L6+Kane,+Daniel

Maine Learning Results: Health Education and Physical Education - H. Physical Fitness Activities & Knowledge H4 Physical Activity Benefits Grades 9-Diploma Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.
 * __ Teacher’s Name __**** : ** Mr. Kane **__Date of Lesson__:** Lesson 6 (GarageBand/Self-Knowledge)
 * __ Grade Level __**** : ** 9th grade **__Topic__:** Overcoming Physical Activity Barriers
 * __ Objectives __**
 * Student will understand that ** people may face barriers when it comes to participating in physical activity.
 * Student will know ** physical activity terminology (exercise, aerobic, anaerobic, strength, muscular endurance, cardiovascular endurance, physical activity, overweight, obese).
 * Student will be able to ** self-asses the barriers they face when it comes to physical activity.
 * __ Maine Learning Results Alignment __**

Students will use a Cause and Effect Diagram graphic organizer to brainstorm and organize information on barriers they face or may face in the future that prevent or will prevent them from participating in regular physical activity. Students will brainstorm by themselves silently for five minutes. After students brainstorm by themselves for five minutes, they will get together with their partner to brainstorm and discuss what they came up with. The teacher will use thumbs up/thumbs down periodically to see if the students are having trouble with brainstorming ideas. Working together in pairs will serve as a peer assessment for students because they will be comparing and collaborating with one another seeing if they have similar answers. After students brainstorm with their partners their will be a classroom discussion where students will sit around in a circle for the discussion of the barriers that they have come up with. During the discussion students may add to their graphic organizer. After the teacher will gather the student's graphic organizers and will review them, giving students timely feedback. Students will use the student self-checklist to self assess their work. Students will make a journal entry in their journals at the end of the lesson to address what they liked/didn’t like about the lesson and what they learned during this lesson. Students will also be encouraged to make suggestions on how to make the lesson better and more affective. Each class period students will have an exit card where they will have to pass in a question or reflection of about the information discussed in class, or something that was missed. Students will create a GarageBand product to self-asses the barriers they face or may face in the future that prevent or will prevent them from participating in regular physical activity. The product will be graded by using the class rubric for Audio Products. Students will have the option to refine their work for a final time after they receive their grade on the class rubric. English: Students will create a script of what they will be saying on GarageBand. Music/Art: Students may add music to their GarageBand product to enhance their product. Students work together during class discussions and in pairs while brainstorming. Students will also work in creating their GarageBand. ** Strategies: ** ** Verbal: ** By having a class discussion about barriers that they face when in comes to participating in physical activity. Also by using GarageBand.
 * Rationale:** Students are meeting the Maine Learning Results by becoming aware of the barriers they face when it comes to participating in physical activity and how to overcome these barriers. Students will also be aware of why they should want to overcome these barriers and participate in regular physical activity.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning)**
 * __ Integration __**
 * Technology: ** Students will utilize type II technology in the form of GarageBand.
 * Other Content Areas: **
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Logical:** Finding stats on how many people in America are physically active or inactive.
 * Visual:** By showing the rest of “Supersize Me” and by using graphs to graph the trend of physical activity in America.
 * Interpersonal:** Students working with the whole class to discuss what barriers they face as students and what they might face in the future.
 * Intrapersonal:** Students work by themselves to brainstorm ideas of the barriers they face personally.
 * Musical/Rhythmic:** Students may add music to their GarageBand products.

Students may Skype in if they are absent from class and well enough to Skype in. Students will communicate with their Skype buddy. If a student is absent and does not Skype in then they will have to check the class Wiki for what they have missed and what they need to complete.
 * Absent **

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Technology: Students will utilize type II technology in the form of a digital photography product. This lesson will utilize all of the four learning styles discussed in EDU221. These four learning styles consists of beach ball, puppy, clipboard, and microscope. Students will be given the GarageBand Rubric before they start the assignment of creating a GarageBand product which will meet the needs of the students with the clipboard learning style because students will know exactly what is expected of them and what they need to do. Students with the beach ball learning style will benefit from the different types of exercises throughout the class that involve having to move around in get into different seating arrangements. Students with the puppy learning style will benefit from working with partners and working as a whole class to discussthe barriers they face when it comes to participating in physical activity. Students will be asked to consider the reasons why they do not participate in physical activity, which will meet the learning styles of microscope students, because they want to know why things work the way they do and why things are important. Maine Learning Results: Health Education and Physical Education - H. Physical Fitness Activities & Knowledge H4 Physical Activity Benefits Grades 9-Diploma Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.
