Block Plan

Grade: Elementary Grade 3-5

Teacher(s) Nicole Fulton
Focus and Skill(s): Lifetime fitness Unit
Day 1: Introduction to fitness unit
Day/Lesson #: Introduction to Fitness
Warm-up/Instant Activity (Brief description if any): Fitness introduction scavenger hunt
Students in groups of 4; each group gets a scavenger hunt sheet and moves around the gym in their teams
completing the sheet. (Place crayons around the perimeter of the gym and students take turns colouring in
the completed tasks). Equipment is spread out all over the gym to maximize space and movement.
Lesson focus (ALL Skills and concepts to be covered during this lesson): Introduction to fitness concepts
like locomotor skills and different lifetime activities like jump rope. Students will use a variety of locomotor
skills (psychomotor), they will also be required to read and incorporate cross-curricular skills likes naming
bones and foods (cognitive), they will also be required to work in teams using skills like cooperation
(affective)
Specific Lesson Objectives: SWBAT demonstrate mature locomotion skills and movements such as;
jumping, walking, balancing, landing, turning etc. during activities of the class.
SWBAT demonstrate the personal/social behaviour of cooperation when working with team mates during the
instant activity. (Indicators; listening to teammates, taking turns)
General Lesson Overview/Games/Culminating Activity (if any): Start with discussion of what fitness
means to the students, talk about what it can mean for us; how it is beneficial to the body (heart, muscles,
oxygen use, etc) ask students to name some activities that they do that fall under fitness, do scavenger hunt
Assessment(s): Students will hand in scavenger hunt sheets as exit slip, also use the checklist for
locomotion use during the activity and team work.
Closure: Go over what kinds of things we worked on today; team work, some cross-curricular (bones, fruit,
vegetables) and locomotion (running, jumping, balancing) planking, jump rope.
Collect scavenger hunt sheets, complete any further checklist observations.
Next class we will be starting to work with fitness activities and using our heart rate to help us determine our
work levels.
Day 2: Introduction to HR
Day/Lesson #: Introduction to HR
Warm-up/Instant Activity (Brief description if any): Comparing HR before and after activity; have students
in groups of 4, have them use stop watches to calculated HR using the 60 second, 30second, 15 second and
10 second methods on radial (Wrist) or coratid (neck) sites. They will have to fill out their sheets (sheets
attached) Show them to take HR before activity (two people in group are timing while the other two are
taking their own HR); record. Then have them complete activities and take heart rate at varying times
throughout, then at the very end.
Lesson focus (ALL Skills and concepts to be covered during this lesson): Learning to take HR using timing

and counting and the different time methods. Student will complete different locomotor skills like running,
jumping, walking or jump rope through the class.
Specific Lesson Objectives: SWBAT count and record their own HR on the handout. SWBAT
demonstration participation in all movement activities and attempt the counting of their HR.
General Lesson Overview/Games/Culminating Activity (if any): Start with discussing the heart and how it
works hard to deliver oxygen to our muscles, how making our heart work better can make us more fit. Also
discuss how fitness activities can help our heart grow stronger and get better at delivering oxygen to our
muscles. Talk about the points where we can take out pulse, how we count it, and the different time methods
(60seconds, 30secondsx2, 15secondsx4, and 10secondsx6) Have the students try to take their pulse and
HR a few times while you time them. Then do the activity, they will hand in sheets as exit slips, take HR all
together to start and talk about what lower and higher heart rates mean. Talk about optimal target heart rate
zones.
Assessment(s): Use checklist for participation, all students should be completing movement activities as
they have a number of different choices, they should also be attempting to take the HR. HR sheets will be
handed in as exit slips.
Closure: Review the day, ask students where they heart rates fell, did they get higher when we started
moving?
Next class we will use our HR in relation to completing specific activity like ones for our heart.
Day 3: HR related to cardiovascular endurance
Day/Lesson #: Hr related to cardiovascular endurance
Warm-up/Instant Activity (Brief description if any): Reach your target zone! Student use their new abilities
to take their HR before activity then they must play everybodys-it tag to try to get their heart rate into the
target cardio zone.
Lesson focus (ALL Skills and concepts to be covered during this lesson): measuring heart rate and
determining effort needed to get your heart rate into the target zone to work on cardiovascular endurance.
Specific Lesson Objectives: SWBAT demonstrate best effort in working towards getting their heart rate into
their target heart zone (indicators; continuously participating in the activity and taking heart rate when
required)
SWBAT identify their target heart rate and upon taking their heart rate determine if they are within the range.
General Lesson Overview/Games/Culminating Activity (if any): Discuss the target HR zone for
cardiovascular activities, talk about some activities that we can do everyday to work on getting into that zone,
complete activity. During activity when students are required to take their HR; if they are in the zone they get
to put a sticker next to their name on the Target HR Zone poster board.
Assessment(s): Checklist will be used for observing best effort and participation in activity, the poster board
will be used as an assessment for 1)if students can identify whether they are in the target zone or not and
2)if they use best effort and participation to get there.
Closure: Review what we learned today, next class we will be working on taking our HR and using different
locomotor skills, we will then identify which activities are best for achieving different heart rates.

