Physical Education 20 Fitness Unit Plan

Cid Padron
Title of Unit and Physical Education, Grade Level Physical Education
Subject: Fitness Unit 20

Teacher: Cid Padron Number of Days 3 Days

Unit Overview and Rationale

This unit focuses on learning the skills, strategies, and variety of ways students can be fit in

the fitness centre, which consists of focusing on improving specific skills, such as endurance,

stamina, strength, flexibility, power, speed, coordination, and agility. Students will be assessed

based on participation and effort (P.E.), cooperation, leadership, attitude, and sportsmanship

(C.L.A.S), and application, skills, and knowledge (A.S.K). The unit focuses on helping each

other to create a positive environment for everyone, while ensuring that students are being safe

by following the safety standards or expectations set by the teacher, while working towards

leading an active and healthy life.

Physical Education 20: Fitness Unit

Date/ Lesson Title GLO Assessment Key Questions Learning Activities Safety Equipment/
Day SLO Resources/
Technology
Day 1 Introduction A20-1 What are ways we can stay Safety Talk Wear appropriate exercise Fitness Centre
and Lower A20-3 P.E. active? Go over a safety talk to all attire at all times
Body Day A20-5 (S) students. What to do and NOT
B20-2 What is the purpose of being do when working out or when Please do not disrupt or
B20-3 C.L.A.S. fit? they are in the fitness centre. Go interfere in another
C20-1 (S) do a quick tour of the fitness member’s workout.
C20-3 What goals do people have centre
C20-5 A.S.K. when they are working out? Please wipe down all
C20-6 (S) Group Warm Up equipment after use.
D20-1 What are common Do a group warm up with the
D20-3 Observation misconceptions about working group. Day 1 will focus on the Eating or drinking inside
(F) out? Lower Body. Go through a the Fitness Centre or
Dynamic Stretch with the group. Studio is not permitted.
How can we be safe when we ● Leg Swings Side to Except water bottles in
are working out? Side both legs 10x capped bottles.
● Leg Swings Forward to
Why is having a spotter Backwards both legs Weight plates are NOT to
important? 10x be leaned against
● Walking Leg Swings equipment stands, walls or
Do you always need to lift ● Walking Diagonal Leg machines. Please replace
weights when working out? Swings weights after use.
● Walking Side Leg
How long do I workout for? Swings Dumbbells and weight
● Walking Thigh Stretch plates cannot be dropped
Do you have any questions ● Bowling on the floor.
about fitness? ● Lizard
● A, B, C, Skips Return Equipment after
Do a anonymous question ● A, B, C, Runs use
box about fitness
Stations
Explain to class that we will be
doing Leg Workout Stations.
We will be going over every
stations

Plyometrics
● Regular Box Jump
3x10
 ● Single Legged Box
Hops 3x3 Both Legs
● Lunge Jumps 3x6 Both
Legs
● Depth Jump 3x10 Each
Leg

Free Weights
● Dumbbell Side Lunge
3x10
● Dumbbell Lunge 3x10
● Goblet Squats 3x10

Machines
● Leg Extensions 3x10
● Leg Curl 3x10
● Leg Press 3x10

Squat Rack
● Teaching Moment
● 3x15 For Endurance
● 3x8-10 For Building
Muscle
● 3-4x4-8 For Strength
Building
● Deadlifts

Cardio
● Cardio Choice
● Heart Rate in Target
Zone
● NO BREAKS
● Visible signs of
exertion

