Fitness for Life (6e): Meeting Career and College Readiness
Standards (Common Core)
Fitness for Life (6e) is based on a sound philosophy. The HELP philosophy (Health
for Everyone for a Lifetime in a very Personal way) was developed by the authors
and the philosophy is now shared by SHAPE America’s Physical Best fitness
education program and FITNESSGRAM®, the national fitness assessment program.
In addition Fitness for Life (6e) is based on sound pedagogical theory (e.g., social
learning theory, self-determination theory, transtheoretical model), national health
goals (e.g., Healthy People 2020), national physical education and fitness education
standards (SHAPE America), and national physical activity standards (CDC and
ACSM).
Although the meeting the above named standards is the principal goal of Fitness for
Life (6e), Career and College Readiness Standards (CCRS) in a variety of areas were
considered. For example, a variety of English Language Arts Standards (e.g.,
Reading, Writing, Speaking and Listening) and Mathematics (e.g., Numbers and
Quantity, Statistics and Probability) are covered in the student text, the web
resources, and the classroom and activity lesson plans. Specific standards met by
Fitness for Life (6e) experiences are outlined below. In addition, specific examples
of Fitness for Life (6e) activities that meet CCRS are provided.
English Language Arts: Selected Examples of Standards Met by FFL (6e).
Below are some, but not all, of the examples of CCRS met by Fitness for Life (6e)
related to the English Language Arts.
Reading: Key Ideas and Details
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the
course of a text.
Selected examples of how Fitness for Life (6e) addresses the standards listed above.
Text:
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
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Self-Management (Taking Charge) Features for each chapter require oral
discussion and application of evidence presented in the text (e.g., selfassessment, pages 24-25; building knowledge and understanding, pages 4849; setting goals, pages 67-68; critical thinking, pages 358-359).
Chapter Review Summary Questions, Thinking Critically, and Project
Features for each chapter require written and oral summaries and analysis of
text content (e.g., questions 11-15, Thinking Critically and Project on page 27
and similar chapter reviews for all chapters).
Academic Connections (Examples: Critical Thinking, page 359; Literacy, page
463).
Worksheets:
 Worksheets for program planning for all types of activities in the physical
activity pyramid require students to use information from the reading to
prepare writing program plans. Planning is at first specific, but builds to be
more comprehensive as more textual information is presented and more
comprehensive plans are developed.
Reading: Craft and Structure
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Vocabulary terms included at beginning of each chapter, highlighted in text,
defined in glossary (Examples: page 3, pages 471-478).
 Academic Connection features (Examples: Accurate Use of Words, page 49;
Mnemonics and Acronyms, 68; Figurative Language, page 194; Multiple
Meanings, page 451).
 Words associated with quackery and healthy living (Example: Promises to
good to be true, page 348; Key words on food labels, 380).
 Parts of Fitness (Examples: Health Related Fitness, 20-21; Skill Related
Fitness, 22).
 Fit Facts (Examples: page 29, 95, 97, 126, 209, 247, 262, 306).
 Names of Muscles (Examples: all exercise descriptions; Muscle Art, pages
205, 245).
 Key Words in Food Labels, 380.
Worksheets:
 Examples: Lifetime Fitness, Health, and Wellness; Scientific Foundations.
2
Web:
 Vocabulary terms defined on book specific website associated with text icons
(Example: Icon for page 3 of text; www.fitnessforlife.org/student).
Reading: Integration of Knowledge and Ideas
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Chapter Projects (Examples: Prepare advice booklet, page 70; evaluate
magazine articles and report, 134; Prepare newspaper article, 271).
 Making Good Consumer Choices, pages 344-358).
 Scientific Method, pages 3-4.
 Fitness Technology (Example: World Wide Web, 7.
 Consumer Corner (Example: Consumer Communities, 416).
 Knowledge and Understanding, pages 48-49.
Worksheets:
 Worksheets for program planning for all types of activities in the physical
activity pyramid require students to use information from the reading to
prepare writing program plans. Planning is at first specific, but builds to be
more comprehensive as more textual information is presented and more
comprehensive plans are developed.
Web:
 Book specific websites associated with text icons (Example: Icon for page 7 of
text; Fitness Technology: World Wide Web, www.fitnessforlife.org/student).
Writing: Text Types and Purposes
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A
3
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B
Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates the
audience's knowledge level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.E
Provide a concluding statement or section that follows from and supports the
argument presented.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.9-10.2.F
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
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CCSS.ELA-LITERACY.W.9-10.2.C
Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Chapter Projects (Examples: Prepare advice booklet, page 70; evaluate
magazine articles and report, 134; Prepare newspaper article, 271).
 Making Good Consumer Choices, pages 344-358).
 Fitness Technology (Example: World Wide Web, 7.
 Consumer Corner (Example: Consumer Communities, 416).
 Thinking Critically for Each Chapter (Examples: page 27; Page 51).
 Scientific Method, pages 3-4.
 Media Misrepresentation, 307.
 Knowledge and Understanding, pages 48-49.
