L1+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. Students will use a Persuasion Map graphic organizer to organize and brainstorm the different types of benefits that come with the participation 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 self 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 benefits of physical activity. During the discussion students may add to their Persuasion Map. After the teacher will gather the student's Persuasion Maps and will review them, giving students timely feedback. Students will also self assess their work through their self-checklist. Students will create a blog and make blog posts and add links to describe why regular participation in physical activity is an important part of living a healthy lifestyle. The blogs will be graded by using the class rubric for blogs. Students will have time to respond to their comments and refine their work before teacher does final grade on the student’s blog rubric. English: Students will read and post on their own blog and on others’ blogs. Music/Art: Students will create a song/rap or poem about benefits of physical activity. Students will work in groups of two to brainstorm benefits of physical activity. Both students will record these benefits on their own persuasion map. Then the whole class will work together in a class discussion about the benefits that they found, and some of the benefits that they overlooked. Students will utilize type II technology in the form of a blog. 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. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Technology: Students will utilize type II technology in the form of a blog. Persuasion map graphic organizer: [] Youtube Video: [] Blog: Blogger.com 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 Blog Rubric before they start the assignment of creating a blog 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 physical activity due to the peer-to-peer interactions. Students will be asked to brainstorm reasons why it is so important to participate in physical activity, 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. Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity. 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. For this lesson’s summative assessment, students will create a blog and make blog posts and add links to describe why regular participation in physical activity is an important part of living a healthy lifestyle. The blogs will be graded by using the class rubric for blogs. Students will have time to respond to their comments and refine their work before teacher does final grade on the student’s blog rubric. Students will utilize type II technology in the form of a blog. Students will use a Persuasion Map graphic organizer to organize and brainstorm the different types of benefits that come with the participation 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 self 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 benefits of physical activity. During the discussion students may add to their Persuasion Map. After the teacher will gather the student's Persuasion Maps and will review them, giving students timely feedback. Students will also self assess their work through their self-checklist. Students will create a blog and make blog posts and add links to describe why regular participation in physical activity is an important part of living a healthy lifestyle. The blogs will be graded by using the class rubric for blogs. Students will have time to respond to their comments and refine their work before teacher does final grade on the student’s blog 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): Students will be shown a compilation of foreign commerical's on Youtube (http://www.youtube.com/watch?v=JYkjt3-kHMX&feature=related). The commercials will talk about and address physical activity. Students will understand the importance of physical activity. Students will understand the many different types of benefits of participating in physical activity and the consequences that come along with being inactive. Students will realize that physical activity not only improves your physical health, but also your mental and social well-being. Students will know physical activity terminology (exercise, physical activity, overweight, obese). Students will know the short-term and long-term affects of regular participation in physical activity (See content notes)**.** Students will use a persuasion map to describe how physical activity is an important aspect of a healthy life-style. Students will work in pairs while making their persuasion map**.** Students will also work in pairs to help assess their blogs. Students will also peer review one another by making commenters on each other’s blogs. Students will respond to questions: what are the short-term benefits of physical activity, what are the long-term-benefits, and what are the physiological benefits? 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 blog will allow students to refine. Students will be able to design a blog that describes how physical activity is an important aspect of a healthy lifestyle. Students will reflect a benefit of physical activity and post in a blog about these benefits as we discuss them throughout the unit. Students will work in pairs to brainstorm ideas, but will create their own individual blog. Students will work with the same pairs to peer-revise one another’s work. The class as a whole will also work together to brainstorm ideas and will work together as peer-revisers by making comments on classmates’ blogs. The teacher will also give timely feedback on a rubric scale handout and will make comments on the student’s blogs. Students will self-assess their work by referring back to the Blog Rubric. Students will also be able to self-assess by looking at the comments on their blog 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 provide timely feedback to students by making comments on their blogs, which ensure that students will get their comments immediately. The teacher will also give feedback on the rubric handout where the teacher will be able to get into greater detail. This lesson connects to future lessons and assessments because students will periodically update their blogs when they learn new things in class or find something that they feel others could benefit from seeing. Students may have to work outside of class to complete their blog if they do not have enough time to finish the assignments during the in-class work time. Students will use a self-checklist to make sure they complete the whole assignment. Students will know physical activity terminology (exercise, exertion, physical activity, overweight, obese). Exercise – Physical activity which is usually regular and done with the intention of improving or maintain physical fitness or health. Exertion – Expenditure of energy by skeletal muscles. Intensity of exertion may be measure by rate of oxygen consumption, heat produce, or heart rate. Perceive exertion, a psychological measure of exertion, is included. Physical Activity – Any bodily activity that enhances or maintains physical fitness and overall health. It is performed for various reasons. These include strengthening muscles and the cardiovascular system, honing athletic skills, weight loss or maintenance and for enjoyment. Overweight – having more body fat than is optimally healthy. Obese – Obesity is a medical condition in which excess body fat has accumulated to the extent that it may have an adverse effect on health, leading to reduced life expectancy and/or increase health problems. Women who have over 30 percent body fat and men who have over 25 percent body fat are considered to be obese. Students will know the short-term and long-term affects of regular participation in physical activity. Short-term benefits: Healthier heart, increase endurance, healthy muscles, bones, and joints, improved burning of calories, more energy, better ability to cope with stress, a sense of well-being, improved ability to fall asleep and sleep well. Long-term benefits: Reduced risk of: dying prematurely, dying, from heart disease, developing diabetes, developing high blood pressure, becoming obese, and developing colon cancer. Other benefits: Improved appearance: weight loss, toned muscles, improved posture which leads to enhanced social life: improved self-image, increase opportunities to make new friends, increase opportunities to share and activity with friends or family members.
