Megan  Hart  

TOWSON  UNIVERSITY  

Secondary  Internship—Hamond  Middle  School—Mr.  Furr  

UNIT   LESSON  #  in  UNIT   LESSON  FOCUS   LESSON  LENGTH   GRADE  LEVEL   #  of  STUDENTS  
(lesson  __of  __)   (minutes)  
Fitness  Lab   1  of  1   F.I.T.T.  Principle   50  minutes   Middle  School   15  students  
 
9:59-­‐10:49   7th  grade  

National  Standards  addressed  in  this  lesson:  

National  Standard:  
Standard  1:  The  physically  literate  individual  demonstrates  competency  in  a  variety  of  motor  skills  and  movement  
patterns  
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  4:  The  physically  literate  individual  exhibits  responsible  personal  and  social  behavior  that  respects  self  and  
others  
Standard  5:  The  physically  literate  individual  recognizes  the  value  of  physical  activity  for  health,  enjoyment,  challenge,  
self-­‐expression,  and/or  social  interaction  
 
Outcomes:    
S1.M24.7:  Demonstrates  correct  technique  for  a  variety  of  skills  in  1  self-­‐selected  individual-­‐performance  activity  
S3.M3.7:  Participates  in  a  variety  of  strength  and  endurance  fitness  activities  such  as  Pilates,  resistance  training,  body-­‐
weight  training,  and  light  free-­‐weight  training  
S3.M8.7:  Adjusts  physical  activity  based  on  quantity  of  exercise  needed  for  a  minimal  health  standard  and/or  optimal  
functioning  based  on  current  fitness  levels  
S3.M11.7:  Describes  overload  principle  (FITT  formula)  for  different  types  of  physical  activity,  the  training  principles  on  
which  the  formula  is  based  and  how  the  formula  and  principles  affect  fitness  
S4.M1.7:  Exhibits  responsible  social  behaviors  by  cooperating  with  classmates,  demonstrating  inclusive  behaviors,  and  
supporting  classmates  
S4.M5.7:  Problem-­‐solves  with  a  small  group  of  classmates  during  adventure  activities,  small-­‐group  initiatives,  or  game  
play  
S5.M3.7:  Generates  positive  strategies  such  as  offering  suggestions  or  assistance,  leading  or  following  others  and  
providing  possible  solutions  when  faces  with  a  group  challenge  
 
 

Main  Objective(s):  
I  can:  Demonstrate  my  understanding  of  the  FITT  principle  by  providing  an  example  of  how  it  can  be  used  to  meet  my  
fitness  goals,  and  participating  in  several  different  exercises  while  using  the  correct  form  and/or  technique  
 
Specific  Objectives:  
P:  I  can  participate  in  several  pre-­‐selected  cardiovascular  and/or  resistance  training  (body-­‐weight)  exercises  throughout  
the  activity  with  the  correct  form  
C:  I  can  identify  the  FITT  principles  and  can  come  up  with  examples  of  my  own  
A:  I  can  demonstrate  sportsmanship  toward  the  other  teams  by  encouraging  them  and  I  can  demonstrate  cooperative  
skills  amongst  my  own  teammates  by  giving  my  input  
 
  
 
Assessment(s):  (attach  actual  assessment)  
Students  will  demonstrate  their  knowledge  of  the  F.I.T.T.  principle  by  completing  a  chart  individually  (after  having  done  it  
with  their  group).    The  chart  will  ask  what  each  of  the  four  letters  stand  for,  what  the  definition  of  each  word  is,  and  an  
example.    The  students  will  also  be  required  to  provide  an  example  of  how  the  F.I.T.T  principle  can  help  set  individual  
fitness  goals.  The  (formative)  assessment  is  attached  after  references  (Appendix  C)  
 
  Checklist     Log  Entry   X   Written  Assessment  
  Self-­‐Assessment     Journal  Entry     Performance  Task  
  Peer  Assessment     Project:  Filming     Visual  Observation  
 

Safety/Rules/Procedures  for  THIS  LESSON:  