Day 4: Which activities put us in different HR zones

Day/Lesson #: Activities putting us in different HR zones
Warm-up/Instant Activity (Brief description if any): See attached LP
Lesson focus (ALL Skills and concepts to be covered during this lesson): See attached LP
Specific Lesson Objectives: See attached LP
General Lesson Overview/Games/Culminating Activity (if any): See attached LP
Assessment(s): See attached LP
Closure: See attached LP
Day 5: Cardiovascular fitness activities
Day/Lesson #: Cardio vascular fitness acitivites
Warm-up/Instant Activity (Brief description if any): Olympic warm-up (powerpoint found on PECentral)
When student come into gym have them complete this warm-up using energetic music and watching out as
they complete it, they should know all the activities but if they need remind be there to provide a
demonstration during the warm-up. (Powerpoint is below with equipment and assessments list)
Lesson focus (ALL Skills and concepts to be covered during this lesson): Further cover the concept of
cardiovascular fitness and endurance, completed some locomotor skills like jumping and running, also
complete some activities like jumping jacks, foot fire (quick feet), mountain climbers, long jump, broad jump,
vertical jump, apple pickers.
Specific Lesson Objectives: SWBAT identify cardiovascular endurance activities when given a list on an
exit slip (cognitive).
SWBAT show best effort by indication of participation in some challenging activities like quick feet, jumping
jacks, mountain climbers, broad jump and apple pickers.(affective)
General Lesson Overview/Games/Culminating Activity (if any): Discuss the importance of maintaining
cardiovascular fitness and some of the activities we can do for this (different sports, classes at the local gym,
different types of jumps, mountain climbers, burpees, apple pickers, etc) Go through warmup activity that
involved cardiovascular fitness, take HR, go through the cardiovascular workout/activity for the day where
we go through a circuit with these activities for 30 seconds each one, if there is time we can go through a
couple times allowing time for water breaks and breathing breaks. Activities; apple pickers, jumping jacks,
foot fire (quick feet), mountain climbers, tuck jumps, long jumps, vertical jumps, invisible jump rope, frog
jump.
Assessment(s): exit slip for identifying cardiovascular activities, observations checklist for best effort
Closure: Review the activities we went over for the day, next class we will be talking about how we can use
HR to drive lower intensity activities like yoga, stretching and pilates.
Day 6: HR guiding lower intensity activities- yoga
Day/Lesson #: HR guiding lower intensity activities- Yoga

