Lauren Purvis Fitness Model Scope and Sequence Middle School (grades 6-8) Task/Activity First Day Welcome

(Protocols and Expectations) UNIT #1: Fitness, more like Fun-ness Explaining Physical Fitness and overview Why warm-up and cool-down? Flexibility Exercise is Essential (benefits of physical activity) How to set individual goals Pilates day Yoga day Unit #1 Total Fitness Testing #1 UNIT #2: Cardiovascular Health Heart rate introduction and training methods Monitor and graph heart rate Cardio activities Cardio games Individual cardio Unit #2 Total Heart Rate Attack (Girls vs. Boys) to get highest heart rate UNIT #3: Body Composition- You Are What You Eat Body composition and nutrition introduction Self-image and self-esteem goals (anorexia/bulimia) Endo-, ecto-, and mesomorph body types Nutrition food diary Food meal plan Unit #3 Total Fitness Testing #2 UNIT #4: Muscular Strength and Endurance 1 1 2 1 1 6 1 1 1 2 1 1 6 1 1 1 2 1 1 6 1 1 1 1 1 1 1 6 1 1 1 1 1 1 1 6 1 1 1 1 1 1 1 6 1 6th 1 7th 1 8th 1

1 2 1 1 0 5 1

1 1 1 1 1 5 1

1 1 1 0 2 5 1

Introduction to muscular fitness/ weight room safety Body weight training Lighter dumbbell training Machine/ free weight training Individual weight room training Unit #4 Total Human performance (Lifting competition) UNIT #5: Individual Fitness Plan Review all components of fitness for fitness plan and begin program Daily fitness Check on progress and goals Fitness day Collect and record Fitness plans/ lifelong activities Fitness-maniacs groups and practice Fitness-maniacs Unit #4 Total Fitness Testing #3 Total

1 1 1 1 1 5 1

1 1 1 1 1 5 1

1 1 1 2 0 5 1

1 1 1 2 1 1 1 8 1 36

1 1 1 2 1 1 1 8 1 36

1 1 1 2 1 1 1 8 1 36

PROGRAM DESCRIPTION: For this scope and sequence, there is a total of 36 lessons for 6th, 7th, and 8th grade for the entire year. Each lesson is 45 minutes long and once a week. There are 5 total units, and each unit is to be taught in order. The skills to be taught in this scope and sequence are the five components of fitness, which include: cardiovascular fitness, flexibility, muscular strength, muscular endurance, and body composition. The main objective of this particular program is for students to be able to apply each component of fitness into their daily lives. As a teacher I will provide the students the knowledge and skills for them to use inside and outside the school.

Students in 6th grade will learn more concepts, while the students in 8th grade will be applying these concepts into a more in-depth workout plan. By the time students are done with the program in 8th grade, they should be proficiency phase for each component of fitness. RATIONALE: The program I created is based upon a fitness curriculum model. I believe this is an excellent curriculum model to use for middle school students since this is a vital time in their lives where they start to merge as an individual and begin making choices that will not only affect their mind, but body as well. This fitness scope and sequence is applying all of the five components of fitness throughout the year. We begin the year with an introductory lesson to all grades about protocols, rules, and expectations. This is important for each grade because there could always be new students and if any problems arise during the year the students will know the consequences. The first unit of the year is an overall introductory day of fitness and then it gets more specific to flexibility. Flexibility is often overlooked, however, this component of fitness is essential and that is why I have it in unit 1. After the first unit, the students will take part in the first fitness test. Unit 2 is cardiovascular fitness and it includes topics such as heart rate, fun fitness games, and various fitness activities. The unit ends with a lesson called Heart Rate Attack which is a boys vs. girls activity that sees which sex can get the highest heart rate during various activates. For the third unit, I introduce body composition with a small segment of nutrition included since they tend to go hand-in-hand. This unit is one of the

smaller ones because it requires more work out of class than other units. The 6th graders spend two lessons on self-esteem/self-image because many of them are facing these challenges daily. The 8th graders get the opportunity to complete a food diary for two lessons. Immediately proceeding the third unit, the students will complete their second round of fitness testing. The fourth unit is muscular strength and endurance. I decided to put both of these components of physical fitness into one unit because they are similar and require the students to be in the weight room. The first lesson in unit 4 is always an introduction to the room, equipment, and spotting since maintaining student safety is key. The 8th graders will have an extra lesson on the machines because they are more aware of how to use the machines. After the fourth unit is complete, the students can sign up for the Human Performance competition. There will be 10 activities for the students to complete and whoever scores highest in each task will be awarded a prize. The fifth and final unit is an individualized fitness plan. This is the longest unit because the students are using all of the components of fitness they previously learned in the other units and applying them into a personalized fitness plan. The last day of this lesson, Fitness-maniacs allows groups of students to be fitness instructors for about five minutes. Every group will instruct the rest of the class and every group will present a different type of workout. After unit 5, the students will complete their third and final fitness test. Although it is only required to test the students fitness once, I believe three times will be much more beneficial since they will be given a chance to see their scores improve in only one year.

STANDARDS: National Standards: Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. PA State Standards: 10.4.6.A-Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health. 10.4.6.C. Identify and apply ways to monitor and assess the bodys response to moderate to vigorous physical activity - Heart rate monitoring - Fitness assessment 10.4.9.A. Analyze and engage in physical activities that are developmentally/individually appropriate and support achievement of personal fitness and activity goals. 105.6.A. Explain and apply the basic movement skills and concepts to create and perform movement sequences and advanced skills.