Lenape Regional High School District – BOE Approved 2/15/12
Junior Health
2012-2013
Shaun Gismonde, [email protected], x8263
Jeffrey Kates, [email protected], x4441
Chrissy McGovern, [email protected], x8180
Elizabeth Putz, [email protected], x8698
Ellen Regn, [email protected], x8759
Bill Sutphin, [email protected], x8853
Unit 1, Components of a Healthy Lifestyle
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(https://www13.state.nj.us/NJCCCS/)
2.1 Wellness: All students will acquire health promotion concepts and
skills to support a healthy, active lifestyle.
A. Personal Growth and Development
2.2 Integrated Skills: All students will develop and use personal and
interpersonal skills to support a healthy, active lifestyle.
B. Decision Making and Goal Setting
C. Character Development
E. Health Services and Information
2.4 Human Relationships and Sexuality: All students will acquire
knowledge about the physical, emotional, and social aspects of human
relationships and sexuality and apply these concepts to support a healthy,
active lifestyle.
A. Relationships
2.5 Motor Skill Development: All students will utilize safe, efficient, and
effective movement to develop and maintain a healthy, active lifestyle.
A. Movement Concepts
2.6 Fitness: All students will apply health-related and skill-related fitness
concepts and skills to develop and maintain a healthy, active lifestyle.
st
21 Century Themes
( www.21stcenturyskills.org )
___ Global Awareness
___Financial, Economic, Business and
Entrepreneurial Literacy
_X_Civic Literacy
_X_Health Literacy
___Environmental Literacy
st
21 Century Skills
Learning and Innovation Skills:
_X_ Creativity and Innovation
_X_ Critical Thinking and Problem Solving
_X_ Communication and Collaboration
Information, Media and Technology Skills:
_X__ Information Literacy
_X__ Media Literacy
_X__ ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
_X__ Flexibility and Adaptability
_X__ Initiative and Self-Direction
_X_ Social and Cross-Cultural Skills
_X_ Productivity and Accountability
_X_ Leadership and Responsibility
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
A. Fitness and Physical Activity
Enduring Understandings: Components of a Healthy Lifestyle
Students will understand that . . .
Essential Questions: Components of a Healthy Lifestyle
EU 1
The relationship of the 5 health related and the 6 skill related fitness
components to an active and healthy lifestyle.
EU 1
Is one health related fitness component more important than
another?
Is one skill related fitness component more important that the
rest?
Is balance between the components needed?
EU 2
Setting realistic goals will enhance the ability to be successful in any
endeavor throughout life.
EU 2
EU 3
How using steroids can affect a person’s quality of life.
EU 3
EU 4
Having good character and making good decisions will improve their
healthy lifestyle.
EU 4
EU 5
How the components of the F.I.T. Principle determine the effect of an
activity on a person’s health.
EU 5
What are realistic goals?
Why is goal setting important?
Why is it important to set short term and long term goals to
enhance health?
Are anabolic steroids worth it?
What is good character?
What makes a decision a good one?
What should decisions in life be based upon?
Is the amount time I spend working out the only factor to
improving my fitness?
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Knowledge:
Students will know . . .
Skills:
Students will be able to . . .
EU 1
EU 1
How to identify ways to incorporate all health related components
of fitness (cardiovascular endurance, muscular strength, muscular
endurance, flexibility, and body composition) into their daily lives.
How to analyze current information regarding the 6 skill related
components of fitness.
EU 2
To create and also compare a workout routine using the
components of health and skill related fitness.
To analyze their daily physical activity and identify existing health
related and skill related fitness components.
EU 2
The difference between realistic and unattainable goals.
EU 3
To create a realistic short term and long term goal.
To recognize the difference between unattainable and attainable
goals
EU 3
How to identify the side effects of anabolic steroids.
EU 4
To compare and contrast the long term vs. short term side effects
of anabolic steroids.
EU 4
Character information.
Decision making processes.
HIB and dating violence information.
To use decision making skills to resolve potential real life
situations.
EU 5
EU 5
The components of the F.I.T. Principle.
What B.M.I. is.
To calculate their body mass index.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
1. (EU1, 2, 5)You have been hired as a fitness instructor at a local gym. Your main job description is to develop fitness plans for gym members.
You will be given specific client specifications. Design a 16 week fitness plan incorporating the 5 health and 6 skill related components of
fitness. Explain how your selection of aerobic, anaerobic, and stretching exercises will help your client meet their goal and improve their quality
of life.
2. (EU2) You are creating a time capsule to be buried in your back yard. It will be opened in 10 years. Your task is to create 10 realistic goals for
yourself to be completed over the next 10 years. An explanation of how you plan to meet each goal is required. Also included any obstacles
that you may need to overcome to meet your goals.
3. (EU4) You have been hired as the Human Resources Coordinator of a new company. You must come up with a way to educate all new
employees about harassment, intimidation, and bullying including possible situations of dating violence. The product that you create will be
used during the new employee training. Included in this will how to be an involved bystander and how following these guidelines will foster
better character and a positive working environment.
4. (EU3) You are the Principal at a local high school. A coach of one of the sports teams comes to you concerned because they found steroids in
the locker room. You, as the Principal, are required by your Board of Education to create an informational presentation for the student athletes
and their parents on anabolic steroids. The presentation must include: 1) information on what anabolic steroids are, how and why they are
used; 2) the side effects and dangers of using them; 3) what to do if they suspect someone of using them; and 4) available resources for more
information and help.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
Weight room scavenger hunt
Fitness test (sit and reach, step test, push-ups, sit-ups, shuttle run)
Quiz/test
Create a workout routine
Group work and Class discussion
Videos
Teacher demonstration/Guest Speakers
Health and skill related posters
“Good shoe” activity
Notebook checks
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements.
Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T=
Transfer.
Use the internet to research the history of the use of anabolic steroids. A
Show and discuss the video The Human Body: Pushing the Limits. Discuss the potential energy of each muscle. A
Design a fitness plan for each component using the F.I.T. principle. A
Students will list and describe each of the 5 health related and 6 skill related components of fitness. A
View and discuss a district made video on harassment, intimidation, and bullying. A/M
Discuss dating violence resources and information utilizing the National Center for Victims of Crime materials. A/M
Students will work independently to calculate their Body Mass Index. A/T
Have groups share examples of health and skill components of fitness. M
Identify the side effects of steroids on the body. M
Compare and contrast current exercise fads/programs for their success and adherence to the F.I.T. Principal. M
Evaluate a list of goals to determine if they are attainable or unattainable. M/T
Conclude the unit with student self-evaluation regarding their personal target heart rate ranges. Each student develops a personal action plan for
his/her “Healthful Fitness” goal. M/T
In groups, the students will be able to create and demonstrate an activity that assesses each health related and skill related component of fitness. T
Tailoring for Diverse Learners
Assess prior knowledge and skills through differentiated activities to accommodate different knowledge and skill levels.
Provide students with open-ended questions, activities, assignments, and assessments that enable students to give different but equally valid
responses.
Appeal to various modalities (e.g., present information orally, visually, and in writing).
Accommodate students with different learning styles by providing opportunities for them to work alone and in groups.
All students choices of products (e.g., visual, written, oral) for activities and assignments.
Provide students with options for demonstrating understanding through products and performances without compromising the goals or
standards.
LRHSD (2011) Adapted from ASCD © 2004