Education 3601 Physical Education Unit Plan

Unit: Grade 8 Health & Fitness

Time: 5 classes (2 weeks)
Theme: Fitness & Health Awareness
Sydney Milligan

Introduction/ Defense:

For my unit plan I chose to cover Fitness and Health in a grade 8 Physical Education class. The purpose of the unit I

have created is to introduce aspects of health and fitness that students can participate in within a school setting, as well as take

out into their everyday life at home, in a fitness club/ gym or even outside. My hope as an educator is to engage my students

everyday giving them ample time in weight rooms, outside and in the gymnasium while educating from the basics of health

and fitness, to a wider range of knowledge that each student will take with them into the rest of their school years, continuing

on throughout the rest of their lives. Keeping in mind two outcomes that students should be able to identify by the end of the

unit, leveling an understanding of benefits of health from physical activity and the importance of living an active life. I believe

health and fitness in Physical Education is crucial to create life long healthy and active learners, and teachers should take

responsibility to lead students in the right direction. Introducing these components in Physical Education at this level is

developmentally appropriate for these students because your health is the most important thing. Educating youth about

participating in a variety of activities while keeping in mind healthy habits with diet, and exercise can increase
awareness, thus help them to achieve a better lifestyle. This is a fun and enjoyable unit, which can be mended appropriately to

different age groups, and level of skill and participation. I have allowed for each class period to be separated into pros and

average Joes, so each student is able to feel comfortable while participating in class.

My hope for this unit is to assess my students in both formative and summative formats. This will create accountability

in each class period and allow for personal growth with each student. As an educator, I believe it is important to not formally

make the students you are teaching feel pressured, but indifferently feel motivated and accountable for their efforts inside and

outside of the classroom. Seemingly, my philosophy fits into this notion, as I believe as a physical educator, it is our duty to

create life long healthy and active learners, like I had mentioned previous. It is within my hopes to create a positive

environment, either within a gymnasium/fitness room or within an outside setting (for example, school field, community

bowling alley, pool, or climbing wall). With the assessment piece of my unit I hope to focus mostly on formative assessment,

keeping an eye on each of my students, making sure it is in their best interest participating as well as encouraging them to do

their best. I will make it my responsibility to participate in each class, including myself in activities and circuits. I believe this

will help me formatively assess, by first hand seeing skill sets grow and develop, while also watching students engage and

participate with their peers. I will make sure to keep document of performance, using checklists, etc. At the end of the unit, I

hope to summatively assess each student by allowing them to perform in either a video taped mini skill test that they will
perform with a partner, or in addition, offering an alternative, writing a reflection, or talking within a podcast to represent

their knowledge they adapted over the course of the unit.

 Date Planned to Lesson Title GLO’s SLO’s Assessment Key Questions
Teach related to this
Lesson

What makes up B -B8–3 Formative: Daily observation, -Do students

your pyramid? D -B8–6 feedback, questioning understand the
Class 1 -D8–6 -Fist to five of understanding- importance of fitness
March 5th Introduction to Fitness and and health?
Health -Are students able to
(Goal 0-Do not understand list some important
Setting/Activity instruction/material covered benefits they learned
Pyramid) 5-Fully understand instruction/ in class today?
material covered -Are students able to
-This class students will just hold up more fingers
receive a grade for at the end of class,
participation: than they did at the
-Are they engaged? Yes or no? beginning, showing
-Did they come prepared? Yes they absorbed some
or no? information during
-Did they complete their activity the lesson?
pyramid? Yes or no?
-Did they write a response for
today? Yes or no?
-Entry Slip and Exit Slip:
Teacher will be able to keep
track of attendance in a quick
way, while also keeping track of
daily exertion, participation,
enjoyment, effort etc.
Running into B -B8–2 Formative: -Are students
the Future -B8–6 Wellness Journal/ Log book: engaged?
Class 2 Daily log book students will fill -Can they explain the
March 7th out, to show improvement and objective of the
(Beep test- participation. lesson by the end of
Fitness Testing) Students will receive daily the class period?
(Proper Warm checkmarks for: -Are students
Up) - Completion of logbook recording their
for the day, receive a improvement/
 checkmark from activity in their
teacher. logbook provided
-Fist to five
-Daily Observation: Teacher
will walk around; making sure
each student is participating,
and well-engaged (smiling) etc.
Teacher can jump in and
participate to facilitate
participation.
-Entry Slip and Exit Slip:
Teacher will be able to keep
track of attendance in a quick
way, while also keeping track of
daily exertion, participation,
enjoyment, effort etc.