Warm-up/Instant Activity (Brief description if any): See LP

Lesson focus (ALL Skills and concepts to be covered during this lesson): See LP
Specific Lesson Objectives: See LP
General Lesson Overview/Games/Culminating Activity (if any): See LP
Assessment(s): See LP
Closure: See LP
Day 7: Discussion of other lifetime fitness activities.
Day/Lesson #: Discussion of other lifetime fitness activities
Warm-up/Instant Activity (Brief description if any): Have different signs set up around the gym with lifetime
fitness activities on them (things like pilates, yoga, running, walking, golfing, aerobics, stepping, kickboxing,
tennis, swimming) have the students warm-up by jogging two laps and reading the signs, then bring them in.
Start by telling students to jog to their favourite activitiy, them gallop to one they have never done, then skip
to one they dont know so we can talk about them, then slide to one they want to try. We can close the warmup or activity by discussing each one.
Lesson focus (ALL Skills and concepts to be covered during this lesson): Locomotion; galloping, sliding,
skipping, jogging, walking. Discussing concept of lifetime fitness, what it is? What are some activities that we
can do that fall under this category?
Specific Lesson Objectives: SWBAT identify 4 lifetime fitness activities when given an exit slip (cognitive)
SWBAT demonstrate mature form of locomotor skills like gallop, skip, slide, jog and walk during the activities
of the day.
General Lesson Overview/Games/Culminating Activity (if any): Discussion of examples of lifetime fitness
activities, why they are good for our health, where we can do them, go through the activities using some of
the activities like locomotion (galloping, jogging, skipping, etc) use checklist to indicate if mature form is
being used. Students receive an exit slip.
Assessment(s): lifetime fitness exit slip where students will identify lifetime fitness activities, checklist for
students demonstrating mature form of skills.
Closure: Review the activities we discussed, challenge the students to find somewhere to complete lifetime
fitness activities in their neighbourhood and try to complete three activities by next week.
Next class we will be completing the lifetime fitness activity of stepping.
Day 8: Showing students examples of lifetime fitness activities: stepping.
Day/Lesson #: Showing students examples of lifetime fitness activities; stepping.
Warm-up/Instant Activity (Brief description if any): Fitness Dice- use as an instant activity before bring
class together and doing the warm-up within step. A set of die will be place in each corner of the gym,
students will start in one corner and roll a single die- whatever number they get determines the activity they
do on the sheet, when they are done they animal walk (seal crawl, bear crawl, crab walk) to the next corner

where they roll again until they have gone to every corner.
Lesson focus (ALL Skills and concepts to be covered during this lesson): Discussing the concept of lifetime
fitness activities while giving the example of stepping, we will go through a stepping lesson, students will be
required to reflect on their feelings of the activity, and show the affective skill of compassion and acceptance.
Specific Lesson Objectives: SWBAT demonstrate social behaviours such as compassion for other and
acceptance of differences (indicators; encouraging classmates, not making discouraging remarks)
SWBAT identify their feelings about the fitness activity in writing when ask to create a journal entry.
General Lesson Overview/Games/Culminating Activity (if any): Tell students that the next few days we
are going to go over some lifetime fitness activities that can be done at home or at different places (like gyms
or centres) throughout the community. Go through instant activity and warmup, complete the step class while
using some motivating music. Tell students that when we learn new activities we need to be accepting of
differences and others because we all do things differently, so they will be assessed on this affective skill
today, at the end of the class they will also be asked to create a journal entry about their feelings on this new
lifetime fitness activity.
Assessment(s): affective skills checklist, students create journal entry.
Closure: Review stepping, what it is and where we can do it.
Next class we will be doing another lifetime activity; aerobics, which is similar to step but we can add some
different movements and dance like steps.
Day 9: Lifetime fitness activity- aerobics
Day/Lesson #: Lifetime fitness activity- aerobics
Warm-up/Instant Activity (Brief description if any): 10 Miinute Fitness Routines; Aerobic Warm Up
https://www.youtube.com/watch?v=D0rafBJGDas show the video to class to get them warmed-up before we
go through out routine. Can also add some energetic music somewhat lightly in the background. Video is
about 8 minutes long, but do not need to complete the full 8 minutes, could do 5 mintues or so because
some of the activities are just repeated.
Lesson focus (ALL Skills and concepts to be covered during this lesson): Going over the lifetime fitness
activity of aerobics, discuss with students the benefits (cardiovascular endurance and some strength, good
for our health)
Specific Lesson Objectives: SWBAT demonstrate the personal/social behaviour of best effort during the
exercises (indicators; attempting to complete the steps and taking part in the lesson) (affective)
SWBAT identify three different steps when given an exit slip. (cognitive)
General Lesson Overview/Games/Culminating Activity (if any): Warm up and discuss what aerobics is,
movements to music to work on our muscles and cardiovascular endurance. Tell students they should all be
participating and trying because we are going to be starting with basic steps. They will be assessed on best
effort and they will also get an exit slip at the end of class so be sure to remember some of the steps so you
can write them down. Then go through the aerobics routine and use energetic music, finally close out.
Assessment(s): checklist of best effort, exit slip for identifying 3 aerobic moves
Closure: review what aerobics is and what we went through.
Next class we will be completing another lifetime fitness activity of jump rope and we will be doing a jump
rope challenge.

