L2+Knox,+Andrew

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** **A Knox Date of Lesson:** Lesson 2 -Describing the Brains Role Topic:** The Brain/Endocrine system and Physical Fitness
 * Grade Level:** **11/12

__**Objectives**__
Students will understand and describe the brains role in physical fitness. Students will know the brains time-line with respects to fitness, genetics is a major factor, hormones, and key glands. Students will be able to show that the brain plays an important part in overall fitness.

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education & Physical Education H. Physical Fitness Activities and Knowledge H4 - Physical Activity Benefits, Grade 9-Diploma Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.
 * Rationale:** Within this lesson the students will be meeting this MLR by acquiring knowledge on the physiological and psychological affects the brain has on an individual with respect to physical fitness.

__**Assessment**__
A [|cluster/word web] will be used to pre-assess their knowledge of the topic. I will be asking them to fill out the [|cluster/word web] to their best ability and to not be afarid to make an educated guess. From this [|cluster/word web] students will partner up to compare/contrast their points. Once they have had time to discuss their points the class will have discuss on what they know. These [|cluster/word web] will be collected at the end of the class so I am able to look at them and adjust my approach if there is a need to.
 * Formative**

An iMovie will be created by the students to demonstrate their knowledge of the content. They are to create a movie on one of the hormones that describe its role in physical fitness. They are going to be given free reign with this, because I want them to have the freedom to be creative. They will be graded by the rubric and I will have a checklist of points they should be hitting during the movie.
 * Summative**

__**Integration**__

 * Technology:** The students will be creating an iMovie which will allow them to demonstrate the knowledge they have gained in a creative way through technology. The students will need to be able to use the resources available to them on the internet to create this iMovie.
 * Science:** The students will be gaining knowledge within the science field when information is presented to them about the endocrine system and how it plays a part in physical fitness.
 * Art:** The iMovie will give the students a chance to demonstrate their knowledge and experience that they may have in art.

__Groupings__
I will be dividing the class into four to five groups and give each group one major gland in the brain that has some affect on physical fitness. I will be splitting them up by asking them to arrange themselves in order of their birthday, but they are not allowed to talk. Once they get in a line from January to December by their birthdays, I will then group them with the people they are standing next to (the first four are a group, the next four another, and so on).

__**Differentiated Instruction**__

 * Strategies**
 * Visual** - Diet.com video is going to engage this intelligence.
 * Verbal** - Allowing time in pairs will give them time to talk things out.
 * Physical** - The students will be standing up in front of class and presenting.
 * Interpersonal** - Students working in groups and pairing up.
 * Intrapersonal** - Having the students participate in the Minute-Paper activity.
 * Musical** - I will have light on in the background during group time.

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

For the situation when a student is absent from class and is excused by the office, we will discuss a due date for any missed work and go from there. If there is content that they have missed, after-school time will be set aside for them to come and receive help from me. If a student happens to hand something in late I will take off 5% for every day it is late. This is not every class period they see me, but individual days. This policy is good for up to five days, and then it will go in the books as a 0. For those that are just plain cutting class the same policy will be applied as those who hand things in late.

I will be using the group activity to allow the students to go in depth on one portion of the content, so as to be able to become "experts" and relay the information they have gained to their classmates. I will be providing other material and online resources for them so they may go on and look into the subject more. Putting the students in the shoes of the teacher will put a bit more pressure on them get to know the information better. To allow the students to fully convey the knowledge they have gain they will be using an iMovie to demonstrate this knowledge.
 * Extensions**

__**Materials, Resources and Technology**__
Laptop w/ Internet and iMovie software Video cameras w/ firewire cables and tapes Pens/Pencils [|cluster/word web] Handouts

