Anthony Thomas Egidio
CURR 509
December 2, 2013
Unit Plan
Unit Title: Life-long Fitness
Grade Level: 10th
Content Area: Physical Education
Community: New Brunswick
Objective:
Since we just finished up a health unit on physical fitness and the effects on the body,
students will demonstrate knowledge about different types of physical fitness that is offered
around the community of New Brunswick. Students will participate in lessons that are based on
activities found in the community and share some of their own personal life-long fitness
experiences. During the unit, students will complete and participate in…

A trip to a recreation center at Rutgers University.

Complete a monthly blog where students will share personal experience of physical
fitness throughout the community.

Demonstrate lessons in the gymnasium that could be completed on the Raritan River.

Discuss activities that students could participate in Buccleuch Park.
Community:
New Brunswick is a city with many different layers. There are parts of New Brunswick
where buildings look remodeled, people are driving around new cars and wearing nice clothes.
After passing this area of town, there is a much more college-like atmosphere. Since Rutgers
University is located in New Brunswick, we see that the population walking around is much
younger and businesses are catered to students. Examples of businesses in this area are bars,
liquor stores, fast-food chains, pizza shops and convenient stores. Once we pass this college-like
atmosphere, there is a much lower economic group. This area of New Brunswick is heavily
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Anthony Thomas Egidio
CURR 509
December 2, 2013
populated with the Hispanic community as most businesses are advertising or marketing in the
Spanish language. It is also evident that it is a lower economic setting because houses are
smaller, closer together and much more worn down than the other subgroups mentioned. Also,
throughout the city we see a plethora of parks, as well as the Raritan River.
According to the Census Bureau, there are currently 55, 181 people living in the city of
New Brunswick. Out of that population, the largest sub group is the Hispanic community who
makes up 49.9% of the city’s population. The other subgroups who make up the city are Whites
(45.4%), African-American (16%), Asians (7.6%), American Indian (.9%), some other race
(25.6%) and two or more races (4.4%). Since there is such a large student population due to
Rutgers University the median age for people who live in New Brunswick is relatively low at
23.3 years old (2010 Census).
Although the city of New Brunswick is very diverse, the population for each subgroup
does not properly represent the population in the schools. Families who can afford it, send their
children off to private schools. Based on the population of the city and the population of students
in the district, we can make the assumption that many of these families are white. At New
Brunswick High School, 78% of the population is Hispanic, 20% is African-American, 1% is
Asian and 1% is White. The assumption can also be made that many of these families come from
a low-economic setting because 71% of the student body receives reduced or free lunch, while
the state average is only 33% (Greatschools.org). Academically, students at the high school level
are the bottom 12% for students accomplishing academic achievement, 13% participating in the
SAT’s, and 21% of students scoring above 1550 on the SAT’s. This leads me to believe that the
population is cognitively below other school districts (NJ Report Card).
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Anthony Thomas Egidio
CURR 509
December 2, 2013
Unit Plan:
This unit will be completed towards the end of the school year, in the spring, when the
weather is warmer. Reason being, students can go out to the parks or other community
landmarks so that they could participate in physical activity. Also, this week’s unit will be
completed directly after the student’s finish a health unit about physical fitness so that they will
already know the different components and how it will affect them. Students will be given the
opportunity to write about their life-long physical fitness activities, as well as participate in these
activities in the school setting and on field trips.
Location
Raritan River:
Buccleuch Park:
Rutgers University
Recreation Center:
Activity
In the gymnasium, students
will work on skills that will
be directly related to water
activities provided by the
river. Students will also gain
knowledge and learn how to
implement fitness-training
skills.
Students will compare and
contrast types of life-long
fitness activities. They will
learn how to measure their
fitness and health, such as
how to measure heart rate and
what impacts it can have on
their health.
The recreation center offers a
plethora of physical fitness
activities that the students can
engage in. Students will
participate in some activities
and compare and contrast
how these activities effect
their health.
3
NJCCC
2.6.12.A.2
2.6.12.A.4
2.6.12.A.2
and
2.6.12.A.4
Anthony Thomas Egidio
CURR 509
December 2, 2013
The main purpose of this unit is to expose students to the types of physical activity that is
available for them in their own community. So many times, people refuse to be physically active
because they associate physical activity with just weight training or a cardiovascular movement
like running. These lessons and trips will show students that there is a vast amount of activities
that the students could participate in. Aside from exposure to the activities, students will learn
about how physical fitness can have positive effects on their well-being. So many times students
just focus on the physical effects of fitness, but these lessons will also focus on the social,
emotional and overall health of the students. They will also learn how to measure their health
while being physically active through learning how to measure their heart-rate, what their heartrate is telling them, and how activities effect their heart rate differently.
