Physical Education standards addressed in this unit

1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and
dual activities
1.8 Analyze and explain which training and conditioning practices have the greatest impact
on skill acquisition and performance in aquatic, rhythms/dance, and individual and dual
activities
1.9 Create or modify practice/training plans based on evaluative feedback of skill acquisition
and performance in aquatic, rhythms/dance, and individual and dual activities.
1.10 Analyze situations and determine appropriate strategies for improved performance in
aquatic, rhythms/dance, and individual and dual activities
1.12 Demonstrate independent learning of movement skill
2.5 Improve and maintain physical fitness by adjusting physical activity levels according to
the principles of exercise
2.7 Develop and implement a one-month personal physical fitness plan
2.11 Explain the role of physical activity in the prevention of disease and the reduction of
health care costs
3.5 Develop personal goals to improve one’s performance in physical activities
3.8 Recognize the value of physical activity in understanding multiculturalism



Biology Standards Addressed in this Unit:


7. 5.c Students know how bones and muscles work together to provide a structural framework for movement.
BI 9.e. Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought and response.
BI 9.h. Students know the cellular and molecular basis of muscle contraction, including the roles of actin, myosin, Ca 2+, and ATP.

Investigation and Experimentation Standards:
a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.
e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions.
m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings.


Math Standards Addressed in this Unit

A-SSE 1.Interpret expressions that represent a quantity in terms of its context.
A-SSE 4. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the
formula to solve problems.
S-MD 14 Students organize and describe distributions of data by using a number of different methods, including box-and-whisker plots.
RP 2. Recognize and represent proportional relationships between quantities.

Objectives

Cognitive
  • After participating in a lecture on Basic Metabolic Rate and receiving instructions on creating an Excel spreadsheet, SWBAT derive a formula for the sum of a finite geometric series as demonstrated by the spreadsheets they create to calculate the amount of calories needed to achieve desired weight loss goals. (Seeing Structure in Expression 4).

  • After completing the lecture/reading guide on the Muscular System, completing the Web Quest online dissections sheet, and completing an experiment on muscle fatigue, SWBAT identify the skeletal muscles and how they work together with the nervous system and what molecules are necessary to provide a framework for movement. (Standards 7.5.c, BI 9e, h.)
  • SWBAT formulate all they have learned in the three subjects to create a personalized one month long fitness regimen.


Language
  • After participating in a lecture and viewing an demonstration in Excel, Intermediate English learners will be able to understand and orally explain most multiple-step directions for using a simple mechanical device and filling out simple applications. Early Intermediate English learners will be able to identify and follow some multiple-step directions for using simple mechanical devices and filling out basic forms (Flowing Directions 1, Early Intermediate).

  • After identifying and learning scientific vocabulary: (smooth muscle, skeletal muscle, cardiac muscle, contraction, muscle cell (fiber), myo, mys, sacro, striations, perimysium, epimysium, endomysium, rectus, transverse, oblique, Aponeurosis, Irritability, Contractibilityextensibility, Elasticity,AbdominusFrontalis, Occipitalis,Maximus, Medius, Minimus, Longus, Brevis, Tertius, Biceps, Triceps, Quadriceps,deltoids, Trapezious, Rhomboideus, Teres, Serratus) : SWBAT interpret the meaning of new words.

Psychomotor
  • SWBAT demonstrate independent learning of locomotion techniques in various physical exercises

Affective
  • After completing the Muscle Fatigue Lab, SWBAT work cooperatively with one another in their assigned lab team roles. (IE Standards 1a,e,m)



Assessment

End of Project Brochure

This project will consist of all three subjects in a formal and summative brochure. Students will recieve time during physical education class to work on the project daily. Any additional time needed will be assigned as homework. Students will receive written feedback on the rubric from each teacher. The feedback will consist of positive, corrective, feedback. Students will have use of the rubric as a guideline through the entire unit as a self assessment tool. The rubric will be as follows:

Brochure Rubric for “Be Your Own Personal Trainer” Unit


2pts
1pt
0pts
Warm up and Cool down properly described. Mention that this portion of the exercise should be at 50% of max heart rate is mentioned. Suggestions on good warm up and cool downs are given.
Warm up and Cool down is properly described, but one of the previously mentioned are missing
Warm up and Cool downs are not mentioned or two of the following previously mentioned are missing.
Leg exercises properly correlate with the goal wanting to be achieved in the brochure. Proper anatomical terms are used. At least two critical elements of each exercise are used. At least two exercises for the legs are mentioned.
Leg exercises properly correlate with the goal to be achieved in the brochure. Two of the previously mentioned criteria are missing.
Leg exercises are not properly correlated with the goal to be achieved in the brochure. Three or more of the previously mentioned criteria are missing.
Core exercises properly correlate with the goal wanting to be achieved in the brochure. Proper anatomical terms are used. At least two critical elements of each exercise are used. At least two exercises for the legs are mentioned.
Core exercises properly correlate with the goal to be achieved in the brochure. Two of the previously mentioned criteria are missing.
Core exercises are not properly correlated with the goal to be achieved in the brochure. Three or more of the previously mentioned criteria are missing.
Back and Bicep exercises properly correlate with the goal wanting to be achieved in the brochure. Proper anatomical terms are used. At least two critical elements of each exercise are used. At least two exercises for the legs are mentioned.
Back and Bicep exercises properly correlate with the goal to be achieved in the brochure. Two of the previously mentioned criteria are missing.
Back and Bicep exercises are not properly correlated with the goal to be achieved in the brochure. Three or more of the previously mentioned criteria are missing.
Chest and Triceps exercises properly correlate with the goal wanting to be achieved in the brochure. Proper anatomical terms are used. At least two critical elements of each exercise are used. At least two exercises for the legs are mentioned.
Chest and Triceps exercises properly correlate with the goal to be achieved in the brochure. Two of the previously mentioned criteria are missing.
Chest and Triceps exercises are not properly correlated with the goal to be achieved in the brochure. Three or more of the previously mentioned criteria are missing.
There are at least four facts mentioned on the benefits of exercise and fitness
There are only three facts mentioned on the benefits of exercise and fitness
There are only two (or less) facts mentioned on the benefits of exercise and fitness
There are at least two modifications mentioned throughout the brochure that would help inform a person with a physical disability (social justice)
There is only one modification throughout the brochure that would help inform a person with a physical disability
There are no modifications for people with physical disabilities in the brochure.
All Muscles are correctly spelled and labeled.
Some muscles are correctly labeled and/or spelled.
Less than two muscles are correctly labeled.
Visual representation of all muscular structures involved for leg exercises professionally presented.
Visual representation of muscular structures involved for leg exercises minimally presented.
No visual representation of the muscle structures involved in leg exercises are presented on brochure.
Visual representation of all muscle structures involved for core exercises professionally presented.
Visual representation of muscular structures involved for core exercises minimally presented.
No visual representation of the muscle structures involved for core exercises are presented on brochure.
Visual representation of all muscular structures involved for back and bicep exercises professionally presented.
Visual representation of muscular structures involved for back and bicep exercises minimally presented.
No visual representation of the muscle structures involved for back and bicep exercises are presented on brochure.
Visual representation of all muscular structures involved for chest and triceps exercises professionally presented.
Visual representation of muscular structures involved for chest and triceps exercises minimally presented.
No visual representation of the muscle structures involved for chest and triceps exercises are presented on brochure.
Brochures are passed out and 15 members of the community have signed off in agreement that the student gave them a brochure, and talked to them about fitness and modification for the disabled.
Brochures are passed out but only 14-10 members of the community have signed off in agreement that the student gave them a brochure, and talked to them about fitness and modification for the disabled.
Only 9 or less of community members signed the students form, ir the student did not talk to members about fitness and modifications for the disabled.
Brochure resembles artistic value in which the student demonstrated thought in composition and design. The brochure is legible and brings in interest from visual appeals
The brochure resembles some artistic thought. The brochure is legible but lacks in visual appeal.
The brochure is either not legible or has no visual appeal

The attachment below is an introduction paper to the final project for students, this is to be handed out along with the rubric to give students an idea of expectations.