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2nd Quarter, PE Fitness for Life

00.00 Start Here (Fitness for Life)

Course Description

Fitness for Life is an individualized, concepts-based course delivered by EHS in 2 quarter classes. Fitness for Life is designed to give students the knowledge and skills necessary to self-assess, create, conduct, evaluate, and redesign personal fitness programs.

This class is required of all students and there are no substitutions, including participation in athletics. Fitness for Life may be taken anytime during grades nine through twelve, but it is strongly recommended that students take the class in either the ninth or tenth grade year. The course is a combination of classroom and activity-based learning activities with a focus on proper nutrition and the mastery of skills and concepts necessary for students to become accomplished monitors of their personal lifetime fitness. Through participation, students learn to compare the fitness benefits in a variety of individual and team activities.

NOTE: Students may only earn Fitness for Life Q1 and Fitness for Life Q2 credit once from EHS.

Also, you may take only one online PE or Fitness class with EHS at a time. You may NOT receive credit for two PE or Fitness classes taken concurrently.

Class Overview

Welcome to Fitness for Life online.  

Fitness for Life is unique in that each quarter is to be completed in 7 weeks, unlike the 10 week time limit given for all other EHS courses. Because improvement in fitness depends on consistent exercise, you will exercise for 6 consecutive weeks in order to complete each quarter. (The extra week is provided to allow for various interruptions that inevitably arise.)

8 "Must Read" Tidbits of Information:

1.    The first thing you should do is read the class requirements.

2.    All the online lessons include the written material and links to all the information needed to complete each assignment.  

3.    Prepare yourself to read all of the course content.

4.    Please consult the Pacing Guide for this course and commit to finish each quarter within seven weeks from your start date.     

       https://share.ehs.uen.org/view-syllabus/279,161 for Q1
       https://share.ehs.uen.org/view-syllabus/279,162 for Q2

       The start date is the Monday of the week of your enrollment date.

5.   You will begin with the About Me assignment and Parent Contact Form. Print out a copy of the PARENT CONTACT FORM, found in the Overview 01 section, and have your parent fill it out. You will submit it after the About Me assignment via the Parent Contact Form Submission window. Most students take a picture of the filled out form and submit it as a JPG. The attachments are provided in either PDF or RTF format--choose either version.

6.    Fitness for Life Q1 is divided into 4 units listed under “Class Content”.  The assignments, power-point presentations and materials are there to help you learn the necessary information for each unit.

Note: Assignments are found after the lessons.

IMPORTANT:   You will need to copy and paste assignments into a word processing file, type in your answers, and save it. Then go to that assignment on the front page of the class and, click "edit my submission," copy and paste in your completed work and click on "save." Make sure you ”save” your assignments to a file before sending them to be sure you have copies of what you sent. Image from Wikimedia Commons, Ninule01, CC Universal Public DomainImage from Wikimedia Commons, Ninule01, CC Universal Public Domain

 

7.    You should get started on your Cardiovascular Health Risks Profile Assignment 01.01.01 during the first week, as well as begin exercising at least three times per week aerobically in order to start fulfilling the requirement of Activity Log 1, which is to be completed during the first week, but submitted during the second. (Assignment 01.01.01 is to be submitted during the first week.)

8.   Workout log requirements: You must work out aerobically for at least 30 minutes three times a week and record an Activity Log Sheet to earn credit in this class. You must get your heart rate between 130-180 beats per minute for 30 consecutive minutes to earn full credit on logs (this means exercise without stopping to keep your heart rate up). The logs need to be signed by a parent and include a thoroughly written journal worth 20 points. Brief and poorly written logs will result in deductions from your log scores. To earn full credit on logs you must do both: exercise aerobically, and write.  

Before you start, you will need to take your resting heart rate. Count your pulse for 6 seconds and multiply by 10. This will tell you how many times your heart beats in one minute. Record your resting heart rate in your log.

Immediately after or during your exercise, take your heart rate again using the same steps explained above. This will be recorded as your exercise heart rate.

After 3 minutes take your heart rate a third time. Record this in your log as your recovery heart rate.

*You will find the Activity Log Sheets in Unit 1 Lesson 01 and in the overview 01 section. 

FAQ: Is there a specific type of aerobic exercise you must do? There is no specific type of exercise that must be performed to earn credit for your workout logs. Any exercise or activity that meets the requirement of elevating your heart rate to the aerobic training zone of 130-180 beats per minute for a total of at least 30 minutes will suffice. To give you a good idea of the types of exercise that are considered aerobic, here is a list of common aerobic exercises: jogging, swimming, brisk walking, riding a bike or stationary bike, running on an elliptical trainer, hiking, cross-country skiing, using a rowing machine, circuit training, Cross-Fit, using various exercise videos such as P90X or Insanity, etc. 

*IMPORTANT: Logs backdated more than two weeks from their completion date will not be accepted for credit, so please turn them in as you go rather than hold onto them for several weeks before submission.

Note: Students who have not submitted their 1st Activity Log by week 3 may automatically be dropped from the course. You have seven weeks to be done with the first quarter. As soon as you have completed the 1st quarter, you will need to take a proctored final exam for that quarter. You will choose a proctor from the list once you are approved to take the final, and you should take it within two weeks of finishing your work.  If you plan on taking Quarter 2, you will be able to request it once your Quarter 1 final is finished and EHS has processed your final course grade. This usually takes 1-2 weeks. Once you are enrolled into Quarter 2 you can start recording your Activity logs again; DO NOT keep logs in between enrollments; you will have to start over once you get enrolled into Quarter 2. The logs HAVE TO BE DONE while enrolled in the class! You can earn a total of .5 credits for this class after completing both the first and second quarters. You can request second quarter immediately after first quarter is completed and continue for an additional seven weeks (for a total enrollment time of 14 weeks).    

Turning in Your Work

The content of this class is divided into 4 units and is labeled as such. Work through each unit's lessons for a guide to the learning you need to accomplish. The assignments follow the lessons.

The third module contains indented links to the assignments, quizzes, and tests for the class. Each of these items is part of your gradebook. You need to successfully complete each item in module three. To turn in your assignment, click on the assignment name and then, depending on the assignment type, you use a button labeled [Submit Assignment] or [UPLOAD A FILE] or [EDIT MY SUBMISSION].

You'll see descriptions of your assignments along with the content. Create and then work on your assignments on your local computer.

You turn in your assignments in the Module 3 area.

*Reminder: Logs backdated more than two weeks from their completion date will not be accepted for credit.

Grading

Each assignment has a maximum number of points you can earn if you do an excellent job on that assignment. But you must earn a minimum of 60% on each assignment. 

You can always submit a revised, improved version of an assignment to get more points for it. Your final grade will be determined by the percentage of total points you earn, including the final. 

Your logs count 25%, other assignments/quizzes count 50%, and the final test counts 25%.

EHS Grading scale:
A 93-100%
A- 90-92%
B+ 87-89%
B 84-86%
B- 80 -83%
C+ 77-79%
C 74-76%
C- 70-73
D+ 67-69%
D 64-66%
D- 60 - 63%
No credit - below 60

As with all EHS classes, you must pass the proctored final test at the end of the class.

If you score below 60% on the final, you will fail the class and not earn credit. You may not re-take the final test, although you may re-take the entire class.

Note: You cannot retake the final to try to raise your grade.

US Navy image, public domainUS Navy image, public domain

If you do the bare minimum on assignments, you can expect to get scores around 70-80% (that's C to B range, for those of you who are used to letters); if you want to get maximum points for an "A," you need to "go the extra mile": show me some creativity and depth of understanding, as well as being meticulous about proofreading your work to make it correct.

Final Proctored Exam

The Final Proctored Exam is a multiple choice test. The questions are taken from the bank of questions used for Unit quizzes. You must score at least 60% on the test in order to earn credit for the course, and you may NOT re-take the final test unless you first re-take the class. 

Good luck! If you have questions, please feel free to ask, but first please read all the above listed materials; this will answer most questions you may have.  You can e-mail your instructor or use the message tool inside the class if you have further questions, see "Teacher Contact Information".

Note that, as with other classes, you can only get credit for Fitness for Life one time. That is, after earning your .5 credit for completing the two quarters, you may not sign up again and get a second .5 credit.

00.00 *Student supplies for Fitness for Life

Everything you need to complete Fitness for Life assignments and logs is included within the content of this course via the lessons and links. The textbook is not necessary, although some students like to order it as a supplement to the information provided in the online lessons.

00.00 About Me (Fitness for Life)

teacher-scored 5 points possible 15 minutes

This assignment is to be completed in WEEK 1 of this class. Please copy and paste the questions located between the ******** and then supply the answers.

By submitting this assignment you agree to abide by the EHS Honor Code, which is:

"As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers and staff with respect."

Please answer each question in a complete sentence and have your answers in Bold or Uppercase.

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Fitness for Life - About Me

 

1. Name - first and last: 

2. What school do you attend, and what grade are you in? 

3. What is your Fitness level? 

4. What are some interesting things about you (hobbies, fun story, interests, etc.)? 

5. What is the date you ENROLLED in this quarter of Fitness for Life? 

6. Now add 7 weeks to the date of Number 5, What is your maximum completion date? (You can finish before this date, but not after!) 