Day 10: Lifetime fitness activity- jump rope

Day/Lesson #: Lifetime fitness activity- jump rope
Warm-up/Instant Activity (Brief description if any): Tigers, Lions and Wings jump rope warm-up
Students can do this in groups or partners where two people spin the rope and one person is in the middle
jumping, they rotate who is in each position. They chant Tigers, Lions and Wings, jump around (while
turning around and jumping) Tigers, Lions and Wings, touch the ground (bend low and try to touch the
ground before jumping) Tigers, Lions and Wings tie your shoes (touch shoes before jumping or in between)
Tigers, Lions, Wings off to the game (jump out the of rope). Each student does this and can put their own
flare onto the moves.
Lesson focus (ALL Skills and concepts to be covered during this lesson): Introducing jump rope as an
activity that can be done. You can complete different things like turning and jumping high and bending low
while jumping to make it more difficult or more fun.
Specific Lesson Objectives: SWBAT write three different situations where they could jump rope outside of
school (examples; as a warmup for hockey, with their friends in their neighbourhood, with their parents when
they go to the gym, at recess, jump rope on the walk to schooletc) (cognitive)
SWBAT identify their feelings on this lifetime fitness activity when asked to write a journal entry. (affective)
General Lesson Overview/Games/Culminating Activity (if any): Discuss how beneficial jump rope is;
good for cardiovascular fitness and endurance, good for strength, its fun and a great way to exercise. Go
through warm-up. Talk about times in the day when we could jump rope; recess, at home after school, on the
walk home from school, as a warmup for soccer/hockey/boxing/football game or practice. Tell students they
will have an exit slip to discuss three situations, they will also have to write a journal entry of their feelings on
this lifetime fitness activity. Go through activities using jump rope; different ways to jump (high jump, scissors
forward/sideway, walking, jogging, double skip, single leg, shuffle, etc. then go through some games with the
rope; wiggle rope, high water/low water etc. Have students check HR a couple times throughout the lesson
to show that HR can be elevated and working hard when we are jump roping.
Assessment(s): journal entry on feelings, exit slip of three situations for use outside of school
Closure: review benefits of jumping rope, where we can do it.
Next class we will be using our jump rope skills in a new form of fitness activity which is stations.
Day 11: Using jump rope in stations
Day/Lesson #: Using jump rope in stations
Warm-up/Instant Activity (Brief description if any): Jump rope warm-up start video at :40seconds
https://www.youtube.com/watch?v=UU4qthqrDxU tell students to jump along with the video at their own
pace, try some of the tricks that he is doing, if you do not want to try the tricks then jump in place. Show
video but also put some energetic music on.
Lesson focus (ALL Skills and concepts to be covered during this lesson): Using jump rope in combination
with other fitness skills to work hard and complete a good cardiovascular workout. Showing students stations
with different activities to get in a good workout.
Specific Lesson Objectives: SWBAT identify 3 different activities completed with the jump rope when given
an exit slip.
SWBAT demonstrate 10 continuous successful jumps when completing any of the activities including the
warm-up.

