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Name: Monica Shanks Unit Plan: Increasing Physical Activity Subject: Health th Grade: 9 12 Time Allotted: 50 minutes
HBOs:
1. Engage in moderate to vigorous physical activity for at least 60 minutes every day. 2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. 3. Follow a physical activity plan for healthy growth and development.
National Standards:
Students will comprehend concepts related to health promotion and disease prevention to promote a physically active lifestyle.
Objectives:
At the conclusion of the lesson, the learner will 1. describe 3 short-term benefits of physical activity. (assessed with exit ticket) 2. describe 3 long-term benefits of physical activity. (assessed with exit ticket) 3. describe his or her personal physical activity practices and behaviors. (assessed with survey) 4. describe 2 ways an inactive lifestyle leads to chronic disease. (assessed in scenario activity) 5. describe 1 mental benefit of physical activity. (assessed in scenario activity) 6. describe 1 social benefit of physical activity. (assessed in scenario activity)
Materials:
Class Journals Bellwork & Objectives PowerPoint (PPT) Slides PPT Presentation: Benefits of Physical Activity (see attached) PPT Notes (see attached) Scenario Worksheets (see attached) Exit Ticket Printouts (see attached) Physical Activity Survey Worksheet (see attached)
References:
Centers for disease control and prevention. (2012, August 7). In Physical activity. Retrieved December 4, 2012, from http://www.cdc.gov/physicalactivity/. ETR associates. (2008). HealthSmart high school: Nutrition & physical activity. Scotts Valley, CA: ETR associates.
YRBS data from 2011 found that while 49.5% of high school students partake in physical activity at least 5 days a week, 13.8% of students do not participate in at least 60 minutes of physical activity any day out of each week, recreational or otherwise. (should partake in at least 60 min. every day) YRBS also found that 13% of high school students are obese and 15.2% are overweight. Therefore, at least 28.2% of students needed to lose weight in order to reach a healthy body mass index. 2011 YRBS data shows that 46% of high school students were actively trying to lose weight one way or another
Groups will discuss scenarios amongst themselves and determine ways the person depicted in the scenarios life can be bettered by an increase in physical activity, as required by the worksheet Circulate around the room aiding groups when necessary
Summary (5 min):
Tell the class: Today we have covered the many benefits of physical activity as well as the risks of physical inactivity. Please fill out these exit tickets to show me what youve learned, and place them in the basket on your way out the door. Hand out Exit Tickets covering objectives 1 and 3. Collect exit tickets as students leave for the day.
Characteristics:
Addresses individual values, attitudes, and beliefs Addresses individual and group norms that affect health behaviors. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students by focusing on personal experiences. Provides age- and developmentally-appropriate information, learning strategies, teaching methods, and materials.
Modifications:
This lesson can be modified by having someone take notes for students with an IEP who have difficulty taking personal notes.
Theoretical Domains:
Self-Efficacy/Internal Control: This domain is met when students brainstorm ways that choosing to be more physically active can help them personally, both short and long-term, and when sharing ways that physical activity has benefited them in the past. It is also met when students complete the Physical Activity Survey and reflect on ways that personally living a more active lifestyle can benefit their lives.
HBOs:
1. Engage in moderate to vigorous physical activity for at least 60 minutes every day. 2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. 3. Follow a physical activity plan for healthy growth and development.
National Standards:
Students will comprehend concepts related to health promotion and disease prevention to promote a physically active lifestyle. Demonstrate the ability to use goal-setting skills to participate in regular physical activity.
Objectives:
At the conclusion of the lesson, the learner will 1. assess his or her personal physical activity practices and behaviors by reflecting on the completed survey. (assessed in journal entry & discussion) 2. describe the recommended amounts of moderate and vigorous physical activity for adolescents. (assessed on exit ticket) 3. differentiate between health and skill-related fitness and describe 2 examples of each. (assessed on exit ticket) 4. describe the recommended amounts of muscle-strengthening physical activity for adolescents. (assessed on exit ticket) 5. summarize physical activities that contribute to maintaining and improving health-related fitness. (assessed in homework activity)
Materials:
Class Journals Bellwork & Objectives PowerPoint (PPT) Slides PPT Presentation: Types of Physical Activity (see attached) PPT Notes (see attached) Exit Ticket Printouts (see attached) Physical Activity Mini-Research Assignment (see attached)
References:
Centers for disease control and prevention. (2012, August 7). In Physical activity. Retrieved December 4, 2012, from http://www.cdc.gov/physicalactivity/. ETR associates. (2008). HealthSmart high school: Nutrition & physical activity. Scotts Valley, CA: ETR associates.