Please consult the Pacing Guide for this course and commit to finish this quarter within seven weeks from your start date.     

    https://share.ehs.uen.org/view-syllabus/279,161 for Q1
    https://share.ehs.uen.org/view-syllabus/279,162 for Q2

7. ACKNOWLEDGE that you understand and agree to abide by the EHS honor code: "As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers and staff with respect." YES or NO

8. Student contact information. USERNAME, EMAIL and PHONE NUMBER (This can be our email and phone #, or a parent/guardians email and phone #, or you can provide both. But I must have an email and phone number for contact information!) 

USERNAME:

EMAIL:

PHONE:

9. MAKE SURE you INCLUDE(Quarter 2) SUBMIT in correct submission (Quarter 1) the PARENT CONTACT FORM - you won't be able to move on till BOTH the PARENT CONTACT FORM and the ABOUT ME assignment have been submitted and graded.  Is your Parent Contact Form attached or submitted? 

10. Please submit logs that are dated WHILE YOU ARE ENROLLED IN THE CLASS - Logs backdated more than two weeks from their completion date will not be accepted for credit.        

Will logs backdated more than 2 weeks be accepted?

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About Me Assignment Example:

1. My name is Jim Nasium

2. I attend Fit for Life High School, home of the Buff-N-Tuffs. I am in 10th grade.

3. On a scale from 1-10, if you consider watching sports while downing Dr. Pepper and Hershey's Nuggets a fitness activity, I am a solid 11. In reality I'd say my fitness level is probably a 7 or 8. I run 3 times a week and play dodgeball like a professional anytime my P.E. class engages in the activity. I probably need to add more weight training to my routine to increase my level.

4. I consider headbands a "must" fitness accessory. They go with my long socks, tank top, and short shorts. A girl I liked once beat me in the 50 yard dash. 

5. I enrolled in this class on the Ides of March, which if you are familiar with Shakespeare's Julius Caesar, you would know is March 15th.

6. I need to be finished by May 1st, which is 7 weeks from my start date.

7. Yes

8. Username: Jim.Nasium.1111

    Email: Jim.Nasium@Fitness4Life.com

    Phone: 435-Get-Fitt

9. Yes, I will submit my signed Parent Contact Form in the proper submission window.

10. No, I understand that backdated logs will not be accepted, no way, no how, not at anytime. 

 

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


00.01.01 Student Software Needs

 

Students need access to a robust internet connection and a modern web browser.

This class may also require the Apple QuickTime plug-in to view media.

For students using a school-issued Chromebook, ask your technical support folks to download the QuickTime plug-in and enable the plug-in for your Chromebook.

$0.00

05.00 Body Composition and Weight Control (Fitness for Life)

This unit will help you evaluate your body composition and introduce the concepts of weight control. Begin by viewing/reading the unit presentation and lessons. If you have the textbook, read Chapter 13 (pages 220-241) The assignments related to this unit:

05.01 – Activity Log 7 - Week 1 - Dates MUST be the WEEK You SUBMIT THE LOG

05.02 – Exercising with Weight Added 

05.03 - Determining Your Healthy Body Weight

05.4 - Unit 5 Review quiz,

05.04 - Activity Log 8- week 2 - Dates MUST be the WEEK You SUBMIT THE LOG

Teenagers walking east along Lucky Bay: image from Wikimedia Commons, DynaBlast, public domainTeenagers walking east along Lucky Bay: image from Wikimedia Commons, DynaBlast, public domain

05.01 Activity log 7 (Fitness for Life)

teacher-scored 50 points possible 180 minutes

This is an on-going assignment--you will begin NOW (I WON'T ACCEPT BACKDATED LOGS! - YOU CAN ONLY DATE YOUR LOGS WHILE YOU ARE ENROLLED IN THE CLASS!), and continue to keep activity logs of your physical activity throughout the class. These logs will be worth 25% of your grade.

Download either version of the activity log (attached, above).

This assignment should help you design your own fitness program and maintain an activity log. You will need to print a set of six log sheets per quarter, and number them 7-12 (for second quarter), even if you did not take first quarter from EHS. You may record exercises done in the assignments on your activity logs.

All six Activity Logs must be complete (six each quarter) before your credit will be issued.

A parent or guardian signature is REQUIRED on every log, so you will need to scan or photograph them to create an electronic image (as a last resort, you may mail a photocopy to your teacher's physical address).

Dates are REQUIRED on each log. To aid in determining 6 weeks of active exercise while enrolled in the class.

REMEMBER - I Will NOT accept Logs Backdated more than 2 weeks. You will lose points on these logs and the highest score you can get is a 70%.

Don't wait till the end of the class to send all your logs--send each as it is finished. IMPORTANT: Please do not email logs, as this delays the grading process, since emails do not become submitted into the instructor's grade book.

Introduction:

Fitness for Life is a class in which you are required to exercise aerobically at least three times a week, just as you would in any physical education course. Aerobic means continuous activity that keeps your heart rate at 60-90% of its maximum. Maximum rate can be estimated by taking the number 220 and subtracting your age. For example, if you are 15 years old, your maximum heart rate would be 205. During your activity, you would want your heart rate to be between 123 and 185 beats per minute (205 * .60 = 123, 2.5 * .90 = 185).
A minimum heart rate of 130 will be required for full credit (130-180 beats per minute) for cardiovascular workouts.

 

The purpose of this assignment is to help you design your own fitness program. Consider the things you need to do to increase your current level of physical activity; your assignments will help you along the way. You will be required to exercise aerobically for at least 30 minutes 3 times a week. The point is to select something that you will be able to engage in on a regular basis. The more you put into this, the more you will get out of it, and the better results you will achieve.

 

Task: Print out copies of the attached Workout Log. You may need to reformat a bit to fit your page in Microsoft word. Copy and paste--number the sheets 7 through 12, and fill in the dates. Choose an aerobic exercise. Be creative, try new activities, and invite your family or friends to join you. Try to find something you enjoy doing.

• Before you start you will need to take your resting heart rate. Count your pulse for 6 seconds and multiply by 10. (You may also count your pulse for 10 seconds and multiply by 6). This will tell you how many times your heart beats in one minute. Record your resting heart rate in your log.
• Immediately after or during your exercise take your heart rate again, using the same steps explained above. This will be recorded as your exercise heart rate.
• After 3 minutes take your heart rate a third time. Record this in your log as your recovery heart rate.
As you exercise each week, record your activities and heart rates in the boxes given. Be sure to include the duration of the exercise. Don’t forget to take your heart rate before, during and after your workout. You will be required to exercise a minimum of three times a week for 30 minutes, 90 minutes total. You may divide this time up however you would like as long as cardio workouts are done at least three days of the week for 30 minutes each.
You will notice there is a space for “other” activities. You may use this space to record anything else you do that is not necessarily aerobic. Once you have completed your activity log, be sure to have your parent sign and include an e-mail address of your parent or guardian in case we have questions.
Submit your activity logs every week to your instructor via the online submission process.

 

Evaluation: Each log in first quarter will be worth 50 points. [Yes, that's different from first quarter, but it still works out to 25% of your total grade because the total points possible on other assignments is also different.] You will receive 30 points for completing the chart portion of the log, 12 points for a parent signature and 8 points for answering the questions at the bottom. Remember to number and record dates correctly, and include a PARENT SIGNATURE. If you have any questions e-mail your instructor.
Logs are worth one fourth of your grade, so remember to exercise aerobically at least 30 minutes three times a week, getting your heart rate up to at least 130 beats per minute.

Activity log 7 should be turned in at the end of your first week in this (second quarter) class. 

Submit your activity log. To submit your work, scan or take a photo of your log and the form. Save as a .jpg, .pdf or .gif and upload the files.

Note: Students who have not submitted Activity Log 7 by their 3rd week of involvement in Q2 will automatically be dropped from the course.

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


05.01 Unit 5 presentation (Fitness for Life)

Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. Demonstrate active participation outside of the school day. Students will participate regularly in physical activity. Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Students will choose activities that are personally rewarding. Participate in a variety of individual and group activities appropriate for enhancing physical fitness both during and after school hours. Maintain activity journals illustrating activity participation outside of school hours. Utilize imagination, self-expression, and creativity in designing personal fitness plans.

Swimming is an excellent aerobic exercise.: Tech. Sgt. Michael R. Holzworth, U.S. Air Force (www.defense.gov), Public domain, via Wikimedia CommonsSwimming is an excellent aerobic exercise.: Tech. Sgt. Michael R. Holzworth, U.S. Air Force (www.defense.gov), Public domain, via Wikimedia Commons

View the unit 5 presentation (PowerPoint attachment above, or use the links to view the online video version below).

This video is offered in five parts to keep download times as short as possible.

05.02 Exercise and weight gain (Fitness for Life)

Exercise helps burn calories: U.S. Navy photo by Mass Communication Specialist 2nd Class Mark Logico, Public domain, via Wikimedia CommonsExercise helps burn calories: U.S. Navy photo by Mass Communication Specialist 2nd Class Mark Logico, Public domain, via Wikimedia Commons

Because of today’s lifestyles, American youth are heavier than they have been in the past 30 years. As we mature, our bodies change and we are more likely to gain weight, which increases an already serious health problem.

