Unit Plan 7 (Grade 5 PE): Fitness Circuit & FITT Principles

Focus: Build understanding of FITT principles by helping students match activities to specific fitness components, notice changes in intensity, and take responsibility for moving safely and efficiently through a fitness circuit.

Grade Level: 5

Subject Area: Physical Education (Fitness Concepts • Circuit Training • Self-Monitoring & Responsibility)

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

I. Introduction

Students explore fitness through a structured circuit that helps them understand how different activities develop different parts of physical fitness. They begin with jog/walk intervals and simple heart-rate checks at the neck or wrist, along with perceived exertion conversations, to notice how the body feels at different levels of effort. They then rotate through a FITT Circuit with labeled stations such as jump rope, curl-ups, planks, wall-sits, shuttle runs, and stretching, learning how each station connects to a fitness component like cardiorespiratory endurance, muscular strength, muscular endurance, or flexibility. Throughout the unit, students practice working independently, rotating quickly, caring for equipment, and using simple fitness tools to describe and adjust how hard they are working.

Essential Questions

• What do the FITT principles (frequency, intensity, time, type) mean, and how do they help people exercise with purpose?
• How do different activities build different fitness components such as endurance, strength, muscular endurance, and flexibility?
• How can I use simple tools like heart-rate checks, talk test, and effort scales to understand how hard I am working?
• What does it look like to stay responsible, on-task, and self-directed during a fitness circuit?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Participate actively in moderate-to-vigorous physical activity for significant parts of class during intervals and circuit work.
2. Use simple tools such as heart-rate checks, talk test, and perceived exertion scales to describe and monitor exercise intensity.
3. Identify and describe basic fitness components: cardiorespiratory endurance, muscular strength, muscular endurance, and flexibility.
4. Explain the FITT principles (frequency, intensity, time, type) and connect them to class activities.
5. Demonstrate responsibility and self-directed behavior by transitioning quickly, using equipment correctly, and staying engaged with minimal reminders.

Standards Alignment — 5th Grade (SHAPE America-based custom)

• PE:S3.5a – Sustained Participation in Moderate-to-Vigorous Activity Participate actively and continuously in moderate-to-vigorous physical activity (MVPA) for significant portions of class without frequent off-task behavior.
  • Example: During fitness circuits or small-sided games, students remain engaged and moving, minimizing standing time between turns.
• PE:S3.5b – Monitoring Intensity with Simple Fitness Tools Use simple tools and methods (heart rate checks, perceived exertion scales, talk test, step counts) to monitor and adjust activity intensity.
  • Example: After intervals of running, students check their pulse or use a 1–5 exertion scale to describe effort, then adjust pace to stay in a “target zone.”
• PE:S3.5c – Understanding Fitness Components & Training Principles Name and describe fitness components (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility) and basic training ideas such as frequency, intensity, time, and type (FITT).
  • Example: Students explain that jogging 3–4 times a week at a moderate pace improves endurance, while regular curl-up sets build core muscular endurance.
• PE:S4.5e – Responsibility, Effort, and Self-Directed Behavior Show responsibility by arriving prepared, using time efficiently, caring for equipment, and staying engaged without constant teacher direction.
  • Example: Students rotate through stations on their own, transition quickly when signaled, and clean up equipment at the end of class.

Success Criteria — Student Language

• I can stay active and keep working during fitness intervals and circuit stations.
• I can use heart-rate checks, the talk test, or an effort scale to describe how hard I am working.
• I can name basic fitness components and match activities to the part of fitness they help improve.
• I can explain what FITT stands for and give examples from our PE class.
• I can rotate through stations responsibly, use equipment correctly, and stay on-task without many reminders.