Hello, fellow Physical and Health Education teachers! I’m thrilled to introduce ‘Habits = Life Change.’ This unit focuses on fitness components and life skills, offering a transformative approach to teaching our students. Together, we’ll guide them in reshaping their habits, fostering fitness, and making positive lifestyle choices. Let’s embark on this journey of change and empowerment for our students!

Inquiry: Establishing the purpose of the unit

Key concept: Change

Related concept(s):Choice, Environment

Global context: Identities and Relationships Area of Exploration Lifestyle Choices

Statement of Inquiry: Changes in habits in a specific environment can affect our lifestyle choices.

Inquiry questions: 

Factual — What is an environment? What is change? What impact do our choices have on our lifestyle?

Conceptual — How do changes affect our lifestyle choices?  Why is it important to adapt to different environments if we want to change our lifestyle?

Debatable — Does change in the environment always affect our lifestyle choices?

Objectives

Criterion A: Knowing and understanding

i.            Outline physical and health education factual, procedural and conceptual knowledge

ii. Identify physical and health education knowledge to describe issues and i.           solve problems set in familiar and unfamiliar situations

iii.          Apply physical and health terminology to communicate understanding.

Criterion B: Planning for performance

i.            Identify goals to enhance performance

ii.          Construct and outline a plan for improving physical activity and health.

Criterion C: Applying and Performing

i.            Recall and apply a range of skills and techniques

ii.          Recall and apply a range of strategies and movement concepts

iii. Recall and apply information to perform effectively

Summative assessment

Outline of summative assessment task(s) including assessment criteria: 

• GOAL: Show understanding of how changes in habits in a specific environment can affect our lifestyle choices. 
• ROLE: You are a personal trainer
• AUDIENCE: The target audience is people from different environments.
• SITUATION: You are a personal trainer, and the context you find yourself in is the fact that you are working with different people who will attend your training sessions from different environments and you need to ensure that the choices of activities or exercises will make significant changes on the lifestyle of the people are working with you.
• PRODUCT: You will record a video/audio/write an essay talking about your understanding of how changes in the environment affect your lifestyle choices, taking into consideration your experience and your mates. You will create a daily training plan that your trainees will follow from where they will be attending the session. After learning about the training sessions you will create a training session tutorial applying ideal exercises in your environment. 
• STANDARDS: Your work will be judged by Criteria A, B and C

Relationship between summative assessment task(s) and statement of inquiry:

The assessment task requires the student to construct a session plan and perform and reflect on the all processes the student went through. Giving him an opportunity to make significant changes in his life. By sharing his experience with his mates he is opening a possibility to motivate them and show how physical activities can improve lifestyle even if you do them in different environments. 

Approaches to Learning (ATL)

• Self-management skills (Set goals that are challenging and realistic, Plan short- and long-term milestones; meet deadlines, Practise strategies to overcome distractions) 
• Communication and social skills (Work with others within clear expectations, (Give and) receive feedback, share ideas, collaborate and build relationships with peers and experts using a variety of digital environments and media.

Content

Atls

– Self-management skills

– Communication and social skills

Pre-test Students will use a variety of exercises and learn How to test the components of fitness to see their current level and use the same tests to see possible changes. 

Push-ups in 30secs, Squats in 30secs, Jumps, Flexibility standing reach test, Flexibility sit and reach test, Plank test, speed step, Jump Rope.

Methods of training

Methods of training (Aerobics low impact and Aerobic high impact)

Methods of training (Circuit training for muscular strength and cardiovascular endurance)

Planning

– Warm-up

– Main session

– Cool down

Components of fitness

Health-related and skill-related

Health-related 

• Cardiorespiratory
• Muscular strength
• Muscular endurance
• Flexibility
• Body composition

Skill related

• Agility
• Balance
• Coordination
• Power
• Reaction time
• Speed 

Post-test

 Learning process

Learning experiences and teaching strategies

ATLs will be introduced to the students. How self-management skills and communication skills can help in order to make changes in our lifestyle?  How knowing our current level of fitness can help during the process of change?

Students will use a variety of exercises and learn How to test the components of fitness in order to see their current level and use the same tests to see possible changes.

 Students will research the difference between high-impact and low-impact activities, and share the possible benefits of these two training methods. For circuit training, students will create a circuit training using 3 exercises exploring different muscles. 1- Arms, 2- Abs and 3 Legs. 

The learner will learn how to make a training session plan respecting all the parts of the training, he will research the importance of each part of the training and create a training session using a teacher template

Students will read and listen to resources about components of fitness provided by the teacher. He will share his own understanding and give examples for each component of fitness.

He will look at the database about his level of fitness and Identify with components he needs to improve.

And he will start working on a plan to change his current level. 

Formative Assessment

• Students will do an essay about how they can use Atls to make positive changes in their lifestyle choices. (CriterionA)
• Students will perform different exercises and create a database of their current level of fitness. They will identify weaknesses and strengths by comparing their data among the mates (Criteria C)
• The teacher provides written feedback on student’s work and will provide additional information for a better understanding of the lesson.
• Students will create a circuit training plan to work on different parts of the body. (Criteria B)
• Peer feedback on the plan.
• The teacher provides written feedback on student’s work and will provide additional information for a better understanding of the lesson.
•  The student will an essay about his understanding of the components of fitness health and skill related. (Criteria A)
• For Criteria C, the Student will choose 2 components for health and 2 for skill-related and perform the exercises

Differentiation

• Students will be free to use different support depending on their preference (video presentation, written document, oral audio…
• For the formative assessment, students can use their own template to create the circuit training plan. 
• For Criteria A, they will choose which way to present the essay.
• For criteria C – students can use any resource that they can find in their environment.

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