Read the information at the link below.

05.03 Determining Healthy Body Weight (Fitness for Life)

Recognize the relationship between physical activity and personal health. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Explain the concepts related to body composition, e.g., the difference between being overweight and obese, genetic influences, and various ways to measure body composition. Pre-test to establish baseline fitness information for body composition.

Healthy bodies help us enjoy our favorite activities: Gorkaazk (Own work) CC-BY-3.0, via Wikimedia CommonsHealthy bodies help us enjoy our favorite activities: Gorkaazk (Own work) CC-BY-3.0, via Wikimedia Commons

Introduction: The purpose of this lesson and assignment is to help you calculate a healthy body weight. In reality, we should not be so concerned about body “weight” as we should be about “healthy body composition”.

The combination of fat and lean tissue, including muscles, bones, skin, and body organs such as the heart, liver, kidneys, and lungs, is called body composition. Since body composition is difficult to assess with any degree of exactness, and can be somewhat time-consuming, we use “body weight” as a general indicator of body composition. The most desirable body composition has a small proportion of body fat and a large proportion of muscle.

For the following assignment, you will need to first know your percent of body fat. If you found your percent body fat in first quarter, and you haven't changed significantly since then, just use that figure. Otherwise, follow one of these procedures and/or see the link below: To find your approximate % body fat, you may use any ONE of the following four methods.

Method #1: Skinfolds using calipers: Two skinfold measurements (triceps and calf). A physical education teacher may have access to calipers. _____ = first triceps skinfold (mm) _____ = first calf skinfold (mm) _____ = second triceps skinfold (mm) _____ = second calf skinfold (mm) _____ = third triceps skinfold (mm) _____ = third calf skinfold (mm)

Method #2 Body Fat Device or Machine. There are some scales or hand held devices that have methods of determining your body fat percentage. You may find one at a gym, from a doctor, or they may be purchased from a sporting goods store. You may also contact the PEAK academy at the University of Utah (585-7325) to make an appointment to have your body composition assessed.

Method #3 Go to the link below and use one of the 6 methods described there.

05.03 Determining Healthy Body Weight assignment (Fitness for Life)

teacher-scored 50 points possible 90 minutes

Introduction: The purpose of this assignment is to help you calculate a healthy body weight. This assignment will help you determine how to use your measurements of percent body fat along with weight to determine a healthy body weight. If you do not wish to lose or gain weight, keep your percent body fat the same in questions 1 and 3. This will allow you to use your current weight as a guideline for a healthy weight. If you do desire to lose or gain weight, using the guidelines, enter a realistic amount on question 3 (where it says desired percent body fat).

The American College of Sports Medicine recommends a minimum of 250 minutes of exercise each week. (That would be the equivalent of 50 minutes of aerobic exercise each day, Monday through Friday, or 42 minutes of exercise each day Monday through Saturday.) (Note: Other excellent sources suggest 30 minutes per day, 6 days per week, with emphasis on both the 30 minutes, and the 6 days.) 

Scientist recommend that you should drink between 8 to 10 (10 oz) glasses of water per day. This is for a couple of reasons. First, as you work out you lose fluids, and it is important to replace those fluids so that your body can recover and function most efficiently. Second, scientist have recently found that people who drink 2 glasses of water immediately before every meal lose weight faster. This is not because of any metabolic effect, but rather the person feels fuller, and eats less.

The most commonly found commercial diets are what are called “Ketogenic” diets (high protein, low carbs). These typically cause rapid weight loss the first couple of weeks; then the metabolism changes, weight is no longer lost, and the individual feels tired and hungry. They become discouraged, and go off the diet, only to rapidly gain back more than they originally lost. In fact, scientists have found that going on and off diets (referred to as “yo-yo” diets) can actually lead to weight gain. The more sensible, and far more effective diet (coupled with exercise) is a balanced diet with low fat, sufficient protein, and complex carbohydrates. This will result in little weight loss the first week or two, but then gradual weight loss of 1 to 2 pounds per week until the individual reaches their optimal weight. It also results in an increase in energy and well being.

 

Task: Complete steps 1-4 and answer the questions at the bottom. NOTE: Your recommended body weight is directly dependent on the desired percent body fat you list on #3. If you put in, say, 5% body fat, your calculations will give you an unhealthy recommended body weight! Fill in all of the blanks to show your work! Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Don't forget to highlight your answers. Then submit your work using the assignment submission window for this assignment.

************************************************************************* ************************Complete these calculations: (2 pts for each Question)

1. Determine the number of pounds of your body weight that are fat. Multiply your body weight by your percent body fat (in decimal form) ____(Body Weight) x ._____ (Percent Body Fat) = _____ Fat Mass (FM) Example: 130 lbs (body weight in pounds) x .22 (22% body fat) = 28.6 pounds of your body weight is fat. Do not use these numbers; this is only an example!!

2. Determine your lean body mass. Subtract the fat mass (from step 1) from total body weight: _____Body Weight - _____ Fat mass = _____ Lean Body Mass (LBM) Example: 130 lbs (body weight in pounds) - 28.6 (number of pounds of fat) = 101.4

3. Determine your desired body fat percent, and subtract it, in decimal form, from 1.0 : _____% (desired percent body fat) 1.0 - ._____ = ._____* Example: 20% desired body fat (Healthy Levels: Males 6-24%, Females 12-29%) 1.0 - .20 = .80 (*see the link below, for details)

4. Determine your recommended body weight. Divide your LBM (from step 2) by the desired % body fat (from step 3): _____Lean Body Mass /._____* desired % body fat, decimal form = ____ recommended body weight Example: (101.4 / .80 = 126.75) *127 lbs. would be this person’s recommended body weight. They would need to lose 3 lbs. of fat to get to reach their desired body fat.

Answer the following questions (5-10): DON'T FORGET TO HIGHLIGHT YOUR ANSWERS.

5. How many pounds would you have to lose or gain to get to your recommended body weight? (2 pts.) _____ - _____ = _____ (current weight – recommended body weight from #4 = lbs. )

6. Write at least a paragraph about your results. Address the question, “Is this a realistic, healthy goal? Why or why not?" Also please share your reasoning for your own, personal conclusion. If you are comfortable doing so, discuss your results so far with a parent, peer, or teacher. If you so desire, you may wish to use Facebook or some other form of social media as base for your discussion. (If you do, remember you are trading some aspects of privacy for a broader, quicker, audience.) If you choose to discuss this with others, share some of the responses you receive, as well as your own, personal conclusions. (5 pts.)

7. According to The American College of Sports Medicine, what is the recommendation of exercise for each week? How closely do your workouts match those recommendations? (2 pts)

8. Scientist recommend that you should drink between 8 to 10 (10 oz) glasses of water per day. What are the TWO reasons they give for this? How closely do your habits follow these rehydration guidelines? (3 pts.)

9. The most commonly found commercial diets are what are called “Ketogenic” diets. What are Ketogenic diets? What is the "more sensible," "more effective" diets entail? How closely do your exercise and dietary habits follow these guidelines? (3 pts)

10. What changes can you make in your diet and exercise routine to improve your body composition (to maintain or get to your recommended body weight)? (2 pts.)

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Pacing: complete this by the end of Week 1 of your enrollment date for this class.


05.04 Unit 5 Study Guide (Fitness for Life)

1. Understand relationships between body composition and lifestyle, including such factors as gender, assessment options, and health concerns.

2. Understand the various detrimental weight loss behaviors.

3. Understand the various methods to assess % body fat.

4. Be able to evaluate the various body composition factors (% body fat, type of diet, type of exercise, etc.) in a weight management strategy.

a. For example, given a scenario in which a friend is determining a weight management program, you should be able to give advice regarding appropriate response to % body fat, fat distribution, type of exercise, or type of diet.

05.04.01 Unit 5 quiz (Fitness for Life)

computer-scored 20 points possible 30 minutes

You MUST score at least 60% to receive credit for the assignment. But you can retake the quiz as many times as you need/want to earn the score you want. 

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


05.04.02 Activity log 8 - Week 2(Fitness for Life)

teacher-scored 50 points possible 180 minutes

Submit your activity log. To submit your work, scan or take a photo of your log and the form. Save as a .jpg, .pdf or .gif and go to the submission page to upload the files.

IMPORTANT: Please do not email logs, as this delays the grading process, since emails do not become submitted into the instructor's grade book. 

REMEMBER - I Will NOT accept Logs Backdated more than 2 weeks. You will lose points on these logs and the highest score you can get is a 70%.

 

Pacing: complete this by the end of Week 2 of your enrollment date for this class.


06.00 Nutrition (Fitness for Life)

Image from Wikimedia Commons, USDA, public domainImage from Wikimedia Commons, USDA, public domain This unit contains basic information about nutrition that will help you "eat to win." Begin by viewing/reading the unit presentation and lessons.