Anonymous Box Question

Ensure that there is enough time
for students to hand in a
question about fitness or
working out in general.
Day 2 Upper Body A20-1 P.E. Group Warm Up Wear appropriate exercise Fitness Centre
Day A20-3 (S) Go over the anonymous Do a group warm up with the attire at all times
A20-5 questions that students group. Day 2 will focus on the
B20-2 C.L.A.S. handed in Lower Body. Go through a Please do not disrupt or
B20-3 (S) Dynamic Stretch with the group. interfere in another
C20-1 What is a spotter? ● Skipping Arm Circles member’s workout.
C20-3 A.S.K. Forwards
C20-5 (S) Why is it important to have a ● Skipping Arm Circles Please wipe down all
C20-6 spotter? Backwards equipment after use.
D20-1 Observation ● Skipping Arm
D20-3 (F) How do you spot properly? Butterflies Eating or drinking inside
● Ask students what else the Fitness Centre or
Why is it important that we we can do Studio is not permitted.
don't slam the equipment? Except water bottles in
Stations capped bottles.
Why is resting in between sets Explain to class that we will be
important? doing Upper Body Workout Weight plates are NOT to
Stations. We will be going over be leaned against
every stations equipment stands, walls or
machines. Please replace
Pulleys weights after use.
● Seated Rows 3x10
● Bicep Curl Pulley 3x10 Dumbbells and weight
● Overhand Pushdowns plates cannot be dropped
3x10 on the floor.

Machines Return Equipment after

● Chest Press 3x10 use
● Shoulder Press 3x10
● Bicep Curl 3x10

Bench
● Teaching Moment
● 3x15 For Endurance
● 3x8-10 For Building
Muscle
● 3-4x4-8 For Strength
Building

Free Weights
● Dumbbell Incline Press
3x6-8
● Bicep Dumbbell Curls
3x6-8 on each side
● Overhead Tricep
Extension 3x6-8
● Dumbbell Shoulder
Press 3x6-8
 Cardio
● Cardio Choice
● Heart Rate in Target
Zone
● NO BREAKS
● Visible signs of
exertion

Anonymous Box Question

Ensure that there is enough time
for students to hand in a
question about fitness or
working out in general.

Day 3 Plyometric A20-1 What is a circuit? Plyometrics/Core Circuit Wear appropriate exercise Fitness Centre
Circuit A20-3 P.E. Students will get into groups of attire at all times
Workout B20-2 (S) Why would we do a circuit? 3. There will be 10 circuits. It
B20-3 will consist of a plyometric Please do not disrupt or
C20-1 C.L.A.S. Can you be fit even without workout, a core workout, and a interfere in another
C20-3 (S) weights? rest. It will be 1 minute, then the member’s workout.
C20-5 students switch.
C20-6 A.S.K. What is Plyometrics? Please wipe down all
D20-1 (S) Circuit equipment after use.
D20-3 Why is Plyometrics helpful? 1. High Knees, Reverse
Observation Crunches, Rest Eating or drinking inside
(F) Why is core important? 2. Squat Jumps, Knee the Fitness Centre or
Crunches, Rest Studio is not permitted.
3. Box Jumps, Full Sit Except water bottles in
Ups, Rest capped bottles.
4. Step Ups, Russian
Twists, Rest Weight plates are NOT to
5. Split Jumps, Regular be leaned against
Plank, Rest equipment stands, walls or
6. Squat/Goblet Squats, machines. Please replace
Scissors, Rest weights after use.
7. Depth Jumps,
Crunches, Rest Dumbbells and weight
8. Linear Jumps, Flutter plates cannot be dropped
Kicks on the floor.
9. Lateral Jumps (Skate),
Cross Crunches Return Equipment after
10. Multi Directional use
Jumps, Plank Step
Outs, Rest
 Stage 1: Desired Results
General Outcomes (in full):
● General Outcome A
o Students will acquire skills through a variety of developmentally appropriate movement
activities
● General Outcome B
o Students will understand, experience, and appreciate the health benefits that result from physical
activity
● General Outcome C
o Students will positively work together and/or with each other with specific activities
● General Outcome D
o Students will assume responsibility to lead an active way of life
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Students will be able to learn the skills, ● What are ways we can stay active?
strategies, and variety of ways students
● What is the purpose of being fit?
can be fit in the fitness centre, which
consists of focusing on improving ● What goals do people have when they are working
specific skills, such as endurance,
out?
stamina, strength, flexibility, power,
speed, coordination, and agility. ● What are common misconceptions about working
out?
● How can we be safe when we are working out?

