Healthy Active Living, Unit 2: Fitness Measurements and Appraisals
Grade 10 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 “K” and “W”
columns in the table in “Activate Prior Knowledge” on page 39 in their Student Activity
Handbooks. Collect the worksheet to gauge the class’ strengths and weaknesses when it
comes to knowledge about fitness appraisals.
Appraising Fitness
Lesson 1: Target Heart Rate Zone
75 minutes
Suggested Reading: page 70
Suggested Handbook Worksheets: pages 38–40, and 51
Expectation(s): AL2.03: Maintain or improve personal fitness levels by participating in
vigorous physical activities for sustained periods of time (e.g., a minimum of two 10minute time periods or one 20-minute time period for a minimum of four times a week)
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 peer assessment
• Demonstrate how to find your Target Heart Rate Zone
• Introduce students to the summative evaluation assignment
Introduction (10 minutes)
Have students fill out the “Fitness Appraisal Tracking Sheet” on page 38 of their Student
Activity Handbook. Remind them that they will be reviewing their predictions at the end
of the unit.
Task 1 (20 minutes)
Return Exercise 2.1, the “Activate Prior Knowledge” worksheet on page 39 of the
Student Activity Handbook to the class. Students will now complete the “L” column in
the table. Discuss any questions from the “W” column that you noted when you collected
their worksheets last week. The information in the “L” column should be what they
learned from the readings assigned for this lesson, as well as anything they have learned
in today’s class.
Task 2 (40 minutes)
Have students complete the four steps of Exercise 2.2, “Your Target Heart Rate Zone,”
on page 40 of the Student Activity Handbook. Remind students to be sure to recalculate
these values after each appraisal period to monitor their progress.
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. One example can
be found in Exercise 2.7, “Lead a Fitness Activity” on page 51 of the Student Activity
Handbook.
For other 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 80–85 in their Healthy Active Living textbook
• Sign out equipment needed to perform cardiorespiratory appraisals (mCAFT
recording, steps for mCAFT, Beep Test recording, and pylons), muscular strength
and endurance appraisals (hand-grip dynamometer, metronome, tape, flexometer,
and measuring tape), and performance-level appraisals (Dot Drill dots, pylons, tennis
balls, measuring tape, tape, and horizontal bar).