General Lesson Overview/Games/Culminating Activity (if any): Tell students about another fitness
component, which is completing activities within stations or circuits. You can set this up to do on your own or
with friends, but it is essentially working hard through a variety of activities. It can be done with really any
activity that you want to do. Today I will show you a way to do it with jump rope and you can also do this at
home! Go through warm-up, talk about the benefits of station work (you can do it at your own pace, uses a
variety of skills, dont often need a lot of equipment, can set it up to do by yourself) Have students start at
different stations (1 of 8) and then work through the stations (there can be 4 students at each stations)
remind them to work at their own pace and complete each activity to their best ability. Play music for
students during activity. Half way through- have students take their HR and discuss that working hard a
jumping rope is a great way to work on cardiovascular endurance.
Assessment(s): exit slip where students identify 3 different activities we did with jumping rope, checklist of
students completing 10 consecutive jumps.
Closure: Review the concepts of station work.
Next class we will be doing more station ideas using locomotion skills and we have a new theme tomorrow
that we will be using; think animals.
Day 12: Using some fitness activities like locomotion in stations
Day/Lesson #: Using some fitness activities in stations
Warm-up/Instant Activity (Brief description if any): See LP
Lesson focus (ALL Skills and concepts to be covered during this lesson): See LP
Specific Lesson Objectives: See LP
General Lesson Overview/Games/Culminating Activity (if any): See LP
Assessment(s): See LP
Closure: See LP
Day 13:Station work with stretching, yoga and pilates.
Day/Lesson #: Station work with yoga, stretching and pilates
Warm-up/Instant Activity (Brief description if any): The ultimate warmup before working out (good because
it also does some stretching) https://www.youtube.com/watch?v=BVsGtIbnV5c also god before discussing
proper muscle names used in each move.
Lesson focus (ALL Skills and concepts to be covered during this lesson): Not only can we use stations for
cardiovascular fitness which is important, but also stretching and body control; which is very important for
muscle maintenance and injury prevention.
Specific Lesson Objectives: SWBAT demonstrate social behaviours such as acceptance and compassion
during station work.
SWBAT discuss importance of this type of station work (injury prevention, muscle maintenance) when
questioned by the teacher.
General Lesson Overview/Games/Culminating Activity (if any): Discuss importance of variety in our

workout- flexibility is very important for overall muscle and body health. It also helps with injury preventions
and make us more limber for when we are competing everyday activities like bending over the pick
something up, to skating end to end during our hockey game. Send students out to stations (8 total) can
have 4 students at each and remind them to move at their own pace and complete each activity in their own
time. Once at each stations ask one of the students at each to demonstrate so everyone can see. Then
complete stations.
Assessment(s): affective checklist for accepting and compassionate behaviours, hold teacher questioning
(and check student answers) for importance of this type of activity.
Closure: Review importance of stretching and flexibility.
Next class we will be doing resistance band work in stations.
Day 14: Stations with resistance bands
Day/Lesson #: Stations with resistance bands
Warm-up/Instant Activity (Brief description if any): Total Body Warm Up Cardio- 5 Minute Warm Up
https://www.youtube.com/watch?v=GCzecFateXc Do warm-up then take HR and see if students HR are
elevated like they should be a bit since we jus did a warm-up.
Lesson focus (ALL Skills and concepts to be covered during this lesson): Completing a new type of lifetime
fitness activity in the form of stations using resistance bands. Using muscles and muscle actions at stations.
Using HR to guide effort to reach target zone for optimal fitness. When students take their HR and reach
zone they get to put a sticker beside their name of the HR poster.
Specific Lesson Objectives: SWBAT take HR and identify if their effort is achieving the target HR zone for
cardiovascular fitness.
SWBAT identify 3 exercises we did today and which muscles they are working (using formal or informal
names [eg. Deltoids or shoulders]) when given an exit slip.
General Lesson Overview/Games/Culminating Activity (if any): Talk about major muscle groups (arms,
legs, abdominals, back) and how we will be working them today in our station work. Complete warmups then
send four students to each station. Have a student at each station demonstrate the move and discuss what
major muscle they will be working with the exercise (major muscles may also be listed on the station sign)
students will complete stations- remind them at their own pace of activity). Tell students that they will have
the opportunity to earn stickers on the HR poster, we will take our HR throughout the activity and we will then
remember all the things we have learned about HR in our unit to decide if we are in our target zone, if we are
then you get to place a sticker on the poster. You will also be given an exit slip so remember some exercises
and major muscles.
Assessment(s): the poster will be used to assess if students can take HR and identify if they are in the
target zone or not, they will also be given an exit slip for 3 exercises and muscle groups.
Closure: Review target HR zone, and some of the exercises that we did.
Next class we will have choice stations and discuss our final project.
Day 15: Choice station day.
Day/Lesson #: Choice station day
Warm-up/Instant Activity (Brief description if any): Total Body Warm Up Cardio- 5 Minute Warm Up

https://www.youtube.com/watch?v=GCzecFateXc Do warm-up then take HR and see if students HR are

