Teacher(s) Subject group and Physical and Health Education

discipline
Unit title Fitness – Refining and Developing (8th Grade) MYP year Year 3 Unit 50
duration
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context
Change Refinement Identities and Relationships
Change is a conversion, transformation or Refinement is the process of modifying something to enhance
personal, physical, mental, social and
movement from one form, state or value to its overall effectiveness. Refinement can occur in relation to
spiritual health
another. Inquiry into the concept of personal behaviours, thought processes, techniques, tactics
change involves understanding and and strategies; it is made based on internal or external
IDENTITIES AND RELATIONSHIPS:
evaluating causes, processes and feedback
consequences.
Perspective Who am I? Who are we?
Perspective is the position from which we observe
Lifestyle choices
situations, objects, facts, ideas and opinions.
Perspective may be associated with individuals, groups,
cultures or disciplines. Different perspectives often lead to
multiple representations and interpretations.

Statement of inquiry
The perspective of change works best when refining our lifestyle choices. Commented [A1]:
Note to reader: All Comments are from Building
Quality Curriculum reviewers.

To create a purposeful and meaningful statement of

inquiry, the statement could be revised as follows:

Change in our health occurs when we refine our lifestyle

choices and see ourselves from different perspectives.
Inquiry questions
Factual
− Based on the 5 components of fitness, what are my strengths and weaknesses?
− What is the healthy fitness zone of each component for my age group?
− Based on my pre-test scores, where do I fall on the fitness scale? Commented [A2]: To ensure that the questions are in
Conceptual the correct category, this factual inquiry questions could
be revised as follows, so that it is a conceptual
− What fitness score should be my priority? question:
− How do I design a fitness plan to build on my strengths and address my weaknesses?
− How do I use my fitness data to improve my health? (over the course of 6 wks, 1 yr, etc) How do I change my overall performance outcome
through refinement in my movements?
Debatable
− Is fitness more important than my academic level?
Student-generated questions:
− Why do I have to do this?
− How do I get into the Healthy Fitness Zone? Commented [A3]: To ensure that the questions are not
content-specific questions, the conceptual inquiry
questions could be revised as follows:
Objectives Assessments (Attach Documents to Unit Planner)
How can I refine my performances to change my
OBJECTIVE A: KNOWING AND Outline of summative assessment task(s) including assessment criteria (click Describe how the physical fitness?
UNDERSTANDING here for questions to ask during planning): summative How do refinements in lifestyle choices change my
assessment task(s) overall fitness and well-being?
i. describe physical and health education factual, Embedded in the Fitnessgram program are the following local assessments:
and the statement
procedural and conceptual knowledge For the inquiry questions to be clearly drawn from and
- Personal Best Chart of inquiry are inspired by the concepts and context represented in the
ii. apply physical and health education knowledge
- Know how to perform each Fitnessgram test connected. statement of inquiry, the questions could be revised as
to explain issues and solve problems set in follows:
- Correctly perform FG assessment
familiar and unfamiliar situations The energy used to
(example: I know how to perform all five FG tests correctly) Can immediate changes in my approach to fitness have
iii. apply physical and health terminology complete the
- Know how to take your pulse a long-lasting effect on my lifestyle?
effectively to communicate understanding. components of the
- Know the healthy fitness zone standards Do small refinements in performances change the
Fitnessgram will perspective I have of myself?
- Evaluate individual scores on each Fitnessgram assessment
OBJECTIVE B: PLANNING FOR PERFORMANCE produce
- Compare scores to the Health Fitness Zone Standards Commented [A4]: The relationship between the
i. design and explain a plan for improving behaviours that statement of inquiry and the summative task could be
- Compare pre/post test scores for each individual
physical performance and health change (improve) explained by commenting on how the statement of
(example: I know how my scores compare to inquiry is linked to the assessment task using the
ii. explain the effectiveness of a plan based on physical health.
the HFZ) objective strands as prompts or sentence starters.
the outcome.
- Use the program to attain statistics and show students where they are
- For example, students will describe their Fitnessgram
knowledge in order to explain how the development of
their knowledge and use of this information refines their
lifestyles choices. Students will also need to design and
explain a fitness plan that will enable them to see
changes in their fitness levels.
The Fitnessgram’s standards of achievement chart will be made available to
OBJECTIVE C: APPLYING AND PERFORMING students. Expectations according to age will be discussed as predetermined