 The assignments related to this unit:

06.02 Restaurant Nutritional Analysis

06.03 Walking Off Your Fast Food Meal

06.04 Your Nutrition Analysis and Printout

06.05 Opinion Essay on Current Weight Loss Programs

06.06 Unit 6 Review quiz

06.06 Activity log 9 - Week 3

06.01 Unit 6 presentation (Fitness for Life)

Watch the unit 6 presentation (PowerPoint version attached above, or use the links to the online video version, below). Watch the video about dieting and weight loss, and the nutrition video, at the links below.

 

If clicking on the image does not start the video, you can use this URL to get to the video:

https://pp2.ehs.uen.org/2011-12-15/Fitness+Unit+6+presentation+-+Nutrition.m4v

06.02 Restaurant nutrition (Fitness for Life)

Understand the relationship between proper nutrition and personal health and fitness.

Introduction: In today’s fast-paced world, most of us will eat at a fast food restaurant daily, or more than several times a week. Due to the dramatic rise in obesity and concerns about nutritional intake, fast food restaurants are now starting to serve healthy meals in addition to their standard fare.

To ensure that you make the best food selections possible, it is important to closely examine the food ingredients to ensure that you are eating the best source of nutrients possible.

The energy or calories in the food we eat comes from three macronutrients: proteins, fats, and carbohydrates. Macro means large, and these nutrients are needed in large quantities to sustain our growth, metabolism, and other bodily functions. To determine how many calories are in each of these macronutrients. Use the 4-9-4 method.

As an example of how these numbers are used, imagine a food containing 10 grams of protein, 10 grams of fat, and 10 grams of carbohydrates. That would total 170 calories:

(10 g protein x 4) + (10 g fat x 9) + (10 g carbs x 4) = 170

The next assignment is designed to help you select healthy food options at your favorite fast food restaurant.

For your information, the following tips are provided to help you choose healthy foods while dining out.

Order sandwiches "your way" (without sauces, mayonnaise, or cheese). Order single patties or small sandwiches (e.g., McDonalds Hamburger instead of Big Mac, Jr. Cheeseburger instead of a regular size one).

Order salad with the dressing on the side so you can add an appropriate amount of dressing. Choose a lower fat or reduced calorie dressing.

Order a skinless (grilled) chicken breast instead of breaded or fried.

Order water rather than carbonated or sugary beverages.

Order wheat (buns when possible) and ask restaurants to "hold the butter" when toasting them.

In general, for optimal health, avoid fried foods.

06.02 Restaurant nutrition analysis assignment (Fitness for Life)

06.02 Restaurant nutrition analysis assignment (Fitness for Life)

teacher-scored 50 points possible 90 minutes

Task: Go to your favorite fast food restaurant and ask for a copy of the nutritional summary brochure (or you can use the websites for this assignment).

Examine the menu and choose three unhealthy foods and three healthier foods.

For example: Let’s say I want to eat at Wendy’s. I could choose unhealthy items (Baconator cheeseburger, super size French fry, and 32 oz. Coke).

For healthier foods I could choose (chili, baked potato, and Diet Coke). You may choose any three foods; they don’t necessarily have to be something you would eat all together, but try to compare a sandwich with a sandwich and a side item with another side item.

One food at a time, do the following from the brochure or website below: (You might want to print out these instructions, or open another window on your computer)

Click on the link for the website - FASTFOODRESTAURANTS; go to the far left side where it lists the Fast Food Restaurants.

Click on the restaurant of your choice. (Following the example above, I would click on Wendy’s).

Select your food choice - REMEMBER you need to CHOOSE  3- HEALTHY and 3 UNHEALTHY. (I would click on Baconator).

Scroll all of the way down to the lower part of the page where the nutritional information is listed. (It will say Nutrients per Serving for….)

 

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. REMEMBER to highlight your answers. Then submit your work using the assignment submission window for this assignment.

 

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Name:_______________________ Date:______________________

Copy the nutritional information from the online chart (or the restaurant brochure) to your sheet, filling in the chart. (26 pts.)

From the information you entered, analyze the chart and answer questions 1-7 below the chart. (14 pts.)

List of Foods: Unhealthy Foods Healthier Foods

Serving size:

(list how many items, ounces, cups, etc)
Example: 32 oz Coke, 1 sandwich, 3/4 cup yogurt

1.

 

2.

3.
 

1.

 

2.

3.

 

Total Calories: 1.

 

2.

3.

 

1.

 

2.

3.

 

 

Calories from carbohydrates:

1.

 

2.

3.

1.

 

2.

3.

Calories from fats:

1.

 

2.

3.

1.

 

2.

3.

Calories from protein:

 

1.

2.

3.

1.

 

2.

3.

Total carbohydrates: (g)

 

1.

2.

3.

1.

 

2.

3.

 

 

Total fats: (g)

1.

 

2.

3.

1.

 

2.

3.

 

Total protein: (g)

 

1.

2.

3.

1.

 

2.

3.

Vitamin A:

1.

 

2.

3.

1.

 

2.

3.

Vitamin C:

1.

 

2.

3.

1.

 

2.

3.

% Calcium: (mg) (Minerals)

 

 

1.

 

2.

3.

1.

 

2.

3.

% Iron: (mg)
(Minerals)

 

1.

2.

3.

1.

 

2.

3.

 

 

% Sodium: (mg)
(Minerals)

 

1.

2.

3.

1.

 

2.

3.

 

 

 

In addition to completing the chart above, answer the following questions

 

REMEMBER TO HIGHLIGHT YOUR ANSWERS.

  1. Which of the foods contained the highest number of calories?(1pt)

     

  2. Which of the foods contained the most fat?(1pt)

     

    • Describe some ingredients from all of the foods selected that were most likely saturated fats.(1 pt)

       

    • Describe some ingredients from all the food selected that were most likely unsaturated fats. (1 pt)

       

  3. Which of the foods contained the most carbohydrates?(1 pt)

     

    • Describe some ingredients from all of the foods selected that were most likely simple cargohydrates. (1 pt)

       

    • Describe some ingredients from all of the foods selected that were most likely complex carbohydrates. (1 pt)

  4. Which of the foods contained the most protein? (1 pt)

     

  5. Which of the foods contained the most sodium? ( 1 pt)

     

  6. If you are constantly feeling tired, your performance drops, or you are not performing well in school, you may be deficient in iron. Active individuals, especially those involved in sports that require weight loss or endurance activities, should monitor their intake of iron. Which of the foods contained the most iron? (1 pt)

     

  7. Share your findings with a family member, friend, or teacher. Together, create an order from THIS restaurant that you feel qualifies as a “healthy” choice. (2 pts)
  8. Describe some of the key points of the discussion, and why you settled on the choices that you did. (2 pts)

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Pacing: complete this by the end of Week 2 of your enrollment date for this class.


06.03 Walking off your Fast Food meal (Fitness for Life)

Understand the relationship between proper nutrition and personal health and fitness. Explain proper balance between food intake and energy expenditure.

Task 1: Refer back to the total number of calories from your 'unhealthy food' choices in the previous assignment. Fill out the worksheet to figure out how many miles it would take to walk off those calories.

Task 2: Create a walking route based on the mileage from Task 1. You may draw it out on a map by hand or use an online map such as Google Maps or Google Earth and outline it. If possible, actually walk this route, or part of it, as one of your activities for your activity log this week.

Submit your work using the assignment submission window for this assignment.

IMPORTANT: There are 2 things to turn in for this assignment: paperwork from the worksheet and a walking route from a hand-drawn map, Google Map, or WalkRunJog. ***TAKE A SCREEN SHOT of This Walking Route, and upload the file as a .jpeg, .tif, or .pdf file. More instructions about creating a WalkRunJog map are below the second row of asterisks.

 

 

06.03 Walking off your fast food meal (Fitness for Life)

teacher-scored 30 points possible 60 minutes

Task 1: Refer back to the total number of calories from your 'unhealthy food' choices in the previous assignment. Fill out the worksheet to figure out how many miles it would take to walk off those calories. 

Task 2: Create a walking route based on the mileage from Task 1. You may draw it out on a map by hand or use an online map such as Google Maps or WalkRunJog. Take a Screen Shot of your completed ROUTE, SAVE it as a .jpg, .tif, or .pdf file and upload it on the submission for grading. 

If possible, actually walk this route, or part of it, as one of your activities for your activity log this week.

Submit your work using the assignment submission window for this assignment.

IMPORTANT: There are 2 things to turn in for this assignment: paperwork from the worksheet and a walking route from a hand-drawn map, Google Map, or WalkJogRun Map. ***REMEMBER this file is a SCREENSHOT of your walking route.

More instructions about creating a WalkJogRun map are below the second row of asterisks.

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Name:_______________________ Date:______________________ DON'T FORGET TO HIGHLIGHT YOUR ANSWERS.

1. How many calories was the total for the 'unhealthy food choices' from the previous assignment? (1 pt) 

Find out how many minutes you would need to walk to use up the total number of calories by going to the Calorie Burn calculator link below and doing some math. Choose either the "walking--3 mph" (if you walk at a relaxed pace), or "walking--4 mph" (if you are a fast walker). Put in your weight at the top, and 60 into the minutes box. Click the "Calculate" button.

