Health and Fitness Outline
1.0 Credit
This course is designed to allow students to have a great deal of choice in how they explore and
demonstrate knowledge of the course material.
Course Outline:
The course is divided into eight sections and may be completed in any order:
 One: Health and Fitness Log
 Two: Fitting in Fitness
 Three: Take a Hike!
 Four: Nutritious Choices
 Five: Green Day
 Six: iTeach & iLearn
 Seven: CPR Procedures
 Eight: Kindness Challenge
Optional activity (must be pre-approved):
 Write a research paper (300 points)
o Choose a topic connected to Health and Fitness
o Must follow CHS Research paper guidelines
Course Grading:
Each lesson will be worth 300 points. Students will have some choice in how they complete their
assessments. Students must earn enough points to earn at least a C. Please note that students must do
high quality work to earn the maximum points possible on assignments.
A = 2160 – 2400 points
B = 1920 – 2159 points
C = 1680 – 1919 points
F = 1679 or fewer points
Instructions:
The instructions for the eight sections are attached to this document. Review the information and plan
accordingly as there are many elements to complete for each section. Check Skyward for your due dates
and grades.
Please note: Completion of an activity does not guarantee full credit will be granted. Quality and
quantity of demonstrated learning will be taken into consideration. Refer to the attached rubric. All
responses are to written in complete sentences, demonstrate critical thinking. Before turning in your
written assignments use your Grammarly account as a resource.
Health and Fitness Independent Course Rubric for Written Assignments
Student Name:
________________________________________
Section:_______________
4
3
2
1
Flow & Rhythm
(Sentence Fluency)
All sentences sound
natural and are easyon-the-ear when
read aloud. Each
sentence is clear and
has an obvious
emphasis.
Almost all sentences
sound natural and
are easy-on-the-ear
when read aloud, but
1 or 2 are stiff and
awkward or difficult
to understand.
Most sentences
sound natural and
are easy-on-the-ear
when read aloud, but
several are stiff and
awkward or are
difficult to
understand.
The sentences are
difficult to read aloud
because they sound
awkward, are
distractingly
repetitive, or difficult
to understand.
Capitalization &
Punctuation
(Conventions)
Writer makes no
errors in
capitalization or
punctuation, so the
paper is
exceptionally easy to
read.
Writer makes 1 or 2
errors in
capitalization or
punctuation, but the
paper is still easy to
read.
Writer makes a few
errors in
capitalization and/or
punctuation that
catch the reader's
attention and
interrupt the flow.
Writer makes several
errors in
capitalization and/or
punctuation that
catch the reader's
attention and greatly
interrupt the flow.
Grammar & Spelling Writer makes no
(Conventions)
errors in grammar or
spelling that distracts
the reader from the
content.
Writer makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 3-4
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes more
than 4 errors in
grammar or spelling
that distracts the
reader from the
content.
Adding Personality
(Voice)
The writer seems to
be writing from
knowledge or
experience. The
author has taken the
ideas and made
them "his own."
The writer seems to
be drawing on
knowledge or
experience, but there
is some lack of
ownership of the
topic.
The writer relates
some of his own
knowledge or
experience, but it
adds nothing to the
discussion of the
topic.
The writer has not
tried to transform the
information in a
personal way. The
ideas and the way
they are expressed
seem to belong to
someone else.
Focus on Topic
(Content)
There is one clear,
well-focused topic.
Main idea stands out
and is supported by
detailed information.
Main idea is clear but
the supporting
information is
general.
Main idea is
somewhat clear but
there is a need for
more supporting
information.
The main idea is not
clear. There is a
seemingly random
collection of
information.
Content
All required
information is
included in the paper
easily found.
All required
information is found
except one required
concept.
Information in paper
is missing 2-3
required concepts.
Paper is missing
more than four
required concepts.
CATEGORY
Health and Fitness Log
Learning Target: I will create a viable and balanced SMART goal for my health and fitness.
Questions: Why is it important to record your daily caloric intake and output? What does balance mean
for fitness versus food intake?
Instructions:
1. Set-up an account with My Fitness Pal (also has apps available for phones & tablets)
2. Learn your fitness personality (optional): Take the following quiz at “What’s My Fitness
Personality?” http://exercise.about.com/library/blfitnesspersonalityquiz.htm
3. Record your daily intake (food) and output (exercise) for 2 weeks (14 continuous days)
4. Print your data at the end of the 2 weeks and use it for the essay.
5. Essay
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Analyze your data (exercise and food logs)
Define and explain your progress. What can you do differently next time? What did you notice?
Did you have balance? (Define body composition and how it relates to your diet and exercise
habits)
Did this program work for you? Would you recommend this program to someone else to
encourage a healthy lifestyle?
