You are on page 1of 5

Taylor Shields

Gio Frenda
Tyler Spencer
Scope and Sequence
Activity

6th

7th 8th

1

1

1

Physical Fitness Components

1

1

1

The Importance of Warm-Up/ Cool-Down

1

The Importance of Exercise

1

Importance of Warm-Up and Exercise

1

1

Create your own Warm-Up and Exercise Routine

1

1

Protocols/Class Rules/Overview of Units
Unit 1 – Introduction to Fitness

Target Heart Rate/Heart Rate Zones

1

1

1

Setting Fitness Goals

1

1

1

Fitness Stations

1

1

1

TOTAL

7

7

7

Fitness Testing

1

1

1

Benefits of CV Exercise

1

1

1

Cardio Fitness and Heart Rate

1

1

1

Dance

1

Aerobics (Modified ‘Insanity!’)

1
1

1

1

1

Create your own Cardio Game

1

1

Teach your Cardio Game!

1

1

14

14

14

Principles of Resistance Training

1

1

1

Body Weight Training

1

1

1

Machine Training

1

1

1

Unit 2 – Cardiovascular Fitness

Dance/Aerobics
Cardiovascular Circuit

1

Cardiovascular Games

1

TOTAL
Unit 3 – Muscular Strength/Muscular Endurance

Free-weight Training

1

1

1

Strength and Conditioning Circuit #1

1

Strength and Conditioning Circuit #2

1

Create your own Muscular Strength/Endurance Game

1

1

Create your own Muscular Strength Program

1

1

The Amazing PE Race

1

1

1

TOTAL

21

21

21

Fitness Testing #2

1

1

1

Unit 4 – Body Composition/Nutrition
Introduction to Body Composition?

1

Diet’s effect on Body Composition

1

1

1

Exercise and Body Composition

1

1

1

Body Image

1

1

1

Weight Management

1

1

1

Diet Analysis

1

Create a Weight Management Plan

1

1

Present your Weight Management Plan

1

1

28

28

28

Fitness Goal Reassessment (Unit 1)

1

1

1

Making Positive Health Decisions

1

1

1

Self Management and Fitness

1

1

1

Fitness in Everyday Life

1

1

1

Lifelong Activities

1

1

1

Summer-time Fitness

1

1

1

Fitness Testing #3

1

1

1

Field Day

1

1

1

Total

36

36

36

TOTAL
Unit 5 – Lifelong Fitness

The main objectives of the program are to provide students with year round fitness and
nutrition classes to help them improve their overall fitness and health, and provide students
with the knowledge to live a healthy and fit life, throughout their life.The program will give
students the skills to perform a variety of workouts from muscular endurance to muscular

strength, and cardiovascular fitness. Students will also learn the skills to eat healthy and plan
a meal plan that will help them manage their weight throughout their lives. Our main focus in
this program is to improve the student’s fitness levels, whether they are at a beginner level or
a proficient level of fitness. The classes will be 40 minutes long and students will be given 2
minutes to change at the end of the lesson.

Rationale
The rationale of this curriculum is that students will be able to understand how to be fit. Once
a thorough understanding is established, students will be able to use what they learn in
physical education to be active and remain fit for the rest of their lives. Students need
preparation time when they will be tested. With FITNESSGRAM in schools, students are
expected to perform a variety of exercise tests (1-mile run, a pacer test, push ups, pull ups,
flexed arm hang, curls ups, trunk lifts, and sit-and-reach). As well as being prepared for the
test, it is important that students understand what they are tested on and why they are being
tested on the content. Unit 1 introduces fitness to the students on a basic level. Then,
cardiovascular (aerobic), muscular strength/endurance, and body composition will all be
covered in depth for units 2-4. On top of the components of fitness, students will learn about
how to incorporate fitness into their everyday lives and how to manage their nutrition.

National Standards:
Units 1, 2, 3, 4, 5, 6:
S1.H1.L1​ - The physically literate individual demonstrates competency and/or refines
activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits,
individual-performance activities, aquatics, net-wall games or target games).
S1.H1.L2​ - The physically literate individual refines activity-specific movement skills in 1 or
more activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games,
or target games).
S1.H3.L1​ - The physically literate individuals demonstrates competency in 1 or more
specialized skills in health-related fitness activities
S1.H3.L2​ - The physically literate individual demonstrates competency in 2 or more
specialized skills in health-related fitness activities.
S2.H2.L1​ - The physically literate individual used movement concepts and principles (e.g.
force, motion, rotation) to analyze and improve performance of self and/or others in a selected
skill
S2.H3.L1​ - The physically literate individual creates a practice plan to improve performance
for a self-selected skill
S3.H7.L1​ - The physically literate individual demonstrates appropriate technique in
resistance-training machines and free weights

S3.H7.L2​ - The physically literate individual designs and implements a strength and
conditioning programs that develops balance in opposing muscle groups (agonist-antagonist)
and supports a healthy, active lifestyle.
S3.H9.L1​ - The physically literate individual identifies types of strength exercises (isometric,
concentric, eccentric) and stretching exercises (static, proprioceptive, neuromuscular
facilitation (PNF), dynamic) for personal fitness development (e.g. strength, endurance, range
of motion).
S3.H10.L1​ - The physically literate individual calculates target heart rate and applies that
information to personal fitness plan.
S3.H13.L1​ - The physically literate individual designs and implements a nutrition plan to
maintain an appropriate energy balance for a healthy, active lifestyle.
S4.H2.L1​ - The physically literate individual exhibits proper etiquette, respect for others and
teamwork while engaging in physical activity and/or social dance.
S4.H5.L1​ - The physically literate individual applies best practices for participating safely in
physical activity, exercise and dance (e.g., injury prevention, proper alignment, hydration, use
equipment, use equipment, implementation of rules, sun protection).
S5.H1.L1​ - The physically literate individual analyzes the health benefits of a self-selected
physical activity.

PA Standards:
10.1.6C: Analyze factors that impact nutritional choices of adolescents.





body image
advertising
dietary guidelines
eating disorders
peer influence
athletic goals

10.2.6B: Explain the relationship between health-related information and consumer choices.
● dietary guidelines/food selection
● sun exposure guidelines/ sunscreen selection
10.4.6A: identify and engage in moderate to vigorous physical activities that contribute to
physical fitness and health.

10.4.6C: Identify and apply ways to monitor and assess the body’s response to moderate to
vigorous physical activity.
● heart rate monitoring
● checking blood pressure

● fitness assessment
10.4.6D: Describe factors that affect childhood physical activity preferences.





enjoyment
personal interest
social experience
opportunities to learn new activities
parental preference
environment

10.5.6A: Explain and apply the basic movement skills and concepts to create and perform
movement sequences and advanced skills.
10.5.6D: Describe and apply the principles of exercise to the components of health-related
and skill-related fitness.




cardiorespiratory endurance
muscular strength
muscular endurance
flexibility
body composition