Lets get B -B8–2 Formative: Daily observation, -Are students

Physical! D -B8–6 feedback, questioning participating and
Class 3 -D8–1 Entry Slip and Exit Slip: working through
March 9th Teacher will be able to keep each of the tests?
(Fitness Testing) track of attendance in a quick (Teacher can assess
way, while also keeping track of this by checking
daily exertion, participation, students log book)
enjoyment, effort etc. -Do the students
Summative: seem engaged in the
-Students will be graded on: activity?
(Grades will be in accordance to -Does the score
effort, participation and skill match the effort
combined). exerted in class?
Self assessment of: (Students give
- Vertical jump, long themselves a grade)
jump, seated medicine -Do Students
 ball throw, push-ups, understand the
partial curl-ups, squat exercise movement?
thrusts, back saver sit
and reach, shoulder
stretch, trunk lift, etc.
(out of 5)
- 1 being- no effort at all
- 2- little effort
- 3- moderate effort
- 4- Effort was there, not
my best
- 5- I tried my best
Teacher will also give a daily
score for:
-Change of clothes (P or F)
-Effort /5
-Participation /5
-Energy/Attitude /5

Welcome to the B -B8–6 Formative: Daily observation, -Are students

Circuit! feedback, questioning participating and
Class 4 -Fist to five: After the teacher working through
March 12th has explained the stations, rate each of the stations?
(Fitness Circuit) understandings of explanation (Teacher can assess
-At the end of class, showing this by checking
their exertion during the circuit students log book)
-Entry Slip and Exit Slip: -Do the students
Teacher will be able to keep seem engaged in the
track of attendance in a quick activity?
way, while also keeping track of -Does the self
daily exertion, participation, assessment score
enjoyment, effort etc. match their effort
Summative: exerted in class?
 -Students will be graded on: -Have students
(Grades will be in accordance to moved through the
effort, participation and skill circuit at an
combined). appropriate pace?
- Muscular strength /5
-Muscular Endurance /5
-Cardiovascular Endurance /5
-Agility
-Flexibility /5

Mindfulness B -B8–8 Formative: Daily observation, -Do students seem

Matters feedback, questioning
Class 5 Fist to five: How stressed each
March 14th (Yoga/ individual feels at the beginning
Mindfulness) of class compared to the end of
class.
Checklist is filled out
accordingly:
-Effort
-Participation
-Enjoyment level
-Relaxation ability- Have the
students seemed to of relaxed
throughout the period?
-Entry Slip and Exit Slip:
Teacher will be able to keep
track of attendance in a quick
way, while also keeping track of
daily exertion, participation,
enjoyment, effort etc..
rejuvenated after this
class period?
-By asking what
students enjoyed
most about this class
period, is the
common answer- “we
finally got to relax”
-Have students
seemed to grasp that
relaxation and stress
management are just
important for our
health as fitness and
nutrition are?
 This is the final B -B8–6 Formative: Daily observation, -Did students enjoy
Class 6 Countdown!! feedback, questioning the unit?
March 16th -Entry Slip and Exit Slip: -Do students seem as
Teacher will be able to keep though they are
Skill Testing- track of attendance in a quick working through the
(Proper Cool way, while also keeping track of skills test easier than
Down) daily exertion, participation, they did at the
enjoyment, effort etc. beginning of the unit?
Summative: Students will -Do students seem to
perform a skills test during this grasp the objective of
class period to acknowledge the unit?
their increase of skills/ health -Can students list
after a course of two weeks benefits of health and
participating in PE 3 times a fitness? And the
week, for two weeks. importance of self
-Students will hand in their final reflection, stress
reflection/ daily journal with all management etc.
information regarding progress, -Have students
feedback, and reports. seemed to of
-Students will re-preform the improved from the
tests they completed in class 3 first class?
and 4. -Can students
-Students will self-assess and demonstrate further
teacher will assess using the understanding of the
same criteria to give final grade exercises performed?
for student
-Teacher will mark completed
log books
 Class Learning Activities Safety Instructional Equipment MOT
Strategies