 * Extensions**
 * __ Materials, Resources and Technology __**
 * Laptop/Projector
 * Internet Access
 * Notebook
 * Pencil
 * Marker/Board
 * GarageBand
 * “Supersize Me” DVD
 * __ Source for Lesson Plan and Research __**
 * []
 * www.physicalactivitystrategy.ca/.../Why_Dont_People_Participate.pdf
 * Nutrition and Exercise Text
 * http://rtc.ruralinstitute.umt.edu/health/HProGuidelines.htm
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * // Rationale: //**
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**
 * Student will be able to ** create a GarageBand product to self-assess the barriers they face and may face in the future when it comes to participating in physical activity.

For this lesson’s summative assessment, students will create a GarageBand product to self-asses the barriers they face or may face in the future that prevent or will prevent them from participating in regular physical activity. The product will be graded by using the class rubric for Audio Products. Students will have the option to refine their work for a final time after they receive their grade on the class rubric. ** Strategies: ** ** Verbal: ** By having a class discussion about barriers that they face when in comes to participating in physical activity. Also by using GarageBand.
 * Rationale:** Students are meeting the Maine Learning Results by becoming aware of the barriers they face when it comes to participating in physical activity and how to overcome these barriers. Students will also be aware of why they should want to overcome these barriers and participate in regular physical activity.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Logical:** Finding stats on how many people in America are physically active or inactive.
 * Visual:** By showing the rest of “Supersize Me” and by using graphs to graph the trend of physical activity in America.
 * Interpersonal:** Students working with the whole class to discuss what barriers they face as students and what they might face in the future.
 * Intrapersonal:** Students work by themselves to brainstorm ideas of the barriers they face personally.
 * Musical/Rhythmic:** Students may add music to their GarageBand products.

Students will utilize type II technology in the form of a GarageBand product. Students will use a Cause and Effect Diagram graphic organizer to brainstorm and organize information on barriers they face or may face in the future that prevent or will prevent them from participating in regular physical activity. Students will brainstorm by themselves silently for five minutes. After students brainstorm by themselves for five minutes, they will get together with their partner to brainstorm and discuss what they came up with. The teacher will use thumbs up/thumbs down periodically to see if the students are having trouble with brainstorming ideas. Working together in pairs will serve as a peer assessment for students because they will be comparing and collaborating with one another seeing if they have similar answers. After students brainstorm with their partners their will be a classroom discussion where students will sit around in a circle for the discussion of the barriers that they have come up with. During the discussion students may add to their graphic organizer. After the teacher will gather the student's graphic organizers and will review them, giving students timely feedback. Students will use the student self-checklist to self assess their work. Students will make a journal entry in their journals at the end of the lesson to address what they liked/didn’t like about the lesson and what they learned during this lesson. Students will also be encouraged to make suggestions on how to make the lesson better and more affective. Each class period students will have an exit card where they will have to pass in a question or reflection of about the information discussed in class, or something that was missed. Students will create a GarageBand product to self-asses the barriers they face or may face in the future that prevent or will prevent them from participating in regular physical activity. The product will be graded by using the class rubric for Audio Products. Students will have the option to refine their work for a final time after they receive their grade on the class rubric. Classroom arrangement: My class will start off with the desks in the regular way they find them when they come into class. Then later on in class students will set up with the desks in a one big circle. Every student will have a desk in the circle and so will the teacher. By having desks in one big circle it will promote better classroom discussion. I will keep all materials that are needed for that day’s class near by on my desk. Day 1 (80 minutes): Introducing Barriers and How to Overcome Barriers Day 2 (80 minutes): Work Day Day 3 (80 minutes): Finishing up Projects and Assessing Students will watch part of “Supersize Me” to get their minds thinking about how many people do not participate in physical activity, and why they do not participate. Students will then discuss the barriers that they face and barriers that they may have in the future when it comes to participating in regular physical activity. Students will know physical activity terminology (exercise, aerobic, anaerobic, strength, muscular endurance, cardiovascular endurance, physical activity, overweight, obese). Students will use a Cause and Effect Diagram graphic organizer to self-assess the barriers they face when it comes to participating in physical activity. Students will reflect on barriers that they face when it comes to participating in physical activity by using GarageBand and creating a audio file (See content notes). Students will work in pairs while making their Cause and Effect Diagrams**.