FITNESS INTEGRATION PROJECT

Name: Evan Belczyk

Grade Level Band: 3-5
SECTION 1: Developmental Patterns
It is critical for children in third, fourth, or fifth grade to develop important skills that will
be needed later on in their lives, including fitness. Every child will have different developmental
patterns in these stages of their lives; but as a whole, there are similarities. In general, most
children in this age range are discovering themselves and their abilities. For physical educators, it
can be difficult to properly teach children in this grade band because of the low level of ability
some students possess. Even though a child could be at the utilization level in one skill, that
doesnt mean that they are at the utilization level in multiple skills (Graham, Holt - Hale &
Parker, 2013). For example, when teaching children how to dribble in soccer, one child could be
at the utilization level where another student is at the control level. If you are a physical
education teacher that wants to see your students be successful, this should excite you because
theres an opportunity to properly develop these children. Teachers that are aware of the
different developmental skills should be conscious of these differences when creating their
lesson plans. Age is not a reliable reflector of childs ability. If it was, all fifth graders would be
at a higher skill level than third graders but that is not the case. Based on the different
developmental patterns, teachers must incorporate fitness activities that all students can succeed
in.
At this developmental stage, students will start to understand their body functions and
how it changes during physical activity. Students will begin to understand why they sweat and
what causes their heart rate to increase. Students will also be aware of their muscle strength

which can give them either confidence or hesitation during a fitness activity. The teacher must
be prepared to provide activities that all students are comfortable performing from an
endurance/body function standpoint. Muscle memory is another physical skill that will start to
develop during this grade band. Repetition of a certain fitness activity or skill will start
improving students muscle memory for specific activities that the individual student focuses on,
where other students may not develop muscle memory or endurance for that specific sport. In
order to control this difference, teachers must have exercises and fitness activities that integrate
multiple skill levels, for example, pairing students that are at a higher skill level and pairing
students that are not as skilled. Children from third to fifth should start to grasp the idea of what
muscular strength, endurance, flexibility, aerobic fitness and body composition is.
Students developmental patterns from third to fifth grade can affect what activities,
tasks, and exercises physical educators teach. When planning a fitness lesson for third graders,
one of the objectives should ensure that by the end of the lesson students understand what fitness
is and why it is important. According to national standard 3, students in third grade should be
able to describe the concepts of fitness and provide examples of physical activity to enhance
fitness. When planning a fitness lesson for fifth graders, one of the objectives should focus on
making sure that students are knowledgeable of the different types of fitness. According to
standard 3, students in fifth grade should be able to differentiate between skill-related fitness and
health related fitness.
It is important to take into account that during this age, children will start to develop
favoritism of certain fitness activities. Children who are not interested in physical activity, but
may enjoy other activities (art, music, etc.) will begin to stand out between third and fifth grade.
Most students are involved in activities outside of school whether it is youth sports teams,

playing outside with friends, or exercising with family. For these students, fitness comes easy to
them. There are some students who live a sedentary lifestyle and do not engage in physical
activity outside of physical education class. It can be a tough task to motivate these students and
educate them why fitness is so important. It is essential that the teacher recognizes the enjoyment
levels of some students compared to others, so that enjoyment for all students can be established.
When they begin to focus on a specific fitness activity that they appreciate and succeed in, they
will begin to participate in this activity outside of physical education class. This is one of the
main goals in physical education.
Incorporating fitness into a physical education curriculum has many benefits. Instead of
sport based activities, students will have a higher success rate in fitness activities because most
of activities are individual-based. It is aimed at the students as individuals so teachers can
provide feedback to each student. Incorporating fitness activities makes it easier to combine
genders into the activities to make it a co-educational lesson.

SECTION 2:

A) Activities
Aerobic Fitness:
3rd Grade: Running Mania

Have the entire class start running counterclockwise in a circle around the gym.
Designate one runner as the lead runner and one as the back runner. Have the class start
running. On command, the back runner picks up the pace and weaves past the runners in
front. As the back runner passes or goes around a person, the passed person is to follow.
All subsequent runners are to do the same thing. Once the back runner passes the lead
runner, he is to slow the pace back to an easy run so that the new back runner can pick up
the pace and weave through the group, repeating the cycle. When all runners are back to
their original spot, the mania run is over.

4th Grade: Corner Tag

Set up cones so that the gym is divided into four different areas and split the class up into
four different groups. Each team gets a ball to place in a hula hoop in their corner and a
hula hoop which is the jail. Students will try to steal the other three team's balls and bring
them back to their own hula hoop. When a student is in another team's territory, they can
be tagged by any member of that team and sent to that team's jail. Students are safe inside
the hula hoop. Students can get out of jail if a teammate tags them. They must go back to
their quarter of the gym first before returning to the game. Students should try to get all
four balls in their hula hoop.

