Final Unit Test Name:

Date:
/25

1. If you fall during cross country skiing on a trail, what do you do? (1 mark)

2. Please explain what overtaking means and what 2/3 alternative environment activities it applies to. (2 marks)

3. What 3 situations do you keep your ski poles close to your body? (3 marks)

4. What personal feature is used to determine the appropriate snowshoes for an individual? (1 mark)

5. Please explain what is a health-related component of fitness. (1 mark)

6. Please explain what is a skill-related component of fitness (1 mark)

7. List and explain 5 water safety tips and considerations in and around water. (5 marks)

8. List 1 water activity, 1 snow activity, and 1 fitness centre activity you could incorporate into your future fitness plans? (3 marks)

*NOTE not including ones we’ve experienced in this unit

9. Reflect on 1 barrier to your own pursuit of participation in one of the alternate activity environments and why? (2 marks)

10. What are 2 rules in the game of water polo? (2 marks)

11. Name two activities, environments, health-related and/or skill-related components you EITHER liked or disliked and why. (4 marks)
Wellness 10 Journal Entry:

*Note: The following questions are prompts, however, students are required to record experience(s) during the lesson(s). As
well, students are not graded on the content of the response, rather, the completion of the response.

Lesson 1

Describe one interesting fact you learned about snowshoeing. Did you enjoy today’s lesson? Why or why not?

Lesson 2

Describe one safety rule when cross country skiing. Did you enjoy today’s lesson? Why or why not?

Lesson 3

Describe one safety rule, in the pool or in the pool facility, to adhere by. Did you enjoy today’s lesson? Why or why not?

Lesson 4

List one way to change the game of water polo to make it easier to play. Did you enjoy today’s lesson? Why or why not?

Lesson 5

Name two muscle groups you engage during a spin class. Did you enjoy today’s lesson? Why or why not?

Lesson 6

Describe one safety rule to adhere by during a weight training class. Did you enjoy today’s lesson? Why or why not? Which was
your favourite lesson of the unit and why?

/5
 Personal Plan for Wellness 10

Name: _______________
Start Date:____________

The goal of this plan is to determine which aspects of your physical fitness you need to improve or maintain and devise a plan to
achieve your goals. Set goals for each of the components of fitness, whether they are ones of improvement or maintenance.

Pre-unit questions (Part 1: Assess your fitness level)

1. Do you live an active and healthy lifestyle? (regular exercise, eating a healthy diet, etc.)

2. List any activities you are currently involved in.

3. What activities would you like to try and what activities are you hesitant to try? Please indicate an explanation for each
choice.
 Part 2: Designing your 4-week Fitness Plan

*Your plan will be submitted to the teacher on a hard copy. The format of your fitness plan is up to you! As long as you include
the criteria necessary, you can complete your fitness plan in a chart, journal, calendar, etc.

- Consider your fitness goals (Having goals can help you stay on track and motivated to continue and include S.M.A.R.T
goal setting→ specific, measurable, achievable, relevant, and timely)

- Create a balanced routine (Keep in mind the physical activity guidelines, body management activities, alternate
environment activities, target games, health-relate and skill-related activities. As well, include the F.I.T.T. principle→
Frequency, Intensity, Time, Type)

- Start low and progress slowly (If you’re just starting to exercise, start cautiously)

- Build activity into your daily routine (schedule time to exercise as you would any other appointment)

- Allow time for recovery (Plan time between sessions for your body to rest and recover)

- Monitor your progress (Put the plan into action, make room for adjustments, check-in to see if your meeting your
fitness goals)
 Marking Rubric
4 3 2 1 0
Goals All goals are All goals are Most goals are Some goals are Missing from plan
included, goals are included, goals included included, but lack
written adhering to include only some Goals are not detail
S.M.A.R.T aspects of written according
S.M.A.R.T to S.M.A.R.T
Adherence to All aspects of Program adheres Program only Program adheres Missing from plan
F.I.T.T program adhere to to most of the adheres to some to one component
the F.I.T.T formula F.I.T.T formula aspects of the of the F.I.T.T
F.I.T.T formula formula
Activities Activities include a Activities include a Activities include Activities lack Missing from plan
variety of variety of health-related OR health-related and
components components skill-related skill-related
including health- including health- components of components and
related and skill- related OR skill- fitness but lacks lacks body
related related body management management
components of components of activities, alternate activities, alternate
fitness including fitness including environment environment
either body either body activities, or target activities, and
management management games target games
activities, alternate activities, alternate
environment environment
activities, or target activities, or target
games games
Organization The program’s The program’s The program is The program’s Missing from plan
format is attractive format is well- well-formatted format and
and exceptionally formatted and however, organization is
organized well-organized disorganized confusing to the
reader
Amount of Detail Program is highly Program includes a Program includes a Program lacks
detailed and considerable moderate degree detail indicating a
includes specifics degree of detail of detail lack of preparation