** Students will also work in pairs to help assess their own GarageBand products. Students will also peer review another group’s products by making comments on each other’s rubric. Students will respond to questions: what are the barriers you face as students, what are barriers that you may face in the future, and how do you overcome these barriers. Checking understanding by class discussion and thumbs up/thumbs down. Once students receive feedback from peers/teachers, they will revise their work. Teacher comments on the student’s rubrics will allow students to refine. Students will be able to create an audio file using GarageBand that self-assess the barriers they face. Students will reflect on barriers that students their own age face when in comes to participating in physical activity. Students will work with the same pairs to peer-revise another group’s GarageBand. The class as a whole will also work together to brainstorm ideas and will work together as peer-revisers by making comments on classmates’ rubrics. The teacher will also give timely feedback on a rubric scale handout. Students will self-assess their work by referring back to the Audio Product Rubric. Students will also be able to self-assess by looking at the comments on their rubrics and by having discussions with their partner. Students will also self-assess by using the Self Checklist to check off parts of the assignment that they have completed. The teacher will give feedback on the rubric handout where the teacher will be able to get into greater detail. Students may have to work outside of class to complete their GarageBand products if they do not have enough time to finish the assignments during the in-class work time. People affected by poverty may have fewer opportunities to build the skills they need to participate. If they didn’t participate when they were children, people may lack the social and team skills, and physical ability to participate at the same level as others. Poverty can be ignored and well hidden within communities. “Consumerism” is a significant barrier. Individuals on low incomes may feel inadequate and avoid activities that require expensive clothing, uniforms or equipment. Blame and judgment are common public attitudes. Some people feel “If I have to pay so should they.” Some people feel “It is their choice not to participate because they are adults.” Individual and family perceptions, attitudes and knowledge Individuals and families affected by poverty may: not know how to access physical activity or feel unwelcome not be familiar with recreation settings have low self-esteem or lack social support to get involved lack childcare feel isolated and not wanted by the community fear being judged and stigmatized lack time due to work (particularly shift work) and family commitments experience existing chronic disease, mental illness (depression), physical pains and related health concerns Aboriginal people, recent immigrants and visible minorities are more likely to live in poverty than other Canadians. They also face additional barriers to accessing physical activity and recreation. New immigrants may not know how Canadian recreation facilities work, or what goes on in recreation settings. They may feel intimidated and excluded as a result. Cultures view physical activity in different ways and beliefs vary – some cultural beliefs prevent women from wearing bathing suits or swimming in public, but pools may not accommodate alternatives. Recreation facilities may not have staff trained to make people from all cultures feel welcome. Recreation departments may not have staff who speak languages other than English or French. They may not be able to translate information on programs, or develop materials in other languages. Recreation programs are rarely based on community needs assessments, and may be irrelevant to some of the cultures in a community. People in small, rural and remote communities face more barriers to physical activity than those in urban settings. Participation in indoor and/or organized activities can involve a lot of travel. Many communities have no public transportation. Transportation and outdoor participation can be particularly challenging in colder weather. Infrastructure may not support safe walking, roller blading or cycling. There may be a lack of public amenities, such as community centres, public fitness facilities and swimming pools. Private facilities, such as fitness clubs and arenas, may not offer programming, outreach or support to people affected by poverty. Wildlife, such as bears or cougars, may deter regular outdoor activity and transportation. In small and rural communities, volunteers are spread thin. It is harder to find support for programs aimed at individuals and families on low incomes. Women face barriers to participation in sports and other physical activities, including: stereotypes about female participation choosing sedentary activities lack of female role models family responsibilities such as caring for children dislike of competitive programs limited choices and awareness of opportunities lack of basic skills in sport or team play safety concerns little family support cultural restrictions lack of money to pay fees or purchase equipment getting teased about inappropriate clothing, equipment or skills What do low-income women say? The following quotes are from research projects conducted by the University of British Columbia, which involved women on low income and community practitioners collaborating to plan effective physical activity opportunities. “If you don’t have any money, you can’t get there and you can’t do anything if you don’t have any money. You have to have money. You need money to buy tickets. You need money to have proper apparel.” “If you’re really isolated and you’re depressed ‘cause you’re isolated and don’t have any friends and then your health deteriorates.” “I was in an abusive relationship and for a long time I was afraid to go out the front door. Once the kids and I were on our own, we had to move to a rough part of town where there are few sport facilities or programs. It is impossible to lug three kids and a stroller onto a bus to get across town where the good programs are and I would never go out at night.” “I was trying to get some kind of swimming entry for myself and my daughter... They were really putting me through the wringer and giving me the run-around for everything... I didn’t understand why they were even offering this [fee assistance] if they weren’t going to help. In some ways I felt stereotyped there, like I was begging...”
