ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [PE] (6) 24 :
6-3.5) Identify the components of health-related and skill-related fitness.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 25 :
6-3.6) Set and monitor an individual goal for health-related fitness based on current fitness level.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 30 :
6-3.11) Identify a variety of ways to track fitness and nutrition.

Examples: apps, spreadsheets, journals

APE accommodation suggestions: Visual aids and cues

[PE] (7) 30 :
7-3.11) Compare and contrast the various methods of tracking fitness and nutrition.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 24 :
8-3.5) Analyze the benefits of health-related and skill-related fitness components.

Examples: stress reduction, body composition, self-esteem, less anxiety

APE accommodation suggestions: Visual aids and cues

[PE] (8) 30 :
8-3.11) Utilize one method of tracking fitness and nutrition.

APE accommodation suggestions: Visual aids and cues

[PE] BK1 (9-12) 15 :
BK-3.8) Identify components of a personal fitness plan.

Examples: strength exercises, stretching exercises, cardiovascular exercises, and nutritional balance

[PE] BK2 (9-12) 8 :
BK-3.1) Analyze the relationships among physical activity, nutrition, and body composition.

APE accommodation suggestions: Physical activity knowledge, engagement in physical activity, participation in fitness activity, fitness knowledge, assessment and program planning, nutrition, stress management- Refer to the IEP or special education teacher for academic and testing accommodations.

[HE] (8) 19 :
8.6.2) Analyze how keeping an activity record will help an individual to attain a personal health goal.

Examples: using food journal to track nutritional intake, My Fitness Pal, Fitbit, digital tracking device, track daily activity with activity log

[HE] HED (9-12) 27 :
HE.6.1) Assess personal health status and health practices to establish a baseline for setting health and fitness goals.

Examples: blood pressure, resting heart rate, BMI, vaccination status

[HE] HED (9-12) 28 :
HE.6.2) Set long-term goals for achieving optimal health and implement short-term steps to reach the goals.

Examples: assess current health and fitness status, develop plans based on assessment results, implement and monitor plans

Subject: Physical Education (6 - 12), Health Education (8 - 12)
Title: Keep Your Body in Motion
URL: https://aptv.pbslearningmedia.org/resource/4306e029-9a0d-4d74-aa05-ebfb67e94f7d/nc-science-now-keep-your-body-in-motion/
Description:

Learn the difference between strength, endurance, and power in this lesson. This lesson can be organized as self-paced for students to enjoy on their own or teachers could use the slide presentation to pace the instruction of this content. Students will find out how body fat impacts both fitness and health, the different types of exercise, and how to create an activity plan.  


   View Standards     Standard(s): [PE] (6) 25 :
6-3.6) Set and monitor an individual goal for health-related fitness based on current fitness level.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 25 :
7-3.6) Analyze one's current physical activity and adjust as needed for optimal functioning.

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (6 - 7)
Title: Components of Fitness
URL: https://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=9563#.Xpx8kDdKg1I
Description:

The purpose of this activity is for students to develop a plan to increase their fitness levels. Students will be creating their own program in order to improve their own fitness level. Their scores will be documented on their plan. While they are in their squads, students will create their own fitness plan and reflect on the importance of fitness testing.


   View Standards     Standard(s): [PE] (6) 25 :
6-3.6) Set and monitor an individual goal for health-related fitness based on current fitness level.

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (6)
Title: V-Sit and Reach
URL: https://www.youtube.com/watch?v=fNq6L4Mw_Is&list=PL4gNPlg7RnN9W3ZPQSLSdcQOfpDYcPVqF&index=2
Description:

This video shows the V-Sit and Reach part of the Alabama Physical Fitness Test. The V-Sit and Reach tests flexibility.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.


   View Standards     Standard(s): [PE] (6) 25 :
6-3.6) Set and monitor an individual goal for health-related fitness based on current fitness level.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 33 :
6-4.3) Develop personal responsibility by accepting feedback to improve performance.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] BK2 (9-12) 14 :
BK-3.7) Design and put into effect a strength and conditioning program that develops balance in all muscle groups and supports a healthy, active lifestyle.

Subject: Physical Education (6 - 12)
Title: Tabata to Improve
URL: https://openphysed.org/wp-content/uploads/2019/05/M-06-03-FitKnow-Activities-05_TabataToImprove.pdf
Description:

This activity is a Tabata-style training with a focus on improving various areas of fitness. The activity can be specifically linked to improving an area of the Alabama Fitness Test scores or just overall fitness area.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.


   View Standards     Standard(s): [PE] (3) 24 :
3-3.3) Describe the components of health-related fitness (muscular strength, muscular endurance, flexibility and cardiovascular endurance).

[PE] (4) 24 :
4-3.3) Describe the difference between skill-related and health-related fitness.

[PE] (6) 24 :
6-3.5) Identify the components of health-related and skill-related fitness.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 25 :
6-3.6) Set and monitor an individual goal for health-related fitness based on current fitness level.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 24 :
7-3.5) Compare and contrast health-related and skill-related fitness activities.

Examples: aerobic/anaerobic exercise, power/strength, static/dynamic, reaction time

APE accommodation suggestions: Visual aids and cues

[PE] (8) 24 :
8-3.5) Analyze the benefits of health-related and skill-related fitness components.

Examples: stress reduction, body composition, self-esteem, less anxiety

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (3 - 8)
Title: Health-Related Components of Fitness Poster
URL: https://thephysicaleducator.com/visuals/
Description:

This resource provides a variety of visuals to teach and apply health-related components of fitness to class activities. This is a free resource from ThePhysicalEducator.com

This alignment results from the ALEX Health/PE COS Resource Alignment Summit. 


   View Standards     Standard(s): [PE] (6) 25 :
6-3.6) Set and monitor an individual goal for health-related fitness based on current fitness level.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 36 :
6-4.6) Identify the rules and etiquette for a variety of physical activities, fitness exercises, and games.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

Subject: Physical Education (6)
Title: Playing Is Winning: Personal Fitness
URL: https://classroom.kidshealth.org/classroom/3to5/personal/fitness/fitness_handout1.pdf
Description:

This resource is a worksheet for personal fitness for grades 4-6. The worksheet can be used to help students plan a game or activity of their own. This helps promote critical thinking and imagination, along with personal fitness.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.


ALEX Classroom Resources: 6

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