Research and provide another site you would recommend to people to use. Provide the name of
the site, explain the benefits the site has to offer, why someone would or would not use it
instead of My Fitness Pal, and print out a sample (ie: like the log printout from My Fitness Pal).
Create a health and fitness goal. Based on the data you collected and your responses for the
essay include a SMART goal at the end of your paper. Resource for SMART goal construction:
http://www.active.com/fitness/articles/how-to-set-s-m-a-r-t-goals
Typed, 12pt font, Times New Roman, five paragraphs (intro, 3 body, conclusion), paragraphs are
typically 6 sentences each, your own work, and on-time with all components by May 22nd, 2014.
Fitting in Fitness
Learning Target: I will evaluate how I spend my time and how I can include physical activity into my day.
Questions: Write how you spent your time yesterday from the moment you woke up to the moment
that you went to sleep. Goal of this activity is to create awareness about: How you currently spend your
time. How you want to spend your time. How you can set goals to spend your time more productively.
Activity 1:
Keep a time diary to help see how you spend your time during the course of a typical day.
Use graph paper and starting at the top of the page, write down the hours in a 24-hour day, starting at 5
a.m., in one-hour intervals. Create a second graph for how you spend time on a non-school day.
Write down all of the things that you need to do in the next few days, weeks, and months; include what
type of fitness and where you will schedule in time for fitness activities every day. Create an “ideal”
chart of how you would like to spend your days in order to accomplish these goals.
Activity 2:
Research and document at least three various types of fitness programs to see which program may align
with your fitness goals. Explain why you have chosen a particular fitness plan. How often you are going
to engage in this activity? Where you can do this exercise? Will you need to pay money? If so, are there
low cost exercise options (local or school gyms).
Reflection: Write a one page journal entry. Why doesn’t there seem to be enough time in a day to do
the things you want to do? What are common distractions that get in the way? What are some of the
things they would have to shift to make fitness a priority? Could fitness become part of other tasks? You
may want to encourage a few athletes in the class to speak about their physical activity and how they
motivate themselves to exercise.
Take a Hike!
Learning Target: I will learn about the essentials, safety, and planning needed for taking a day hike and
apply the Leave No Trace principle.
Questions: What are the 10 essentials? What is the Leave No Trace principle? How do I properly pack
my backpack for a day hike? How do I plan for a day hike? What safety measures are needed to know for
my group and share with the home contact before a day hike?
Research: Prepare for your day hike. Click each link, read the information about hiking and take notes in
your journal. You may also wish to sign up for a free hiking class at REI; check their website for the next
available class. http://www.rei.com/outdoorschool/geosearch-landing.html
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Backpacking for Beginners: http://www.rei.com/learn/expert-advice/backpackingbeginners.html
What a Beginner Needs for Backpacking: https://www.backpackinglight.com/cgibin/backpackinglight/what_a_scout_needs_for_backpacking_part_1.html#.VICMJ_nF-So
Loading a Backpack: http://www.rei.com/learn/expert-advice/loading-backpack.html
The 10 Essentials: http://www.rei.com/learn/expert-advice/ten-essentials.html
Backpacking Checklist: http://www.rei.com/content/dam/documents/pdf/backpacking.pdf
Leave No Trace: https://lnt.org/
Before You Leave Home: http://www.rei.com/learn/expert-advice/before-leave-home.html
Plan: Review the links provided to plan a one day hike. Plan your local day hike using the information
you learned in the research links. Keep the information in your journal as you will be turning in your day
hike plan. Note: Use the form attached.
 Washington Trails Association: http://www.wta.org/
 Every Trail: http://www.everytrail.com/best/hiking-washington
 All Trails: http://alltrails.com/
 Trails: http://www.trails.com/toptrails.aspx?area=10001
Locations to choose from:
Fort Warden, Fort Flagler, South Indian Island, Anderson Lake State Park, Gibbs Lake Trail, or a local hike
other than listed = check with teacher before planning
Activity: Go on the day hike you planned.
Required to have:
 At least one other person with you, your plan, 10 essentials+, map (topographic or basic trail)
 Leave information, with at least your parent/guardian, about the hike you are going on (include
map, times, who your with, etc.)
 Your journal to record information during your hike (include before the hike, during, and after
the hike)
 Bring a camera
 Use the attached scavenger hunt list during your hike; search and take pictures of the items
 Create a picture collage of at least 10 items from your hike and submit with your journal
Reflection: Write a one page journal entry reflecting on your hike. Describe what you learned and what
changes you would make to your plan before your next hike. What advice would you give to person who
is a new hiker? What is something you wished you would have known before this hike? What went well
on this hike?
Hike Itinerary Form
It is always a good idea to have someone back home that knows where you are hiking and when you will
be back. This form is an easy way to share your hike itinerary.