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning)**
 * __ Teaching and Learning Sequence __**** : **
 * Teacher will settle down students, take attendance, and go through the schedule for that day’s class. Teacher will also pass out graphic organizer handouts. (5 minutes)
 * Teacher will show part of “Supersize Me” to hook the students and get them thinking about the barriers people face when it comes to participating in physical activity. (30 minutes)
 * Teacher will ask the class to take a few minutes brainstorming barriers that they face or may face in the future while writing down what they come up with on their graphic organizer. (5 minutes)
 * Students will then be asked to get together with their class partner and discuss what barriers they came up with. Students are asked to add to their graphic organizers as they see fit. Teacher will use Thumbs up/Thumbs down to monitor how students are doing. (5 minutes)
 * The class will get together in a circle and have a class discussion about barriers they’ve come up with. (20 minutes)
 * Students will get with their partner and discuss what they are going to do for a GarageBand product. The teacher will pass out the rubric and explain the assignment (10 minutes)
 * Teacher will wrap up the class and tell students what is expected of them for the next class. Students will pass in their exit cards before they leave class. (5 minutes)
 * Teacher will settle down students, take attendance, and go through the schedule for that day’s class. (5 minutes)
 * Students will work on their GarageBand project. During this time students will shortly meet with the teacher to make sure they are on track and the teacher will (70 minutes)
 * Teacher will wrap up the class and assess where their students are on their projects. (5 minutes)
 * Teacher will settle down students, take attendance, and go through the schedule of that day’s class. (5 minutes)
 * Students will finish up their projects. (15 minutes)
 * Students will meet with other groups and peer view one another’s work. (15 minutes)
 * Students will have time after peer reviews to go back and make finishing touches on their projects. (15 minutes)
 * Students will send a file copy of their product to the teacher and the teacher will show the class all of the GarageBand products. (15 minutes)
 * Teacher will wrap up the class with some final remarks on the student’s projects. If the class does not get through all of the student’s products by the end of the period the teacher will show the remaining products at the beginning of the next class. (5 minutes)
 * Where, Why, What, Hook, Tailors: ** Verbal, Visual, Interpersonal, Intrapersonal, and Logical
 * Equip, Explore, Rethink, Revise, Tailors: ** Verbal, Visual, Interpersonal, Intrapersonal, and Logical
 * Explore, Experience, Revise, Refine, Tailors: ** Verbal, Visual, Interpersonal, Intrapersonal, and Logical
 * Evaluate, Tailors: ** Verbal, Visual, Interpersonal, Intrapersonal, and Logical.
 * __ Content Notes __**
 * Social and physical skills **
 * Societal attitudes **
 * Barriers for cultural and visible minorities **
 * Barriers in small, rural and remote communities **
 * Barriers for women **
 * Affordability **
 * Depression & Social Isolation **
 * Fee Assistance Process **
 * __ Handouts __**
 * Cause and Effect Diagram Handouts
 * Self Checklists
 * Audio Product Rubric