity is designed to work in a tight environment and thus can be

taught without modification in a smaller gym area or a classroom
setting. If there are limitations to the room that prevent any movement,
I would lecture students on the cardiovascular system in terms of its
anatomy and function
Unit: Individual Fitness Name:
Psychomotor Assessment
Scored: 4-point grading scale: Student successfully demonstrated a course relevant exercise:
0= does not initiate
1= initiates or partially completes task with poor form Student executed exercise with good form:
2= partially completes task with proper form
3= completes task with proper form Student maintain elevated heart rate throughout lesson:

Student utilized exercise modifications when necessary:

Other Notes:

Unit: Individual Fitness Name:

Cognitive Assessment
Quiz

1. What is Cardiovascular Fitness?

2. What is cardiovascular endurance?

3. How do you calculate your heart zones?

4. What is your ideal heart zone? (show work)

Unit: Individual Fitness Name:

Affective Assessment
Journal Entry
Prompt: What do you believe your fitness level to be based on today? How has your attitude toward fitness
change after this lesson? How does encouragement/ discouragement from classmates affect your ability to
perform exercises?