L4+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 4 (iMovie/Interpret)
 * __ Grade Level __**** : ** 9th grade **__Topic__:** Parts of Physical Fitness
 * __ Objectives __**
 * Student will understand that ** there are different types of physical activities you can do to improve your health.
 * Student will know ** physical activity terminology (exercise, aerobic, anaerobic, strength, muscular endurance, cardiovascular endurance, physical activity, overweight, obese).
 * Student will be able to do ** document physical activities that they enjoy doing that can help improve their health.
 * __ Maine Learning Results Alignment __**

Students will use a T-Chart graphic organizer to organize and brainstorm the different types of exercises and physical activities. 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 different types of exercises and the parts of physical fitness. During the discussion students may add to their T-Charts. After the teacher will gather the student's T-Chart 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. Students will create an iMovie to document the physical activities that they enjoy doing that can help improve their health and how it improves their health. Students will also describe the parts of physical fitness that is taking place during their physical activities. The iMovie will be graded by using the class rubric for iMovies. 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 for their iMovie. Music/Art: Students can add art or music to improve their iMovie Students work together during class discussions and in pairs while brainstorming. Students will also work in pairs to create their iMovie. ** Strategies: ** ** Verbal: ** By having a class discussion about the different types of physical activities and the parts of physical fitness.
 * Rationale:** Students are meeting the Maine Learning Results by learning the different parts of physical fitness and how each one of them improves your health in different and similar ways. Also students will find physical activities they enjoy doing and discover what parts of physical fitness they are participating in and how it benefits them.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning)**
 * __ Integration __**
 * Technology: ** Students will utilize type II technology in the form of a iMovie.
 * Other Content Areas: **
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Logical:** Finding how many calories are burnt from participating in different activities and graph these findings.
 * Visual:** By graphing the findings of calories burnt.
 * Interpersonal:** Students work together to develop an iMovie that documents different types of physical activities.
 * Intrapersonal:** Students work by themselves by wearing a walk-o-meter throughout the day to see how many steps they take.
 * Musical/Rhythmic:** Students can make a short song/rap or poem to describe different types of physical activities they can participate in. They can use this rap in their iMovie.
 * Kinesthetic:** By participating in the "Circle Game” or by performing in their iMovie.

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 an iMovie. 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 iMovie Rubric before they start the assignment of creating an iMovie 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 compare the different types of exercises and what makes these exercises different, which will meet the learning styles of microscope students, because they want to know why things work they 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
 * T-Chart handouts
 * iMovie Rubric handouts
 * Internet Access
 * Notebook
 * Pencil
 * Marker/Board
 * Checklists
 * iMovie Software
 * Video Camera
 * __ Source for Lesson Plan and Research __**
 * [] (iMovie tutorial)
 * []
 * http://st4rfitness.com/why-is-flexibility-importance-to-the-body/
 * []
 * Nutrition and Exercise Text
 * __ 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 an iMovie to document physical activities that they enjoy doing that can help improve their health, and how it improves their health.