5th Grade: Mission Possible

This activity allows students to work together to complete a list of exercises

simultaneously. Divide class into six groups. Have each group set up at one of the
designated cone marked 1-6. Each cone will have a Mission Card beside it with the list of
exercises they must complete. Students will perform fitness activities such as, running a
lap, shoulder touches, sit-ups, push-ups, jumping jacks, burpees, etc.

Muscular Strength and Endurance:

3rd Grade: Its Your Move

Have everyone sit on the floor and follow your lead in performing muscular strength and
endurance exercises such as: side leg raises, push-ups, curl-ups, squats, lunges, calf raises
or squat jumps. At the same time, pass a ball around the room. When the leader yells
Its your move! the one holding the ball is the new leader, and does whatever exercise
he chooses.

4th Grade: Textbook Workout

Have the students take out a textbook or dictionary and use it to do the following
exercises:
Bicep Curls: Hold the book in one hand and bend the elbow to raise the book toward the
shoulder.
Triceps Dips: Hold the book in one hand and lean forward over the desk with the other
hand holding the desk. Hold the arm with the book parallel to the body. Bend the elbow
to 90 degrees and raise and lower the book extending backward up to shoulder level.
Overhead Lifts: Hold the book in one or two hands and lift it above the head in one
smooth motion.
Twists: Hold the book to the chest with both hands and twist slowly from side to side.

5th Grade: Muscle Hustle Stations

Students will participate in a circuit designed to build muscular strength and endurance.
Station times will be 60 seconds. Stations will include the following: Wall-Lean PushUps- Students stand and lean into a wall with elbows straight but not locked. Curl-Up
Pass- Students lay in the curl-up position opposite a partner with one holding a
lightweight ball. Partners curl up together, and on each curl-up pass the ball from one
partner to the other. Wall-Lean Chair Sits- Students sit in a chair position with their backs
against the wall and hold the position for as long as they can during their time at this
station. Push Up, Pick Up- In a push-up position, students pick up bean bags and fill a
container. They count how many bean bags they placed in the container during their time
at this station.

Flexibility:
3rd Grade: Body Spelling

Students stand in an open area of the gym. Call out a letter and have the students form
that letter by shaping their bodies into the letter. Encourage students to stretch long and
hold the stretch for a count of eight. Have students work with a partner to each form a

different letter and then form a two-letter word. In groups of three to four, have students
form their bodies to spell a word, as an extension have the students walk around in the
shape of the letter called.
4th Grade: Stretch Wave

Divide students into groups of six to eight and have them stand in a circle. Have one
student start by performing a stretch and holding it. One at a time, moving in a clockwise
direction, the other students perform the same stretch. Once it has been passed around the
circle, the student to the left of the first student performs a different stretch and the wave
continues. Continue the stretch wave for the desired length of time.

5th Grade: Who likes to Stretch

Assign everyone in the group a number from 1 to 20. The leader then performs a
stretching exercise which everyone follows. While stretching, the leader asks, Is there
someone in the room who wants to lead? Is it you, number 2? Number 2 must then start
leading by performing a new flexibility exercise. Or number 2 responds, Who me?
The leader responds, Yes, you. Number 2 responds, Couldnt be. The leader
responds, Then who? Number 2 responds, I think its number 3, and the game
continues.

Body Composition:
3rd Grade: Myplate Game

Students will be split up into 5 different teams. Each team will be labeled as vegetables,
fruit, grains, proteins, or dairy. Three of the teams will start on one side of the gym and
the other two on the opposite side. Team one (vegetables) will come up with a type of
vegetable as a group. They will scream the vegetable of their choice and locomote in any
way to the other side of the gym. Team two (fruits) will repeat the same process and so
will teams 3, 4, 5. Each team will share three types of foods.

4th Grade: Body Composition Tag

There will be 2-3 fat cells that are the taggers and have them hold scarves to show that
theyre it. Everyone else is in the class is lean body tissue. There are two areas located in
the gym that are safe zones. They are nutrition and rest. The lean body tissues can go to
these safe zones to prevent getting tagged. There can only be 2 people per safe zone and
they can only stay for 15 seconds or less. The students who enter the nutrition zone have
to name a nutritious food to the teacher to stay for the full 15 seconds. If they cannot

name a nutritious food, they must leave the safe zone right away. The objective is for the
fat cells to tag lean body tissue. If a fat cell tags a lean body tissue then the lean body
tissue becomes a fat cell and the fat cell becomes lean body tissue. When the fat cells tag
a lean body tissue, they give the new fat cell their scarf.
5th Grade: Peer Assessment Fitness Station

Students will work in groups of 2-3 to develop a fitness station focusing on the body
composition component of fitness. Your activity station must include the following: A
fun, creative activity that will keep participants involved for 2 minutes. An explanation of
the key characteristics of the component. An explanation of the F.I.T.T. principle a fun
title for the station. It is must be easy to follow with well written directions for the
activity. There must be involvement from all participants in the group.