Class 1 -Creating an activity -Students should be Direct Instruction: -Log books -Motivate each student to
March 5th pyramid and log instructed proper Teacher must tell -Goal sheets try their best during this
book use of fitness students what -Introductory unit.
-Today is just an equipment again worksheets need to be materials -Do not over use, create
introduction class, before use. completed by the end -Classroom or distress or work until
where each student -Teacher should of the class period Gymnasium injury.
will be given all of encourage proper (this will create -Writing materials -Each activity in this unit
What makes up your the resources body alignment for motivation and clear for all students is for your personal
pyramid? necessary for the injury prevention. instruction). fitness and health goals,
next 6 classes and -Teacher should NOT FOR ANYONE ELSE.
beyond. encourage students -Motivate students to
-The learning to work at personal worry about themselves
materials can be levels of intensity. and no one else.
used throughout the -Teacher should -Motivate students to
rest of their lives to encourage students improve over the next 2
help guide their to participate at weeks.
fitness and health their level of -Motivate students to set
levels. comfort, focusing on SMART goals, as by the
-This class period is participation not end of the unit, the goals
used to introduce performance must be met or exceeded,
the unit and -Constant visual and there will be a skills
organize each supervision. test to show efforts.
student, so they can S- specific
accurately M-measurable
participate with all A-Attainable
materials ready and R-Realistic
at hand. T-Timely
Class 2 -Students will -If students have Direct Instruction: -Heart rate monitors -Motivate students to try
March 7th participate in a beep health -TRY THE BEST YOU -Pedometers their best, pushing
 test, and will run in accommodations, CAN. -Marking Pylons themselves but not past
‘heats’ (decided find an alternative -EFFORT is key! -Whistle their limit.
prior to class). exercise or allow -Clear, enforced -Measuring tape -Motivate students to
-(Beep Test) cardio them to participate instruction at the -Pre recorded Audio make it at least past level
test from one end of partially, to best beginning of the class CD three, and to keep in mind
the gym to the other, ability. -Beginning line, -Recording Sheets that in class 6, the last day
Running to the Future until failure. ending line etc. of the unit, you SHOULD
(decision to finish -Run until you feel like beat the score you got this
the exercise). you can no longer; do time running the beep
-Students will learn not push yourself test.
how to take your outside of your limit. -Cheer students on, and
pulse. -Listen to the beeps, keep track of student’s
-Partner pulse check as indicators as to levels they complete.
(before and after). when you have to run -Encourage other
to the other side. classmates to cheer as
well, and give positive
gestures, like clapping etc.
Class 3 -Students will learn -Students should be Direct Instruction: -Pylons -Encourage students to
March 9th a variety of instructed proper -Reinforce, these -Medicine balls try their best, and
exercises that will use of fitness activities are NOT a -Yoga mats possibly push themselves
be performed in the equipment again competition between -Free weights more and more
fitness circuit in the before use. classmates, the -Wellness journals/ throughout each exercise.
following class: -Teacher should outcomes are for you log Books -Students should feel
-Vertical jump encourage proper to improve on. motivated from class 3,
Lets get Physical -Long jump, body alignment for -Teacher will give setting more goals for
-Seated medicine injury prevention. suggestions for themselves.
ball throw -Teacher should improvement, -Encourage students to
-Push-ups, encourage students alterations, and cheer other classmates on
-Partial curl-ups to work at personal encouragement. while participating to help
-Squat thrusts, levels of intensity. them reach their goals.
-Back saver sit -Teacher should -These activities will be
and reach encourage students recorded in their activity
-Shoulder stretch to participate at logbook, and at the end of
 Trunk lift, etc. their level of the unit, will be re-tested
-Students will comfort, focusing on and recorded again.
perform these participation not -Encourage students to
exercises mirroring performance. try their best, and to set a
the teacher, and -Constant visual high standard to beat on
branch off into supervision. the last day of the unit.
groups to practice -Accommodations
and refine skills to can be made for
prepare for students who
following class. struggle, have injury,
-Working in a circuit or mobility issues.
type fashion.
Class 4 -Students will learn -Students should be -Direct Instruction: -Free weights -Encourage students to
March 12th proper exercises instructed proper -Circuit, Stations, -Treadmills/ try their best, and
