Unit Objective
The learner will create a personal fitness plan that demonstrates appropriate application of the FITT formula and exercise principles. The learner will analyze personal fitness profiles, SMART goals and activity goals, and their corresponding fitness plans to recommend changes that are needed to the goals and/or fitness plans.
Background and Rationale
The key concepts for the lesson are:
how exercise intensity affects heart rate;
how fitness assessment profiles and heart rate data can be used to develop a workout plan
application of the FITT formula (Frequency, Intensity, Time, Type)
application of exercise principles (Overload, Progression, Specificity)
This lesson builds on and connects with previous lessons in the following ways:
This lesson builds upon previous lessons where students learned about their cardiovascular system and the effect exercise has on their heart rate. Students learned how to take their manual pulse as well as how to use a heart rate monitor. Students have performed numerous fitness assessments to date (every three weeks), learned to set SMART goals and activity goals, to monitor their progress towards reaching their goals, modifying and adjusting their goals and activities as needed. Students have been actively participating in a personal fitness program where they have learned to design, monitor, and adjust on an ongoing basis. Students have also learned how to perform a variety of exercises, the principles of exercises (overload, progression, specificity), and how to apply the FITT formula (frequency, intensity, time, type) to their workout plans. Now it’s time to see if they can apply what they know to a classmates’ fitness plan.
Note: My students wear heart rate monitors everyday in class and I have an app that records all data (while also projecting current, real-time heart rate data via the LCD projector onto the wall, which shows all of the data for each student in class). Students have access to their ongoing data on the Polar GoFit Web site and are often asked to review their personal data and assess their level of effort toward reaching their fitness and activity goals.
Subsequent lessons will build upon this lesson in the following ways:
For the current lesson, I have taken data from the students’ past data sets, which is collected daily, and organized it into a table with all students’ data. Personal information, such as names, was not provided.
After students design a workout for a group of students in the class (current lesson), each group will be given pseudo results and be asked to recommend adjustments and modifications as needed.
Differentiated activities and assessments will be needed for the following reasons:
to meet the requirements of student IEP.
to language learners’ needs.
Lesson Objectives
Objective |
Bloom’s Verb |
|---|---|
| The learner will analyze a group of classmates’ personal fitness profiles and develop one SMART goal and 3-5 activity goals, each of which adhere to the FITT formula as well as the principles of exercise. | Analyze |
| The learner will create a page on their Personal Fitness Web site to communicate their analysis of classmates’ personal fitness profiles as well as the SMART goals and activity goals developed for the group. | Create |
| The learner will write a reflection about what they learned from their analysis of their classmates’ profiles and from the development of SMART goals and activity goals for them. This reflection will be posted on each learner’s Journal page on their personal fitness Web site. | Apply |
Bloom’s Taxonomy
Creating (highest level)
Common Core / State and District Standards
- 2.2.5 design a personal fitness plan based on the FITT principle (Frequency, Intensity, Time, Type)
- 2.3.6 assess the potential outcome of a personal fitness plan
- 4.3.3 analyze a friend’s personal fitness plan and make suggestions for improvement
Technology Integration (ISTE) Standards
- 4.c. Collect and analyze data to identify solutions and/or make informed decisions
- Effectively analyze and evaluate evidence, arguments, claims and beliefs (Make Judgements and Decisions)
- Set goals with tangible and intangible success criteria (Initiative and Self-Direction)
- Know when it is appropriate to listen and when to speak (Social and Cross-Cultural Skills)
- Conduct themselves in a respectable professional manner (Social and Cross-Cultural Skills)
- Respect cultural differences and work effectively with people from a range of social and cultural backgrounds (Social and Cross-Cultural Skills)
- Respond open-mindedly to different ideas and values (Social and Cross-Cultural Skills)
- Use technology as a tool to research, organize, evaluate and communicate information (Apply Technology Effectively)
Lesson – Introduction
“Ok. You have a close friend or family member who comes to you and asks if you could help them start a workout program. You are happy to help them and now begin to think back to what you know about building a personal fitness program. Today’s lesson is going to help prepare you for that situation that will hopefully occur in the near future. You will work with your group to think this through and to help one another design the workout plan. Help me remember the steps we took to develop our own personal fitness plans. ”
At this time, students begin to list steps as the teacher records them on the overhead projector/white board/etc. Students correct one another if information is inaccurate or out of order and they also help to expand the information if it lacks the appropriate details. This serves as a review of prior knowledge as well as their motivation for the task presented to them today.
Lesson Activities and Procedures
Student Procedure |
Teacher Procedure |
Materials |
|---|---|---|
| Students are asked to get into their groups and review the Instructional Guide for today’s assignment with the task, guiding questions, and their rubric. (5-7 minutes) | The teacher will provide the guiding questions and rubric | |
| Students are asked to use the “What Makes You Say That?” thinking routine to brain-storm their ideas. Students will use Cacoo.com to organize their thoughts. (15-20 minutes) | The teacher will demonstrate how to use cacoo to organize thoughts. |
 Click on image to access website |
| Students will write out their three-week workout plan together on large white paper, below their “What Makes You Say That?” notations. (30-45 minutes) | paper | |
| Students will check out a laptop when they have finished developing their three-week fitness plan for their group of classmates and post the work on their personal fitness Web sites. (20-30 minutes) | laptop | |
| Students will record a reflection of what they learned using a K-W-L chart, (What I Know-What I Wanted to Know-What I Learned), and then use the notations on their chart to write a reflection on their Journal page on their personal fitness Web site. (15-25 minutes) | KWL Chart |
Lesson – Closure
To close the lesson, students will be asked to share something they already knew but, due to today’s lesson, increased the depth of their understanding. Students will be asked to explain how this deeper understanding will benefit them in their fitness quest.
Student Work Example
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Niki Bray