B) Unit Goals/Objectives
Psychomotor: The student will demonstrate the proper movement patterns and skills that will
lead to the improvement in aerobic capacity, muscular endurance and muscle strength, flexibility
and body composition throughout a fitness unit.
Cognitive: The student will be able to understand the importance of fitness through the
components of fitness (Aerobic capacity, Muscle strength/endurance, Flexibility, Body
composition).
Affective: The student will be able to show cooperation with their peers throughout the fitness
unit by using words of encouragement and support.
NASPE Standards

Standard 1 - The physically literate individual demonstrates competency in a variety of

motor skills and movement patterns.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social
behavior that respects self and others.

C) Equipment

Cones
Exercise cards
Music
Hula hoops

Foam balls
Pinnies
Hardcover books
Balls
Bean bags
Container for bean bags

D) Teaching Models/Strategies
Intra-task variation and Teaching by invitation: There will be times throughout the unit where
students will have the option to choose between certain pieces of equipment or if they would like
to challenge themselves on their own. This is considered teaching by invitation and it is a
valuable teaching strategy in physical education. There will also be times when a teacher
instructs a student to make a change to the activity to make it easier or harder for them. ITV is
another valuable teaching strategy because if a student is having trouble, the teacher can make
the activity easier so they have a higher success rate. If a student is having success, the teacher
will add in challenges to develop the students skills even more.
Pinpointing: Allowing students to demonstrate in front of their peers can be a good teaching
strategy. Pinpointing is when a student or students that are having success in an activity, presents
the activity to the rest of the class. Since peers are performing the demonstration, students may
be able to relate better and can model the student/s actions.
Task-based: Throughout the fitness unit, there will be lessons when students will be going
through stations. The Task-based teaching style is effective because it gives students the
opportunity to work with their peers and can progress through many different activities. Students
are able to work things out together while giving positive feedback to one another. Stations are a
good way for all students to be active at once.

E) Assessment Strategies/Measures
1. Fitness Testing:
Fitness testing is a good way to assess students on their physical abilities. Students will be able to
make goals to improve their scores for the next time they test. Fitness testing is only appropriate
if students are taught the skills before they test. It is unfair for students to be assessed on
something they have never done before.

2. Homework: Students will sometimes be assessed by completing work outside of school.

Unlike other subjects, the types of homework students will have related to fitness are; signatures
from their parent/guardian that they participated in a certain amount of hours of physical activity
per week, writing down when the students ate a healthy meal, attending a varsity or collegiate
sporting event, or joining a club or youth sports team.
3. Formative Assessment: Assessing students while they are going through a unit is important.
Students need to be evaluated during activities so they understand what they need to make
improvements to. Teachers need to give students feedback so when the unit is complete they are
as successful as possible.
4. Summative Assessment: Assessing students at the end of a unit is also important. If a student
is at the same skill level that they were at when the unit started, the teacher has not achieved their
goal. Students need to be assessed when the unit is complete to measure what has been
accomplished.
5. Peer Evaluation: When students are working in pairs or small groups and going through fitness
stations, peer evaluations are a good assessment tool because students are able to give each other
feedback on ways to improve. Students will be given a sheet with a checklist on it and will check
off every time their partner successfully completed a task. It is aimed more for the student
making the assessment rather than the student performing the activity.

F) Timeline
The fitness unit will last three weeks and will be incorporated into the curriculum once a
year. The three week unit assumes that students will have physical education class twice per
week. Even though students from grades third to fifth will be learning about the same
components of fitness, the activities and assessments will vary depending on the state and
national standards that they must meet. During week one students will be introduced to the
lesson and learn the protocols, set future fitness goals, learn and participate in activities that will
enhance their aerobic capacity and muscle strength and muscle endurance. On week two students
will learn and participate in activities that will improve their flexibility and body composition.
And on week three students will have a review of all the fitness components, perform their
fitness testing, and finish the unit re-evaluating their goals they made at the beginning.

Protocols/Introduction
Goal Setting
Aerobic Capacity
Muscle Strength/Endurance

Week
1

Flexibility
Body Composition

Week
2

Review of Fitness Components

Fitness Testing
Re-evaluation of Goals

Week
3
Work Cited

Couturier, L. (2014). National standards & grade-level outcomes for K-12 physical education.
Champaign, Illinois: Human Kinetics.
Graham, G., Holt/Hale, S., & Parker, M. (2013). Teaching physical fitness, physical activity, and
wellness. In Children Moving: A Reflective Approach to Teaching
Physical Education (9th
ed., pp. 561-581). NY, USA: McGraw Hill.
The Health and Physical Education Web site for Teachers. (n.d.). Retrieved October 15, 2015, from
http://www.pecentral.org/index.html