Skip to content Skip to footer
TPSP logo
TPSP logo

Lifestyles of the Fit and Famous

Grade 7, Interdisciplinary

Print Task
Share via Email Share via Twitter Share via Facebook Share via Pinterest

Description of Unit

This task will generate awareness of healthy lifestyle choices among students and community members. Students will begin by looking at a sport or a sports figure and analyzing the important aspects of math and science in that sport (e.g., the physics behind different pitches in baseball). Students will also investigate the social implications of participating in sports. Finally, they will conduct an in-depth investigation of a chosen health issue.

This guide links the Lifestyles of the Fit and Famous unit to the Texas Essential Knowledge and Skills (TEKS) for seventh graders. Lifestyles of the Fit and Famous is an interdisciplinary unit that allows students to investigate various aspects of overall health, including the mathematics and science of sports and the social implications of a healthy lifestyle. Lifestyles of the Fit and Famous teaches students skills in the subject areas of mathematics, social studies, and health. For example, students ask questions and conduct research using a variety of sources, as required in the English Language Arts and Reading TEKS. The following document includes the applicable TEKS and the details of the Lifestyles of the Fit and Famous unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce the concepts of wellness and healthy lifestyle choices to students. Talk about the social implications of leading a healthy lifestyle. Helpful websites include: http://win.niddk.nih.gov/publications/take_charge.htm
  2. Select a sport to study as a class or individually. Have a group discussion about what it would be like to be a professional athlete in that sport. Use these questions to guide the discussion:
    • What diet, exercise schedule, and other habits would an athlete have to maintain?
    • What are the responsibilities of professional athletes?
    • What role does the sport play in other cultures? How is it different/the same in this country?
    • What happens if a professional athlete gets injured? What are some steps they might take to get well again?
  3. Talk about the mathematical and scientific aspects of the sport (e.g., velocity of a baseball, angles in shooting a basketball, force of a karate kick). Do a field investigation in which students can observe and measure the aspects of mathematics and science that the class brainstormed. Helpful websites include: http://www.exploratorium.edu/sports/
  4. Watch a film or documentary (Miracle, Chariots of Fire, Field of Dreams, A League of Their Own) about sports and culture. Analyze the social implications of health and wellness. What role did sports play for the individuals or groups in the movie? What role do sports play in our society overall?

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student should choose a health issue, sport, or athlete and investigate a series of articles on the topic.
  2. Asking guiding questions. Once the student has selected a topic, he/she should form guiding questions to learn about the topic’s significance.
    • Who does the issue/sport/athlete affect?
    • Why is the issue/sport/athlete relevant for the population?
    • What should a general audience know about the issue/sport/athlete?
    • What societal or historical characteristics shape the issue/sport/athlete?
    • Is the issue/sport/athlete unique to your location? Your culture?

    While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.

    Each student should think of guiding questions about the issue/sport/athlete that will lead him/her to form research-based opinions. Each student should also develop a hypothesis or some possible answers to the questions.

  3. Developing and submitting a research proposal. The student should include these components in the research proposal:
    • The issue/sport/athlete he/she will study
    • The five guiding questions he/she will investigate, as well as hypothetical answers to those questions
    • Resources he/she will need to find answers to questions, such as primary and secondary sources, correspondence with experts on the subject, etc.

  4. Conducting the research. After you have approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, or resource process sheets of all the sources and what he/she has learned from each one.

    As part of the research process, the student should keep a food and exercise diary to track habits. The student should also conduct an oral or electronic interview with a fitness or health expert. You may need to assist students with identifying an appropriate interview subject.

  5. Developing conclusions. Based on the research, students should work together to put on a wellness fair for other students in the school or people in the community. Students should share what they have learned about healthy habits.