__Source for Lesson Plan and Research__
[|Diet.com] video which is the hook [|cluster/word web] - This is the graphic organizer that will be used to pre-assess the students Website on the eight hormones - @http://www.liftforlife.com/HormonesAndExercise.htm Dr. Thersea Overall's Wiki page which I used a template for the peer reviews and Team presentation rubric [|Wikipedia] for information on the glands. @http://www.youtube.com/watch?v=3EXanBq68mI - This is a tutorial for iMovie.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** As the teacher I will be providing opportunities for the students to learn in a manner that they prefer. I will be giving the students time to work in groups both in class and out of class which will be great for the puppies of the class. The microscopes will be able to show their knowledge of content during the accumulation of information for the presentation. The beach balls will enjoy this lesson through the presentation by delivering the information, or through the iMovie where they can use their knowledge of technology to help convey the information. The clipboards will be engaged through the set up the presentation or the iMovie. They will have a chance to write it all out and plan for either the presentation or iMovie.
 * //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:** I will be providing useful materials and information so the students will understand and describe the brains role in physical fitness. Students will know the brains time-line with respects to fitness, that genetics is a major factor, which hormones are involved, and key glands throughout the body. Students will be able to show that the brain plays an important part in overall fitness. This is important knowledge because being able to describe the brains role in one's physical fitness can make all the difference in their ability to actually make gains towards a goal. I will be providing the opportunity, in accordance with the MLR H4, for the students to work towards the chance to //**explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benfits related to regular participation in physical activity.**//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Visual** - Diet.com video is going to engage this intelligence.
 * Verbal** - Allowing time in pairs will give them time to talk things out.
 * Physical** - Having the students up front, standing will fall into this intelligence.
 * Interpersonal** - Students working in groups and pairing up.
 * Intrapersonal** - Having the students participate in the Minute-Paper activity.
 * Musical** - I will have light on in the background during group time.
 * Technology**- The students will be making an iMovie which will give them a chance to use technology in the classroom.

Rationale:** I will be giving the students a handout called [|cluster/word web] which will be used to pre-assess their knowledge of the topic. I will be asking them to fill out the [|cluster/word web] to their best ability and to not be afarid to make an educated guess. From this [|cluster/word web] students will partner up to compare/contrast their points. Once they have had time to discuss their points the class will have discuss on what they know. These [|cluster/word web] will be collected at the end of the class so I am able to look at them and adjust my approach if there is a need to. An iMovie will be created by the groups to demonstrate their knowledge of the content. By allowing the students to create a movie they will be able to show their knowledge of the topic at hand on one of the hormones and describe its role in physical fitness it will allow me to evaluate their grasp of the content. They are going to be given free reign with this, because I want them to have the freedom to be creative. They will be graded by the rubric and I will have a checklist of points they should be hitting on during the movie.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
I will have my classroom set up in a semi-circle so all the students are facing each other and at the same time looking in my direction. This will allow for the activity when they are being split up into groups and space to have the students move the desk for group work.


 * Day 1**
 * [|Diet.com] video
 * [|cluster/word web]
 * Group activity

Starting this lesson off I will be showing the [|Diet.com] video to bring up the fact that for some people staying physically fit is more mental then anything else. Even though the video is about young females striving to be really skinny to fit into that stereotypical model look. After the video the class will have a discussion on the video and I will ask the class to come up with the same situation but for males. We then will discuss the pros and cons to that mentality for staying physically fit and that not only is the brain physiologically involved, but also psychologically. (15 minutes) I will then tell the students that this lesson will help them understand and describe the brains role in physical fitness and that nothing with physical fitness happens overnight. They will be given the opportunity to gain knowledge on the brains time-line with respects to fitness, genetics is a major factor, hormones, and key glands. By the end the students will be able to show that the brain plays an important part in overall fitness along with gaining knowledge so they will eventually be able to //**explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benfits related to regular participation in physical activity**//. Following the discussion I will hand out the [|cluster/word web] for them to pair up and fill out. They will pair up with a classmate next to them and I will have them fill in the circles. I will prompt them by giving them a few glands that are key for this lesson along with a few key hormones. Once they have had a few minutes to discuss the partners will take turn sharing what they have come up with. I will be writing all of this down on the board for the rest of the class to see and take notes. (20 minutes)
 * Hook, Equip, Experience, What, Where, Tailors: Visual, Verbal, Interpersonal**