elevated like they should be a bit since we jus did a warm-up
Lesson focus (ALL Skills and concepts to be covered during this lesson): Students will complete a variety of
fitness activities within this class session. (jump rope, flexibility, resistance band, locomotion) and we will
review the key concepts of fitness and how we can improve our health and cardiovascular fitness through a
variety of activities.
Specific Lesson Objectives: SWBAT create a journal entry planning lifetime fitness activities outside of
school. (cognitive/affective)
SWBAT demonstrate participation in a variety of activities, they will be continuously active in one of the
station exercises. (affective)
General Lesson Overview/Games/Culminating Activity (if any): Have all four of the last stations set-up in
the gym, students will decide which theme they want to start with and will complete that station workout.
They will then get to choose another one; they will have the opportunity to complete any two of their choice.
This gives them the opportunity to try the stations and again, some of them get really excited about different
ones so they can go back and do them again. It is also a good time for students to be thinking about their
final project (choosing one of our lifetime fitness activities) and they can enjoy participating in activities they
like and chose.
Assessment(s): Student create a journal entry planning three different lifetime fitness activities they could
do outside of class. Checklist for participation, handout final project.
Closure: Review the concept of lifetime fitness activities, discuss the many different varieties and options
that the students have. Ask about some favourites or least favourites, hardest and easiest.
Next unit we will get into a sports education unit where we will be playing team tennis.

Equipment and Assessments

Day 1:
Equipment:
o Crayons
o Scavenger hunt worksheets (below)
o Jump ropes
o Hula hoops
o Cones
o Noodles
o Agility ladders
o Fitness steps
o Gymnastic mats
Scavenger Hunt work sheet

Assessments:

Lifetime Fitness Check List

Student Name

Student demonstrated teamwork, cooperation and mature form of

locomotor skills.
Teamwork

Cooperation

Locomotor skills

Day 2:
Equipment:
o 8 stop watches (one for each group of 4)
o jump ropes (32)
o HR Sheets
Assessment:

Heart Rate Recording

Exit Slip
Name:
Before after record your heart rate using the different methods.
60seconds;
30 seconds
15 seconds
10seconds

During activity take your heart rate using two different methods of your choosing.
60seconds;
30seconds;
15 seconds;
10seconds;
Is your heart right higher or lower than before you started activity? What do you think that
could mean?

After the activity take your heart rate using one method of your choosing, write down which
one you chose..

Is your heart rate higher or lower than during activity? Why do you think that is?

Fitness Participation (Affective) Check List

Student Name

Check is student is participating in the activities of the lesson.

Day 3:
Equipment:
o Stopwatch
o HR poster board
o Different stickers
Assessment:
Lifetime Fitness Check List
Best Effort and participation

Student Name

Students is demonstrating indicators or best effort like continuing

difficult activities and demonstrates participation in the activities of
the day.
Best Effort
Participation

Sample poster board

Target Heart Rate poster board
You get to place a sticker beside your name if you are WITHIN your target heart rate
zone during our activities!
Name
Name
Name
Name
Name
Name
Name
Day 4:

Equipment and Assessment; see attached Lesson Plan

Day 5:
Equipment:
o Olympics warm-up powerpoint (attached)
o Projection screen
o Computer for powerpoint
o Energetic music
Assessments:

Fitness Best Effort (Affective) Check List

Student Name

Check is student is demonstrating best effort throughout the

lesson.

Lifetime Fitness
Cardiovascular fitness
Exit slip
Name:
Circle the cardiovascular activity;
Jumping rope
Apple pickers
Playing candy crush

quick feet

broad jump

playing videos games

jogging with my dog

on facebook

Watching tv

walking and listening to music

Day 6:
Equipment and Assessment; See attached Lesson Plan
Day 7:
Equipment:
o Lifetime fitness activity signs
Assessment:
Lifetime Fitness Check List
Locomotion

Student Name

Student demonstrated mature forms of locomotor skills like gallop,

skip, slide, jog and walk
Skip

Slide

Gallop

Lifetime Fitness
Fitness Activities
Exit slip
Name:
List four lifetime fitness activities that we talked about in class today;
1.
2.
3.

4.