Before your next hike, print this form and answer the following questions. Then, leave it with a friend
or family member.
What trail are you hiking (include a copy of the trail map)?
Where will your car be parked (also, is a trail or park pass required)?
Where is your approximate turnaround point?
When are you leaving for your hike (date / time)?
When do you expect to arrive back home (date / time)?
Who are you hiking with (required: at least one other person): include name, cell number, and
medical conditions?
Emergency contact information (home):
Do you have a backup hike in mind in case the first trail doesn’t pan out?
Please remember to let the person with your itinerary know
when you are back home safe and sound.
Scavenger Hunt
Using the LNT principle, take pictures of items on the list and create a collage. Choose
a minimum of ten items for your picture collage.
__Wild Flowers
__Dead tree
__Pine cone
__Berries
__Vine
__Poison ivy
__Stream or creek
__Blade of grass
__Clover leaf
__Moss
__Pine tree
__Seeds or seed pod
__Eroded soil
__Smooth/shiny rock
__Mud
__Grain of sand
__Fern
__Y-shaped twig
__Trash
__Pine needles
__Acorn or other nuts
__Tree with blossoms
__Hole in a tree
__Ponded area in a creek
__Dark or light green leaf
__Small pebble
__Unusual shaped leaf
__Rocks with many colors
__Different shades of green or brown
__Dew on a flower or leaf
__Fungus on a tree
__Shows next season is coming
__Animal tracks
__Worm
__Caterpillar
__Squirrel
__Bird
__Ant
__Butterfly or moth
__Snail
__Beetle
__Feather
__Lizard
__Ladybug
__Spider web
__Birds nest
__Insects on a tree
__Deer tracks
__Animal hole in the ground
__Deer
__Frog
__Leaf with insect holes
__Evidence of the presence of animals
__Evidence of the presence of people
Nutritious Choices
Learning Target: I will examine my eating habits and learn about eating a balanced diet.
Questions: Study your dietary eating habits. Do you eat while watching television? Do you prepare your
own meals? Do you help with food shopping? What type of snacks do you eat?
Activity 1: Read the following information about sugar:
http://www.betterhealth.vic.gov.au/BHCV2/bhcarticles.nsf/pages/Sugar?open
http://www.healingdaily.com/detoxification-diet/sugar.htm
Write a paragraph response: Discuss how sugar effects a person’s bodies; note how you feel after
consuming sugar and explain why this might be.
Activity 2: Here are the last 5 checks written by “Jeff Bradley.” Reconstruct his story:
Date Paid To
Amount
Feb. 12
Quality Gyms
$75
Feb. 15
Natural Foods
$55
Feb. 16
Grandma’s Sugar Shack $56
Feb. 20
Dr. Hamden
$150
Feb. 23
Al’s Quickie Mart
$25
What story did you construct? Does your story make sense? What message does it convey about Jeff’s
fitness choices? Did he make good choices? Why or why not?
Write down everything you ate yesterday; list snacks, small bites, and drinks (including if it was diet or
regular). FYI: Junk food grabs the highest share in the children’s market at 34.6%. It even ranks above
spending on toys, games, and crafts, which garner a combined share of 31.3%
Activity 3: Create a survey to find out about the eating habits of students in their school. If possible,
work in conjunction with the math teacher to analyze the results statistically (see if you can apply
toward your current assignments in math). Write a one page summary discussing your findings and what
you would suggest to offer in the student store (implement healthy options).
Reflection: Write a one page journal entry. How could you save the money usually spent on snacks and
save it for other things you might want?
Green Day
Learning Target: I will culminate this activity by designing the following--planting a garden and/or fixing
up a community space in order to use it for physical activity.
Question: Discuss how aware students at Chimacum High School feel their school is about health, diet
and fitness?
Activity 1:
Plan a way you can make their environment healthier. One way you can do that is by making their
environment greener.
For this activity, decide if you will create an outdoor or indoor community garden. Select types of plants
you’d like to grow; research which plants will have the best chance of survival in our area. Draw or
sketch what the garden would look like. Create a card detailing the nutritional value of these foods.
Review the following site for ideas (other sites are ok; remember to cite the site or source):
http://www.farmtoschool.org
Activity 2:
Create a space at school for physical activity after lunch.
Create an impromptu exercise area where students can take a few minutes after lunch to lift weight, do
sit-ups, or jumping jacks. Draw or sketch what the area would look like. Make sure to include a calendar
of events describing what is offered daily or only on specific days. Include different types of activity that
would interest most students at your school.
Reflection: Write a one page journal entry. How would you start the process of bringing this plan to your
school? What will you continue to focus on? Healthy eating? Exercise? Issues of public health?
iTeach & iLearn Video
Learning Target: I will create a “How To…” video that teaches a physical activity and a healthy snack.