● Why is having a spotter important?

● Do you always need to lift weights when working

out?
● How long do I workout for?

● Do you have any questions about fitness?

● What is a spotter?

● Why is it important to have a spotter?

● How do you spot properly?

● Why is it important that we don't slam the

equipment?
● Why is resting in between sets important?

Specific Outcomes (in full):
Students will be able to…
● A20-1: Analyze, evaluate and modify
performance of locomotor skills and
concepts—effort, space and
relationships—to perform and create a
variety of activities to improve personal
performance
● A20-3: Analyze, evaluate and modify
performance of non locomotor skills and
concepts—effort, space and
relationships—to perform and create a
variety of activities to improve personal
performance
● A20-5: Analyze, evaluate and modify
performance of manipulative skills and
concepts—effort, space and
relationships—to perform and create a
variety of activities to improve personal
performance
● B20-2: Add to the variety of ways for
achieving a personal functional fitness
level
● B20-3: Plan, assess, and maintain
personal fitness, using the principles of
training,: progression, overload, and
specificity
● C20-1: communicate thoughts and
feelings in an appropriate respectful
manner as they relate to participation in
physical activity
● What is a circuit?
● Why would we do a circuit?
● Can you be fit even without weights?
● What is Plyometrics?
● Why is Plyometrics helpful?
● Why is core important?
Prior understanding…
● A10-1: applied and refined locomotor skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to improve
personal performance
● A10-3: applied and refined nonlocomotor skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to improve
personal performance
● A10-3: applied and refined manipulative skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to improve
personal performance
● B10-2: Students have demonstrated, monitored,
analyzed, and reflected, upon ways to achieve a
personal functional level of physical fitness
● B10-3: Planned, assessed, and maintained, personal
fitness, using the principle of training: frequency,
intensity, duration
● C10-1: communicated thoughts and feelings in an
appropriate respectful manner as they relate to
participation in physical activity
● C10-3: demonstrated etiquette and fair play
● C10-5: developed and applied practices that
contribute to teamwork
● C10-6: identified and demonstrated positive
behaviours that show respect for self and others
● D10-1: demonstrated a commitment to an active
lifestyle through participation in and out of class
● C20-3: demonstrate etiquette and fair
play.
● C20-4: describe, apply, and practice
leadership and followership skills
related to physical activity
● C20-5: recommend practices that
contribute to teamwork.
● C20-6: identify and demonstrate positive
behaviours that show respect for self and
others.
● D20-1: participate regularly in, and
identify, and describe the benefits of, an
active lifestyle
● D20-3: select and apply rules, routines
and procedures for safety in a variety of
activities
● D10-3: selected and applied the rules, routines and
procedures for safety in a variety of activities in all
dimensions
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
● A30-1: Students will be able analyze, evaluate
and adapt performance of locomotor skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to
improve personal performance
● A30-3: Students will be able analyze, evaluate
and adapt performance of non locomotor skills
and concepts—effort, space and relationships—to
perform and create a variety of activities to
improve personal performance
● A30-5: Students will be able analyze, evaluate
and adapt performance of manipulative skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to
improve personal performance
● B30-2: Student will be able to appraise different
activities and their effects on a personal
functional level of fitness
● B30-3: Student will be able to evaluate, monitor,
and adapt fitness plans for self and others,
applying the principles of training
● C30-1: Students will communicate thoughts and
feelings in an appropriate respectful manner as
they relate to participation in physical activity
● C30-3: Students will continue to demonstrate
etiquette and fair play
● C30-5: Students will continue to develop and
apply practices that contribute to teamwork
 ● C30-6: Students will continue to identify and
demonstrate positive behaviours that show
respect for self and others
● D30-1: Students will learn to model an active
lifestyle
● D30-3: Students will develop and apply rules,
routines and procedures for safety in a variety of
activities from all movement dimensions

