Health Education
Lesson Name:
Physical Fitness
Estimated timeframe:
1 Class (1:30)
Grading Period/Unit (CRM):
st
th
1 /5 6 Wks/Physical Fitness
Grade level/Course:
High School/Health Education
Lesson Components
Lesson Objectives:
 Students will understand the benefits of physical fitness.
 Students will understand the components of physical fitness.
 Students will calculate their resting heart rate, target heart rate zone, and maximum heart rate.
 Students will understand the FITT formula as it pertains to fitness training.
Prior Learning:
 distinguish between academic terms such as analyze, distinguish, classify, evaluate, assess, demonstrate, compare
 analyze and paraphrase information to make informed decisions regarding personal health
 analyze the functions of the body systems
Standards(Texas Essential Knowledge and Skills):
HE.1B, HE.7F, HE.1H
College and Career Readiness:
 Work independently
 Develop and apply multiple strategies to solve a problem
 Engage in scholarly inquiry and dialogue
Enduring Understandings:
Essential Questions:
 Physical fitness examines the relationship among body  Why is it important to plan a fitness program with
composition, diet and fitness.
measurable goals?
 Knowledge of anatomy and physiology is essential in
 How can a fitness program assist you in maintaining
creating a fitness plan.
personal health?
 Analyzing a healthy personal exercise plan supports
 How does the amount of sleep you get affect your
fitness goals.
health?
 Physical activity is a great strategy for managing stress.
Vocabulary
Essential:
Supporting:
 cardiorespiratory endurance, muscular strength,
 digestive system, nervous system, endocrine system,
muscular endurance, cardiovascular endurance,
respiratory system, circulatory system, lymphatic
flexibility, body composition, FITT principle,
system, skeletal system, joint, ligament, tendon,
concussion, fracture, dislocation, sprain, strain, RICE,
cartilage, muscular system, aerobic, anaerobic, CPR,
dehydration, 1st degree burn, 2nd degree burn, 3rd
AED, stress, stressor, fight or flight, eustress, distress,
degree burn, wound, hyperthermia, heat exhaustion,
sleep deprivation, resiliency, coping skills, insomnia,
heat stroke, hypothermia, frostbite
environmental stressor, biological stressor, thinking
stressor, behavioral stressor, life-change stressor
Lesson Preparation
Resources: Lifetime Health Holt/Rinehart/Winston, www.healthteacher.com
Equipment Needed:
Projector/Computer
Watch or Timer
Anchors of Support
 “Physical Fitness” PowerPoint
 Physical Fitness Worksheet – (found in the Unit 3 packet)
 Target Heart Rate Worksheet – (found in the Unit 3 packet)
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Health Education
Differentiation Strategies
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Refer to the students’ IEP/BIP
Provide printed copies of PowerPoints
Allow for preferred seating
Pair up students with peer support
Allow for personal adaptations during hands-on activities
st
21 Century Skills
 Understanding the interconnections among systems
 Exercising sound reasoning in understanding
 Making complex choices and decisions
English Language Proficiency Standards:
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
Lesson Cycle
Engage
Instant Activity: (5 mins) Students will enter classroom and pick up Unit 3 packet and a physical fitness journal that
they will be starting today.
Guiding Question: Students will read guiding question on the board. For this lesson the guiding question is: Why is
knowing your target heart rate zone important?
Introduction/Pre-Quiz: (10 mins) Today the students are starting their own physical fitness journal. They will be
keeping track of what type of activity they perform, how long they perform the activity, how intense the activity was
and how many hours of sleep they got the night before. They will be keeping this journal for five days. At the end of
the five days, we will reflect back on how active they were, how much sleep they got, and how they felt during the
week. For example, did they feel better on the days they worked out verses the days they didn’t do any physical
activity? We will be talking about sleep in the next PowerPoint so we want the students to be aware of how much
sleep they get as we do this. The students will take this journal home to complete for five days. Students will
complete Day 1 of the physical fitness journal based on the previous day’s physical activity.