Question: How is using technology to deliver a message a powerful learning opportunity for both the
teacher (you) and student (person viewing the information)?
Activity:
 Choose the topics for your video: one physical activity and one healthy snack
 Know who your audience target is going to be
 Keep your video to a maximum of two minutes per topic
 Research the steps of the topics
 Create a script for your demonstration (record in your journal, turn in)
 Collect the props needed and set-up your location for your video
 Record your video (remember 2 min max each)
 Resource for video production (ideas to help with making your video, optional):
http://westernreservepublicmedia.org/producer/lessons.htm
 Show the video to your peers and journal the feedback responses (peer reviewed by 3-5 people)
using the iTeach/iLearn Video Peer Review form
 Email your video to Mrs. Joyce guin_joyce@csd49.org
Reflection: Write a one page journal entry. What went well while creating your video? What changes
would you make to the process? What did you learn through the entire process of creating this video?
Using the data collected, what was the feedback of your peers about the video?
iTeach/iLearn Video Peer Review Form
Film maker name: ______________________________________________________
Film titles: _____________________________ ______________________________
What were the topics of the two videos?
Were the instructions understandable? Explain using details to support the film maker.
In your opinion, would you use this film as an instructional video?
Other Important Details (sets, costumes, interesting camera angles, music … and anything else
that stands out):
Peer reviewer information
Male
Female
Age range:
u14
14-18 19-24 25-29 30+
CPR Procedures
Learning Target: I will demonstrate, perform, and describe the importance of CPR as first responder.
Questions:
– What is the Good Samaritan Law?
– What is the importance of timely response of CPR in an emergency?
– What are the steps of infant, child, and adult CPR?
– What are the steps of conscious and unconscious choking for infant, child, and adult?
– What are the steps for rescue breathing for infant, child, and adult?
Learning Activity:
Students will have chance to listen to EMT, school nurse, and other first-hand accounts of what it is like
to be the first responder and their experiences. Students will learn the importance of the first responder
as a link in the chain of command in treating emergency situations. Students will watch videos and
demonstrations and then practice on mannequins procedures needed for CPR, choking, and rescue
breathing. (This activity can be prearranged with the East Jefferson County Fire Station for the first
Saturday in February, March, April, or May. Required: Adult/Child CPR course)
Reflection:
• Write a minimum of a one page paper responding to the essential questions and describing how
knowing CPR can benefit your goals. With your paper, turn in a copy of the card you receive or
document you received from the CPR training.
CPR Classes
We offer free Friends and Family CPR the first Saturday of each month at station 1-6 (701 Harrison St.,
Port Townsend). You can choose to take one or any combination of the classes offered.
The times are as follows:
1:00-2:00 p.m. Infant CPR
2:00-3:30 p.m. Adult/Child CPR
3:30-4:30 Pediatric First Aid
You can pre-register by calling (360) 301-5985.
Kindness Challenge
Learning Target: I will understand how to encourage support for other students and strive to make
positive changes in my community.
Questions:
 Do you understand what it means to feel emotionally broken?
 Are you able to show empathy toward others who are facing sadness?
Activity 1: Choose and watch one of these inspirational movies.
 Big Fish
 The Buttercream Gang
 Dreamer: Inspired by a True Story
 The Five People You Meet In Heaven
 Millions
 Patch Adams
 Pay It Forward
Write a one page response to the following questions and incorporate information from the movie in
your paper.
1. How can the power of words impact an entire culture?
2. Have there been times in your life when you felt like you don’t belong? How did you feel?
3. What did you do to overcome and how did you respond to others who may have hurt you?
4. In what ways does or can your high school encourage you to grow socially, emotionally, and
achieve academically while avoiding emotional distress, drug use, and violence?
Activity 2: Seven day Kindness Challenge
Go to each of the following sites, review what they have to offer, choose one site, and then choose a
kindness challenge you can complete over the next seven days. Create a 7-day calendar in your journal
and pre-plan the kindness activities you will complete. Each day write at least a paragraph documenting
the kindness activity (what was it and why did you choose the activity) and impact it had (what did you
see, who did it affect and how).
 Great Kindness Challenge http://www.greatkindnesschallenge.org/
 Kind Spring http://www.kindspring.org/
 Random Acts of Kindness http://www.randomactsofkindness.org/
 Do Something https://www.dosomething.org/
 Pay It Forward http://payitforwardday.com/
Reflection: Which site did you choose, and why? Using the notes in your journal, what was your overall
goal and outcome? Describe what worked and write down a brainstorm idea of how you could
encourage your classmates to accept the 7-day kindness challenge.