2. According to the "Calorie Burn Calculator," how many calories do you burn per hour walking? (1 pt)

Take the number of calories from number one, and divide it by the calories per hour from number two:

3. Total calories/calories per hour (1 pt) =

The answer to number three is how many hours (in decimal form) you would need to walk to burn off all those calories. Now you're going to figure out how many miles that would be. Multiply your answer from number three by 3 (if you used "walking--3 mph") or 4 (if you used "walking--4 mph").

4. Hours times miles per hour (1 pt) =

Now you know how many miles you need to walk. You are going to use Google Maps, draw your own map, or use WalkJogRun Map, to map out and measure a route of that many miles, starting and ending in your neighborhood. Your route needs to follow streets or walking paths, and it may either go straight out and then come straight back, or it may make a loop. However, the total distance must equal the distance you calculated in number four (or within a quarter mile more or less than that distance).

After you have created your route, answer the following questions:

5. What safety issues should a person take into consideration along your route? (2 pts)

6. Besides burning calories, what other health benefits would result from walking this distance regularly? (2 pts)

7. Based on this assignment, what might you advise someone on the relationships between diet, exercise, weight, and health? (2 pts)

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WALKING ROUTE = (20 pts)

You can either use

1- WALKJogRUN or

2- CREATE your own ROUTE by DRAWING A MAP or

3- GOOGLE MAPS

to create your Walking Route, but whichever you choose, please take SCREEN SHOT of the ROUTE and save it as a .jpeg, .tif, or .pdf file and upload it when submitted your assignment for grading.

INSTRUCTIONS on Creating and measuring your route using WalkJogRun:

Click on the link WalkJogRun

 Use the Search box in the top left to type in address, city and State. REMEMBER - that, for privacy and safety reasons, you are NOT going to identify your home for this project. However, choose an intersection near your home or school as the start/end point for your route.
Once you have located a Starting Spot, create your route

In the upper right-hand corner, click on Create a Route

Then click on your starting spot and start clicking your route. You can select "Stick to Roads" to stay on roads for your path, (this makes it easier)

If you are going out and coming back to your starting point on your route, then once you get out as far as you need,click on "Out and Back" this will take your route back to the starting point.

On the left of your map and at the bottom of your map it shows you how many miles your route is as you are clicking your route. Please be aware of this, so you can make your route far enough to walk of the calories and go the amount of miles you calculated.

If you choose to walk 4mph instead of 3mps, you can change the mph on the bottom of the screen. Click on the pencil under speed, type in 4 and click OK

When you are finished with your route, make sure to include the bottom banner and your route of the map in your screen shot for grading. Please refer to the Example Walking Route as a guide.

Submit the SCREEN SHOT and the Questions for grading.

Pacing: complete this by the end of Week 2 of your enrollment date for this class.


06.03 Walking off your fast food meal (Fitness for Life)

06.04 Your nutritional analysis (Fitness for Life)

Calculate and monitor daily caloric intake and expenditure for weight management, and utilize an activity journal to track progress. Understand the relationship between proper nutrition and personal health and fitness. Explain the role of nutrition in overall health and fitness. Explain proper balance between food intake and energy expenditure. Identify the benefits of vitamins and minerals. Assess personal fitness status regarding activity participation, energy expenditure, elements of physical fitness, and nutritional practices.

Do you really know what you eat?

You probably remember what you ate for breakfast this morning and dinner last night, but chances are you didn't pay much attention to the exact amount--and what about three or four days ago?

You may eat healthy, balanced meals today and nothing but junk food tomorrow. Your nutritional health depends on everything you eat over a period of time.

Fortunately, you can't totally 'blow it' with one meal or one day of poor choices. Unfortunately, it's easy to string together a lot of days of poor food choices.

In the following assignment, you are going to track what you actually eat.

REMEMBER

****Diets with excessive fat and cholesterol have been shown to increase the risk of cardiovascular disease and obesity.

****As you continue a consistent, workout schedule, if you find that you don’t seem able to make any improvement, or you are not gaining any additional muscle mass, or you are not losing % body fat, or you are beginning to be plagued by minor exercise related injuries, your diet may not contain sufficient amounts of protein.

****As you continue a consistent, workout schedule, if you find your energy levels acting like a yoyo, with too much energy for a short period of time, followed by low energy at other times of the day, your diet may be too high in simple carbohydrates.

****On the other hand, as you continue a consistent, workout schedule, if you find yourself gradually feeling like you have less energy over time, you might not be consuming enough complex carbohydrates.

Carbohydrates are one of the most essential of all nutrients and the nutrient of greatest concern to physically active individuals. ---****Simple carbohydrates such as milk, honey, potato and sugars should not comprise the bulk of your carbohydrate intake. Excess consumption of diets high in sugar are linked to obesity, malnutrition, and tooth decay.

****Complex carbohydrates such as vegetables and whole grains can be a good source of energy and dietary fiber and should constitute about 60% of your diet.

WATER - This program analysis includes almost all the nutrients you need, but there are some you must monitor without the aid of a computer program. For example, you may work out on a consistent basis, watch your diet closely, and take extra vitamins and minerals, but begin to noticed that when you stand up quickly, you feel momentarily dizzy. Although this may be caused by a variety of things, the most likely cause is a deficiency in the most basic of nutrients, water. Evaluate your water intake in terms of your perceived needs, and the recommended amount of water you should be drinking each day.

There are many different methods for calculating daily fluid requirements.  However, a simple equation to help adults figure their fluid needs is that for every pound of body weight, you need about half an ounce of fluid intake per day.  For instance, if you weigh 140 lbs., simply multiply 140 by .5 to estimate your daily fluid needs in ounces, then divide by eight to estimate your fluid needs in cups per day, rounding up to the nearest full cup.  [example:  140 x .5 = 70 ounces; 70 ounces divided by 8 = 9 cups of fluid per day]

0.5 ounces x Body Weight in Pounds = Daily Fluid Requirement in ounce

ESSENTIAL NUTRIENTS - Although you may find a single food with elements of all the basic food groups, no single food contains all the essential nutrients. The best way to obtain all the essential nutrients is to eat a variety of foods from the basic food groups. Throughout this assignment, evaluate the variety in your diet in terms of obtaining all the essential nutrients.

06.04 Your nutritional analysis assignment (Fitness for Life)

06.04 Your nutritional analysis assignment (Fitness for Life)

teacher-scored 65 points possible 120 minutes

Introduction: The purpose of this assignment is to track your nutrient intake, compare it to the new food pyramid, and evaluate your dietary needs.

Task: A.

1. Write down EVERYTHING YOU EAT AND DRINK for one day. Keep track of amounts and serving sizes as you will need to input these into your analysis. Usually ½ cup = 1 serving.

2. Go online to the Pyramid Tracker website (link below)

3. Click on : Super Tracker

4. Create your own ID and Password (example: ID= Ms. Tippetts, Password = Fitness)

5. Fill out your personal profile with correct information

6. Proceed with Food Intake

7. Enter Food Item – enter in each of the foods you ate. (Example: If you had a hamburger, you would type “Hamburger” in the blank and search for the type you had or something close to it.)

8. Click on: Select Quantity.Select your serving size and # of servings. *Do not forget to put your servings in. (Example: On sandwiches or hamburgers you can enter 1 hamburger or 1 sandwich rather than oz. or cups. If you had 2 hamburgers, you must put 2 in the # of servings). Keep track of the ounces of fluids you drink; a can of soda is 12 oz.

9. Click on: Enter foods, and repeat until all foods have been entered.

10. Scroll over My Reports and click on the Nutrients Report from the drop down menu. a. Enter the date of your report in each area b. Click: Create Report c. Export report as a PDF file and submit with your questions (20pts)

11. Scroll over My Reports and click on Food Groups and Calories from the drop down menu. a. Enter the date of your report in each area b. Click: Create Report c. Export report as a PDF file and submit with your questions (20 pts)

TASK B

12.Answer the questions below Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Don't forget to highlight your answers. Then submit it to your teacher along with the PDF's from the Pyramid Tracker website. (25 pts)

********************************************************************** Name:_______________________ Date:______________________ DON'T FORGET TO HIGHLIGHT YOUR ANSWERS.

1. How many calories did you consume? (1 pt)

2. Were you above or below your recommended caloric intake? (Girls 2000-2500, Boys 2500-3000). (1 pt)

3. How much fat was in your daily meal? (1 pt)

• How much was saturated fat (satF)? (1 pt)

• Were you above or below the recommendations? (1 pt)

• Diets high in fat and cholesterol have been shown to increase the risk of what? (1 pt)

4. How much sodium (Na) mg did you consume? (1 pt)

• What percentage? (1 pt)

• Were you above or below the recommendations? (1 pt)

5. Were you above or below the recommended amounts of protein? (1 pt)

6. According to the lesson, what are 2 indicators that you may not be getting enough protien in your diet? (2pts.)

7. Excess consumption of diets high in sugar are linked to what? (1 pt)

8. List three examples of complex carbohydrates, and explain why they are recognizable as complex carbohydrates. (6 pts.)

Example: Explanation:
A. .  
B. .  
C. .  

 

9. How will your body feel/react if your diet is high is simple carbohydrates?. (1 pt)

10. What is the recommended requirement of water intake? (1 pt)

11. What is the best way to obtain all the essential nutrients your body needs? (1 pt)

12. What changes could/should you make to improve your diet. Be specific and include as much information as possible. (3 pts.)