Transition: (5 mins)
Last class we talked about some of the diseases that can be caused by not being very active. Today, we are going to
talk about physical fitness and how physical activity can affect every area of our life.
Lesson stages
1 day/1 block
Direct Teach: (60 mins)
The Physical Fitness PowerPoint starts out talking about the benefits to our body of being physically fit. It also
discusses the mental and social benefits of being physically fit. Slides 5-10 discuss the five components of health.
Slides 11 and 12 discuss the difference between aerobic and anaerobic exercise and how they affect our bodies
differently. Slide 13 differentiates between resting heart rate, target heart rate and maximum heart rate. We will be
completing an activity on heart rates at the end of class. Slide 14 talks about why a lifetime of physical activity is
important. Ask the students what type of activities can be considered lifetime activities. Slide 15 describes the FITT
principle and how it relates to physical activity. Point out to students that this is what they will be keeping track of
on their physical fitness journal. Slides 16-21 talks about common sports-related injuries. Slide 22 is the RICE
Method for injuries. Slide 23 discusses ways to avoid sports-related injuries. Slides 24-31 discuss other common
injuries and treatments. Slides 32-37 are about weather-related injuries. These include hyperthermia, heat
exhaustion and heat stroke which are very common here in Texas, especially with outdoor sports. Slide 38 is about
how common heat-related injuries are in Texas. There is a video on the picture. After the video, ask the students if
they have ever experienced or known someone that has experienced heat-related injuries.
Transition: We will teach students how to take their heart rate. Using your index and middle finger lightly apply
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Health Education
pressure to the carotid or radial artery. Never use your thumb. We will begin by taking their resting heart rate.
Teachers should turn off lights and have students put their heads down having students relax to the fullest for three
minutes. DO NOT allow students to use any electronics. After three minutes have the students raise their heads
slowly and find their heart rate. When the teacher says, “Count,” the students will count how many times they feel
their heart beat for six seconds. (Teacher watches clock and says go and stop.) Have students insert the number
they counted onto the Target Heart Rate Worksheet in their packet. Explain to the students they will multiply that
number by 10 which will calculate their heart rate for one minute. Have students then find their maximum and
target heart rates using the formula on their worksheet. Tell the students we will now track our heart rate based on
different activities.
Worksheet Activity Directions:
1.
2.
3.
4.
5.
Have students stand up in place for one minute and then have them take their heart rate for 6 seconds and
multiply by 10. Record this number on the worksheet. After students have taken and recorded their heart
rates, you will have the students go outside with their worksheets and something to write with.
Have students walk around without talking to anyone for one minute. Stress to the students that we don’t
want them to talk because we want to compare their heart rate when they are not talking and exercising
versus talking and exercising. After the minute, have students take their heart rate for 6 seconds and
multiply by 10. Record this number on the worksheet.
Have students walk around for one minute while talking to a friend. Have students take their heart rate for
6 seconds and multiply by 10. Record this number on the worksheet
Have students jog or walk vigorously for one minute and then have them take their heart rate for 6 seconds
and multiply by 10. Record this number on the worksheet.
Have students complete 20 jumping jacks and then have them take their heart rate for 6 seconds and
multiply by 10. Record this number on the worksheet.
Have students go back to the classroom and answer the reflection questions on their worksheet.
Closure Activity
Closure: (10 mins)
After students complete all activities, take the class back to the classroom and have them begin their reflection
questions at the bottom of the Target Rates Worksheet.
Transition:
Have students reflect back on the guiding question. Students put their packets back at the front of the room.
Check for Understanding (evaluation)
Formative (checks throughout the lesson):
 Walking around the room throughout the lesson to make sure students are taking notes and engaging in the
lesson.
 Asking students questions throughout the PowerPoint.
Summative (checks at the end of the lesson):
 Ask specific students something new they learned from this lesson. “Nancy, what did you learn about target heart
zones?” “Kate, what did you learn about benefits of physical fitness?”
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Copyright 2014 Austin Independent School District