L3+Knox,+Andrew

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

Teacher’s Name:** Mr. Knox
 * Date of Lesson:** Lesson 3 - Self Assessment of Fitness
 * Grade Level:** 11th/12th
 * Topic:** Physical Fitness

__**Objectives**__
Students will understand that nothing with physical fitness happens overnight. Students will learn this so 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. Student will be able expalin why the body takes time to change.

__**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 learning and participating in physical fitness workouts and developing their own fitness plan.

__**Assessment**__
The [|flow chart] that I will be providing the students will be a good form of assessment. This will give the students a chance to organize their thoughts with respect to their physical fitness. Having them fill this out will also give me the opportunity to learn what knowledge the students have on physical fitness. Once these flow charts are finished I will collect them and adjust the rest of the lesson accordingly.
 * Formative**

At the end of the lesson the students will be creating a poster with the program [|Glogster]. Through this project the students will be able to demonstrate the knowledge they have gained through their poster that they will create. The students will be putting their starting fitness levels along with where they would like to end up if they were to implement the fitness plan they have created. Each students will be different based on their own personal fitness goals.
 * Summative**

__**Integration**__

 * Technology:** Through the use of [|Glogster] the students will be able to use computers in this lesson. The students will be given time during the class to work on this part of the lesson.
 * Physical Education:** The students will be spending some time in the weight room to get familiar to the environment which may be very foreign to some students.
 * English/Art:** The poster the students will be creating will give the students an opportunity to express their creative side along with having to write in a way that will be professional so it can be presented to an audience.
 * Science:** Knowing how the body works and the way it moves deals a lot in the field of science. This is a major part of human anatomy and physiology.

__Groupings__
The students will be paired off, depending on numbers some may be in groups of three, by their prior experience in a weight room. Along with this I will be pairing the students off based on size and strength. This means that I will be putting students who have experience in the weight room with students who are not familiar with it and that are similar in size and strength. The reason for this is that the student who is familiar will be able to provide tips on etiquette, proper lifting techniques, and proper spotting techniques. As for the size part I would not want someone who has a slight build to be paired with someone who has a bigger frame, for safety reasons.

__**Differentiated Instruction**__

 * Strategies**
 * Physical -** The pre-testing will be highly physically orientated.
 * Interpersonal -** Being with peers during the the pre-testing will have them interacting often.
 * Intrapersonal -** Allowing that time for the students to think on their fitness levels and where to go with the results will be good for this intelligence.
 * Musical -** During the mile and a half run I will allow the students to listen to their own music if they choose to.
 * Logical -** The students will have to sequentially think about their fitness plan and put step in the right order.
 * Naturalistic -** Being outside for the mile and half run will get them smelling the fresh air.
 * Verbal -** Student will be discussing their poster to others and the class and why they are doing what they are doing.
 * Visual -** Students will be visual engaged when they prepare their posters.

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.

Within this lesson the students will be getting online to create posters through [|Glogster]. The students will have the option through this project to venture through multiple online resources to add pictures and facts to their posters. Although I will be providing a lot of the information that they will most likely use on their posters, I will provide them with some online resources that they can go to for further inquiry.
 * Extensions**

__**Materials, Resources and Technology**__
Computers Weight Room [|flow chart] Par-Q sit and reach box Omron body composition machine Stop watch Scale Tape Measure

__Source for Lesson Plan and Research__
[|Glogster] - [] is the website to create the posters Mr. Knox UMF FRC's Par-Q - this is the form to write down the students testing results

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** As the teacher I will be providing a learning environment that most of the students may not be familiar to. Through this the students will adjust to become accustomed to a new learning environment and the microscope students will have the chance to experiment with themselve in the testing fo their fitness levels. With this lesson being very kinesthetically directed, but the beach ball students will be given time to interact with each other, and the clipboards will enjoy the time spent looking into themselves about their fitness levels. The puppies will have the chance to work alone and create a poster that will demonstrate their own personal insight on the lesson which will give them a safe media to show this knowledge.
 * //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 information and pertinent materials for the student to understand that nothing with physical fitness happens overnight. I will be equipping the students with information so they will come to know the importance of regular exercise, adaptations to the body due to changes in their life, health/fitness is a life-long commitment, strength training, and cardiovascular traing. This information will all lead up to the students being able to self assess their own brain and physical fitness. I will providing the opportunity, in accordance with the MLR H4, for the students work towards the chance to //explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits 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.//
 * Physical -** The pre-testing will be highly physically orientated.
 * Interpersonal -** Being with peers during the the pre-testing will have them interacting often.
 * Intrapersonal -** Allowing that time for the students to think on their fitness levels and where to go with the results will be good for this intelligence.
 * Musical -** During the mile and a half run I will allow the students to listen to their own music if they choose to.
 * Logical -** The students will have to sequentially think about their fitness plan and put step in the right order.
 * Naturalistic -** Being outside for the mile and half run will get them smelling the fresh air.
 * Verbal -** Student will be discussing their poster to others and the class and why they are doing what they are doing.
 * Visual -** Students will be visual engaged when they prepare their posters.
 * Technology -** Through the use of [|Glogster] the students will be able to learn through technology.