Worksheets:
 Worksheets for program planning for all types of activities in the physical
activity pyramid require students to use information from the reading to
prepare writing program plans. Planning is at first specific, but builds to be
more comprehensive as more textual information is presented and more
comprehensive plans are developed.
 Worksheets for Consumer Chapter (Examples: Evaluating Health Clubs,
Equipment, Media, and Internet Materials; Health and Fitness Quackery;
Learning to Think Critically).
 Other Worksheets (Example: Scientific Foundations)
Web:
 Book specific websites associated with text icons (Example: Icon for page 7 of
text; Fitness Technology: World Wide Web, www.fitnessforlife.org/student).
CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Vocabulary terms included at beginning of each chapter, highlighted in text,
defined in glossary (Examples: page 3, pages 471-478).
 Academic Connection features (Examples: Accurate Use of Words, page 49;
Mnemonics and Acronyms, 68; Figurative Language, page 194; Multiple
Meanings, page 451).
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
Words associated with quackery and healthy living (Example: Promises to
good to be true, page 348; Key words on food labels, 380).
Worksheets:
 Examples: Lifetime Fitness, Health, and Wellness; Scientific Foundations.
Web:
 Vocabulary terms defined on book specific website associated with text icons
(Example: page 3 of text; www.fitnessforlife.org/student).
Writing: Production and Distribution of Writing
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Chapter Review Questions for each chapter.
 Projects for each chapter require written and oral summaries and analysis of
text content (e.g., questions 11-15, Thinking Critically and Project on page 27
and similar chapter reviews for all chapters).
 Thinking Critically for Each Chapter (Examples: page 27; Page 51).
 Making Good Consumer Choices, pages 344-358).
 Preparing a comprehensive physical activity plan (Example: Physical Activity
Program Planning, pages 326-343).
Worksheets:
 Worksheets for program planning for all types of activities in the physical
activity pyramid require students to use information from the reading to
prepare writing program plans. Planning is at first specific, but builds to be
more comprehensive as more textual information is presented and more
comprehensive plans are developed.
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology's capacity to link to other
information and to display information flexibly and dynamically.
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Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Chapter Projects (Examples: Community Directory, page 109; Health and
Fitness Poll, page 151; Back Pain Investigation, page 271).
 Fitness Technology (Examples: World Wide Web, page 7; What’s in Your
Food? page 381.
 Consumer Chapter and Consumer Corner (Examples: Too Good to Be True,
page 65; Using the Web, 192).
Worksheets:
 Consumer Worksheets (Examples:
Web:
 Worksheets for Consumer Chapter (Examples: Evaluating Health Clubs,
Equipment, Media, and Internet Materials; Health and Fitness Quackery;
Learning to Think Critically).
Writing: Research to Build and Present Knowledge
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Chapter Projects (Examples: Community Directory, page 109; Health and
Fitness Poll, page 151; Back Pain Investigation, page 271).
 Fitness Technology (Examples: World Wide Web, page 7; What’s in Your
Food, page 381.
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

Consumer Chapter and Consumer Corner (Examples: Too Good to Be True,
page 65; Using the Web, 192).
Scientific Method, pages 3-4.
Knowledge and Understanding, pages 48-49.
Worksheets:
 Consumer Worksheets (Examples: (Examples: Evaluating Health Clubs,
Equipment, Media, and Internet Materials; Health and Fitness Quackery;
Learning to Think Critically).
Writing: Range of Writing
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
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Chapter Reviews for all chapters.
Chapter Projects (Keep a Journal, page 405).
Thinking Critically (Keep a Journal, page 420).
Self-Monitoring Log, page 106.
Worksheets:
 Worksheets for program planning for all types of activities in the physical
activity pyramid require students to use information from the reading to
prepare writing program plans. Planning is at first specific, but builds to be
more comprehensive as more textual information is presented and more
comprehensive plans are developed.
Speaking and Listening: Comprehension and Collaboration
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts,
and issues, building on others' ideas and expressing their own clearly and
persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
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CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each
source.
CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Self-Management (Taking Charge) Features for each chapter require oral
discussion and application of evidence presented in the text (e.g., selfassessment, pages 24-25; building knowledge and understanding, pages 4849; setting goals, pages 67-68; critical thinking, pages 358-359).
 Consumer Communities (page 416)
 Chapter Projects (Examples: Polling, page 151; Wellness Committee, page
420; Community Directory, page 470).
 Assessing Game Strategy and Tactics, page 428.
Worksheets:
Examples: Maintaining Active Lifestyles, Assessing Game Strategy and Tactics.
Web:
9

Worksheets for Consumer Chapter (Examples: Evaluating Health Clubs,
Equipment, Media, and Internet Materials; Health and Fitness Quackery;
Learning to Think Critically).
Speaking and Listening: Presentation of Knowledge and Ideas
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Self-Management (Taking Charge) Features for each chapter require oral
discussion and application of evidence presented in the text (e.g., selfassessment, pages 24-25; building knowledge and understanding, pages 4849; setting goals, pages 67-68; critical thinking, pages 358-359).