students will estimate what the recommended amount of physical activity is for adolescents, and whether or not their survey results match up with their estimates. When students are finished writing, ask student volunteers to read out their reflection and estimate. Discuss responses as a class. Tell students: o According to experts, teens should be physically active for at least 60 minutes every day. As a part of that, teens should exercise moderately to vigorously for at least 30 minutes 3 times a week. *will be discussed further during PPT lecture
Ask class how they feel after. What feels different? What kind of activity is this? How do we know this is focusing on cardiorespiratory health? (heart rate & breathing) Muscular strength activity: Squats Demonstrate and explain slowly Demonstrate at normal speed Do 8 squats as a class Ask class how they feel after. What feels different? What kind of activity is this? How do we know this is focusing on muscular strength? Flexibility Activity: Torso twists Demonstrate and explain slowly Demonstrate at normal speed Do 10 torso twists as a class Ask class how they feel after. What feels different? What kind of activity is this? How do we know this is focusing on flexibility? Explain that muscular endurance is improved by activities like carrying a backpack, walking, running, or swimming for longer periods of time.
Summary (5 min):
Tell the class: Today we have covered the many types of physical activity as well as the amounts of physical activity you should be participating in each day or week. Please fill out these exit tickets to show me what youve learned, and place them in the basket on your way out the door. Hand out Exit Tickets covering objectives 2, 3 and 4. Collect exit tickets as students leave for the day.
Characteristics:
Addresses individual values, attitudes, and beliefs Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students by focusing on personal experiences. Provides age- and developmentally-appropriate information, learning strategies, teaching methods, and materials.
Modifications:
This lesson can be modified by having someone take notes for students with an IEP who have difficulty taking personal notes.
Theoretical Domains:
Self-Efficacy/Internal Control: This domain is met when students practice various physical activities in class, as well as when students research various activities at home to determine their benefits. Attitude Regarding Behavior: This domain is met when students research the benefits of various physical activities as well as the practicality of incorporating such activities into their lives.
HBOs:
1. Engage in moderate to vigorous physical activity for at least 60 minutes every day. 2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. 3. Follow a physical activity plan for healthy growth and development.
National Standards:
Demonstrate the ability to use decision-making skills to participate in regular physical activity. Demonstrate the ability to use goal-setting skills to participate in regular physical activity.
Objectives:
At the conclusion of the lesson, the learner will 1. analyze how family, culture, media, peers, and personal beliefs affect a decision related to physical activity. (assessed in group scenario assignment & group role-play on following day) 2. examine barriers to making a decision to be physically active. (assessed in group scenario assignment & group role-play on following day) 3. generate possible alternatives when making a decision to be physically active. (assessed in group scenario assignment & group role-play on following day) 4. predict short and long-term consequences of possible decisions in regard to physical activity. (assessed in group scenario assignment & group role-play on following day) 5. set a realistic personal goal to be physically active to be reached in one months time. (assessed on Personal Goal Worksheet assignment)
Materials:
Class Journals Bellwork & Objectives PowerPoint (PPT) Slides PPT Presentation: Barriers to Physical Activity (see attached) Scenarios (for group work) (see attached) Role-Play Scenarios (for graded role-play) (see attached) Role-Play Rubrics (see attached) Personal Goal Worksheet (see attached)
References:
Centers for disease control and prevention. (2012, August 7). In Physical activity. Retrieved December 4, 2012, from http://www.cdc.gov/physicalactivity/. ETR associates. (2008). HealthSmart high school: Nutrition & physical activity. Scotts Valley, CA: ETR associates.
When students are finished writing, ask student volunteers to read out their reflection and estimate. Discuss responses as a class.
Group will work together to develop a thought-out role-play demonstrating the depicted scenario, how to generate possible solutions, and how to overcome the barrier. While not all group members must act out the role-play, they must participate in the planning, as the group will be judged as a whole. Role-plays will be presented on the following day.
Summary (2 min):
Tell the class: Today we have covered potential barriers to physical activity and how to deal with those barriers. Please be thinking about what we discussed today in preparation for your role-play tomorrow, and as you complete your Personal Goal Worksheets for homework Hand out Personal Goal Worksheet covering objective 5.
Characteristics:
Addresses individual values, attitudes, and beliefs Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students by focusing on personal experiences. Provides age- and developmentally-appropriate information, learning strategies, teaching methods, and materials.
Modifications:
This lesson can be modified by dividing group roles appropriately for students with an IEP who have difficulty performing certain tasks.
Theoretical Domains:
Self-Efficacy/Internal Control: This domain is met when students brainstorm and practice ways to overcome barriers to being physically active. Attitude Regarding Behavior: This domain is met when students analyze why they make the decisions they do regarding physically activity. External Influences: This domain is addressed when students analyze how their family, culture, media, and peers influence their personal choices.
HBOs:
1. Engage in moderate to vigorous physical activity for at least 60 minutes every day. 2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. 3. Follow a physical activity plan for healthy growth and development.