Right after that I will have the students line up in the class in order of their birthday from January to December, without talking. This is a good team building activity and makes the students adjust their tactics to accomplish something. Once they are all lined up I will group them into four groups by who they are standing next to. I will be giving each group two of the hormones and one glad which they will have to do some research on. With this in mind the students are given the rest of class to research their hormones and gland on the internet and prepare a small presentation for the next class. (45 minutes) During this time I will be available for the groups if they have any questions or need some assistance. The students will be asked to find information on what the hormones/gland they have is, what it does, where it comes from/located in the body, how it can affect your health and fitness levels (both mentally and physically), how it is triggered to be released, if it has any other function, and one fun/interesting fact on it. This will help reiterate the fact that when their fitness level needs to be improved/changed due to illness, injury, or personal reasons they will know it is a long and tough process.They will have to delegate the responsibilities of the presentation equally amongst them. I will be expecting everyone to speak during the presentation along with show confidence in what they are presenting. I will also want them to be able to show us at least two different websites that are good, quality websites that other students could go to and look more into the topic. During this time I will have light music in the background for them.
 * Why, Explore, Experience, Refine, Revise, Equip, Tailors: Musical, Interpersonal, Verbal, Physical, Visual**


 * Day 2**
 * Group presentations
 * Work time for iMovie

Right off the groups will be getting up in front of class to present what information they were able to find on their hormones and glad. I will ask the class if any group would like to go first, and in case no one wants to go I will do a simple lottery to decide who will go first. I will be grading them from the rubric. (40 minutes) Once every group has presented on their hormones and gland the groups will be given time to get back together in their groups to discuss their iMovie presentation. They will need to pick one of their hormones or their gland to talk about. Along with that they will need to incorporate at least one fact from the presentation from each of the other groups in their movie. They will be given the majority of the time remaining to get everything figured out for their movie. (35 minutes)
 * Rehearse, Revise, Rethink, Refine, Equip, Tailors: Interpersonal, Physical, Verbal**


 * Day 3**
 * iMovie presentation
 * [|Minute-Paper] activity

This final class is going to be for the groups to present their iMovies that they have created. Each group will be given fifteen minutes to set up and tear down anything they need for their movie presentation. (60-70 minutes) During the presentations the other students will be filling out a peer review form, so the teams can get feedback from their classmates and not just me. They will receive these peers reviews along with my review the following class. Each group member will be given a team presentation rubric to fill out after wards. This will be a way to self assess themselves and give me some feedback. The last bit of this class will be spent doing the [|Minute-Paper] activity. I will be asking the students a few questions will they will need to write about for no more then one minutes. The questions I will be asking are what is one major thing you learn, what are you still unsure about, what was one thing that one of your classmates taught you, and just for fun what they enjoyed about the presentation.
 * Evaluate, Rehearse, Experience, What, Tailors: Visual, Physical, Intrapersonal, Interpersonal**

There are many physical, mental, and physiological benefits to regular exercise. One catergory of benefits is the impact that exercise has on many of your body's hormones. Hormones are chemical messengers within your body that affect almost all aspects of human function:


 * 1. Growth Hormone**

Stimulates protein synthesis (muscle tone/development), and strength of bones, tendons, ligaments, and cartilage. Decreases use of glucose and increases use of fat as a fuel during exercise. This helps to reduce body fat and to keep blood glucose at a normal level which helps you to exercise for a longer period of time.

Release of growth hormone from the pituitary gland in the brain is increased with increasing aerobic exercise time, especially more intense exercise such as interval training. To receive an article on intervaltraining. Decreases use of glucose and increases use of fat as a fuel during exercise. This helps to reduce body fat and to keep blood glucose at a normal level which helps you to exercise for a longer period of time. Release of growth hormone from the pituitary gland in the brain is increased with increasing aerobic exercise time, especially more intense exercise such as interval training. To receive an article on intervaltraining.