Submit-

****The Nutrients Report 

****The Food and Calories Report, and 

****The completed nutrient intake assignment to your instructor. ***************************************************************************

Pacing: complete this by the end of Week 3 of your enrollment date for this class.


06.05 About Weight Loss Programs (FItness for Life)

Compare and contrast two recent weight loss weight loss programs. List the pros and cons of each. Understand and explain the relationship between proper nutrition and personal health and fitness.

Put together the facts that

a) many Americans are overweight and under-exercised

b) even those who are at a healthy weight may feel media or peer pressure to be thin,

c) food tastes good, and high-calorie food tends to taste even better, and

d) it's human nature to look for quick, easy solutions, and it's no wonder that media and advertising are full of hype about weight loss plans, diets and diet pills, all claiming to be the best way to lose weight!

Many of these plans or products are expensive, and some are downright dangerous.

06.05 Opinion essay on current weight loss programs (Fitness for Life)

teacher-scored 50 points possible 90 minutes

The task is to write about current weight loss programs. Note that the emphasis is on YOUR OPINION, not just a recitation of facts. Although your opinions should be well founded on facts, they should still be YOUR OPINIONS.

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06.05 Weight Loss Opinions Assignment

TO SUBMIT THIS ASSIGNMENT, copy the questions and include your answers, make sure your answers are BOLDED or HIGHLIGHTED, save a copy for yourself, and then submit your work using the assignment submission window for this assignment.

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1. Choose two, recently published weight loss programs. These can be diet, exercise, or a combination of the two. They can be taken from periodicals, published books, internet, infomercial, etc, but keep track of where you found them (url if from internet, author, titles of book, magazine or article). (2 pts)

2. Provide the date these programs were first published. (2 pts)

3. Provide a description of each program in a minimum of 100 words each (Do your homework and research each program!). (15 pts for each one = 30 pts)

4. Provide a brief synopsis of the similarities and differences, between the two programs. ( 6 pts)

5. Evaluate each program in terms of scientific basis (how well was it researched? By whom? How does it fit with what you have learned in this class?) Provide your own opinion of how well you would expect this program to result in what it claims. (6 pts)

6. Provide an opinion of which program you believe would be the most effective in reaching the proposed claims. Justify your opinion using research in this area. (4 pts)

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The assignment will be scored using the following descriptors:

 

Full credit
Excellent
80%
Good
60%
Fair
Below 60%
Minimum
Requirements

 

Programs are named.
Programs are clearly and accurately described.
Dates and complete references (url if from internet, author, title of book, magazine or article) for each program are clearly provided.

Programs are named. Programs are described.
Dates are provided. Some references are provided
Programs are named.
Dates are provided.
Programs are named.
Similarities and differences are described, and discussed in terms of what is provided, what is implied, and what is left out. Similarities and differences are described and briefly discussed. Similarities and differences are described. Similarities and/or differences are mentioned.
The scientific foundation of each program is discussed.
Opinion and Argument of the quality of research is provided.
Information regarding who did the research is provided.
The scientific foundation of each program is listed, and briefly evaluated.
Information regarding who did the research is provided.
The scientific foundation is mentioned.
Information regarding who did the research is provided.
The scientific foundation is mentioned, but not evaluated.

Opinion regarding probable results is discussed.

 Some opinion is provided. Relationships with class information is discussed and briefly evaluated. Relationships with class information is mentioned or listed.
       

 

(Note: Score is not awarded as to agreeing with the teacher. This is not a “guess what the teacher wants” activity, nor is it simply a “report”. What the teacher wants is to see that you can clearly analyze the components of a weight loss program, compare it to current research in the field, evaluate the likelihood of success, and reach a clear and well educated opinion.)

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Pacing: complete this by the end of Week 3 of your enrollment date for this class.


06.06 Unit 6 study guide (Fitness for Life)

1. Know the six categories of nutrients, understand the general types of foods that make up each category, and their role in your diet.

2. Understand what foods contain significant amounts of which nutrients.

3. Be ready to determine what different dietary or exercise scenarios may indicate deficiencies in specific nutrients.

a. For example: i. If you become dizzy upon standing quickly, what nutrients are most likely deficient? ii. If your muscles cramp during exercise, what nutrients are most likely deficient? iii. If you become increasingly lacking in energy, what nutrients are most likely deficient?

4. Understand the dietary and exercise problems inherent in practicing a vegetarian diet.

5. Have a basic understanding of how to read a nutrition label on food, and the general concept of nutritional density.

06.06.01 Unit 6 quiz (Fitness for Life)

computer-scored 20 points possible 30 minutes

You MUST score at least 60% to receive credit for the assignment. But you can retake the quiz as many times as you need/want to earn the score you want. 

Pacing: complete this by the end of Week 3 of your enrollment date for this class.


06.06.02 Activity log 9 (Fitness for Life)

teacher-scored 50 points possible 200 minutes

Submit your activity log. To submit your work, scan or take a photo of your log and the form. Save as a .jpg, .pdf or .gif and go to the submission page to upload the files.

IMPORTANT: Please do not email logs, as this delays the grading process, since emails do not become submitted into the instructor's grade book. 

REMEMBER - I Will NOT accept Logs Backdated more than 2 weeks. You will lose points on these logs and the highest score you can get is a 70%.

Pacing: complete this by the end of Week 3 of your enrollment date for this class.


07.00 Designing your own program (Fitness for Life)

Now that you have learned all about the various aspects of health-related fitness, it is time to put your knowledge to work and design a program that will work for YOU!!! This unit will help you accomplish that task. Begin by viewing/reading the unit presentation and lessons. Image from Wikimedia Commons, Tom Blomfield, CC Attribution Share-AlikeImage from Wikimedia Commons, Tom Blomfield, CC Attribution Share-Alike

Assignments related to this unit:

07.01 Your Physical Activity Preferences


07.02 Setting Fitness Goals

07.03 Unit 7 Review quiz

07.03 Activity log 10 - week 4

07.01 Unit 7 presentation (Fitness for Life)

Oliver Dixon CC-BY-SA-2.0, via Wikimedia CommonsOliver Dixon CC-BY-SA-2.0, via Wikimedia Commons

Watch the unit 7 presentation (PowerPoint version attached above). If you have trouble downloading the PPTX file, right-click the file and tell it to download to your local computer and open it that way.

07.02 Activity Preferences and Goal Setting (Fitness for Life)

Utilize short- and long-term goals in activity selection. Utilize time effectively to set personal goals, practice, and complete assigned tasks. Select competitive and recreational activities that bring personal satisfaction. Describe how the participation with others can positively influence the attainment of personal fitness goals. Assess personal fitness status regarding activity participation, energy expenditure, elements of physical fitness, and nutritional practices. Participate regularly in physical activities that contribute to the attainment and maintenance of personal fitness goals.

Terry Eiler, 1944-, Photographer (NARA record: 1497322), public domainTerry Eiler, 1944-, Photographer (NARA record: 1497322), public domain

Introduction: Research has shown that individuals who set goals are more likely to achieve success in a variety of areas. Clearly, setting goals related to fitness can help you improve your current level of fitness. Your goals can be divided into two types: process and product goals.

Process goals are related to the process of getting fit. To be fit, you need to increase the number of days you work out, or you need to add different types of exercises to your fitness program. Some examples of “process goals” include the following:

“I will increase the number of times that I exercise each week this month, so instead of working out two days a week, I will workout four days a week.” “I will increase the number of times that I lift weights from 1 time a week to times times a week for a whole month.”

Product goals are related to the outcomes you wish to achieve after participating in your fitness program. Some examples of “product goals” include:

“I want to increase my bench press by 15 pounds in 8 weeks.” “I want to lower my body fat by 2% in 8 weeks.”

The first step in setting goals is knowing your baseline or current level of fitness. You accomplished this by completing the previous assignments where you performed self-tests for cardiovascular fitness, muscular strength and endurance, flexibility, and body composition. You can use this information to determine which areas need the most work. For example, if you ran the mile and a half in 15 minutes, you could set a “process goal” to run three times a week for four weeks and re-test at the end of the month. You could set a “product goal” that you will improve your mile run time to 12 minutes from 15 minutes. When setting goals, be SMART.

Goals should be SPECIFIC. The more specific they are, the easier it is to tell whether or not you reached your goals.
Goals should be MEASURABLE. To determine whether or not you reached a goal, you should have some measurable outcome (e.g., days per week of exercise, heart rate during exercise, mile run time, pounds lifted, percent body fat, number of repetitions, etc.).
Goals should be ARTICULATED (or written down). If you write your goals down, it is more likely that you will check them periodically and follow them.
Goals should be REALISTIC. If you are currently at 30% body fat, it is probably not possible to get down to 20% body fat in one month without major health risks.
Lastly, your goals should be TIME-DEPENDENT. In other words, give yourself a time limit and strive to achieve your goal within that time. If you have a time limit, you are more likely to persist through hard times.

teacher-scored 40 points possible 90 minutes

Introduction: The purpose of this assignment is to examine your physical activity preferences and set some SMART goals to reach a desired level of activity. Think about the activities in which you might want to participate, activities you have done in previous assignments, activity logs, etc. and consider how they may fit into your personal exercise program.