National Standards:
Demonstrate the ability to use decision-making skills to participate in regular physical activity.
Objectives:
At the conclusion of the lesson, the learner will 1. generate possible alternatives when making a decision to be physically active. (assessed in group role-play & exit ticket) 2. predict short and long-term consequences of possible decisions in regard to physical activity. (assessed in group role-play) 3. analyze the value of applying thoughtful decision making to a situation related to physical activity. (assessed in reflection paper & exit ticket)
Materials:
Bellwork & Objectives PowerPoint (PPT) Slides Exit Ticket Printouts (see attached) Reflection Paper Assignment (see attached)
References:
ETR associates. (2008). HealthSmart high school: Nutrition & physical activity. Scotts Valley, CA: ETR associates.
Student 2: By the end of todays class, I will 1. analyze the value of applying thoughtful decision making to a situation related to physical activity.
Input/Model (5 min):
Briefly explain to the class how overcoming barriers contributes to both positive decision making and reaching goals. o Determining the right decision is the easy part; sticking with it is the challenge. o Using strategies demonstrated in role-plays will help you continually make the right decision and break through barriers that often stop us from achieving our goals.
Summary (2 min):
Tell the class: Today we have covered various ways to overcome barriers when making decisions regarding physical activity. Please consider our classroom activities and discussions when completing your reflection papers this evening. Hand out reflection paper assignment for homework, covering objective 3.
Characteristics:
Addresses individual values, attitudes, and beliefs
Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students by focusing on personal experiences. Provides age- and developmentally-appropriate information, learning strategies, teaching methods, and materials.
Modifications:
This lesson can be modified by having students with an IEP who have difficulty writing lengthy papers make a bulleted list rather than a full paper.
Theoretical Domains:
Self-Efficacy/Internal Control: This domain is met when students practice strategies for overcoming barriers to physical activity in their role-plays. Attitude Regarding Behavior: This domain is met when students analyze why thoughtful decisions regarding physical activity are important. External Influences: This domain is met when students practice overcoming barriers caused by external factors (ex: peer pressure).
HBOs:
1. Engage in moderate to vigorous physical activity for at least 60 minutes every day. 2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. 3. Follow a physical activity plan for healthy growth and development.
National Standards:
Students will comprehend concepts related to health promotion and disease prevention to promote a physically active lifestyle. Demonstrate the ability to use goal-setting skills to participate in regular physical activity.
Objectives:
At the conclusion of the lesson, the learner will 1. summarize at least 3 ways a person can incorporate physical activity into daily life (without relying on a structured exercise plan or special equipment). (assessed when carousel activity is processed, in exit ticket, & when plan is graded according to a rubric) 2. develop a month-long plan to attain a personal goal of being physically active. (assessed when plan is graded according to a rubric) 3. asses possible long-term barriers to achieving a personal goal of being physically active. (assessed when plan is graded according to a rubric)
Materials:
Class Journals Bellwork & Objectives PowerPoint (PPT) Slides Carousel Activity Sheets Exit Ticket printouts (see attached) Physical Activity Plan Assignment w/Rubric (see attached)
References:
Centers for disease control and prevention. (2012, August 7). In Physical activity. Retrieved December 4, 2012, from http://www.cdc.gov/physicalactivity/. ETR associates. (2008). HealthSmart high school: Nutrition & physical activity. Scotts Valley, CA: ETR associates.
Put up Objectives slide on PPT projector and have student volunteers read the objectives aloud to the class: Student 1: By the end of todays class, I will 1. summarize at least 3 ways a person can incorporate physical activity into daily life (without relying on a structured exercise plan or special equipment). Student 2: By the end of todays class, I will 1. develop a month-long plan to attain my personal goal of being physically active. 2. asses possible long-term barriers to achieving my personal goal of being physically active.
Input/Model (5 min):
Explain the difference between a structured exercise plan and incorporating physical activity into daily life to the class. o structured: going to the gym; following an exercise program (P90X); utilizing special equipment o incorporating: walking rather than driving; parking further away from the door; clean the house; walking with friends as a social activity
Summary (5 min):
Tell the class: Today we have covered the many ways you can increase physical activity in your life. Please fill out these exit tickets to show me what youve learned, and place them in the basket on your way out the door. Hand out Exit Tickets covering objectives 1. Collect exit tickets as students leave for the day.
Characteristics:
Addresses individual values, attitudes, and beliefs Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students by focusing on personal experiences. Provides age- and developmentally-appropriate information, learning strategies, teaching methods, and materials.
Theoretical Domains:
Self-Efficacy/Internal Control: This domain is met when students practice develop a personal plan for increasing their physical activity. Attitude Regarding Behavior: This domain is met when students discuss how easy or difficult it would be to implement strategies mentioned in the carousel activity, and whether or not they could really use these strategies.