Healthy Active Living, Unit 2: Fitness Measurements and Appraisals
Grade 9 Lesson Plans
Strand: Healthy Active Living—Physical Fitness
Accommodations:
• Pay particular attention to the students who are having trouble completing reading
and handbook assignments
• Offer to look at their work before they hand it in
• Partner weaker students with stronger students in the class
• Inform parents of progress, especially for at-risk students
• Check handbooks for completion while students are doing group work
Assessment and Evaluation
• Use participation, social skill, and safety assessment rubric at the end of each class
At the End of Each Class:
• Sign out appropriate audio-visual equipment for the next class (as needed)
• Remind students about the summative evaluation due at the end of the unit
• Inform all students, especially high-risk ones, of their progress in H&PE class
Some activities adapted from Ophea document, Grade 9–10
Diagnostic Assessment
A week before the beginning of Unit 2, ask students to complete the table in “KWL for
Fitness Appraisals” on page 42 in their Student Activity Handbooks. Collect the
worksheet to gauge the class’ strengths and weaknesses when it comes to knowledge
about fitness appraisals.
Fitness Appraisals
Lesson 1: Introduction to Fitness Appraisals
75 minutes
Suggested Reading: pages 56–58 and 94
Suggested Handbook Worksheets: page 42
Expectation(s): AL2.05X: Describe the benefits of each health-related fitness component
and its relationship to active living (e.g., the relationship of cardiovascular fitness to
increased stamina and lower risk of heart disease; the relationship of healthy eating to
improved well-being)
Description: In this lesson the teacher will:
• Introduce the topic and outline what the students will learn and how they will be
assessed and evaluated throughout this unit
• Provide feedback for diagnostic exercise through group work
• Introduce students to the summative evaluation assignment
Introduction (30 minutes)
Read statements to the class on the topic of physical fitness. By a show of hands, have
students identify whether they “Agree” or “Disagree” with the statements. Statements
could include (but are not limited to):
• There are always barriers to becoming physically fit.
• Vigorous physical activity is necessary to improve all fitness levels.
• Athletes are born, not made.
Discuss the answers to each statement with the class. This should lead into a discussion
on the importance of not making comparisons when it comes to fitness appraisals.
No matter how much you focus on individual progress, some students are bound to ask
how they compare to other people in their class. It’s important to deal with this issue up
front.
Ask the class if they know of any reasons why comparisons are not important when
dealing with fitness appraisals. Write down their ideas on the board or on an overhead.
Correct any misunderstandings and answer any questions that may arise.
To lead the discussion, the following is a list of factors that may affect a person’s
performance during fitness appraisals:
• current fitness/activity levels
• diverse skills and experience in each specific activity
• inherited physical abilities (e.g., long/short legs, strong/weak arms, strong/weak
cardiorespiratory system)
• age differences
• gender differences
• individual maturity levels
Task 2 (40 minutes)
Place students in pairs and have them create a PLACEMAT, or any other type of graphic
organizer, with the information from the “L” column of their “KWL for Fitness
Appraisals” worksheet on page 42 of the Student Activity Handbook. Explain to students
that they must incorporate answers from the “L” columns of both people in the group.
Bring the class back together and ask for volunteers to explain their organizer to the class.
Answer any questions that may arise about the upcoming fitness appraisals.
Wrap Up (5 minutes)
Introduce students to the summative evaluation assignment that will be due at the end of
the unit and answer any questions they may have about the assignment. For examples of
summative evaluation assignments, refer to pages 71, 87, and 95 of the Healthy Active
Living textbook, “Things to Do and Practise.”
For Next Class:
• Students should read pages 59–61 in their Healthy Active Living textbook