•   Be  aware  of  those  around  you  (spatial  awareness)  
•   Ensure  nothing  is  in  the  way  of  the  running  paths  
•   Students  should  know  the  proper  form/technique  for  exercises  
•   Appropriate  dress  (tennis  shoes,  athletic  clothing)  
 
 

Resources/Equipment/Materials  (include  specific  amounts  and  types):  

•   1  Hula  hoop  per  team  (4—each  a  different  color)  
•   1  Pencil  per  student  (30)  
•   1  Cone  per  team  (4)  
•   1  Activity  List  per  team  (4—each  a  different  color)  APPENDIX  A  
•   1  set  of  FITT  Principle  Cards  per  team  (4  sets—each  a  different  color)  APPENDIX  B  
•   1  “FITT  Chart  Handout”  per  student  (30)  APPENDIX  C  
•   1  Large  FITT  Chart  Solution  per  team  (4—each  a  different  color)  Poster  board  
•   1  pinnie  
 
 

Focus  Skill  Cues:  

Jumping  Jacksà  Feet  together  and  arms  by  sides;  jump  feet  apart  and  bring  arms  up  in  the  air;  return  to  normal  and  
repeat  
Body  weight  Squatsà  Stand  with  feet  hip  width  apart;  keep  weight  on  heels;  back  and  chest  stay  straight;  look  straight  
ahead;  bend  knees  until  quadriceps  are  parallel  to  the  ground  (like  you  are  sitting  in  a  chair)  
Line  Jumpsà  use  a  line  on  the  gym  floor;  athletic  stance;  jump  forward  and  backward  or  side  to  side  
Mountain  Climbersà  start  in  high  plank  (hand,  not  elbows);  hands  below  shoulders;  alternate  bringing  each  knee  into  
the  chest  and  back;  back  stays  straight  
Plankà  on  toes  and  forearms;  back  stays  straight  
Crunchesà  lay  on  your  back  with  your  knees  bent  and  feet  planted  on  the  floor;  arms  hug  chest;  torso  moves  toward  
knees  (not  all  the  way  up)  and  back  down  

Lesson  Vocabulary:  
F.I.T.T  Principleà  Frequency,  Intensity,  Time,  Teachnique  

E=  Extensions   R=  Remediations   SM=  Specific  Modifications  for  student/s  with  a  specific  disability  
  
 
Time:   Plan  (include  formations/grouping):  
4  mins.   Students  go  to  locker  room  and  change  
 
1  min.   Take  attendance  (in  class  lines)  
 
5  mins.   Instant  Activity:  “Pac  man  tag”à  Students  will  gather  in  the  center  of  the  gym  and  remain  seated  for  
instructions.  
Object  of  the  game:  Students  stay  on  the  lines  and  try  to  tag  students.  
Designate  a  color  line  that  students  must  stay  on.    The  “it”  person  or  people  must  also  stay  on  the  lines.  When  
“it”  tags  someone,  the  person  tagged  is  now  “it.”    The  person  who  is  “it”  will  wear  a  pinnie  so  everyone  knows.  
Students  can  use  any  lines  that  are  a  certain  color—if  there  aren’t  enough  of  the  same  color,  they  will  be  able  
to  use  ALL  lines  

 
E:  More  than  one  “it”  
R:  Start  out  walking  before  running  
SM:  Work  on  different  locomotor  skills  
 
Transition  to  Introduction/Objective(s):  “Today  we  are  going  to  relate  the  F.I.T.T.  principle  to  our  individual  
fitness  goals.”  
7  mins.   New  Learning:  (question  to  prompt  higher-­‐ordered  thinking  regarding  objective)    
 
Students  will  gather  in  the  middle  of  the  gym  again  and  be  seated.  
 
