Home Fitness - A Health Related Fitness Unit

Most recently taught: October 2019

Key Concept: Development


Related Concepts: Choice, Perspectives


Statement of Inquiry: Motivation to develop fitness goals relies on individual choice and perspectives.


Global Context: Identities and Relationships (exploring motivation and lifestyle choices)

Learner Profile: Inquirer (Students will explore different types of fitness, seeing what suits their interests and motivations and have time to research how they can reach a goal by researching a plan on their own)









Unit Outline

Students will explore a variety of exercises and types of fitness that can be done with minimal equipment. SMART goals will be set, and time set aside each class for students to pursue a fitness topic they are interested in. Lessons will vary between being teacher-led, station focused, technology-heavy, or guided by the student’s interests.


Learning Experiences

Cross-training (Stations)

Boxing (Teacher-led, technique focus)

Stretching/Pilates/Yoga (Small-group, technology used)

Bodyweight fitness (Stations)

Fitness through team games (Whole class activity)

Cardiovascular endurance training (Large groups)

Reflection on teacher-created fitness routine (individual)

SMART goal setting and tracking (individual)


Formative Assessments

Teacher questioning ensuring fitness-specific terms are being used and understood (sets, repetitions, proper exercise names, etc)

Reflecting on SMART goal, done as a whole class/small groups/partners

Students creating mini routines for the purpose of improving a muscle. (bodyweight exercises to increase arm strength)


Summative Assessment

Criterion B: Planning for performance


Students were to individually create a fitness routine that targeted a specific area of the body (arms, legs, flexibility, cardiovascular endurance, etc). This routine should be around 10 minutes long, using a variety of exercises with specific reps/amrap/sets included. The routine should be clearly organized and structured in a way that is easy to follow. Students should explain why they chose to include the exercises in their plan, with sources.


The SMART goals set and tracked throughout the unit will also be assessed.


Criterion D: Reflecting and improving performance


Students will have the ability to choose to answer reflection questions through typing or talking on video. They will reflect on the following topics:

- how they demonstrated leadership, their motivation across different topics, and what fitness components were challenging.

- was/would their fitness plan be effective (after completing the routine themselves, and discussing with a partner who completed the routine)

- their performance during the self-guided SMART goal sections of the lesson.


ATL’s focused on in this unit

Communication - Use and interpret a range of discipline-specific terms and symbols


Day to Day Connections: Each lesson students will be introduced and encouraged to use a range of health and fitness specific terms. Task cards and teacher directions using these specific terms will require students to interpret the meaning to complete the activities.


Summative Connection: Expectations for the summative fitness routine planning will have students using these discipline-specific terms (repetitions) over general words. (times)


Social - Take responsibility for one’s own actions


Day to Day Connections: Students will be working towards a SMART fitness goal each class. In this self-guided time, students should find strategies to stay focused on their goal with minimal teacher intervention. Whether they improve or do not use the time effectively will be their responsibility.


Summative Connection: In their Criteria D reflection, students will explain how this self-guided time went, and how they made sure they stayed on task or the problems that arose.


Self-management - Set goals that are challenging and realistic


Day to Day Connections: At the beginning of the unit students will set a SMART goal in a fitness topic of their choice. Students will be able to alter the goal in the first couple of weeks as they try out different exercises and ensure they are challenging and/or realistic.


Summative Connection: In the planning process students should ensure the exercise guidelines included in their routine are the appropriate difficulty based on their experiences in this unit. They will also reflect on their SMART goal in the Criteria D summative component.


Research - Present information in a variety of formats and platforms


Day to Day Connections: Students will explore exercise routines being presented in a variety of formats such as videos, booklets, and posters. This will be followed with discussions on the challenges of following each format. When working towards their SMART goal students will track their progress in a format of their choice.


Summative Connection: When planning their summative fitness routine students can choose the format and platform they will present their routine with. This can be a google doc, Canva poster, slideshow, or video.


Thinking - Draw reasonable conclusions and generalizations


Day to Day Connections: Daily discussions on concluding if the type of fitness explored in the day’s lesson is suited to their interests and motivations. From tracking progression in working towards their SMART goal students will make generalizations if they are improving or need to change their strategy.


Summative Connection: Students will reflect on their fitness routine after completing it a few times and conclude whether it would be effective to increase strength on their targeted muscle(s)


Teacher Reflection

This was a fun unit to teach as I have now been going to a gym consistently for the first time in my life, focusing on exercises (weightlifting) that I find challenging and intrinsically motivating. I wanted to share this enthusiasm with the Grade 8’s and 9’s, hopefully seeing them discover an interest in general or a specific fitness activity.


The first three weeks of giving students 10 minutes a class of self-guided time to work towards a fitness goal was challenging at times. Students wanted to spend their energy justifying why shooting a basketball would improve their cardiovascular endurance instead of interval training, or doing jump rope. Through individual discussions and seeing classmates start to succeed they mostly came around as the second half of the unit progressed towards the summative. The lack of intervention in the end allowed for students to gain that motivation on their own.


I provided students with a checklist of information to include in their summative fitness routine. This especially supported the EAL students but also gave everyone a clear guide on what steps needed to be taken.

I look forward to many fitness resources being ordered to support our growing class sizes and implemented next year!






































Thoughts, questions, concerns? Let me know on twitter @tannernickel, I am always looking for ideas and ways to improve my inquiry teaching.

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