i. demonstrate and apply a range of skills and by the Fitnessgram program.
Commented [A5]: For the summative assessment task
techniques
Students will be given a pre- and post- test for knowledge. to allow for a focus on addressing specific objective
ii. demonstrate and apply a range of strategies strands for all objectives (A, B, C and D) it would be
and movement concepts Students will be given a pre and post skills test that follows the national important to link these tasks to the relevant objective
standard. The test consists of push-ups, curl-ups, sit and reach, trunk-lift, and strands.
iii. outline and apply information to perform
Many of these assessments could be used in a
effectively. the PACER (Progressive Aerobic Cardiovascular Endurance Run) formative setting to provide relevant information for
students to create a fitness training plan, which would
Demonstrations (teacher and peers) will be used to help make sure they know allow students to demonstrate their understanding of
OBJECTIVE D: REFLECTING AND IMPROVING the info needed objective B.
PERFORMANCE The pre and post tests should be used as a formative
i. describe and demonstrate strategies to Personal Best Chart will be used so each student can practice skills in and assessment task for students to gauge their current
enhance interpersonal skills away from school fitness levels, and then consequently use the “common
formative” tasks to use for evaluation of their
ii. outline goals and apply strategies to Diagnostic assessment/task: Once every nine weeks; beginning of each performance when being assessed against strands for
enhance performance quarter criterion D.
iii. explain and evaluate performance. Common Formative #1: Two to three weeks into each quarter Consider adding different elements to the task so that
criterion A can be assessed. Additionally, consider
Common Formative #2: Mid-term of each quarter removing criterion C as a criterion for assessing this
Summative Assessment: Last week of each quarter unit, as it is not possible for students to reach the
highest levels of the assessment criteria with stand-
Approaches to learning (ATL) Please list skills that will be explicitly taught. alone fitness tests.
Commented [A6]: Given the types of assessment tasks
COMMUNICATION: Communication Skills 1) Organize and depict information logically 2) Give and receive described here, it would be prevalent to place these as
formative assessment tasks.
meaningful feedback
SOCIAL: Collaboration Skills — Learn to create a personal fitness program through individual and group work Commented [A7]: Consideration should be given to the
amount of ATL skills identified in the unit. All identified
1) Make fair and equitable decisions 2) Take responsibility for one’s own actions ATL skills should be explicitly taught within a unit of
SELF-MANAGEMENT: Organization Skills — Learning skills and techniques necessary to lead a healthy lifestyle work. Once objective strands have been identified in
1) Use appropriate strategies for organizing complex information 2) Set goals that are challenging and realistic 3) Plan short- and long-term assignments; the previous section of the planner, the number of ATL
skills can be refined. Select one ATL skill indicator per
meet deadlines 4) Create plans to prepare for summative assessments (examinations and performances) 5) Keep an organized and logical objective strand.
system of information files/notebooks
SELF-MANAGEMENT: Affective Skills — Identify links between planning and carrying out a fitness program A formula to follow so that the objective strand is easily
- Self-motivation: 1) Practice analyzing and attributing causes for failure 2) Practice managing self-talk 3) Practice positive thinking aligned with the ATL skill indicator can be: In order for
a student to (objective strand) students must (ATL skill
- Perseverance: 1) Demonstrate persistence and perseverance 2) Practice delaying gratification indicator). An example of using this formula for the
- Resilience: Practice dealing with change selected objectives could be:
- Mindfulness: Practice focus and concentration
SELF-MANAGEMENT: Reflection skills — Evaluate one’s own achievement In order for students to explain and evaluate
performance (objective strand) during fitness testing
students must evaluate their own achievements (ATL
skill indicator) through their own performance.
1) Reflect on the components that address the strengths and that would build on my weaknesses.
2) Develop new skills, techniques and strategies for effective learning
3) Identify strengths and weaknesses of personal learning strategies (self-
assessment)
RESEARCH: Information literacy skills
1) Collect and analyse data to identify solutions and make informed decisions 2) Collect, record and verify data 3) Understand and use technology
systems 4) Process data and report results
THINKING: Critical-thinking Skills
1) Identify obstacles and challenges 2) Interpret data 3) Draw reasonable conclusions and generalizations 4) Practice observing carefully in order to
recognize problems
5) Revise understanding based on new information and
evidence THINKING: Creative-thinking Skills
1) Combine knowledge, understanding and skills to create products or solutions. 2) Make connections between subject groups and disciplines