**2. Endorphins** - An endogenous opioid from the pituitary gland that blocks pain, decreases appetite, creates a feeling of euphoria (the exercise high), and reduces tension and anxiety. Blood levels of endorphins increase up to five times resting levels during longer duration (greater than 30 minutes) aerobic exercise at moderate to intense levels and also during interval training. Also, after several months of regular exercise, you develop an increased sensitivity to endorphins (a higher high from the same level of endorphins), and endorphins that are produced tend to stay in your blood for a longer period of time. This makes longer duration exercise easier (you're feeling no pain) and it causes your exercise high to last for a longer period of time after exercise.

**3. Testosterone**

- An important hormone in both males and females for maintaining muscle tone/volume/strength, increasing basal metabolic rate (metabolism), decreasing body fat, and feeling self-confident. It's produced by the ovaries in females and by the testes in males.

- Females have only about one tenth the amount of testosterone that males do, but even at that level in females it also plays a role in libido and intensity of org*sms. Production of testosterone in females begins to decline as a woman begins to approach menopause and in males it begins to decline in his forties. Blood levels of testosterone increase with exercise in both males and females beginning about 20 minutes into an exercise session, and blood levels may remain elevated for one to three hours after exercise.

**4. Estrogen**

- The most biologically active estrogen, 17 beta estradiol, increases fat breakdown from body fat stores so that it can be used and fuel, increases basal metabolic rate (metabolism), elevates your mood, and increases libido. This hormone is at much higher blood levels in females, but the ovaries begin to produce less of it as a woman begins to approach menopause. The amount of 17 beta estradiol secreted by the ovaries increases with exercise, and blood levels may remain elevated for one to four hours after exercise.


 * 5. Thyroxine (T4)**

- A hormone produced by the thyroid gland, Thyroxine riases the metabolic rate ("metabolism") of almost all cells in the body. This increase in "metabolism" helps you to feel more energetic and also causes you to expend more calories, and thus is important in weight loss. Blood levels of thyroxine increase by about 30% during exercise and remain elevated for several hours afterward - this period of time is increased by an increase in intensity and/or duration of exercise. Regular exercise also increase thyroxine levels at rest.

**6. Epinephrine**

- A hormone produced primarily by the adrenal medulla that increases the amount of blood the heart pumps and directs blood flow to where it's needed.

- Stimulates breakdown of glycogen (stored carbohydrate) in the active muscles and liver to use as fuel. It also stimulates the breakdown of fat (in stored fat and in active muscles) to use as fuel. The amount of epinephrine released from the adrenal medulla is proportional to the intensity and duration of exercise.

**7. Insulin (adrenaline)**

- An important hormone in regulating (decreasing) blood levels of glucose ("blood sugar") and in directing glucose, fatty acids (fat), and amino acids (protein) into the cells. Insulin secretion by the pancreas is increased in response to a rise in blood sugar and/or amino acids (protein) as is often the case after a meal. Typically, the larger the meal, or the greater the quantity of simple sugars consumed, the larger the insulin response. An excessive insulin response causes fat production within the cells - thus, insulin is sometimes called the "fat hormone". Many overweight people's cells develop a resistance to insulin so that it takes more insulin to have the same effect. This creates a situation where blood levels of insulin are higher than normal. This condition is often improved by losing weight and daily aerobic exercise.Blood levels of insulin begin to decrease about 10 minutes into an aerobic exercise session and continue to decrease through about 70 minutes of exercise. Regular exercise also increases a cell's sensitivity to insulin at rest.

**8. Glucagon**

- A hormone that is also secreted by the pancreas, but it's job is to raise blood levels of glucose ("blood sugar"). When blood sugar levels get toolow, glucagon is secreted and causes stored carbohydrate (glycogen) in the liver to be released into the blood stream to raise blood sugar to a normal level. It also causes the breakdown of fat so that it can be used as fuel. Glucagon typically begins to be secreted beyond 30 minutes of exercise when blood glucose levels may begin to decrease. So, next time you're exercising, think about all the wonderful things that are happening to your hormones. It might even make you want to do more exercise!

