Unit Plan 7 (Grade 4 PE): Fitness Circuit & Components of Fitness

Focus: Build understanding of the major components of fitness, help students recognize light, moderate, and vigorous effort, and strengthen self-direction through a structured fitness circuit.

Grade Level: 4

Subject Area: Physical Education (Fitness Foundations • Body Awareness • Self-Directed Effort)

Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session

I. Introduction

Students explore fitness as something they can feel, describe, and improve through purposeful activity. In this unit, students begin with jog/walk intervals and a quick introduction to the heart-rate check and talk test so they can start noticing what different intensity levels feel like in their own bodies. They then move into a fitness circuit with stations such as jump rope, curl-ups, plank, line jumps, and a flexibility station, each labeled to help students connect the activity to a specific fitness component. Throughout the unit, students focus on staying active, recognizing body signals, and learning that different exercises help the body in different ways.

Essential Questions

• What are the major components of fitness, and how can I tell them apart?
• How can I use body signals like breathing, heart rate, and the talk test to understand my effort level?
• What does it mean for an activity to feel light, moderate, or vigorous?
• How can I stay responsible and productive during a fitness circuit?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Participate actively in a fitness circuit for most of class time with strong effort and minimal off-task behavior.
2. Use simple tools such as the talk test, perceived effort, or a quick heart-rate check to describe exercise intensity.
3. Identify the major fitness components: cardiorespiratory endurance, muscular strength, muscular endurance, and flexibility.
4. Connect specific circuit stations to the fitness components they develop.
5. Demonstrate responsibility by transitioning quickly, using equipment correctly, and persisting through challenging stations.

Standards Alignment — 4th Grade (SHAPE America-based custom)

• PE:S3.4a – Active Participation in MVPA Participate actively in moderate-to-vigorous physical activity (MVPA) for most of the class, minimizing off-task time.
  • Example: During fitness circuits, stations, or games, students remain engaged and moving rather than standing and watching others.
• PE:S3.4b – Monitoring Intensity & Body Signals Use simple methods (talk test, perceived exertion, heart rate checks) to monitor exercise intensity and recognize when activity is light, moderate, or vigorous.
  • Example: Students perform short running intervals, then describe whether they can talk easily, talk with effort, or need a pause to breathe.
• PE:S3.4c – Components of Fitness (Knowledge & Examples) Identify and give examples of major fitness components (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility), and connect them to specific activities.
  • Example: Students explain that continuous jogging improves endurance, curl-ups build muscular endurance, and stretching develops flexibility.
• PE:S4.4e – Responsibility, Effort, and Self-Direction Take responsibility for effort, behavior, and equipment (setting up, cleaning up, staying on task) and work productively without constant teacher direction.
  • Example: Students transition quickly between stations, take care of equipment, and persist with challenging tasks without giving up.

Success Criteria — Student Language

• I can stay active and keep trying during the full fitness circuit.
• I can use the talk test or heart-rate check to tell how hard I am working.
• I can explain what cardiorespiratory endurance, muscular strength, muscular endurance, and flexibility mean.
• I can match fitness stations to the part of fitness they help improve.
• I can move responsibly between stations and use equipment the right way.