while participating use of fitness descriptions of each stairmasters possibly push themselves
in a circuit. equipment again station, with pictures -Bikes/ ellipticals more and more
-Students will learn before use. of possible exercises, -Jumping ropes- throughout each exercise.
what exercises are -Teacher should and steps on how to open space -Students should feel
best to group encourage proper use machines, -Hallway or motivated from class 3,
Welcome to the Circuit together and how to body alignment for equipment etc. gymnasium setting more goals for
use certain injury prevention. **All dependent on themselves.
equipment. -Teacher should the budget, if the -Encourage students to
Based on these 5 encourage students school has a weight cheer other classmates on
groupings: to work at personal room. Agility tests while participating to help
Muscular strength levels of intensity. can be taken solely them reach their goals.
/5 -Teacher should on running/ -These activities will be
-Muscular encourage students sprinting without recorded in each student’s
Endurance /5 to participate at equipment. activity logbook, and at
-Cardiovascular their level of the end of the unit, will be
Endurance /5 comfort, focusing on re-tested and recorded
-Agility /5 participation not again.
-Flexibility /5 performance. -Encourage students to
-Constant visual try their best, and to set a
 supervision. high standard to beat on
the last day of the unit.
-Teacher will participate
and jump in throughout
the circuit.
Class 5 -Mindfulness -Teach beginner Direct Instruction: -Yoga Mats -Encourage students to
March 14th -Flexibility positions to start. -Quiet music will be -Music relax, breathe deeply and
-Quiet mind -Advanced poses playing at the player/system/ reflect on what endures
-Stress relief should not be taught beginning of the class phone etc. stress in their life
-Proper stretching of until students have as students walk into -Reflection Journal -Encourage and motivate
Mindfulness Matters muscles acquired sufficient the space with yoga -Comfy/ stretchy students to participate to
-Students should be skill and strength. mats placed on the clothing their best ability, as some
aware of mixing up -Modify or floor. -Water provided if exercises, yoga positions
their health and substitute poses. necessary will be more difficult than
fitness, this -Supervision is -Level standing others
mindfulness class is recommended surface (gym floor) -Students should feel
a great way to split throughout the motivated to participate
up the unit, and take entire session/class -Play calming music
a break from high period.
intensity workouts. -Safety precautions
-Class will should be expressed
participate in a yoga at the beginning of
lesson, led by the session/class
teacher. period.
Class 6 -Students will -Students should be Direct -Gymnasium -Encourage students to
March 16th participate in fitness instructed proper Instruction/Stations: -Equipment for push themselves to try
circuit including use of fitness -Encourage students fitness testing: and achieve higher reps/
each of the exercises equipment again to try their best as -Pylons from previous classes,
taught in previous before use. today is the final test -Medicine balls keeping in mind goals set.
classes, trying to -Teacher should of all skills. -Weights -The score they receive
maximize their encourage proper -The final mark also is -Skipping ropes today for all of the circuit
heart rate, while body alignment for based on -Heart rate monitors activities and the fitness
It’s the final Countdown working on their injury prevention. -Engagement -Reflection/ Log testing/ should be
own physical fitness -Teacher should -Participation books considerably higher than
and health goals. encourage students -Energy/ Attitude -Mats the first tests or show
-Students will to work at personal As well as: improvement with quality
record their levels of intensity. -Each individual skill and effort.
outcomes in their -Teacher should from class 2, and each -Encourage students to
log books to show encourage students activity in class 3 and finish their wellness
improvement (if to participate at 4. journals/logbooks, and
any) their level of -Students will reflect reflections for each class
-Students will comfort, focusing on on their mindfulness period, leading up to this
explain how they participation not day, participating in final class.
felt during this performance. Yoga, but will not -Teacher will have signed
circuit, compared to -Constant visual participate in yoga in off each day on logbook to
the other circuit in supervision. the final class period. hold accountable for
class 4, and reflect assessment purposes.
on the unit as a -Encourage students to
whole finish all materials= less
homework and
schoolwork outside of
class.
-Quality/ Quantity!
-Encourage students to
make sure their work is
proof read, accurate and
precise, as well as legible
to read.
Assessment Plan:

The unit plan I have constructed over a course of 6 days, for grade 8, health and fitness is a very important unit that I

hope can be continued on, multiple times per year with each grade. I think this topic is so crucial to teach in schools, starting

from a young age because it builds awareness and protection against media, weight perceptions and decline in confidence that

are created as students grow older, and move on to higher grades.

Within this unit, I have listed multiple formative assessment strategies and lists of certain guidelines that students will

be formatively assessed on. I chose to base most of this unit off of formative assessment, because like I had mentioned earlier in

my introduction and within my philosophy, “as an educator, I believe it is important to not formally make the students you are

teaching feel pressured, but indifferently feel motivated and accountable for their efforts inside and outside of the classroom.”

Seemingly, my philosophy fits into this notion, as I believe as a physical educator, it is our duty to create life long healthy and

active learners.” My hope is to allow my students to show their strengths, while building on their weaknesses, showing

improvement within their struggles while working towards an end goal. As an educator, I believe the notion of attaching a

grade to everything a child works on, creates too much pressure and emotion. Once a summative assessment is attached to a

certain activity, children tend to feel as though they must stress, and over react. If weight is not directly attached, students are

able to participate within their comfort zone and show their abilities, strengths and overall participation accurately.
 Of course, in any unit, a teacher must provide a grade. With that being said, I have made one class period, that being the

last, be the summative assessment class period. The students are encouraged to participate in multiple skill testing activities

(that they have participated in prior classes) and achieve greater accomplishments that correlate with goals set on the first

day of the health and fitness unit. The criteria for the summative assessment are based off of multiple components. It is also

within my philosophy to be fair and reliable. I want each student to have a fair chance at succeeding in any activity, therefore,

the assessment is not based solely off of skill, but also based off of engagement, participation, energy/attitude etc. which can

allow for increase participation from those students who do not find themselves athletically inclined in certain sports/

activities. Throughout the unit, each day students will give themselves a grade of which they believe is accurate of their

performance in the class period, as well as the teacher will give them a grade out of five, and at the end of the semester, each

day will be added up and divided by two to provide a final grade to the student. Having a summative assessment at the end of

the unit, will collect the most accurate grade average, and display the true improvement of the student over a course of two

weeks, instead of grading throughout.

Assessment Tool Overview
Assessment Assessment Assessment
Assessment Tool Brief Description FOR Learning AS Learning OF Learning
I will observe students the first day after
introducing the unit. Students will begin to fill
out multiple goal setting worksheets, such as an
activity pyramid, and will be introduced to their
wellness journals (logbooks) that will help them
log their activity over the course of the two-
week time frame in class.

Pre Assessment/ From my observations, I will determine what

✔
Goal Setting level of fitness my students are at and base the
rest of the unit off of the overall skill with
leading instruction and differentiation, leaving
room for improvement and change.

Students will use a variety of goal setting

techniques and introductory manipulatives to
prove their fitness levels and show
understanding of fitness and health.
In order for students to receive a sufficient
mark and meet learning objectives in physical
education, they must participate to their best
Participation
ability. ✔ ✔ ✔
60%
60% of each students grade is based off of
participation, so each student is given an even
 opportunity to do well in the class, regardless
of skill level.

Each day students will give themselves a grade

out of 5 based on:
-Change of clothes
-Effort
-Participation
-Energy/Attitude

I will also give them a grade suitable for their

participation based on the criteria and the two
totals will be averaged to determine a grade at
the end of the unit.

Students will meet the learning objectives

outlines by the program of studies by
participating in the P.E units.
Students will reflect in their own individual
wellness journal (logbook) and record their
activity in each class to keep track of
improvement, strengths and weaknesses. Each
student will give themselves a grade out of 5
Wellness Journals
everyday. ✔ ✔
(Log Books)
20%
The teacher will also check each student’s
logbook everyday, and give him or her a grade
according to his or her observations.
These qualifications will also be taken into
 account each day that will contribute to an
overall daily mark:
-Change of clothes (P or F)
-Effort /5
-Participation /5
-Energy/Attitude /5

Student’s wellness journals are to show

improvement, participation and effort of the
student themselves but also for the teacher to
keep track in order to help decide on a final
grade for the unit. The wellness journals should
give a worthy insight to both the student and
the teacher of how well the student is doing.

The students are required to participate in a

final skills test that will demonstrate their
knowledge they accumulated over the last 6
class periods. This test is designed to show
improvement and increased fitness.

Final Skills Test Students will record what they believe they
✔ ✔ ✔
20% achieved and the teacher will also score them
according to observation. The students are
marked based on their improvement from
previous skills test earlier in the unit.
Students will participate in each of the activities
improvement and increased fitness.
 Students will record what they believe they
achieved and the teacher will also score them
according to observation. The students are
marked based on their improvement from
previous skills test earlier in the unit.

Students will participate in each of the activities

that are addressed in previous skills test.
Example:
-Vertical jump
-Long jump
-Seated medicine ball throw
-Push-ups
-Partial curl-ups, -Squat thrusts
-Back saver sit and reach
-Shoulder stretch
-Trunk lift etc.
Each class students will enter the gymnasium
and complete an entry slip to help with
attendance (for the teacher), understanding of
previous class, and give them a supplement for
the class they are about to participate in.
Entry Slips/ Exit
✔ ✔
Slips Students will also fill out an exit slip, so the
teacher can keep track of the daily effort,
participation, exertion and enjoyment etc.
which will also provides support when marking
each students log book at the end of the unit
for the summative portion of the unit.