Day 8:
Equipment:
o 4 sets of dice (one set for each corner of the gym)
o dice key sheets with activities on them
o can even make special dice with boxes with activities written on the sides instead of
numbers
o energetic music
o 32 steps
Dice Key Sheet
If you roll this number:
1
2
3
4
5
6

You complete this activity:

15 jumping jacks
12 tuck jumps
20 marches with knees high
10 marches with arms
5 barrel rolls
8 wall push-ups

Assessment:
Have students create a journal entry at home, written or typed

Lifetime Fitness Acceptance (Affective) Check List

Student Name

Check is student demonstrated affective behaviours such as

acceptance, tolerance of differences and compassion during new
activity

Day 9:
Equipment:
o projector
o computer
o energetic music
Assessment:
Lifetime Fitness
Stepping
Exit slip
Name:
List three moves that we learned today and briefly describe them;
1.
2.
3.

Fitness Best Effort (Affective) Check List

Student Name

Check is student is demonstrating best effort throughout the

lesson.

Day 10:
Equipment:
o 32 jump ropes
o energetic music
Assessment:

Lifetime Fitness
Jump Rope
Exit slip
Name:
List three situations where you can jump rope outside of class (hint: we talked about
some in class!);
1.
2.
3.

Have students create a journal entry at home discussing their feelings about this lifetime
fitness activity (jump rope).
Day 11:
Equipment:
o 32 jump ropes
o projector
o energetic music
o station signs (8)
Station One
Criss-Cross Apple sauce

Station Three
High-Knees

Station Two
Forward and Back

Station Four
Cross-over

Station Five
Legs out

Station Six
Legs Wide

Station Seven
Skier

Station Eight
Toe taps

Assessment:
Lifetime Fitness
Jump Rope
Exit slip
Name:
List three of the different types of moves we did with our jump roping today.
1.
2.
3.

Fitness 10 jumps (psychomotor) Check List

Student Name

Check if the students demonstrated 10 consecutive jumps during

any point of the lesson.

Day 12:
Equipment:
o See Attached Lesson Plan
Assessment:
See attached lesson plan
Day 13:
Equipment:
o Projector
o Energetic/calming music
o Station signs (8)
Station One
Tree Pose

Station Two
Quadriceps Stretch

Station Three
Swimmers

Station Four
Pilates sit-ups

Station Five
Cat

Station Six
Calf Stretch

Station Seven
Strong Arms

Station Eight
Arm and leg stretch

Assessment:
Lifetime Fitness Acceptance (Affective) Check List

Student Name

Check is student demonstrated affective behaviours such as

acceptance, tolerance of differences and compassion during new
activity

Lifetime Fitness Discussion of flexibility Check List

Student Name

Check is student discusses the importance of flexibility for life and

other activities.

Day 14:
Equipment:
o Projector
o Energetic music
o Station signs (8)
o 32 resistance bands
o HR poster and stickers

Station One
Shoulder shrugs

Station Two
Legs wide (abductors)

Station Three
Bicep curls

Station Four
Squats

Station Five
Shoulder press

Station Six
Lunges

Station Seven
Front and lateral raises

Station Eight
Tricep pull downs

Assessment:

Use the HR poster and stickers similar to in lesson 3.

Lifetime Fitness
Resistance Bands
Exit slip
Name:
List three of the exercises we did today and the major muscles groups they worked.
1.
2.
3.

Day 15:
Equipment:
o Energetic music
o Station signs from jump rope, locomotion, flexibility and resistance bands
o Projector
Assessment:
Have students write a journal entry on their feelings on the lifetime fitness unit, what were
some things they would try at home or on their own, what were their favourite and least
favourite parts.
Final Project Outline:
Students will chose a lifetime fitness activity of their choosing. They will complete a write up
of what the activity is including; history, actions, fitness benefits and possible equipment
needed. They will discuss their feelings on the activity, why they think it will be beneficial for
them, who they will complete it with and when they will. They will research places in their
neighbourhood or city where they can participate in this activity. They will then make a plan
to try this activity out which must include a plan for the next month, a plan for how they could
do this activity five years from now and a plan for how they could do this activity when they
are retired.

Lifetime Fitness Check List

participation

Student Name

Students demonstrates participation in the activities of the day.

Participation