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Don't forget to highlight your answers. Then submit your work using the assignment submission window for this assignment.

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Name: ________________________________Date:_________________

DON'T FORGET TO HIGHLIGHT YOUR ANSWERS.

1. From the aerobic activities you have done, which ones do you like the best and why? (3pts.)

2. List at least 5 activities (preferably aerobic) you have not done that you would like to try. And Include where could you find out more information about these activities? (10 pts.)

1.

 

2.

 

 

3.

 

 

4.

 

 

5.

 

 

3. Using the Activity Pyramid as a reference, describe activities in your life that fit under each of the following categories. (10 pts.)

a. Lifestyle:

 

b. Aerobic:

c. Muscular Strength:

d. Active Sports:

e. Flexibility:

4. Discuss with a family member, peer, or teacher, the activities from the Activity Pyramid as listed in #3. (If you so desire, you may wish to use Facebook or some other form of social media as base for your discussion. If you do, remember you are trading some aspects of privacy for a broader, quicker, audience.) As a group, evaluate your own current physical condition, and your own personal goals.

 

a. Which area do you feel is the most important for you to focus on in the near future? (1 pts.)

 

b. What kinds of changes, programs, or habits will you need to institute to achieve your goals in that area? (1 pts.)

 

 

5. Using the SMART principles explained above, list 3 goals related to your personal fitness program. (They may be process or product goals). Each goal is worth 1 pt.

GOAL #1:

 

GOAL #2:

GOAL #3:

6. What things can I do to help me reach this goal?
(e.g., get up one hour earlier, watch one hour less of TV, play 30 minutes less of Nintendo, etc.)

 

GOAL #1:

 

GOAL #2:

GOAL #3:

 

7. When will I be able to reach my goal?

GOAL #1:

 

GOAL #2:

GOAL #3:

8. How will I monitor my progress?
(e.g., I will keep a calendar with workouts listed on it. Every time I complete a workout, I will draw a smiley face on that day of the calendar)

 

GOAL #1:

 

GOAL #2:

GOAL #3:

9. What type of reward will I give myself after I reach my goal?
(e.g., $25 shopping spree, purchase new running shoes, etc.)

 

GOAL #1:

 

GOAL #2:

GOAL #3:

 

 

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Pacing: complete this by the end of Week 4 of your enrollment date for this class.


07.03 Unit 7 study guide (Fitness for Life)

1. Understand the relationships between the different components of the Physical Activity Pyramid.

a. Be ready to evaluate physical responses to exercise in designing fitness program. For example, you may see a question such as this:
Question: As you participate in your workout, you begin to experience specific muscle cramping early in your workout, or minor muscle pulls during certain exercises. To resolve these issues, you most likely need to work on what aspect of your fitness?
The answer here would be “flexibility”. The clue is that the muscle pulls occur specific to exercise. Although there may be other possible factors, none are specific to this unit, and therefore would not be included in the possible choices.

2. Know important considerations in deciding on a sport, on a fitness program, on a gym, and on fitness related products.
3. Understand and be ready to apply the six steps in designing a fitness program.
4. Be well acquainted with the evaluation and/or application of Smart Goals.

07.03.01 Unit 7 quiz (Fitness for Life)

computer-scored 15 points possible 30 minutes

You MUST score at least 60% to receive credit for the assignment. But you can retake the quiz as many times as you need/want to earn the score you want. 

Pacing: complete this by the end of Week 4 of your enrollment date for this class.


07.03.02 Activity log 10 (Fitness for Life)

teacher-scored 50 points possible 200 minutes

Submit your activity log. To submit your work, scan or take a photo of your log and the form. Save as a .jpg, .pdf or .gif and go to the submission page to upload the files.

IMPORTANT: Please do not email logs, as this delays the grading process, since emails do not become submitted into the instructor's grade book. 

REMEMBER - I Will NOT accept Logs Backdated more than 2 weeks. You will lose points on these logs and the highest score you can get is a 70%.

Pacing: complete this by the end of Week 4 of your enrollment date for this class.


08.00 Stress Management (Fitness for Life)

Image from Wikimedia Commons, Mathew Ingram, CC Attribution 2.0 Generic licenseImage from Wikimedia Commons, Mathew Ingram, CC Attribution 2.0 Generic license

This unit provides information about the effects of stress and ways to cope with it when it does occur. Begin by viewing/reading the unit 8 presentation and lessons. 

Assignments associated with this unit:

08.01 Stress Inventory

08.02 Relaxation Exercises


08.02 Activity log 11 - Week 5

08.03 Cardiovascular Risk Health Profile (Re-test mile & a half; compare with Assign. #1)

08.04 Unit 8 Review quiz

08.04 Activity log 12 - week 6

08.01 Unit 8 presentation (Fitness for Life)

Watch the unit 8 presentation (PowerPoint attached, above, or online video version links, below)

When the link opens, click the middle of the viewing area and then the play icon to view the video. It is in two parts so that it will download faster.

08.02 Relaxation exercises for stress management (Fitness for Life)

08.02 Stress Inventory and Relaxation exercises (Fitness for Life)

Recognize the relationship between physical activity and personal health. Describe the mental, social, and psychological benefits of physical activity. Describe how exercise increases longevity and quality of life through the reduction of stress. Recognize that health-related fitness is a lifelong process unique to each individual.

Introduction:

STRESS INVENTORY: It is helpful to know what factors are causing you stress in order to effectively deal with stress. Many times, events in your life can cause you stress. Most of the time you are aware that these events are stressful, while other times you may be unaware that several events together may be quite stressful. This assignment helps you identify and think about several life events that may be causing you stress.

There are many ways to help cope with stress; exercise, talking to a trusted adult, and/or a school counselor. It is important to not only identify your stressors but also to identify ways to help you cope with them.

Read through the following life events and identify the event(s) that you have experienced. Total the points related to the life events you have experienced to help determine how stress may be affecting your life. 

For your privacy DO NOT submit the TABLE, ONLY YOUR TOTAL POINTS in the assignment below.

If you accumulate 150 or more points in a one-year period, this may lead to increased physical illness or injury. Remember that some events may be more or less stressful for you than the point values assigned above. Some degree of individual response occurs with stress.

Place an (X) to the left if you have experienced this life event Place an (X) to the left if you have experienced this life event Point Value if You Have Experienced This Life Event
  Death of a Close Family Member 100
  Jail Term 80
  Final or First Year in High School 63
  Pregnancy (yours or caused by you) 60
  Severe Personal Illness or Injury 53
  Marriage 50
  Any Interpersonal Problems 53
  Financial Difficulties 40
  Death of a Close Friend 40
  Arguments with your siblings or parents (more than every other day) 40
  Major Change in Personal Habits 30
  Change in Living Environment (new home, etc) 30
  Beginning or Ending a Job 30
  Problems with your boss or teacher 25
  Outstanding Personal Achievement 25
  Failure in Some Course 25
  Final Exams 20
  Increased or Decreased Dating 20
  Change in Working Conditions 20
  Change in Your Sleeping Habits 18
  Several Day Vacation 15
  Change in Eating Habits 15
  Family Reunion 15
  Change in Recreational Activities 15
  Minor Illness or Injury 15
  Minor Violations of the Law 11
  TOTAL POINTS (Added from above) My total =

 

STRESS RELAXATION: One of the most effective ways to deal with stress is to perform relaxation exercises. This assignment is designed to help you not only identify stress but to help you develop relaxation skills that will enable you to deal with stress more effectively. Go to the first stress management/relaxation exercises link below. Page down to “Progressive Muscle Exercises”. You may click on either MP3 or text versions:

• Head to toe MP3 • Head to toe (Script text) • Toe to Head MP3 • Toe to Head (Script text)

Go to the second, relaxation exercises for stress management, link below. Download and read the PDF.

08.02.01 Stress Inventory and Relaxation exercises assignment (Fitness for Life)

teacher-scored 35 points possible 60 minutes

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Don't forget to highlight your answers. Then submit your work using the assignment submission window for this assignment.

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Name: ___________________________ Date:________________________

 

Answer the questions below to complete this assignment: DON'T FORGET TO HIGHLIGHT YOUR ANSWERS.

For your privacy DO NOT submit the TABLE, ONLY YOUR TOTAL POINTS.

A. What was your point total for the stressors you encounter in the table in the lesson? 

Are you surprised by your point total? Why or why not (please explain in detail)? 10 pts.

 

B. List at least five stressors that were not included on the chart that cause YOU a tremendous amount of stress. (1 pts. Each)

1.
2.
3.
4.
5.

C. Given the stressors that you have mentioned, list five strategies that you could use to ensure that stress does not have a negative impact on your health. (1 pts. Each)

1.
2.
3.
4.
5.

 

1. Use the relaxation exercises at the links above.

 

Then fill in the chart below. (10 pts)

 

Exercise Describe the exercise.
Which part of your body was most relaxed after performing this exercise?
On a scale of 1 to 10 (10 being the best), how well did you like this exercise?
Rag Doll or a similar exercise      
Neck Roll or a similar exercise      
Body Board or a similar exercise      
Jaw Stretch or a similar exercise      

 

DON'T FORGET TO HIGHLIGHT YOUR ANSWERS.