“Has  anyone  ever  heard  of  the  F.I.T.T.  Principle?”;  “Who  knows  what  F  stands  for,  I?,  T?  and  the  second  T?”  
(Frequency,  Intensity,  Time,  Technique/Type);  “What  are  some  of  your  fitness  goals?”  (discussion);  “Today  we  
will  work  as  teams  in  relay  races  to  show  our  knowledge  of  the  F.I.T.T.  Principle.”  
Go  over  instructions  for  the  relay  race  and  get  into  teams  
15-­‐20   Activity  1:  “F.I.T.T.  Relay  Race”à  Students  will  gather  in  the  center  of  the  gym  and  remain  seated  for  
mins.   instructions  and  to  get  into  teams  (selected  by  teacher  by  counting  off  1-­‐4  or  possibly  1-­‐3);  teacher  will  also  
show  correct  form  for  the  activities  (cues  listed  above)  
Students  will  be  placed  in  groups  of  4  (or  even  teams).    Students  will  line  up  on  one  side  of  the  gym,  behind  a  
cone.    On  the  opposite  end  of  the  gym,  there  will  be  a  hula  hoop  with  note  cards  in  it  placed  upside  down.    
Students  in  each  group  will  take  turns  having  one  student  run  down  to  the  hula  hoop  to  pick  up  a  notecard  and  
flip  it  over.    The  groups  will  have  to  pick  up  the  notecards  in  a  specific  order,  so  the  team  should  strategize  so  
that  they  know  what  not  to  pick  up  (i.e.  students  will  have  to  find  the  “F”  and  all  of  its  parts  first).  [A  good  
strategy  might  be  to  flip  over  every  notecard  before  starting  the  group  chart  so  that  you  can  grab  what  you  
need  without  guessing].  While  the  student  is  running,  the  other  members  of  the  group  should  be  doing  an  
activity  specified  in  the  list  of  Activities  on  their  cone.  The  activity  list  should  be  followed  in  order  (it  will  be  
repeated).  The  teacher  will  go  over  the  exercises  beforehand  so  that  students  understand  each  exercise.  This  
activity  will  take  a  while,  but  it  is  a  race.    Once  a  group  finishes,  they  should  cheer  on  the  other  teams.  
  
 
 

 
 
E:  Students  should  be  timed  
R:  The  notecards  can  be  picked  up  in  any  order  
SM:  Less  exercises  to  go  through  on  the  activity  sheet  
 
3  mins.   Transition:  Once  all  groups  finish,  we  will  do  activity  2,  which  is  a  written  assignment/assessment.  
 
Students  will  collect  equipment  and  make  piles  of  hula  hoops,  cones,  and  posters;  the  students  will  then  gather  
in  the  center  of  the  gym  for  instruction  (seated).  
 
“Now  that  we  have  done  this  activity  as  a  group,  we  will  fill  out  the  same  chart  individually  with  your  own  
examples.    You  will  also  explain  how  YOU  can  use  the  F.I.T.T.  principle  to  help  in  your  own  fitness  goals.”  
Students  should  spread  out  around  the  gym  and  the  teacher  will  handout  pencils.  
 
8-­‐13   Activity  2:  “F.I.T.T.  Chart  Handout”à  Students  will  individually  fill  out  the  same  chart  off  of  memory  (the  
mins.   materials  will  be  collected  by  the  teacher  so  that  students  can’t  cheat).    This  will  be  collected  by  the  teacher  to  
view  answers,  but  the  students  will  be  given  these  back  so  that  it  can  be  a  resource  for  them  to  keep.    This  will  
give  the  teacher  an  idea  of  how  productive  the  lesson  was.  
 
Students  should  spread  out  throughout  the  gym  to  fill  out  this  handout.  
 
E:  Bonus  question  on  the  handout  
R:  Small  group  work  
SM:  Modified  chart  with  some  answers  in  it  already  
 
10   Back-­‐up  Activity:  “Free  gym/All  ball”à  frisbee  on  one  half  of  the  gym  (prior  unit)  and  basketball  on  the  other  
mins.   half  (next  upcoming  unit)  
 
  
 
Students  will  grab  their  own  equipment  (only  two  basketballs  and  two  frisbees  can  be  used  on  each  half  of  the  
gym)  
E:  play  a  game  
R:  work  on  basic  skills  
SM:  can  work  on  their  own  or  with  others  
 
 
2  mins.   Closure/Review:  Have  some  students  share  the  way  that  they  can  use  the  F.I.T.T.  principle  to  help  reach  their  
fitness  goals.  
 