B. The product

The student will show what he/she has learned through one of the following products:

  1. A brochure or article. The student should write a brochure or article for publication that includes the student’s findings and solutions to the health problem, if the student studied a health issue. If the student studied a sport or athlete, he/she should write about the social implications of the sport. Be sure to include any appropriate statistics, data, and charts or graphs.
  2. A new sport or game. When creating the new sport or game, the student should consider any barriers or reasons people would not become involved in the activity, address player preferences (e.g., individual or team, contact sport). Provide an analysis of how many calories people from different age and weight groups will burn while playing the game.
  3. A learning center. The student should create a learning center for an elementary grade level to promote the importance of sports and/or wellness in an interesting way.

C. Communication

The student should present the product—the brochure or article, invented sport/game, or learning center—to an audience. Provide some background—why you developed that game, created the learning center, or chose that issue—and offer any solutions or findings.

D. A completed project consists of:

  1. A research proposal, including guiding questions and answers
  2. A research log, notes, or resource process sheets
  3. A transcript of the interview
  4. The product—the brochure or article, invented sport or game, or learning center
  5. A Works Cited Page
  6. An audio or video recording of the student’s talk, including the unscripted Q&A session

This unit may address the following TEKS.

110.23., English Language Arts and Reading, Grade 7, Adopted 2017

110.23(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.23(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.23(b)(6)(G)
discuss and write about the explicit or implicit meanings of text;
110.23(b)(6)(I)
reflect on and adjust responses as new evidence is presented.
110.23(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.23(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.23(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.23(b)(8)(D)(ii)
features such as references or acknowledgements
110.23(b)(8)(F)
analyze characteristics of multimodal and digital texts.
110.23(b)(12)(E)
differentiate between primary and secondary sources;
110.23(b)(7)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.23(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.23(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.23(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.23(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.23(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.27, Mathematics, Grade 7

111.27(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.27(b)(3)
Number and operations. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions.
111.27(b)(4)
Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships.
111.27(b)(5)
Proportionality. The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships.
111.27(b)(6)
Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships.
111.27(b)(7)
Expressions, equations, and relationships. The student applies mathematical process standards to represent linear relationships using multiple representations. The student is expected to represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b.
111.27(b)(9)
Expressions, equations, and relationships. The student applies mathematical process standards to solve geometric problems.
111.27(b)(10)
Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations and inequalities to represent situations.
111.27(b)(11)
Expressions, equations, and relationships. The student applies mathematical process standards to solve one-variable equations and inequalities.

112.19, Science, Grade 7

112.19(b)(1)
Scientific investigation and reasoning. The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices.
112.19(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.
112.19(b)(3)
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.
112.19(b)(4)
Science investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry.
112.19(b)(5)
Matter and energy. The student knows that interactions occur between matter and energy.
112.19(b)(6)
Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes.
112.19(b)(7)
Force, motion, and energy. The student knows that there is a relationship among force, motion, and energy.

113.19, Social Studies, Grade 7

113.19(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.19(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.19(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

115.26., Health Education, Grade 6, Adopted 2020

115.26(b)(2)(E)
explain the role of preventive health measures, immunizations, and treatment such as wellness exams and dental check-ups in disease prevention;

116.26., Physical Education, Grade 6, Adopted 2020

116.26(b)(8)
Health, physical activity, and fitness--fitness principles. The physically literate student demonstrates and recognizes a health-enhancing, physically active lifestyle. The student is expected to:
116.26(b)(10)
Health, physical activity, and fitness--nutrition and hydration. The physically literate student recognizes the correlation between nutrition, hydration, and physical activity. The student is expected to:

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.II.A.1
Understand the real number system and its properties.
S.III.B.1
Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.2
Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.

Social Studies:

SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
ELA.V.C.1
Integrate and organize material effectively.

Mathematics:

M.I.A.1
Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.I.B.1
Use estimation to check for errors and reasonableness of solutions.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.A.1
Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.1
Classify types of data.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.4
Justify the solution.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.1
Analyze given information.
M.VII.A.3
Determine a solution.
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VII.C
Logical reasoning
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.D
Real-world problem solving
M.VII.D.2
Evaluate the problem-solving process.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.IX.A.2
Connect mathematics to the study of other disciplines.
M.IX.A.1
Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
Back to top.