Stage 2: Assessments
Cooperation,
Application,
Leadership, Participation
Skills, and
Learn Title Observation Attitude, and and Effort
Knowledge
ing Sportsmanshi (P.E.)
(A.S.K.)
Outco p (C.L.A.S.)
mes Type
(Formative/Summativ Formative Summative Summative Summative
e)
Weighting N/A 20% 30% 50%
A20-1: Analyze, evaluate and
modify performance of
x x x x
locomotor skills and concepts—
effort, space and
A20-3: Analyze, evaluate and
modify performance of non
locomotor skills and concepts—
effort, space and relationships— x x x x
to perform and create a variety of
activities to improve personal
performance
A20-5: Analyze, evaluate and
modify performance of
manipulative skills and concepts
—effort, space and relationships x x x x
—to perform and create a variety
of activities to improve personal
performance
C20-1: communicate thoughts
and feelings in an appropriate
respectful manner as they relate x x
to participation in physical
activity
C20-3: demonstrate etiquette and
x x
fair play.
C20-4: describe, apply, and
practice leadership and
x x
followership skills related to
physical activity
C20-5: recommend practices that
x x
contribute to teamwork.

C20-6: identify and demonstrate

positive behaviours that show x x
respect for self and others.
D20-1: participate regularly in,
and identify, and describe the x x
benefits of, an active lifestyle
D20-3: select and apply rules,
routines and procedures for x x x
safety in a variety of activities

Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
To see how students perform the skills as well as,
demonstrating ideas such as teamwork,
Observation x x
communication, and how the skills develop from
start to end of the unit.
Application, Students will be assessed on their application of
Skills, and skills and knowledge based on observable student
x
Knowledge behavior and skills based on the rubric. The rubric
(A.S.K.) will be found in Appendix A.
Cooperation, Students will be assessed on their cooperation,
Leadership, leadership, attitude, and sportsmanship based on
Attitude, and observable student behavior and skills based on x
Sportsmanship the rubric. The rubric will be found in Appendix
(C.L.A.S.) A.
Students will be assessed on their participation
Participation and and effort based on observable student behavior
x
Effort (P.E.) and skills based on the rubric. The rubric will be
found in Appendix A.
 APPENDIX A – Teacher/Student Resources
Rubric
P.E. - PARTICIPATION & EFFORT
LEVEL EXAMPLES
Outcomes: A, B, & D
● Demonstrates a strong commitment to an active lifestyle through participation in and out of
class
● 100% effort given for all activities and shows signs of effort (sweat, heavy breathing)
“This is awesome!”
● Great understanding of the positive benefits gained from physical activity
4
● Has developed a personal plan that is self-motivating and encourages ongoing participation “I am exhausted from that activity”
EXCELLENCE
● Demonstrates excellent choices for daily activity within the school and the community “This new game is fun”
● Understands the positive benefits that occur as a result of participation in physical activity

● Has analyzed current physical activity lifestyles and established personally challenging goals to
maintain participation for life

● Demonstrates a commitment to an active lifestyle through participation in and out of class

● Effort occasionally falls below 100% for activities and shows signs of effort (sweat, heavy
breathing)
● Good understanding of the positive benefits gained from physical activity “Whoa... I’m tired from doing that”
3 ● Has thought about a personal plan that is self-motivating and encourages ongoing participation
“That was fun”
AVERAGE ● Can demonstrate some choices for daily activity within the school and the community
“I am glad I tried handball”
● Somewhat understands the positive benefits that occur as a result of participation in physical
activity
● Analyzed current physical activity lifestyles and has thought of goals to maintain participation
for life
“I can’t work hard I have a game tonight”
2 ● Rarely demonstrates a commitment to an active lifestyle through participation in and out of

FAIR class “Sorry I am tired I was up late last night”

● Inconsistent and weak effort just going through the motions, shows little sign of effort (sweat,
“It’s too hot out to run”
heavy breathing)
● Has trouble seeing the positive benefits gained from physical activity. “I’m only playing when the ball is near”
● Very little thought about a personal plan that is self-motivating and encourages ongoing
participation
 ● Cannot demonstrate choices for daily activity within the school and the community.

