Natalie Gallardo

Name of Unit: Circuit Training Fitness

Length if Unit: 3 Weeks
Background:
Students will participate in physical education in a NISD middle school, the ages of 13-14 years
old in 7
th
grade, participating in physical education. The class may be comprised of boys only,
girls only, or coed.
Essential Questions:
1. How does aerobic and endurance training create the ability to participate in life long
activities?
2. How does a high level of fitness improve quality of life?
3. How does physical education improve and balance my life?
Unit Goals:
The goal of this unit comprises the subjects of physical education and mathematics. Students will
learn why physical education is important. The lessons will comprise if the students working
together in groups circuit training. Each week new exercises will be taught allowing a variety for
the students to engage in different skills/exercises.
A.) Unit Objectives:
TEKS:
116.23. Physical Education, Grade 7.
(3) Physical activity and health. The student exhibits a health enhancing,
physically-active lifestyle that provides opportunities for enjoyment and
challenge. The student is expected to:
o (B) identify favorite lifelong physical activities;
o (C) participate in moderate to vigorous health-related physical activities
on a regular basis;
(4) Physical activity and health. The student knows the benefits from being
involved in daily physical activity and factors that affect physical performance.
The student is expected to:
o (A) list long term physiological and psychological benefits that may result
from regular participation in physical activity;
(5) Physical activity and health. The student understands and applies safety
practices associated with physical activities. The student is expected to:
o (A) use equipment safely and properly;
o (D) analyze exercises for their effects on the body such as
beneficial/potentially dangerous; and
111.23. Mathematics, Grade 7.
(4) Patterns, relationships, and algebraic thinking. The student represents a
relationship in numerical, geometric, verbal, and symbolic form. The student is
expected to:
o (B) graph data to demonstrate relationships in familiar concepts such as
conversions, perimeter, area, circumference, volume, and scaling; and
(11) Probability and statistics. The student understands that the way a set of data
is displayed influences its interpretation. The student is expected to:
o (A) select and use an appropriate representation for presenting and
displaying relationships among collected data, including line plot, line
graph, bar graph, stem and leaf plot, circle graph, and Venn diagrams, and
justify the selection; and
o (B) make inferences and convincing arguments based on an analysis of
given or collected data.
After Completing this Unit:
Students will be able to understand the meaning of regular physical activity, what
constitutes as moderate and vigorous activity.
Students will be able to identify activities that are lifelong that they can do on
their own.
Students will be able to calculate their pulse.
Students will be able to list the physiological and psychological benefits of
physical activity.
B.) Evaluate Criteria/ Assessment:
Student records of heat rate before and after activities.
Student records of repetitions of the exercise performed.
Students will verbally answer a list of questions on physical education, based on
what was taught.
Week Lesson Objectives Activities
1 Students will be asked what they
think physical education is.
(record of class answers will
typed)
Student will learn about their
resting heartbeats and the
difference when exercising.
Challenge students to engage in
moderate to vigorous activity at
home, away from school.
Students will learn of the different
reasons why physical education is
important.
Students will be taught how to
calculate their pulses and the
ranges of heartbeats.
Fist week will include a variety of
5 different circuit training groups.
Students will be placed in groups
given a handout of the said groups,
to allow students to mark their
repetitions in allotted time.
A take home log will be given to
students asking them to write out
their activities they do outside of
school.

2 Any students concerns will be
answered.
Students can independently work
with each other calculating
pulses.
Graphing skills will be taught.
(Students create graphs of the
resting heart beat and after
exercise. Graphing of students
amount of physical activity over
the collection of data from the
take home assessment.)
Continuing students knowledge of
circuit training, new exercise will
be introduced.
Updates on students activities
outside of school will be
announced, graphing to show the
diverse routines.

3 The first week responses will be
discussed and asked if any of their
decisions that have changed from
after learning the unit.
Students will be given their
weekly handouts of their
repetitions of their exercises.
A mini individual assessment will
be given so students will be able
to name the exercises they leaned
and overall understanding of
content learned.
Students will continue from the
activities they have learned, with
new activities in the training.
Students will be handed back at
the end of the week what they
have done to see improvements, if
any on their exercise levels.
Students last day of the week will
be given an assessment naming the
different exercises they learned,
with content understanding.