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

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] (8) 22 :

8-3.3) Create a plan for physical activity outside class, based on options available in the community.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 28 :

8-3.9) Apply concepts of physical fitness to adjust physical activity intensity.

Examples: RPE, FITT formula

APE accommodation suggestions: Visual aids and cues

[PE] BK1 (9-12) 13 :

BK-3.6) Participate several times a week in a self-selected lifetime activity, dance, or fitness-related activity outside school hours.

[PE] BK1 (9-12) 17 :

BK-3.10) Research and design a comprehensive personal fitness program to enhance a healthy, active lifestyle to develop lifelong health habits based on the components of health.

[PE] BK2 (9-12) 11 :

BK-3.4) Participate in physical activities learned from home and community.

[PE] BK2 (9-12) 15 :

BK-3.8) Demonstrate movements associated with static and non-static exercises.

[PE] AK2 (9-12) 9 :

AK-4.1) Develop a personal action plan that includes social interaction, cooperative activities, and personal fitness goals.

[PE] SO1 (9-12) 10 :

SO-5.2) Evaluate personal level of fitness readiness to officiate different sports.

[PE] SC1 (9-12) 1 :

SC-1.1) Describe physical fitness activities that contribute to the improvement of specific fitness components.

[PE] SC2 (9-12) 2 :

SC-1.2) Exhibit proper fitness component techniques in strength and conditioning to achieve a desired level of health enhancement.

[PE] LS1 (9-12) 2 :

LS-1.2) Identify skills and components needed to design an individualized health-enhancing fitness program.

[PE] VA1 (9-12) 2 :

LS-1.2) Identify skills and components needed to design an individualized health-enhancing fitness program for varsity athletics.

[PE] VA2 (9-12) 1 :

LS-1.1) Demonstrate necessary components of physical fitness to achieve a desired level of individual success while participating in varsity athletics.

[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

This is a comprehensive website full of strength, conditioning, fitness, flexibility, and self-care activities. These resources can be used by the physical educator to create fitness-type workouts or students can use this website to develop their own workouts. 

   View Standards     Standard(s): [PE] (8) 29 :

8-3.10) Explain how body systems interact with one another during physical activity.

Examples: blood transports nutrients from the digestive system, oxygen from the respiratory system, cardiovascular system

APE accommodation suggestions: Visual aids and cues

[PE] BK1 (9-12) 16 :

BK-3.9) Determine target heart rate and apply that information to a personal fitness plan.

[PE] BK2 (9-12) 16 :

BK-3.9) Modify intensity to keep heart rate in the target zone using available technology.

Examples: pedometer, heart rate monitor

[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

Marathon runners must run much greater distances than their track-and-field counterparts, needing to start slow and speed up towards the end. This experiment will help you to discover why.

   View Standards     Standard(s): [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

The health skill, Goal-Setting, empowers students to strive for self-improvement.  The Goal-Setting health skill supports students in creating and achieving both short and long-term goals. Students gain confidence in their abilities to set and achieve goals by following clear steps over short periods of time. Students learn to identify areas of growth before creating goals that support their success.

   View Standards     Standard(s): [PE] (6) 28 :

6-3.9) Define resting heart rate and describe its relationship to moderate and vigorous activity.

APE accommodation suggestions: Visual aids and cues

[PE] BK1 (9-12) 16 :

BK-3.9) Determine target heart rate and apply that information to a personal fitness plan.

[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

This resource provides an interactive guide to engage, explore, apply, and reflect on heart rate. Resting and target heart rate activities are included in addition to guiding application questions for each. 

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

   View Standards     Standard(s): [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

This free resource from KidsHealth contains informational material about body mass index (BMI) and a BMI calculator. The BMI calculator is for children and teens between 2 and 20 years old. It allows you to figure out your body mass index (BMI) and see how your result compares to others of the same age and gender. BMI can help doctors identify people who are overweight and at risk of developing medical problems like high cholesterol, high blood pressure, and diabetes. Doctors can monitor that person's weight and make recommendations about healthy eating and exercise.

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

   View Standards     Standard(s): [HE] HED (9-12) 3 :

HE.1.3) Analyze how genetics and family history can impact personal health.

Examples: family history of heart disease, diabetes, cancer, or addictions

[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

This free resource is a PowerPoint presentation from CTE Online covering the cardiovascular system.  The powerpoint contains multiple embedded links to YouTube videos and animated text narrations of the human body.  

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

   View Standards     Standard(s): [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

This is a video about "What you need to know about exercising for your heart and lungs". The video talks about resting heart rate, how to measure resting heart rate, and how to improve your cardiovascular fitness.

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

   View Standards     Standard(s): [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

This resource provides information about Body Composition and Body Mass Index and provides a B.M.I. calculator and B.M.I table as a student learning tool. The waist circumference tool also provides an idea of whether your B.M.I. combined with your waist circumference increases your risk for developing obesity-associated diseases or conditions.

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