Having a body of water in their community, such as the Raritan River, offers many
different physical activities for the community. The problem is, many individuals do not take
advantage of it because they do not know what is offered, nor do they know how to participate in
the activity. Since it is a liability and dangerous to take an entire class on a trip to the river, I plan
to use equipment in the gymnasium to mimic activities that students can participate on the water.
By using accommodations to mimic the movements, I can present the different types of activities
available, like crew and kayaking. I plan to inform the students on all different types of activities,
demonstrate them, and then have the students participate in lessons where they are working the
muscles that are directly affected by these different activities.
Buccleuch is a large park that offers a significant number of life-long fitness activities on
land. During this lesson, I plan to use both the gymnasium, as well as take students on the fields
outside to show them different activities that they can be participating in. These activities will be
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Anthony Thomas Egidio
CURR 509
December 2, 2013
games that incorporate teamwork. Some examples of the games that students can participate
while in the park are football, softball, or ultimate Frisbee. Giving students the opportunity to see
if they enjoy these games and show them that there is a park in their community where they can
be engaged in these activities can be a huge tool to having the students continue in their life-long
fitness.
This community is extremely fortunate to have facilities that are provided by Rutgers
University. Since this is such a prestige school, their facilities are top of the line and offer fitness
opportunities that most communities do not have. In the recreation center, students can
participate in rock climbing, swimming in their pool, cardiovascular machines, basketball courts,
and weight training movements. Showing students all of these different options will provide the
foundation for life-long fitness and may expose them to something that they are truly passionate
about. Rock climbing is not an activity that most people think about when they are considering
physical fitness options, but it is as valuable as a tool as weight training or running. The use of
these facilities will expose these students to opportunities they may never have had.
Routine:
When students walk into class, the first thing that they will complete is some sort of preassessment or bell work question. By doing this, it will give the students an idea about what the
lesson will be on so that they can begin to prepare cognitively and physically, while also giving
me an idea about what students are already knowledgeable about. The next thing that will be
completed in my class is giving them information and a demonstration on the activity that the
students will be participating in class. After this, students will be engaged in an activities where
they will be working on the life-long fitness element for that day. After the activities are
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Anthony Thomas Egidio
CURR 509
December 2, 2013
complete, students will be given an assessment. This assessment could be a simple exit slip,
demonstration of the skill acquired, or something written testing their knowledge on the subject.
Assessment:
The students in my Physical Education class will be assessed in a number of different
ways. As a physical educator, it is important that the students are able to demonstrate skills
through physical performance, as well as having the knowledge about the skills being assessed. I
plan to implement these things through a pre-assessment, skills assessment, exit tickets, and a
final unit test. Pre-assessments will help prepare the students for the upcoming lesson, while also
informing me on how much prior knowledge the students who have the topic. I plan to prepare
this assessment in a bell work type format. The second type of testing the students will be
participating in is a skill assessment. Towards the end of every lesson, after students have been
given instruction and feedback, I plan to use a rubric to check if the students are properly
performing each skill cue. The third type of assessment tests the cognitive domain of the students
and will be performed in the final minutes of class. To assure that students gained the knowledge
being conveyed during the lesson, I will present the students with an exit ticket. This will be
either written or verbal, and will ask the students to list skill cues, ask them what they learned
today, or other questions that will allow me to determine whether or not they understand the
material. The final assessment will come at the end of the unit and will test the student’s
knowledge on physical fitness.
Accommodations and Modifications:
Since it is a liability and possibly dangerous to take a Physical Education class out on the
Raritan River, I plan to make a modification to that specific lesson. It is hard to teach students
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Anthony Thomas Egidio
CURR 509
December 2, 2013
how to kayak or row when not on the water, but with a modification, it is definitely possible. To
act as the kayak itself, I will give each student an individual scooter to take its place. I will then
give the students either a racket or some other implement to act as the oar. This will allow
students to get the feel for what it is like to row in a kayak and will also allow the students to feel
what muscles are being engaged in the activity. Aside from the modification for the lesson, I plan
to implement accommodations for students with disabilities and limited English proficiency
students. These modifications may include spatial awareness things, swapping out equipment
that may be more conducive for a student, and other things that will allow for success while
being engaged in the activity. I also plan on providing key terms to students, allow extra time on
tests, or provide the key terms in a language that the student speaks. These accommodations and
modifications of lessons should allow all students to succeed.
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Anthony Thomas Egidio
CURR 509
December 2, 2013
Lesson Plans:
Bell Work
(5 minutes)
Instruction
&
Demonstration
(10 minutes)
Activity
#1
(35 minutes)
MONDAY
Do Now:
To prepare the
students for
the lesson and
what they will
be learning for
the period,
students will
be asked to
write down
what personal
experiences
they have with
water
activities.
Raritan River:
Students will
be in a semicircle around
me as I give
instruction on
what we’re
doing, how the
Raritan River
is available to
use for them,
and
demonstrate
how to
properly
perform a row.