● Little understanding of the positive benefits that occur as a result of participation in physical
activity
● Rarely analyzes current physical activity lifestyles and has not thought of goals to maintain
participation for life

● Does not commit to an active lifestyle through participation in and out of class

● Very little effort just going through the motions, shows no signs of effort (sweat, heavy
breathing)
● Does not see the positive benefits gained from physical activity
“My gym strip is in the wash”
1 ● Has not thought about a personal plan that is self-motivating and encourages ongoing
participation “this sucks”
WEAK
● Doesn’t make good choices for daily activity within the school and the community. “I don’t like soccer so I don’t want to play”
● Has no understanding of the positive benefits that occur as a result of participation in physical
activity
● Has never analyzed current physical activity lifestyles and never made goals to maintain
participation for life
 C.L.A.S. - COOPERATION, LEADERSHIP, ATTITUDE, SPORTSMANSHIP
LEVEL EXAMPLES
Outcome: C
“Great pass”
● Always shows leadership by assisting with set up and takedown
“You can join our group”
● Always shows leadership by acting as a role model who takes initiative

● Always demonstrates teamwork by being genuinely enthusiastic, supportive, and positive to “What equipment do we need to set up?”
teammates
“Try this when shooting a ball”
4 ● Always demonstrates fair play and sportsmanship in all activities

● Always looks for opportunities to lead and get everyone involved

EXCELLENCE
● Always tries new activities with enthusiasm and positive communication

● Always demonstrates and encourages fair play

● Always communicates appropriately with peers

● Always shows leadership by dressing appropriately for PE class and showing up on time

“That was in you actually scored”

● Often shows leadership by assisting with set up and take down
“Fitness Centre again? Fine”
● Often shows leadership by acting as a role model who takes initiative

● Often demonstrates teamwork by being genuinely enthusiastic, supportive and positive to “Can we get to games now”
teammates
“That part of class was fun”
3 ● Often demonstrates fair play and sportsmanship in all activities

● Often looks for opportunities to lead and get everyone involved

AVERAGE
● Often tries new activities with enthusiasm and positive communication

● Often demonstrates and encourages fair play

● Often communicates appropriately with peers

● Often shows leadership by dressing appropriately for PE class and showing up on time

“Can we get changed now?”

2 ● Rarely demonstrates teamwork, is more of an individual than a team player

FAIR “I forgot my ND shirt”

● Only shows enthusiasm and positive teamwork when pushed by teacher
“I scored all of our teams goals”
● Rarely if ever takes on a leadership role
“NO!!! The score is 6-5”
● Does not communicate positively with others in the class or shows minimal sportsmanship
 ● Helps with equipment when asked but does not show leadership by taking initiative

● Does not always show fair play during game scenarios

● Is often late or not changed appropriately for PE Class

● “You suck at floor hockey”

● Never demonstrates leadership or team work
“FInd your own group”
● Doesn`t help with equipment set up and take down
“I don’t want to go with them”
● Does not demonstrate teamwork- doesn't pass and likes to show off their own skills

● Communicates negatively by complaining when playing new or different activities “I hate this game”
1
● Communicates negatively towards others in class, both in language and in behaviour “Sorry I was late... I was buying food”
WEAK interactions
● Does not demonstrate fair play

