S1+Knox,+Andrew

=Stage 1 - Identify Desired Results= H. Physical Fitness Activities and Knowledge H4 - Physical Activity Benefits, Grade 9-Diploma - Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: Health Education & Physical Education

//What understandings are desired?//
•There is more to physical fitness then muscle gain and cardio. •Nothing with physical fitness happens overnight, in a healthy way. ||
 * **//Students will understand that://** **(U)** ||
 * •The brain is a major player in physical fitness.

//What essential questions will be considered?//
•How different aspects of life will be affected due to increased fitness. •Why the body takes time to change. ||
 * **Essential Questions:** **(Q)** ||
 * •How the brain plays a part in overall fitness.

//What key knowledge and skills will students acquire as a result of this unit?//
- Importance of regular exercise, Establish regular eating habits, Adaptations to the body due to changes in life, Brains time-line on fitness •**Key Factual Information** - Health/fitness is a life-long commitment, Genetics is a major factor, Longevity and quality of life is improved •**Vocabulary** - Hormones, Key glands, Atkins diet, South Beach diet, Anorexia nervosa, Bulimia nervosa, Strength training, Cardio || •Describe the brains role in physical activities. •Make sense of the "Fad" diets and judge their effectiveness. •Test the fact that physical fitness takes time. •Contrast different ways to stay healthy. •Be open to other ways to be physically fit. •Self assess their own brain and physical fitness ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •**Sequence & Timelines**


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**