After this
instruction,
students will
actively
demonstrate
that they know
how to do the
activity.
Free Range:
Students will
be on a scooter
with a tennis
TUESDAY
Do Now:
For the first five
minutes,
students will
discuss what
life-long fitness
activities they’d
be interested in
trying. For the
second half,
students will
ride a stationary
bicycle to warm
up.
(At Rutgers
Univ.)
Rutgers Univ.
Rec Center:
We will discuss
how we are
guests in the
facilities and
discuss what we
will be doing for
the day. The
first activity,
students will
have the option
to choose a
weight training
or
cardiovascular
activity. The
second activity
will be rock
climbing.
WEDNESDAY
Do Now:
The students will
answer a fitness
question about
what diseases
can fitness help
prevent.
THURSDAY
Do Now:
There are a
plethora of lifelong fitness
activities in the
community of
New Brunswick.
List as many
activities as you
can think of and
name the two that
you plan to
practice
throughout your
life time.
FRIDAY
Do Now:
What was the
favorite activity
you participated in
during the last
week? Do you
plan on continuing
this activity?
Buccleuch Park:
We will discuss
different parks in
the area that
students can use
as a tool for their
life-long fitness.
I will then
discuss that for
the next two
days, we will
work on team
activities that
they can use to
play in the park
for the rest of
their lives.
Buccleuch Park:
I will give
students
instruction about
the new team
activity for the
day, softball.
Since the student
already had a
baseball/softball
unit, students will
be refreshed on
the proper skill
cues. Students
will demonstrate
after instruction.
Recreation
Choice:
Students will
spend have an
Ultimate
Frisbee:
The class will be
split into two
Softball:
Students will be
separated into two
teams and will
Computer Lab:
Students will go
on Edmodo, and
write their
monthly fitness
papers. These
papers are primary
accounts of
physical fitness
activities that
students have been
participating. They
must write about
what was the
experience, how
long they
participated in it,
how it made them
feel and if they’d
recommend it to
friends. Students
are included to add
pictures or graphs
to enhance the
project.
Computer Lab:
Students will
continue to work
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Anthony Thomas Egidio
CURR 509
December 2, 2013
Activity
#2
(35 minutes)
Assessments
&
Reflections
(5 minutes)
racket.
Students will
be given free
range to
practice
rowing on
their scooters,
while using
the racket as
an oar.
Obstacle
course:
Now that
students have
gotten used to
rowing,
students will
be going
through an
obstacle
course where
they have to
practice
maneuvering
around the
gymnasium,
like on the
water.
Exit Slip:
Students will
reflect on their
experience and
describe if
they plan to
participate in
water activities
outside of
class.
option for the
first activities at
the recreation
center. They can
either work on
some sort of
cardiovascular
machine or they
can work on
weight training.
Rock Climbing:
They will learn
how to rock
climb and the
important safety
measures that go
along with
climbing.
Students will be
partnered up in
groups of five
so they can get
optimal activity
time.
teams and will be
participating in
an ultimate
frisbee game.
Before we start,
the rules will
quickly be
explained.
participate in
softball.
on their
papers/projects…
Ultimate
Frisbee:
The class will
come together
and we will
discuss strategies
and skills that are
being done
correctly and
incorrectly.
Students will
then go back to
the activity.
Softball:
Half way through
the activity, I will
bring the class
together and
discuss things that
are being done
correctly, and
skills that we
need to improve
on.
Computer Lab:
Students will
continue to work
on projects…
Exit Slip:
Students will
reflect on
experience and
write which
activity was
their favorite
and why.
Exit Slip:
List two skill
cues for throwing
a frisbee.
Exit Slips:
Aside from the
activities we have
completed this
week, what other
physical fitness
activities can be
completed
throughout the
community.
Homework:
Students must
finish their
papers/projects.
Also, students
must log in to
Edmodo at home
and view their
peer’s papers and
comment on at
least two of them.
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Anthony Thomas Egidio
CURR 509
December 2, 2013
WORKS CITED
Community Facts: United States Census Bureau. (n.d.). Retrieved from
http://factfinder2.census.gov/faces/nav/jsf/pages/community_facts.xhtml
Great schools: New Brunswick high school. (n.d.). Retrieved from
http://www.greatschools.org/new-jersey/new-brunswick/1295-New-Brunswick-HighSchool/
"Rutgers Recreation." Rutgers Recreation. Rutgers, The State University of New Jersey, n.d.
Web. 30 Nov. 2013.
School Report Card: State of New Jersey Department of Education. (n.d.). Retrieved from
http://www.state.nj.us/education/pr/2013/23/233530050.pdf
State of New Jersey: Department of Education: Core Curriculum Standards. (n.d.). Retrieved
from http://www.state.nj.us/education/cccs/standards/6/
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