● Demonstrates an uncooperative attitude by always needing to be asked to help or participate in

activities
● Demonstrates poor leadership and attitude by always showing up late or not changed properly
 A.S.K. - APPLICATION, SKILLS & KNOWLEDGE
LEVEL EXAMPLES
Outcomes: A, & D
● Makes genuine attempts to improve and apply skills and strategies relevant to activity
“how can I get better at this”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts locomotor skills
and concepts appropriate to the activity “am I doing this right?”
● Knows and plays by the rules at all times
2 ●
●
Displays the basic skills and strategies for the activity
Consistently applies, refines, analyzes, evaluates and modifies to perform and create a
“I understand how to play”

EXCELLENCE variety of activities to improve personal performance “the line is in, in badminton”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance
● Understands the importance of physical activity and all the benefits that result from being
active

● Rarely displays the basic skills and strategies for the activity
“This is too hard”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts locomotor skills and
concepts appropriate to the activity “I can’t do this”
● Doesn’t know the rules or doesn’t play by the rules
1 ●
●
Makes little attempt to improve and apply skills and strategies relevant to activity
Rarely applies, refines, analyzes, evaluates and modifies to perform and create a variety of
“I’ve always done it this way”

AVERAGE activities to improve personal performance “No, you are allowed to dribble twice”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance “It is only PE it doesn’t matter”
● Doesn’t understand the importance of physical activity and all the benefits that result from
being active

1 2
P.E. ● Does not participate to best
of ability
● Very little effort just going
through motions
● Shows no signs of effort
(sweat, heavy breathing)
● Complains about
participating in learning
activities
● Rarely in class or on time not
● Rarely participates to best
of ability
● Inconsistent and weak
effort just going through
motions
● Shows little sign of effort
(sweat, heavy breathing)
● Shows little or no
excitement to participate in
learning activities
3 4
● Willingly participates to ● Participates to best of ability at
best of ability most of the all times
time
● 100% effort given for all
● Effort occasionally falls activities in class
below 100% for activities
● Shows signs of effort (sweat,
in class
heavy breathing)
● Shows signs of effort
● Is always excited to participate
(sweat, heavy breathing)
in all learning activities
● Is often excited to
● Always in class, on time and
participate in all learning
ready to participate

ready to participate
● Does not get involved in
gameplay at all
● Doesn`t help with equipment
set up and takedown
● Ball hog who doesn't pass
and likes to show off their
skill
● Complains when playing new
or different activities
C.L.A.S. ● Negative to others in class,
behaviour inhibits class
interactions
● Always needs to be asked to
help or participate in
activities
● Always shows up late or not
changed properly
● Doesn’t know the rules or
doesn’t play by the rules
● Rarely displays the basic
skills and strategies for the
activity
A.S.K. ● Makes little attempt to
improve and apply skills and
strategies relevant to activity
● Doesn’t understand the
importance of physical
activity and all the benefits
that result from being active
activities
● Not often in class or on time
● In class on time ready to
rarely ready to participate ● Looks for any chance to get
participate
● Only gets involved in game involved in game play
● Gets involved in game play
play when the ball is near
most times
● More of an individual than a
● Works well with others ● Assists with equipment set up
team player
and take down
● Only shows enthusiasm ● Frequently helps with the
● Great role model who takes the
when pushed by teacher equipment in class
initiative
● Rarely if ever takes on a ● Sometimes takes on a
leadership role leadership role ● Always genuinely enthusiastic,
supportive and positive
● Can be hard on others in ● Displays good
● Exemplifies sportsmanship in
the class or little sportsmanship in most
sportsmanship activities all activities
● Only helps with equipment ● Has good enthusiasm ● Looks for opportunities to get
when continually asked most of the time everyone involved
● Sometimes absent, late or ● At times helps get other ● Tries new activities with
not changed properly for students involved in class enthusiasm
class
● Knows and plays by the
rules at all times
● Makes genuine attempts to
improve and apply skills
and strategies relevant to
activity
● Displays the basic skills
and strategies for the
activity
● Understands the
importance of physical
activity and all the benefits
that result from being active