(hypophysis). The hypothalamus is located below the [|thalamus], just above the [|brain stem]. In the terminology of [|neuroanatomy], it forms the [|ventral] part of the [|diencephalon]. All [|vertebrate] brains contain a hypothalamus. In humans, it is roughly the size of an almond. The hypothalamus is responsible for certain [|metabolic] processes and other activities of the [|Autonomic Nervous System]. It synthesizes and secretes [|neurohormones], often called hypothalamic-releasing hormones, and these in turn stimulate or inhibit the secretion of [|pituitary] [|hormones]. The hypothalamus controls [|body temperature], [|hunger], [|thirst],[|[1]] fatigue, and [|circadian cycles].
 * Hypothalamus** The **hypothalamus** is a portion of the [|brain] that contains a number of small nuclei with a variety of functions. One of the most important functions of the hypothalamus is to link the [|nervous system] to the [|endocrine system] via the [|pituitary gland]

The **pituitary gland**, or **hypophysis**, is an [|endocrine gland] about the size of a pea and weighing 0.5 g (0.02 oz.). It is a protrusion off the bottom of the [|hypothalamus] at the base of the [|brain], and rests in a small, bony cavity ([|sella turcica]) covered by a [|dural] fold ([|diaphragma sellae]). The pituitary fossa, in which the pituitary gland sits, is situated in the [|sphenoid] bone in the [|middle cranial fossa] at the base of the [|brain]. It is considered a master gland. The pituitary gland secretes [|hormones] regulating [|homeostasis], including [|tropic hormones] that stimulate other [|endocrine glands]. It is functionally connected to the [|hypothalamus] by the [|median eminence]. Thyroid The **thyroid** is one of the largest [|endocrine glands] in the body. This gland is found in the [|neck] [|inferior] to (below) the [|thyroid cartilage] (also known as the [|Adam's apple] in men) and at approximately the same level as the [|cricoid cartilage]. The thyroid controls how quickly the body burns energy, makes [|proteins], and controls how sensitive the body should be to other [|hormones]. The thyroid participates in these processes by producing thyroid hormones, principally [|thyroxine] (T4) and [|triiodothyronine] (T3). These hormones regulate the rate of [|metabolism] and affect the growth and rate of function of many other systems in the body. [|Iodine] and [|tyrosine] are used to form both T3 and T4. The thyroid also produces the hormone [|calcitonin], which plays a role in [|calcium homeostasis]. The thyroid is controlled by the [|hypothalamus] and [|pituitary]. The gland gets its name from the Greek word for "shield", after the shape of the related thyroid cartilage. [|Hyperthyroidism] (overactive thyroid) and [|hypothyroidism] (underactive thyroid) are the most common problems of the thyroid gland. Parathyroid The **parathyroid glands** are small [|endocrine] [|glands] in the neck that produce [|parathyroid hormone]. Humans have four parathyroid glands, which are usually located behind the [|thyroid gland], and, in rare cases, within the [|thyroid] gland or in the chest. Parathyroid glands control the amount of calcium in the blood and within the bones. In [|mammals], the **adrenal glands** (also known as **suprarenal glands**) are the star-shaped [|endocrine glands] that sit on top of the kidneys; their name indicates that position (//ad//-, "near" or "at" + //renes//, "kidneys"; and as concerns //supra-//, meaning "above"). They are chiefly responsible for regulating the [|stress] response through the [|synthesis] of [|corticosteroids] and [|catecholamines], including [|cortisol] and [|adrenaline] (epinephrine), respectively.
 * Pituitary gland**
 * Thyroid/parathyroid glands**
 * Adrenal glands**

Peer review Team Presentation rubric [|cluster/word web] - graphic organizer
 * Handouts**