Department of Health and Exercise Science

Overview:

9th. grade / 15 periods / 18-24 students per class / 4 classes

Course Rationale: Students participating in an enjoyable aerobics class will experience an increase in aerobic capacity and muscular endurance. They will realize a positive affect on their body weight and fat/lean muscle ratio. They will experience a positive psychological effect and will learn how the human body responds to aerobic/continuous activity. In addition they will learn how to build a successful aerobic heart enhancing program.

Resources: Outdoor Track,  Large Gymnasium,  heart rate monitors,  step and light resistance equipment.

Anticipated Difficulties: Maintaining interest and making the activities enjoyable are concerns.
I will incorporate the following concepts and activities to provide motivation, and stimulate interest and enthusiasm.

1. Use contemporary music liberally in all classes. Students may bring in music if it is appropriate.
2. Students will determine their personal fitness goals during the first class after they have completed aerobic testing.
3. Students will work with partners during a number of activities
4. Students will record data each day on their profile charts and note progress and improvements.
5. Students will create choreographed dance routines with small groups of four.  These will be presented during the last two classes.
6. I will change the aerobic activities twice during the 15 period unit.
7. Students will monitor and record heart rates each day.
8. Students will create a personal fitness program designed to reflect their needs, interests and characteristics.

Unit Outcomes/Objectives:

Cognitive:

1. Show knowledge of basic concepts of aerobic training (FITT)
2. (2.6 - 8) Describe aerobic energy pathways
3. (2.6 - 8) Compare aerobic and anerobic energy pathways
4. (2.6 - 2) Demonstrate knowledge of various forms of activity that promote aerobic fitness.
5. (2.6 - 11) Show knowledge of various aspects of safety as they apply to aerobic training.
6. (2.6 - 12) Describe the relationship of positive hydration and diet and rest to aerobic training.

Affective:

1. (2.6 - 4) Show enthusiasm in participating in various aerobic activities.
2. (2.6 - 4) Demonstrate a positive attitude toward aerobic fitness through participation in after school aerobic activities.
3. (2.6 - 12) Demonstrate your interest in cardio fitness and training by consistently tracking and monitoring your fitness profiles.
4. (2.6 - 4) Show an interest in adopting aerobic training in later stages of life.

Psychomotor:

1. (2.5 - 11) Demonstrate improvement in cardio-respiritory endurance over the five week unit.
2. (2.6 - 5) Show a positive change in body - fat ratio by the end of the unit.
3. (2.5 - 8) Exhibit acceptable skill in the various aerobic inducing movement forms taught during the unit.
4. (2.5 - 10) Create a movement form that will promote aerobic fitness.
5. (2.5 -  8) Demonstrate an increase in coordination in various  movements of the lower body.

Methods and Procedures: Complex and significant methods and procedures requiring organization and planning are listed below:

1. Video presentations: I will present two videos, "Advanced Body Pump & Crazy Country Line Dance." I will buy video, learn steps, and reserve the mobile VCR
2. Power Point presentation during the first class demonstrating how to utilize the personal fitness profiles.  Must develop power point presentation and reserve use mobile computer and projector.
3. Wolly Bully is a complex dance that I must preview and learn. I will need to purchase the CD and bring it home to preview.
4. I will make a Inspiration chart of the "Crazy Country Line Dance" to help students learn the sequence of rather complex steps. They then will practice
5. steps with a partner before performing the dance during the warmup

Assesment: will occur prior to the evaluation and will include the following procedures

A. Student Assessment: students will be assessed in the following manner

1. Informal assessment will occur in each class as described below:
   • Unobtrusive observation-  in each class I will be observing students to determine to what extent they have mastered skills, learned cognitive facts principles and concepts and their level of interest and enthusiasm.
   • Rating Scales-  I will use rubrics and rating scales in an unobtrusive manner to gather data regarding students engagement in keeping profile charts up to date, success in learning the sequence of steps in the "Crazy Country Line Dance and aerobic fitness improvement.
2. Formal assessment will occur as described below:
   • Profile Charts-  will be handed in at the end of the unit.  Data will be collected and charted
   • Students will be given a reflection paper to take home and complete.  They will return it in the next class.

B. Teacher Assessment: I will be assessed in the following manner

1. Active reflection  I will spend time reflecting and writing my thoughts on the following questions
   • What % of the students realized  each of the unit objectives?
   • Were my directions, explinations and demonstrations clear and precise?
   • Were the students motivated during each of the classes and the three aerobic routines?
   • Was I enthusiastic, inspirational and humerous during the unit?
   • Was I thorough in the amount and sophistication of content that was taught in the unit?

Evaluation: Based upon the information and data collect in the assessments, how will I change, adapt or modify this unit prior to teaching it in the future?

A. Important considerations

1. Was the amount and importance of student learning, (change in behavior), worthy of teaching this unit again?
2. Were the objectives thorough, achievable, and important?
3. Was the time, (no.of classes) allocated for the unit appropriate for instruction and positive learning?
4. What content changes can be made to improve the unit?
5. What delivery changes can be made to improve the unit?
6. How can I make this unit more enjoyable, meaningful and inspirational for my students?