For this lesson’s summative assessment, students will create an iMovie to document the physical activities that they enjoy doing that can help improve their health and how it improves their health. Students will also describe the parts of physical fitness that is taking place during their physical activities. The iMovie will be graded by using the class rubric for iMovies. 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 the different types of physical activities and the parts of physical fitness. Students will utilize type II technology in the form of an iMovie. Students will use a T-Chart graphic organizer to organize and brainstorm the different types of exercises and physical activities. 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 different types of exercises and the parts of physical fitness. During the discussion students may add to their T-Charts. After the teacher will gather the student's T-Chart 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. Students will create an iMovie to document the physical activities that they enjoy doing that can help improve their health and how it improves their health. Students will also describe the parts of physical fitness that is taking place during their physical activities. The iMovie will be graded by using the class rubric for iMovies. 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): Day 2 (80 minutes): Day 3 (80 minutes) Students will play the circle game to start a discussion on the many different parts of physical fitness and different types of exercises. Students will then discuss what they enjoy to participate in and how these exercises improve their health in different ways. Students will know physical activity terminology (exercise, aerobic, anaerobic, strength, muscular endurance, cardiovascular endurance, physical activity, overweight, obese). Students will use a T-chart to compare the different types of exercises and physical activities. Students will reflect on a physical activity they enjoy participating in and how it improves their health by creating a iMovie (See content notes). Students will work in pairs while making their T-chart**.** Students will also work in pairs to help assess their iMovies. Students will also peer review another groups iMovie by making commenters on each other’s rubric. Students will respond to questions: what is the difference between anaerobic and aerobic exercise, why are anaerobic and aerobic exercise is important, and what type of exercises do you prefer. 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 wikispaces will allow students to refine. Students will be able to create an iMovie that compares the different types of exercises and the parts of physical fitness. Students will reflect a physical activity and create an iMovie about the different types of exercises. Students will work in pairs to brainstorm ideas and create their iMovie. Students will work with the same pairs to peer-revise another group’s iMovie. 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 iMovie 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 wikis if they do not have enough time to finish the assignments during the in-class work time. Indoor activities: Outdoor activities: Winter Outdoor activities: Team sports/activities: Individual sports/activities
 * Rationale:** Students are meeting the Maine Learning Results by learning the different parts of physical fitness and how each one of them improves your health in different and similar ways. Also students will find physical activities they enjoy doing and discover what parts of physical fitness they are participating in and how it benefits them.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Logical:** Finding how many calories are burnt from participating in different activities and graph these findings.
 * Visual:** By graphing the findings of calories burnt.
 * Interpersonal:** Students work together to develop an iMovie that documents different types of physical activities.
 * Intrapersonal:** Students work by themselves by wearing a walk-o-meter throughout the day to see how many steps they take.
 * Musical/Rhythmic:** Students can make a short song/rap or poem to describe different types of physical activities they can participate in. They can use this rap in their iMovie.
 * Kinesthetic:** By participating in the "Circle Game” or by performing in their iMovie.
 * // 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 T-Chart handouts. (5 minutes)
 * Teacher will lead the "Circle Game" where students will list activities that they enjoy doing and the students who enjoy an activity, when that activity is called the student will take a step into the middle of the circle. (15 minutes)
 * Teacher will ask the class to take a few minutes brainstorming ideas by themselves on the different types of physical activities. (15 minutes)
 * Students will then be asked to get together with their class partner and discuss what they came up with and what are some of the different exercises they came up with. Students are asked to add to their T-Charts as they see fit. Teacher will use Thumbs up/Thumbs down to monitor how students are doing. (15 minutes)
 * Students will watch the iMovie tutorial (10 minutes)
 * Students will be given 15 minutes to explore iMovie. (15 minutes)
 * Teacher will wrap up the class and tell students what is expected of them for the next 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 iMovie. (50 minutes)
 * Students will self-assess their iMovie using the rubric. Teacher will go around the room and also make comments for students to refine their work. (10 minutes)
 * Students will peer review another group’s iMovie and make comments. (10 minutes)
 * Students will come together and have a class discussion on things they liked about other peoples iMovie and the teacher will wrap up the class. (5 minutes)
 * Teacher will settle down students, take attendance, and go through the schedule of that day’s class. (5 minutes)
 * Students will meet with their partners and make final adjustments to their iMovies as needed. (15 minutes)
 * Students will present their iMovies. Teacher will grade the iMovie using the iMovie rubric. (55 minutes)
 * Teacher will wrap up the 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 __**
 * Weight lifting
 * Basketball
 * Dodge ball
 * Juggling
 * Cardio Machines (Treadmill, Stairmaster, Stationary Bicycle, etc.)
 * Floor hockey
 * Jogging
 * Swimming
 * Go for a walk, jog, or run
 * Ride a bicycle
 * Soccer
 * Baseball/Softball
 * Fly a kite
 * Swimming
 * Play on a playground (monkey bars, slide, etc.)
 * Water skiing
 * Snowshoeing
 * Ice Skating
 * Snowmobiling
 * Skiing/Snowboarding
 * Snow sledding
 * Winter walk in the woods
 * Build a snowman
 * Basketball
 * Baseball/Softball
 * Football
 * Field Hockey
 * Lacrosse
 * Dodge ball
 * Golf
 * Swimming
 * Running
 * Diving
 * Skiing/Snowboarding
 * Skating
 * Kayaking
 * Fencing
 * __ Handouts __**
 * T-Chart Handouts
 * Self Checklists
 * iMovie Rubric