Comments: /20
Final Unit Test= 25 marks

Journal Entries= 5 marks

Fitness Plan= 20 marks

Total= 50 marks

My summative assessment is broken down into three parts. The final unit test includes questions that reflect all lessons

pertaining to the unit that include rules, safety, and terms that the students will learn during the unit on each activity. The test

will also have questions that correlate to their journal entries and fitness plan. The journal entry questions will be completed at

the end of each lesson that reflects the student’s experiences and knowledge of the lesson they participated in. Students will be

marked on completion of the journal entries rather than the content of the answer. The final assessment piece, the fitness plan,

allows students to use their experiences during the unit and incorporate it into a fitness plan that is customized for the student

and reflects the student’s knowledge and interests. The fitness plan will also include information they have learned prior to the

unit (SMART goals and FITT principle) and build off that knowledge to create a 4-week fitness plan for themselves.

I plans lessons and assessment based on provincial curriculum. My lessons incorporate outcomes W3: Plan for

and engage in movement activity to increase confidence, competence, and sustainability in self-selected individual and/or

partner movement activities from each of the following categories: Body Management Activities (e.g., dance, yoga, pilates,

martial arts, aerobics), Alternative Environment Activities (e.g., cycling, snowshoeing, cross-country skiing, swimming, hiking,

skating, canoeing, trapping, weight lifting/going to a fitness centre), Target games (e.g., bowling, golf, archery, bocce ball ),

Net/Wall games (e.g., tennis, table tennis, racquetball, squash) and W7: Promote sustainable well-being by planning for and
engaging in movement activities, alone and with others, that enhance the health-related (i.e., cardiovascular endurance,

flexibility, muscular endurance, muscular strength, and body composition) and skill-related (i.e., power, agility, speed, reaction

time, balance, and co-ordination) components of fitness. My lessons include a variety of alternative environment activities, body

management activities, health-related and skill related components in fitness in order for them to be successful and have

opportunities of success with these varieties to grow towards physical literacy. My lessons include: cross country skiing,

snowshoeing, basic swimming skills, water polo, spin class, and a weight training class.

I create summative assessment. My summative assessment is broken into three parts. This allows students to have

more opportunity for growth and success. All three components test the student’s knowledge as well as the ability to incorporate

that knowledge into a customized fitness plan. This allows the student to shape the assessment piece to their fitness level,

experience, and interests throughout the unit. The journal entries keep the student accountable for the lesson(s), as well as

build towards the final unit test. The final unit test challenges the student’s knowledge of the different environments, activities,

and fitness components that have been taught throughout the unit. Besides the unit test, the journal entries and fitness plan

allows for flexibility of the student to answer truthfully and shape their own fitness plan. I created these types of summative

assessments so the students have more control over their own assessing and are tested on knowledge, not ability.

I understand how to plan for differentiation and adaptation. Each lesson has skills that can be modified in order

to create opportunities of success. Different equipment can be used in each lesson in order to assist the student or make the

skill more difficult. The final unit test can be adapted into a verbal test if needed and/or the student can have an extended

amount of time to complete the test if needed. The journal entries can also be converted to verbal entries if needed. Because

the journals are not marked by content, the student can answer to his/her best ability. The fitness plan is customized to the

student which allows for variety and for it to specifically reflect the student’s needs and wants while including unit content.
 I create engaging learning activities and tasks. The variety of learning activities throughout the unit allows for

more opportunities of engagement. The students have the opportunity at the beginning of the unit to vote for their top three

activities they would like to participate in during the unit that reflect the unit outcomes. This also increases engagement and

participation throughout the unit because the students have a voice for the content of the unit. The fitness plan allows for

student ownership of their learning throughout the unit.

My planned activities would improve the discipline specific literacy skills of my students. My activities and

tasks throughout the unit are designed to meet outcomes W3 and W7 but as well improve physical literacy skills. My students

will grow towards confidence, competence, sustainability and motivation in a variety of activities that they can assess through

their journaling and incorporate into their fitness plan. The assessments will allow them to be accountable for their learning and

their growth towards becoming physically literate.

My final task of my unit elicits evidence of application in a new situation. My final assessment will make the

application of student learning relevant and useful. The fitness plan allows the student to incorporate their final assessment

piece in their lives. This assessment piece is created not only to assess student’s learning and growth, but also to implement in

their daily lives and keep them accountable for their physical activity. The final task can be revisited and changed in order to

meet the needs of the student as he/she progresses through the fitness plan.

Professional learning and growth. Compared to my initial assessment piece, I believe I have reached my goal of

creating a summative assessment piece that reflects my unit plan and student learning. Both assessment pieces can be included

in my portfolio in order to demonstrate my growth as a summative assessor.