Action: Teaching and learning through inquiry Commented [A8]: There are no comments from this
point forward, given that much of the content is specific
List Content Area Standards Learning process (click here for description) to the context of a particular school in a particular
location.
Motor Skills and Movement Patterns Learning experiences and teaching strategies
PE8.1 The physically educated student demonstrates competency in
Unit essential question(s)
a variety of motor skills and movement patterns.
a. Performs specialized manipulative skills in small-sided - What are some sacrifices that you might need to make in order to gain a healthy
games. lifestyle?
b. Performs movement skills in complex activity settings based - How do I maintain a healthy lifestyle?
on situational analysis (e.g., number of outs, players on base, - What is a healthy heart rate for a person my age?
shot selection, time on the clock, and/or playing short one
player vs. opponents). Week 1 & Week 2 - Major Learning Activities
c. Creates offensive and defensive strategies in small-sided
games based on situational play. Review the elements of Fitnessgram
d. Creates rhythm sequences that combine complex movement Administer pre-tests; take baseline data:
concepts and skills.
A) Height – Body Composition
Movement Concepts and Principles B) Weight – Body Composition
PE8.2 The physically educated student applies the knowledge of C) Push-Ups – Muscular Strength
concepts, principles, strategies, and tactics related to movement and D) Curl-Ups – Muscular Endurance
performance. E) Sit & Reach – Flexibility
F) Pacer – Cardiovascular Fitness
a. Assesses movement and strategies necessary for physical G) Mile – Cardiovascular Fitness
performance in individual activity and team situations (transition Introduce Fitness tracking over the course of the quarter
from offense to defense and vice versa; offensive and defensive
Set goals for each component of fitness
positioning; body position; weight transfer; and communication
with teammates). Week 3, Week 4, Week 5, Week 6 - Major Learning Activities
b. Explores important concepts in physical activities, such as Activities:
action-reaction, trajectory, levers, and linear velocity.
c. Describes the impacts of critical elements related to complex A) Partner Pacer – Cardiovascular Endurance
motor skills (force, timing, speed, direction, levels, and sequence B) Fitness Stations – Muscular Strength, endurance, and flexibility
of motion). C) Distance Run/Walk – Cardiovascular Endurance
d. Critiques self or others in the performance of a specific motor skill D) Jump Rope Tour – Muscular strength and endurance
and provides suggestions for improving the performance. E) Fitness Training App (My Fitness Pal)
Formulates appropriate decisions based on game conditions F) Hollywood Hills – Cardiovascular Endurance
(weather, teammates, individual skill levels, game situations, and G) Stairmaster – Cardiovascular Endurance
opponent’s skill level). H) Extreme Fitness Game – Muscular Strength and Endurance