 

2. Which of the above exercises worked best for you? (1 pt)

 

3. Which of the exercises (if any) surprised you--in terms of being more effective than you thought they would? Why? (1 pt)

 

(Note: This activity is designed to help you recognize which areas of your body are tense, and how you can watch these body parts to ensure that you relax them when you are under stress. This can also help you if you are an athlete. Many top level teams use this technique to help athletes discover which areas of their body are most tense before games so they can relax appropriately beforehand.)

 

After you complete this activity, answer the following questions:

4. Which areas of your body were most tense prior to completing the relaxation program? What areas of your body do you seem to "hold" our stress in? (1 pt)

 

5. What strategies (or relaxation techniques) will you use to minimize the effects of stress on those tense body parts? (1 pt)

 

6. Were there any areas where you "hold" stress that surprised you? (If so, list here.) (1 pt)

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Pacing: complete this by the end of Week 5 of your enrollment date for this class.


08.02.02 Activity log 11(Fitness for Life)

teacher-scored 50 points possible 200 minutes

Submit your activity log. To submit your work, scan or take a photo of your log and the form. Save as a .jpg, .pdf or .gif and go to the submission page to upload the files.

IMPORTANT: Please do not email logs, as this delays the grading process, since emails do not become submitted into the instructor's grade book. 

REMEMBER - I Will NOT accept Logs Backdated more than 2 weeks. You will lose points on these logs and the highest score you can get is a 70%.

Pacing: complete this by the end of Week 5 of your enrollment date for this class.


08.03 A Re-Assessment of Your Cardiovascular Health Risk (Fitness for Life)

Post-test to measure fitness progress for muscular strength and endurance, flexibility, body composition, heart rate, blood pressure, and cardiovascular endurance. Develop personal fitness goals based on the pre-testing results and use a post-test to show progress and improvement. Use results of post fitness assessments to guide changes in fitness plan. Demonstrate an understanding of the fitness outcomes in a variety of activities. Recognize the relationship between physical activity and personal health. Recognize that health-related fitness is a lifelong process unique to each individual. Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss.

Now it's time for a progress check--how has your cardiovascular health risk changed since you started the class?

08.03 Cardiovascular Health Risk Profile - Re-assessment (Fitness for Life)

teacher-scored 30 points possible 90 minutes

Introduction: The purpose of this assignment is to re-examine your health risk factor data, physical activity behaviors, and cardiovascular fitness.

Copy and paste the section between the lines of asterisks into a word processing document on your computer. You may want to print out a copy to take with you for the activities. Complete your work, and save a copy for yourself. Don't forget to highlight your answers. Then submit your work using the assignment submission window for this assignment.

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Name:_______________________________ Date:_________________________

DON'T FORGET TO HIGHLIGHT YOUR ANSWERS.

Tasks: For this assignment, you will:

1. Re-assess your physical activity behavior. (4 pts)

Answer the following questions:
a. How many days per week do you exercise moderately/vigorously (your heart rate is above normal, but you are not working excessively hard)? (1 pt)

b. How many days a week and for how long do you workout? (1 pts)

c. What types of activities do you perform? (1 pts)

d. Do you monitor exercise intensity using a HR monitor or other methods? (1 pt)

 

2. Re-calculate your body mass index (BMI). (7pts.)

Perform the following calculations to calculate your BMI. SHOW YOUR WORK!

 

STEP 1: _____ convert your weight in pounds to your weight in kilograms.
(Divide your weight in pounds by 2.2.; e.g., a 130 pound woman / 2.2 = 59.09 kg)

STEP 2: _____ convert your height in inches to your height in centimeters
(Multiply your height in inches by 2.54; e.g., a 64 inch woman x 2.54 = 162.56
cm)

STEP 3: _____ convert your height in centimeters to your height in meters
(Divide your height in centimeters by 100 to get your height in meters; e.g., 162.56 / 100 = 1.6256

STEP 4:_____ square your height in meters to get the denominator for BMI calculation
(Multiply the number by itself; e.g., 1.6256 x 1.6256 = 2.64)

STEP 5:______ use your weight in kilograms as your numerator (e.g., STEP 1 or 59.09 kg) and your height in meters squared as your denominator (e.g., STEP 4 or 2.64) and divide out the fraction (e.g., 59.09 / 2.64 = 22.38)

Enter your BMI _________________. (1 pt)

How does this compare to the BMI you calculated in 05.03 assignment? (1pt)

3. Complete a second supervised 1.5 mile run. (12pts.)

 

Parent or Teacher’s name who will be administering the 1.5 mile run: (1 pt)
__________________

 

Parent or Teacher’s email who will be giving you the 1.5 mile run test: (1 pt)
__________________

You will run 1.5 miles under the supervision of a physical education teacher, coach, or parent. It is important to make sure that you provide a valid e-mail address so that I can confirm you completed the run. This person should help you measure out the correct distance ( 1.5 miles is 6 times around a regular track) and time you during the run. Important Note: If you have a physical condition that may prevent you from completing this run, or a condition such that a run of this nature may cause injury, be sure to contact your instructor before attempting this part of the assignment so that adequate modifications can be made.
You may use a treadmill, but make sure that your run is conducted the same way as for your original assignment.
The purpose of this run is to assess your cardiovascular health and see how much you have improved since your first run at the start of 1st term. Run or jog for 1.5 miles in the shortest time possible. Try to set a pace that you can keep up for the full mile and a half. If you start too fast, you probably will not be able to run for the entire distance. Make sure to do your best and run what you can. If you walk, make sure to speed walk to keep your heart rate up.

Enter your 1.5 mile time. _________________________ (10 pts)Critical Value Men
under 10 minutes; Women under 14 minutes)

 

4. Re-measure your blood pressure. (4 pts.)

Have your blood pressure measured by a doctor or you may use an automated blood pressure machine located in most stores that have a pharmacy. Look for the machine next to the pharmacy counter; these machines are free and easy to use.

 

Enter your blood pressure.

Systolic Blood Pressure __________________ (2 pts)(Critical Value under 140 mmHg)

Diastolic Blood Pressure_________________ (2 pts)(Critical Value under 90mmHg)

5. Evaluate the changes that have occurred in your cardiovascular health risk profile. (blood pressure, BMI, 1.5 mile run, & anything else you noticed) (2 pts.) (Note: Evaluate means to “give value to…” What information is of value, and why?)

 

6. How you can continue to improve your cardiovascular fitness levels now that the requirements for this class are no longer applicable. (1 pts.)

 

 

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Pacing: complete this by the end of Week 6 of your enrollment date for this class.


08.04 Unit 8 study guide (Fitness for Life)

1. Understand, and be ready to evaluate, various scenarios that describe distress and/or eustress.
2. Understand, and be ready to evaluate, various scenarios that describe physical, emotional, social, or cultural stress.
3. Understand, and be ready to evaluate, various scenarios that describe the effect of adrenaline and the “fight of flight” response.
4. Understand, and be ready to evaluate, various scenarios that describe behavioral responses to stress such as rationalization, projection, compensation, and avoidance.
5. Understand, and be ready to evaluate, effective strategies for reducing stress by applying the most appropriate strategy to various stressful scenarios.

08.04.01 Unit 8 quiz (Fitness for Life)

computer-scored 20 points possible 30 minutes

You MUST score at least 60% to receive credit for the assignment. But you can retake the quiz as many times as you need/want to earn the score you want. 

Pacing: complete this by the end of Week 6 of your enrollment date for this class.


08.04.02 Activity log 12 (Fitness for Life)

teacher-scored 50 points possible 200 minutes

Submit your activity log. To submit your work, scan or take a photo of your log and the form. Save as a .jpg, .pdf or .gif and go to the submission page to upload the files.

IMPORTANT: Please do not email logs, as this delays the grading process, since emails do not become submitted into the instructor's grade book. 

REMEMBER - I Will NOT accept Logs Backdated more than 2 weeks. You will lose points on these logs and the highest score you can get is a 70%.

Pacing: complete this by the end of Week 6 of your enrollment date for this class.


08.05 Ready for final test (Fitness for Life)

teacher-scored 1 points possible 10 minutes

When you have completed all other assignments and scored at least 90% on all unit quizzes, use the "Ready" link to let your teacher know you are ready to take your final test. Try to schedule your final test (following the instructions in the "Arranging to take my final proctored test" link) within a week of submitting your Ready assignment.
You must score at least 60% on your final test to pass and receive credit for the class. You may NOT re-take the final test without re-taking the class.

Pacing: complete this by the end of Week 6 of your enrollment date for this class.


08.05 Second quarter final test (Fitness for Life)

computer-scored 300 points possible 90 minutes

After your teacher has marked your 'ready' assignment with a '1', use the link "Arranging to take my final proctored test" in Module 4 of the main class page to set up your test.

Note that you must score at least 60% on the final test to pass the class and earn credit, and you may NOT re-take the final test unless you first re-take the class.

Note to proctor: No notes are allowed during the test.

Pacing: complete this by the end of Week 6 of your enrollment date for this class.