1. Topic


2. Content

Students will be placed in teams and have a fun time running obstacles
that will help build muscle, preparing them for right nutrition and
engaging them in exercise
Key Terms:
Muscle
Stretch
Nutrition
Jog
Jump
Heartrate
pulse
exercise
healthy
fitness
obstacle



3. Goals: Aims/Outcomes

1. Students will be able to learn about the importance of nutrition
and fitness
2. Students will grasp the concept of different forms of exercise,
such as mild jogging or jumping in place
3. Students will have a better understanding for how to prepare for
obstacle courses by learning basic nutrition and proper forms of stretching,
how to calculate their heartrate and pulse 


4. Objectives

1. students can identify different forms of working out for fitness
2. students will each be a team and will have a guide of rules that
will help them understand what this obstacle course is going to helping
regards to fitness
3. students will learn about right nutrition and this interactive
learning obstacle will be very much like a review for them 


5. Materials and Aids

1. track or inside a gymnasium
2. 10 cones to represent 10 different stations
3. music player (will be our timer for each station)
4. cards with questions about fitness, wellness questions.
5. Velcro and index cards 


6. Procedures/Methods

A. Introduction
1. introduce students to basic terms of fitness and wellness. This
game will have 10 different sections to which students in the group
must all complete in order to finish the course.
2. Students will get a sheet with various fitness related terms they
can review and relate to how they would use the terms in regards to
fitness
3. There will be a card with a question on it, the correct answer
to the question will be Velcroed to a red or blue cone. IF THE STUDENT
IS WRONG: they will have to (as a group) do DOUBLE the work out asked.
Such as, if the card says to do Five push ups and star jumpsbut
the student answers the question wrong they will do double, i.e. 10
push ups, 10 star jumps.
4. students will be asked to do a work out first before they can answer
any question (the station will have the work out that the student
must complete in order to get the card with the question)
5. once students answer the question right they can run through the
isle of the cone to the next station 


B. Development
1. ask students what forms of fitness that people do without realizing
it? Such as walking or running, lifting objects, etc.
2. ask students what they do to work out, are they active?
3. Give students a demonstration of the obstacle, each student is
working on their own while going through this obstacle BUT will be
a color for a teamfor example, three different colors, red, blue
and yellow shirts will represent a team as a wholebut each student
will participate and go through the obstacle on their own. Each student
who completes gives a point to their team. 


C. Practice
1. let students interact! Students will get a chance to review over
any fitness related questions



D. Independent Practice
Students will be in groups of two.
1.there will be a work sheet that each group will have. One for Life
Scenario: Grocery stores (one student will be a clerk selling things,
another will be a buyer)
2. the second section will be that of travel distance and travel time.
They will have a work sheet to which they will answer various distance/travel
time questions
3. Section three will be about clocks and timea work sheet that
will ask questions involving time, hours late, hours left, how many
hours worked during the week and how much someone is paid per hour,
etc. 


E. Accommodations (Differentiated Instruction)
This is an interactive physical activity. Cognitive understanding
for the rules is very important. Students will get a visual of how
the obstacle is set up, they will get three run throughs of what is
accepted and what is not. They will have the ability to pass on only
ONE course question. The only accommodation that might be required
is for students who do not understand fully how the obstacle isthey
will get a physical tour of how to do it and what is expected that
way it is easier for them to identify what is required. 


F. Checking for understanding
Students should be able to identify various key terms of fitness
and wellness are related to the activities they performed. Are carbs
good? For what are eating cards good for? Bike riding or swimming?
Students should be able to use what they have learned through this
activity and can apply it to their lives in sense of being active
through exercise and nutrition. 


G. Closure
Students will be able to identify how various exercise will help
fitness, with growth and maintaining a healthy life style. 