Fitness Week 7 & 8: Major Learning Activities

PE8.3 The physically educated student demonstrates knowledge &
skills to help achieve and maintain a health-enhancing level of Administer Post-Tests:
physical activity and fitness. A) Height – Body Composition
a. Investigates ways to increase levels of moderate and vigorous B) Weight – Body Composition
physical activity (MVPA) in daily routines and reduce the barriers C) Push-Ups – Muscular Strength
within one’s environment (home, school, and/or community). D) Curl-Ups – Muscular Endurance
b. Tracks activity and progress using activity journals, computer E) Sit & Reach – Flexibility
software, apps, or other methods to make indicated adjustments. F) Pacer – Cardiovascular Fitness
c. Participates in the Georgia Fitness Assessment with teacher G) Mile – Cardiovascular Fitness
supervision.
d. Develops and revises an exercise plan utilizing exercises or Week 9: Major Learning Activities
activities that will contribute to the improvement of one or more
Input scores into Fitness Data Sheet for post-test assessments
components of the Local Fitness Assessment Program.
e. Explains the importance of aerobic capacity and strives in the Write a reflection based on individual fitness performance throughout the 9 weeks;
personal fitness plan to achieve a goal of 50% of activity time reflect on the following:
spent in MVPA.
A) Did I improve in any areas of the FitnessGram? Which areas?
f. Uses heart rate to measure Rating of Perceived Exertion (RPE)
B) If I improved, how did I improve? If I did not improve, why did I not improve?
and to determine intensity.
C) If you did not achieve your goals, what can you do differently in the future to
g. Demonstrate which strength, toning, and physical activities impact
improve upon your score?
specific muscle groups.
Links to community service:
Personal and Social Behavior, Rules, Safety, and Etiquette A) Become a volunteer coach/referee for your local community or organization
PE8.4 The physically educated student exhibits responsible personal
and social behavior that respects self and others in physical activity B) Volunteer and local community races, e.g.
settings. - 10K/5K Road Race (March)
a. Exhibits personal responsibility and the ability to resolve conflicts in
a physical activity setting.
b. Assumes leadership roles to facilitate class management (team
leaders, officials, or equipment managers). Personalized Learning & Differentiation (click here for description) Describe in detail
c. Adheres to school, class, or activity rules and guidelines how you will differentiate instruction for a variety of learners (include students with
established for resolving conflicts. special needs, English Language Learners, and high achieving students). Please
reference your personalized learning principle. List strategies used when
PE8.5 The physically educated student recognizes the value of differentiating by content, process, and/or product.
physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction. Based on the pre-test scores, each student designs a different plan and sets
a. Recognizes the role of physical activity in today’s society in the different goals
development of positive health aspects, enjoyment, and social Product is differentiated based on the rate of improvement by each student with
interaction. regards to their motivation, physical ability, and work ethic
b. Analyzes the relationship between inactivity (“sedentary
behavior”) and obesity on mental and emotional health.
c. Explores the importance of physical activity in managing social
and emotional challenges (anxiety, depression, etc.).
d. Displays empathy and encouragement to others during physical
activity.
e. Supports student-centered inquiry into all types of physical activity
to encourage discovery of activities that allow for self-expression
and lifelong enjoyment.
Resources

- [Hyperlink removed during editing].

- [Hyperlink removed during editing].
- Digital Clock, Google Classroom student accounts, Fitness Data Handouts.
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit (click here) During teaching (click here) After teaching the unit (click here)
Setup Google Classroom ● Measure heart rate and calculate target Were students able to demonstrate their
heart rate with a partner learning?
Students will be given brief warm up
● Describe rate of perceived exertion (talk How did the assessment tasks allow students
instructions on how to stretch properly and
test) to demonstrate the learning objectives
conduct exercises safely.
● Complete 1 mile walk test or 3 minute identified for this unit?
step test to assess current level of fitness How did I make sure students were invited to
● Journal or log exercise achieve at all levels of the criteria
● Help students locate pulse points and descriptors? Are we prepared for the next
count heart rate stage?
● Teach students to identify range of
Fitness activities have been added to add
perceived exertion
variety and improve student interest
● Lead students through fitness assessment