Grades 9-12 Fitness

West Haven Public Schools 

Unit Planning Organizer

Revised September 2010

Subject Physical Education                 

Grade 9-12

Unit Fitness                              

Pacing 5 weeks

Essential Question(s):

  • How is fitness going to help me in the future?
  • How will Fitness affect my future job?
  • Will fitness help me today?

Big Idea(s):

  • Through fitness you can develop strategies that may extend your life.
  • Data has shown a healthy person performs better in their job; a healthy person will also benefit the employer with health benefits.
  • What you do today will have a direct relationship to what you do in the future.

CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

  • H.10.1.  Demonstrate an understanding of what the Body does, where the body moves, how the body performs the movement and relationships that enable  skilled performances
  • H.12.1.  Assess and adjust activities to maintain or improve personal level of health-related fitness intake to promote wellness
  • H.14.1.  Make decisions and implement plans to participate in different physical activities based on interests and positive feelings of accomplishment in daily living
  • 9.1. Maintain and further develop the fundamental movement skills in open environments activities
  • H.9.5. Participate in a wide variety of activities, including dance, games, sports and lifetime physical activities
  • E.11.2.  Demonstrate an understanding of a variety of movements and how they affect the body
  • H.12.3.  Use the results of fitness assessments to guide changes in her or his personal programs of physical activity 
  • H.13.1.  Apply safe practices, rules, procedures etiquette and good sportsmanship in all physical activity settings, and takes initiative to encourage others to do the same
  • H.13.3.  Develop and demonstrate initiative in implementing strategies for including all persons, despite individual differences
  • H.14.3.  Use physical activity as a positive opportunity for social and group interaction and development of lifelong skills and relationships

"Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts (Need to Know)

Skills(Able to Do)



Body performances









Healthy related fitness level

























Demonstrate body performances

Demonstrate movements related to fitness i.e.: running, flexibility, weights




Assess fitness level

Assess wellness


Promote wellness

Promote healthy life style

Promote safety


Improve overall fitness

Improve fitness awareness


Make informed decisions about fitness activities


Implement safety strategies

Implement an individual fitness program


Participate in various fitness activities

Participate on a consistent basis



The teachers have added a skill concept that

Was not part of the standards.


Mental fitness





















Instructional Planning

  • Suggested Resources/Materials:
    • Aerobics – CD deck, CD’s mats
    • Activity- “bag of Tricks” i.e.:  blindfolds, jump ropes small articles, as Balls etc,
    • Circuit Training  - recovery boards, CD players, hand weights, resistance machines
    • Power Skating- skates, cones
    • Fitness/Track- pedometers, stopwatch

 Suggested Research-based Effective Instructional Strategies:

The following strategies will be used throughout all units, as appropriate.

  • Identifying similarities and difference
  • Reinforcing effort and providing recognition
  • Practice
  • Cooperative learning
  • Setting objective and providing feedback
  • Generating and testing hypothesis
  • Cue, questions, and advance organizers


Vocabulary/Word Wall


Interdisciplinary Connections

Cardio-vascular endurance


Upper Body Strength

Abdominal Strength

Target Heart Rate

Body Composition


Peer teaching/coaching

Team leaders

Teacher assistant


Working with heath dept

    -Physical activity

              extend life

-         Activity burns calories

-         Heart rate measurements