“Make It Measurable” What gets measured gets managed

1. “Make It Measurable”What gets measured gets managed Students will learn and understand the benefits of developing and measuring personal fitness goals and why fitness is different and unique for everyone.

2. Goals and Objectives • The student will be able to identify and explain the five components of fitness. • The student will be able to provide at least one example of a fitness test for each of the five components of fitness. • The student will be able to identify a minimum of three methods of testing for body composition and the pro’s and con’s of each. • The student will be able to explain the correlation between body composition and fitness test scores. • The student will be able to design an individual fitness chart using spreadsheet excel or a table from a word document to chart the progress of personal fitness goals.

3. NASPE Standards #2 Demonstrates an understanding of movement concepts, principles, strategies and tactics as they apply to learning and performance of physical activities #4 Achieves and maintains a health-enhancing level of physical fitness #6 Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction

4. Wisconsin State Standards A12.3 Maintain and improve physical fitness, motor skills and knowledge about physical activity through charting or journalizing improvement over time A12.5 Design and implement a personal fitness program C12.1 Know and understand pertinent, scientifically based information regarding movement performance such as the overload principle E12.1 Monitor exercise and other behaviors related to health-related fitness E12.3 Assess personal health-related fitness status E12.5 Use the results of fitness assessments to guide changes in personal program of physical activity

5. UbD Rational • I feel that the UbD model opened up a gateway for me to develop a better, more in-depth lesson that could easily be split up into multiple lessons. As I review my essential questions and enduring understandings I get more lesson plan ideas making for a more efficient unit. I feel the UbD model is very organized yet flexible. I feel it allows teachers to think more freely and be creative getting away from the traditional design of lessons. It forces teachers to really think about what we want our students to learn from our lessons other than the standard "traditional" classroom content.

6. UbD Rational In the PAST: Using the UbD model Students develop charts to tie in with at least three fitness goals There is a class discussion about the pro’s and con’s of the different methods for measuring body composition The lesson has a better flow where all parts tie together to the unit including the essentials questions and enduring understandings Charting takes place throughout the course of the semester and is graded every 6 weeks encouraging motivation and student growth • I’ve had students develop charts but without fitness goals to tie into it • I didn’t discuss alternative methods of measuring body composition but simply discussed the bio-electrical impedance method since that is what we use in class • The flow of the lesson was off when presenting the hussmanfitness website

7. BIG Ideas • Students will learn how body composition, the components of fitness, and fitness test assessments all relate to enhance ones physical fitness • Students will learn the importance of measuring fitness levels, how to measure fitness components and why it is beneficial for success. My big ideas

8. Enduring Understandings • Using self assessment strategies for monitoring and improving health related fitness will contribute to improved health throughout one’s lifetime. • Creating personal fitness conditioning sheets along with using appropriate technology to enhance the accuracy of fitness test measurements will increase the likelihood of developing and maintaining a healthy fitness level. My enduring understandings

9. Essential Questions • What determines a healthy level of physical fitness? • Do physical fitness values change depending on what part of the world you come from? • Are you physically fit? • Are all means of calculating body composition created equal? • Which is better for improving body composition and fat lose- aerobic or resistance training? • How will different fitness levels affect your life?

10. Knowledge and Skills Gained • Five Components of Fitness • Provide at least one example of a fitness test for each • Body Composition • Design and Implement Individual Fitness Chart

11. 5 Components of Fitness 1. Cardiovascular Endurance: the ability of the heart, lungs and blood vessels to function efficiently when a person exercises the body example: PACER test, 12 minute run, mile run 2. Muscular Strength: the amount of force a muscle can produce example: bicep curl 3. Muscular Endurance: the ability to contract the muscles many times without tiring or to hold one contraction for a long time example: curl ups, push ups, pull ups, hang (*these may fall into the muscular strength category depending upon number done) 4. Flexibility: the ability to move the joints through a full range of motion; a part of fitness that requires long muscles example: sit and reach 5. Body Composition: the make-up of the body tissue, including muscle, bone, fat and all other body tissue example: tanita scale

12. Body Composition • Height-weight tables • Body mass index charts (BMI) • Body mass in kilograms divided by (height x height in meters) • Girth measurements • Skinfold measurements • Bioelectrical impedance analysis (ie. tanita scale) • Hydrostatic Weighing The following are different methods of measuring body composition Factors to consider when assessing calculations: - accuracy - reliability - cost - availability

13. Basil Metabolic Rate (BMR) • Everyone log onto the web and go to www.hussmanfitness.org • Go to #4 “The Fridge” • Go to “How Calories Work” • Read information on BMR and type in information from fitness logs to determine your BMR

14. Assessing Student Knowledge Formal Assessment Self Assessment Students will be given time each week to reflect on their progress and make any adjustments needed to their fitness charts Charts will be reviewed every 6 weeks (grading period) to check for adjustments, progress etc. and will be worth 5 points every check up totaling 20 points by the end of the semester • Written quiz - students will take a written quiz where they must identify the 5 components of fitness and provide examples of fitness tests for each. There will also be a question where students need to discuss the different means of measuring body composition and justify their position as to which is the best method and why they prefer it.

15. Assessing Student Knowledge • Performance Task - student will design and individual fitness chart using spreadsheet excel or a table from a word document. The student must provide a clear written explanation of their fitness goals along with reasoning for each specific target area at which they are charting • Grading Rubric 10 points: The chart represents a clear picture of: • At least three fitness goals (3 pnts) • How the student will track these goals (3 pnts) • What components of fitness each goal covers (1 pnt) • The chosen method of tracking body composition and why (2 pnts) • what technology will be used to help assess goals (ie. tri-fit computer program, heart rate monitor, pedometer etc)