 * __ Teacher’s Name __**** : ** Mr. Kane **__Date of Lesson__:** Lesson 1 (Blog/Explain)
 * __ Grade Level __**** : ** Grade 9 **__Topic__:** Short-term and long-term physical activity benefits
 * __ Objectives __**
 * Student will understand that ** physical activity is an important aspect of a healthy lifestyle**.**
 * Student will know ** physical activity terminology (exercise, physical activity, overweight, obese). Students will know the short-term and long-term affects of regular participation in physical activity**.**
 * Student will be able to do ** design a blog that describes how physical activity is an important aspect of a healthy lifestyle**.**
 * __ Maine Learning Results Alignment __**
 * Rationale: ** Students are meeting the Maine Learning Results by learning the many different benefits of participating in physical activity and how these benefits interrelate with one another.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** Students will utilize type II technology in the form of a blog.
 * Other Content Areas: **
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Verbal: ** By having a class discussion in a circle of the different barriers students face when in comes to participating in physical activity.
 * Logical: ** Finding stats on how physical activity and health problems relate to one another.
 * Visual: ** By showing the hook video and also by using PowerPoints and the persuasion map to map out the different types of benefits of physical activity.
 * Naturalist: ** Students will go for a nature walk while they discuss different benefits of physical activity.
 * Interpersonal: ** Students working with partners to brainstorm health benefits and plotting them on persuasion maps.
 * Intrapersonal: ** Student works by themselves to blog the health benefits of regular physical activity that were discussed in class.
 * Musical/Rhythmic: ** Students may use GarageBand to create a song or put up a poem they made about physical activity and add it to their blog.
 * Absent **
 * Modifications/Accommodations **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * Laptop/Projector
 * Persuasion Map handouts
 * Blog Rubric handouts
 * Internet Access
 * Notebook
 * Pencil
 * Marker/Board
 * Checklists/Rubrics
 * __ Source for Lesson Plan and Research __**
 * __ 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 ** design a blog that describes how physical activity is an important aspect of a healthy lifestyle**.**
 * Rationale: ** Students are meeting the Maine Learning Results by learning the many different benefits of participating in physical activity and how these benefits interrelate with one another.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Strategies: **
 * Verbal: ** By having a class discussion in a circle of the different barriers students face when in comes to participating in physical activity.
 * Logical: ** Finding stats on how physical activity and health problems relate to one another.
 * Visual: ** By showing the hook video and also by using PowerPoints and the persuasion map to map out the different types of benefits of physical activity.
 * Naturalist: ** Students will go for a nature walk while they discuss different benefits of physical activity.
 * Interpersonal: ** Students working with partners to brainstorm health benefits and plotting them on persuasion maps.
 * Intrapersonal: ** Student works by themselves to blog the health benefits of regular physical activity that were discussed in class.
 * Musical/Rhythmic: ** Students may use GarageBand to create a song or put up a poem they made about physical activity and add it to their blog.
 * // 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. (5 minutes)
 * The teacher will have students remain in their desks as they are shown the hook video. After the hook video the teacher will pass out the Persuasion Map handouts. (5 minutes)
 * Teacher will ask the class to take a few minutes brainstorming ideas by themselves on what they think the short-term and long-term benefits are of participating in physical activity. Students will be asked to write what they come up with on their Persuasion Map. (5 minutes)
 * Students will then be asked to get together with their class partner and discuss what similar benefits they came up with and what are some of the different benefits they came up with. Students are asked to add to their Persuasion Maps as they see fit. Teacher will use Thumbs up/Thumbs down to monitor how students are doing. (5 minutes)
 * Students and teacher will then push the desks together into one large circle. The teacher will conduct an open class discussion about what the short-term and long-term benefits of physical activity are. Students will continue to update their Persuasion Maps. (30 minutes)
 * The teacher will go step by step to show students how to create a blog and how to use blogger.com. The teacher will also pass out the Blog Rubric. (20 minutes)
 * Students will be given five minutes to explore Blogger. (5 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 blogs. (35 minutes)
 * Students will get together with their partners and review each other’s blogs. Students will self-assess each other by using the Blog rubric. (10 minutes)
 * Students will explore their classmate’s blogs and make comments on the blogs. (20 minutes)
 * Students will come together and have a class discussion on things they liked about other peoples blogs and the teacher will wrap up the class. Students will have an homework assessment to log in their journals about what they have learned during this lesson and what they liked and didn’t like about the lesson. (10 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 __**
 * __ Handouts __**
 * Persuasion Maps
 * Self Checklists
 * Blog Rubric
 * How to Create a Blog