4  mins.   Students  go  to  locker  room  and  change  
 
1  min.   Student  dismissal  when  bell  ringsà  from  locker  room  or  class  lines  
 
 

References:  

 
FITT  Challenge.  (n.d.).  Retrieved  from  OPSI  State  of  Washington:  
http://www.k12.wa.us/HealthFitness/CBAs/MiddleSchool/MSFITT_Challenge.pdf  

Appendix:  

 
  
 
APPENDIX  A  

Activity List
Jumping Jacks
Body weight Squats
Line Jumps
Mountain Climbers
Plank
Crunches
 
  
 

Activity List
Jumping Jacks
Body weight Squats
Line Jumps
Mountain Climbers
Plank
Crunches
  
 

Activity List
Jumping Jacks
Body weight Squats
Line Jumps
Mountain Climbers
Plank
Crunches
 
  
 

Activity List
Jumping Jacks
Body weight Squats
Line Jumps
Mountain Climbers
Plank
Crunches
 

 
  
 
APPENDIX  B  

F I

T T

Frequency Intensity
 
  
 

F I

T T

Frequency Intensity
  
 

F I

T T

Frequency Intensity
  
 

F I

T T

Frequency Intensity
 
  
 

Time How long?

How
Technique
hard?

How What
often? activity?
 
  
 

Time How long?

How
Technique
hard?

How What
often? activity?
  
 

Time How long?

How
Technique
hard?

How What
often? activity?
  
 

Time How long?

How
Technique
hard?

How What
often? activity?
  
 

20-60
3-5 days
minutes per
per week session

Aerobic activities
Maximum which keep you in your
target heart rate
Heart Rate zone (brisk walk, jog,
stair climbing, etc.)
  
 

20-60
3-5 days
minutes per
per week session

Aerobic activities
Maximum which keep you in your
target heart rate
Heart Rate zone (brisk walk, jog,
stair climbing, etc.)
  
 

20-60
3-5 days
minutes per
per week session

Aerobic activities
Maximum which keep you in your
target heart rate
Heart Rate zone (brisk walk, jog,
stair climbing, etc.)
  
 

20-60
3-5 days
minutes per
per week session

Aerobic activities
Maximum which keep you in your
target heart rate
Heart Rate zone (brisk walk, jog,
stair climbing, etc.)

 
  
 
APPENDIX  C  (Assessment)  

Name__________________________________ Class ___________________

FITT Chart Handout

Letter Word Definition Example

How will you use the FITT principle to set fitness goals for yourself?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________

Share your responses with your teammates! Complete and return to teacher at end of class.

Name__________________________________ Class ___________________

FITT Chart Handout

Letter Word Definition Example

How will you use the FITT principle to set fitness goals for yourself?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________

Share your responses with your teammates! Complete and return to teacher at end of class.
  
 
Name__________________________________ Class ___________________

FITT Chart Handout

Letter Word Definition Example

How will you use the FITT principle to set fitness goals for yourself?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________

Share your responses with your teammates! Complete and return to teacher at end of class.

Name__________________________________ Class ___________________

FITT Chart Handout

Letter Word Definition Example

How will you use the FITT principle to set fitness goals for yourself?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________

Share your responses with your teammates! Complete and return to teacher at end of class.
  
 
Name__________________________________ Class ___________________

FITT Chart Handout

Letter Word Definition Example

How will you use the FITT principle to set fitness goals for yourself?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________

Share your responses with your teammates! Complete and return to teacher at end of class.

Name__________________________________ Class ___________________

FITT Chart Handout

Letter Word Definition Example

How will you use the FITT principle to set fitness goals for yourself?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________

Share your responses with your teammates! Complete and return to teacher at end of class.
  
 
Name__________________________________ Class ___________________

FITT Chart Handout

Letter Word Definition Example

How will you use the FITT principle to set fitness goals for yourself?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________

Share your responses with your teammates! Complete and return to teacher at end of class.

Name__________________________________ Class ___________________

FITT Chart Handout

Letter Word Definition Example

How will you use the FITT principle to set fitness goals for yourself?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________

Share your responses with your teammates! Complete and return to teacher at end of class.