 Consumer Communities (page 416)
 Chapter Projects (Examples: Exercise Talk, page 134; Wellness Committee,
page 420; School Wellness Presentation, page 243).
 Assessing Game Strategy and Tactics, page 428.
Worksheets:
Examples: Maintaining Active Lifestyles, Assessing Game Strategy and Tactics.
Mathematics: Selected Examples of Standards Met by FFL (6e).
Below are some, but not all, of the examples of CCRS met by Fitness for Life (6e)
related to Mathematics.
Numbers and Quantity: Reason quantitatively and use units to solve problems.
CCSS.MATH.CONTENT.HSN.Q.A.1
10
Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret
the scale and the origin in graphs and data displays.
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Product and Process Goal calculations, page 54.
 Metric Conversions (Examples: pages 59, 60, 81, 100, Body Mass Index
Calculation, page 80.
 METS, page 138.
 Calculating Calories, page 142.
 Self-Assessments for selected chapters (Examples: Walking Test, page 143;
Step Test, page 161; Mile Run, page 162; Body Composition, pages 312-316;
428)
 Resting Heart Rate Calculation, pages 165-166.
 Maximal Heart Rate Calculation, page 166.
 Target Heart Rate Calculation, pages 166-169.
 Beginners Jogging Workout, page 185.
 Calculating 1RM, pages 210-212.
 Percent of 1RM, page 219.
 Calorie Calculations, pages 31-319.
 Calories in Physical Activities, pages 373-376 (including resting metabolism).
 Calories in Foods, page 373-376.
 Calculating Calories per Serving, page 379.
 Fit Fact, page 380.

Worksheets:
 Cardiorespiratory Endurance; Step Test/Mile Run; Jogging Self-Assessment
and Fartlek Training; Energy Balance; Building Cardiorespiratory
Endurance).
Web
 Web link for Icons in Text (Examples: BMI, page 80; PACER, page 101;
Cardiorespiratory System, page 154; Heart Rate Monitors, page 157; Aerobic
Capacity, page 160; Calorie Expenditure, page 321; Calorie Intake, page 373).
Statistics and Probability: Calculate expected values and use them to solve
problems.
CCSS.MATH.CONTENT.HSS.MD.A.1
Define a random variable for a quantity of interest by assigning a numerical value to
each event in a sample space; graph the corresponding probability distribution
using the same graphical displays as for data distributions.
CCSS.MATH.CONTENT.HSS.MD.A.2
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Calculate the expected value of a random variable; interpret it as the mean of the
probability distribution.
CCSS.MATH.CONTENT.HSS.MD.A.3
Develop a probability distribution for a random variable defined for a sample space
in which theoretical probabilities can be calculated; find the expected value. For
example, find the theoretical probability distribution for the number of correct
answers obtained by guessing on all five questions of a multiple-choice test where each
question has four choices, and find the expected grade under various grading schemes
CCSS.MATH.CONTENT.HSS.MD.A.4
Develop a probability distribution for a random variable defined for a sample space
in which probabilities are assigned empirically; find the expected value. For
example, find a current data distribution on the number of TV sets per household in the
United States, and calculate the expected number of sets per household. How many TV
sets would you expect to find in 100 randomly selected households?
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Academic Connections (Examples: Statistics, page 89; Percentages, page 107;
Quartiles, page 323).
 Use of normative information throughout text (Examples: Healthy People
2020 Goals--Unit Opener Pages; Nutrients, page 365; Fit Facts, for example,
pages 264, 303, 458).
Statistics and Probability: Use probability to evaluate outcomes of decisions.
CCSS.MATH.CONTENT.HSS.MD.B.5
Weigh the possible outcomes of a decision by assigning probabilities to payoff
values and finding expected values.
CCSS.MATH.CONTENT.HSS.MD.B.5.A
Find the expected payoff for a game of chance. For example, find the expected
winnings from a state lottery ticket or a game at a fast-food restaurant.
CCSS.MATH.CONTENT.HSS.MD.B.5.B
Evaluate and compare strategies on the basis of expected values. For example,
compare a high-deductible versus a low-deductible automobile insurance policy using
various, but reasonable, chances of having a minor or a major accident.
CCSS.MATH.CONTENT.HSS.MD.B.6
Use probabilities to make fair decisions (e.g., drawing by lots, using a random
number generator).
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CCSS.MATH.CONTENT.HSS.MD.B.7
Analyze decisions and strategies using probability concepts (e.g., product testing,
medical testing, pulling a hockey goalie at the end of a game).
Selected examples of how Fitness for Life (6e) addresses the standard listed above.
Text:
 Academic Connections (Examples: Statistics, page 89; Percentages, page 107;
Quartiles, page 323).
 Use of normative information throughout text (Examples: Healthy People
2020 Goals--Unit Opener Pages; Nutrients, page 365; Fit Facts, for example,
pages 264, 303, 458).
 Relative Perceived Exertion, page 164.
 Ratios (Hip to Waist), 313.
Web:
 Web link for Icons in Text (Example: Relative Perceived Exertion, page 164).
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