L5+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.
 * __T__**
 * __ Teacher’s Name __**** : ** Mr. Kane **__Date of Lesson__:** Lesson 5 (Digital Photography/Empathy)
 * __ Grade Level __**** : ** 9th grade **__Topic__:** 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 ** consider why people do not stay physically active.
 * __ Maine Learning Results Alignment __**

Students will use a Flow Chart graphic organizer to brainstorm and organize information on why they think people do not stay physically active. 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 many barriers that people face. During the discussion students may add to their Flow Charts. After the teacher will gather the student's Flow Charts 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 digital photography product to consider why people do not stay physically active throughout their whole lifetime. The digital photography will be graded by using the class rubric for digital photography. 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 add text to their photos to get their points across. Music/Art: Students will use pictures, art, and music to create their digital photography products. Students work together during class discussions and in pairs while brainstorming. Students will also work in creating their digital photography product. ** Strategies: ** ** Verbal: ** By having a class discussion about barriers that people face when in comes to participating in physical activity.
 * Rationale:** Students are meeting the Maine Learning Results by learning the barriers that many Americas face and why it will be beneficial for inactive people to become active.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning)**
 * __ Integration __**
 * Technology: ** Students will utilize type II technology in the form of digital photography.
 * Other Content Areas: **
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Logical:** Finding stats on how many people in America are physically active or inactive.
 * Visual:** By showing the beginning 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 why they think people do not participate in physical activity.
 * Intrapersonal:** Students work by themselves to brainstorm ideas of the barriers people face.
 * Musical/Rhythmic:** Students will be required to add music to their digital photography product to increase the affect of the presentation.
 * Kinesthetic:** Students will role-play and act out a reason why people don’t participate in physical activity.

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 Digital Photography Product Rubric before they start the assignment of creating a Digital Photography 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 discuss the benefit of the physical activities that they enjoy doing due to the peer-to-peer interactions. Students will be asked to consider the reasons why people 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
 * Digital Cameras
 * Computer software
 * “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 Digital Photography product to consider why people do not stay physically active throughout their lifetime.

For this lesson’s summative assessment, students will create a digital photography product to consider why people do not stay physically active throughout their whole lifetime. The digital photography will be graded by using the class rubric for digital photography. 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 people face when in comes to participating in physical activity. Students will utilize type II technology in the form of a digital photography product. Students will use a Flow Chart graphic organizer to brainstorm and organize information on why they think people do not stay physically active. 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 many barriers that people face. During the discussion students may add to their Flow Charts. After the teacher will gather the student's Flow Charts 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 digital photography product to consider why people do not stay physically active throughout their whole lifetime. The digital photography will be graded by using the class rubric for digital photography. 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 Day 3 (80 minutes): Work Day Day 3 (80 minutes): Finishing up Projects and Assessing Students will watch the beginning 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 people in America face when it comes to participating in physical activity. Students will know physical activity terminology (exercise, aerobic, anaerobic, strength, muscular endurance, cardiovascular endurance, physical activity, overweight, obese). Students will use a Flow Chart graphic organizer to consider why people do not stay physically active. Students will reflect on barriers that people face when it comes to participating in physical activity by using digital photography and creating a slideshow with text (See content notes). Students will work in pairs while making their Flow Charts**.** Students will also work in pairs to help assess their own Digital Photography 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 a digital photography product to consider why people do not stay physically active throughout their whole lifetime. Students will reflect on the barriers that people face when it comes to participating in physical activity. Students will work in pairs to brainstorm ideas. 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 Digital Photography 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 Digital Photography products if they do not have enough time to finish the assignments during the in-class work time. The following statistics show a relationship between physical activity rates and life situation. Physical activity rates are lower among women, older persons, aboriginal peoples, and persons who are members of ethnic groups.1 According to the 1998/99 National Population Health Survey, about 62% of persons with a household income of $20,000 or less were considered inactive. The same survey also showed that about 62% of persons without a high school education were considered inactive.1 Lower income Canadians are more likely to report that barriers such as access to safe places to walk, cycle and be active prevent them from taking part in regular physical activity. They are also more likely to report excessively busy streets prevent them from taking part in physical activity.2 Low-income families and their children face significant barriers to recreation. Many of the key barriers have existed for decades. A 1994 Canadian study found that recreation services have a variety of systemic barriers: Local government recreation departments Local government recreation departments are generally the main providers of physical activity opportunities in communities, however, they often: assist only those who ask for help – many people affected by poverty are too proud to ask ask people to prove that they need help – a humiliating experience do not work with other service providers that are trusted by low-income individuals and families respond to budget cuts by cutting subsidy programs or promotions that may increase demand lack creative ways to involve individuals and families on low incomes in creating and implementing physical activity opportunities Staff can be insensitive and unwelcoming. Low income community members are not involved in decision-making or planning. Information on fee assistance opportunities is often difficult to find, as there is fear that subsidies will be abused. Opportunities are not tailored to low-income adults (initiatives are often aimed at increasing physical activity among children, youth and older adults). Sexual stereotyping and biases against gay, lesbian and transgendered people may discourage participation. Programming and infrastructure Traditional programming may not be flexible enough to meet needs of people affected by poverty. Some adults prefer drop-in or loosely organized activities, particularly for shift workers or those who work on-call. Information about programs does not reach low-income individuals and families. People affected by poverty may not feel comfortable participating with wealthier participants. Playing fields and other recreation facilities are not available or are too far away. Program fees are too high. Equipment and clothing, especially for sports and physical activities, is too costly. People affected by poverty may have to work more than one job Low-income individuals and families may not own vehicles. Parents may not let children participate in activities that require transportation if they cannot share in driving or pay for gas. Bus systems are often inadequate and many low-income neighborhoods do not have bus routes, or routes with appropriate schedules. Low-income individuals or families may not have money for bus transportation. Walking and biking trails may not connect to form a viable transportation option to and from activities.
 * Rationale:** Students are meeting the Maine Learning Results by learning the barriers that many Americas face and why it will be beneficial for inactive people to become active.
 * // 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 beginning 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 why they think people do not participate in physical activity.
 * Intrapersonal:** Students work by themselves to brainstorm ideas of the barriers people face.
 * Musical/Rhythmic:** Students will be required to add music to their digital photography product to increase the affect of the presentation.
 * Kinesthetic:** Students will role-play and act out a reason why people don’t participate in physical activity.
 * // 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 Flow Chart handouts. (5 minutes)
 * Teacher will show the beginning 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 people face in America while writing down what they think of on their Flow Charts. (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 Flow Charts 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. (20 minutes)
 * Students will get with their partner and discuss what they are going to do for a digital photography 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 Digital Photography 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 Digital Photography 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 __**
 * Some Physical Activity Statistics **
 * Barriers to recreation and Physical activity **
 * Key barriers **
 * socio-economic barriers ** – the cost of recreation is prohibitive organizational barriers – a lack of supportive policies, facilities and financial resources communications barriers – information about recreation resources and services doesn’t reach low-income families cultural barriers – visible minorities feel uncomfortable and unwelcome gender barriers – there is a bias in favor of men, especially in sports
 * General barriers **
 * Processes and structures **
 * Economics **
 * Transportation **
 * __ Handouts __**
 * Flow Chart Handouts
 * Self Checklists
 * Digital Photography Rubric