Rationale:** The [|flow chart] that I will be providing the students will be a good form of a pre-assessment. This will give the students a chance to organize their thoughts with respect to their physically fitness. Having them fill this out will also give me the opportunity to learn what knowledge the students have on physical fitness. Once these flow charts are finished I will collect them and adjust the rest of the lesson accordingly. At the end of the lesson the students will be creating a poster with the program [|Glogster]. Through this project the students will be able to demonstrate the knowledge they have gained through their poster that they will create.
 * //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__
For the first couple of days of this lesson the class will be taking place in the weight room or with the cardio equipment. When we are back in the class room I will keep the horse shoe formation with the desk. This will allow for any discussion that may arise to be easily managed and allow all the students to see each other.


 * Day 1**
 * Weight room - Pre-Fitness Testing
 * Handout - [|flow chart]

Right away I will be taking the students to the weight room to have them participate in some pre-fitness testing activities. I will be providing the students with the Par-Q for them to fill out while they go through these assessment. Once they have had time to change up the students will be tested on their sit and reach, max bench press, max leg press, ab curls, and body composition. Once I have demonstrating all of these the students will be paired up to be tested. The students will need to demonstrate proper lifting techniques along with proper spotting practices. (55 minutes this include changing time) Once the students have changed back to their school clothes and we have all gotten back to the class room I will be handing out the [|flow chart] for them to fill out and discuss. On the flow chart I will ask the students to start at the top with their starting fitness levels and work their way down the chart as if they are working towards a goal which will be the bottom box. I will also be equipping the students on the major muscle groups, why these are important to target in a fitness plan, the importance of regular exercise, adaptations to the body due to changes in their life, health/fitness is a life-long commitment, strength training, and cardiovascular traing. (25 mintues) I will be collecting this at the end of class so that I can look them over to understand where they are with respect to the content.
 * Experience, Explore, Equip,** **Hook,** **Where, Tailors: Physcial, Interpersoanl, Intrapersonal, Logical**


 * Day 2**
 * Cardio demonstration
 * Classroom discussion

Just as the we did the day before the class will be heading out to the track to have the students run their mile and half to finish their pre-fitness testing, making sure to allow time at the beginning of class for students to change into athletic clothes. The students will also be allowed to listen to music if they choose to during the run. I will have the pair up with the student they were with the previous class, and have the students run in two different groups. While one group is running the other partner is helping keep track of laps along with writing down the time when they finish. After that they will switch and the other partner will run. Once all of the students have run I will take the kids inside to the cardio room where I will be demonstrating the basics when it comes to stationary bikes (both upright and recumbent), elliptical, steppers, and rowing machine. I will go through the all the adjustments one would need to know to operate these pieces of machines and the proper way they are to be adjust to fit an individual. After this I will go over the programs that are available to use on the machines (which most are the same from one piece to another), so they are aware that there programs that may fit into their workout plans. Once I have gone over everything the students will be given time to get on each piece of equipment and try them out. (65 minutes this includes changing time) Once the students have changed back to their school clothes and we have all gotten back to the class room I will be handing back their [|flow chart] so they can make any changes based on what they have experienced in this class or based on their times with the run. Giving the students time to look back at them will help them when it comes to them making their poster it will allow the students to work towards gaining knowledge so they will eventually be able to **//explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.//**. (15 minutes)
 * Experience, Explore**, **Rethink,** **Revise, Refine, What, Tailors: Physical, Musical, Naturalistic, Interpersonal, Intrapersonal, Logical**


 * Day 3**
 * Classroom discussion
 * Work time on poster

This last class will be a wrap up class. This class I will be providing the students with more information on weight and cardio training and that everyone is different. I want to make sure the students know that no matter where they are at it is ok. I want to stress that just because they were not able to run as fast as someone else or lift as much that it is ok. This is one of the biggest problems with not wanting to go out to get in shape. That is the fact that they are intimidated by other people who might be stronger or faster then they are. The main reason for this discussion is to inform the students that there may be a time when they will need to know this so if/when they decide to make a change in their lives they will be able to look at the aspects appropriately and make smart decisions on where to begin.(25 minutes) They should be able to take what they learned in a pervious lesson and apply a lot of it to this lesson. Now they know where they are at when it comes to their own personal fitness levels they should be able to have a better understanding on what the best way to go about making the first steps towards increasing their fitness levels.The rest of the class will be devoted to getting the students set up with [|Glogster] and allowing the students to begin putting their posters together. On this poster I will be looking for where they would like to be in a span of six months if they were to implement a fitness plan, their starting fitness levels, at least one days worth of this fitness plan, and a picture or two of the student demonstrating a few of the moves that they will have to perform within their fitness plan.(55 minutes) During this time I will be available for the students to ask me any questions if they have any that may come up.
 * Evaluate, Why, Tailors: Logical, Verbal, Visual, Interpersonal**

Sit and reach Bench Press Leg Press Body composition Mile and half run
 * Content Notes**
 * Students are allowed three attempts
 * Shoes must be off
 * Needs to be nice slow motion with hands stacked on top of each other the whole time
 * No thrusting at the end of the motion
 * Record longest distance
 * Start with bar for most females, and half their body weight for most boys
 * Arms should be just wider then shoulders on the bar
 * Students only have to complete one rep which arms extended, to chest (do not bounce it off chest), back up to arms extended
 * Students should continue to put weight on until they can no longer complete one rep
 * Feet should be positioned shoulder width apart on machine
 * Heels are to never leave the machine, they should be able to wiggle their toes throughout the movement
 * Students only have to coplete one rep which legs are to be bent to 90 degrees and no further then back out to fully extended without locking their knees.
 * Students should continue to put weight on until they can no longer complete one rep
 * Students need to measure their height and weight before this can be completed
 * Once they have done this they should enter the data into the Omron machine
 * Then follow directions of machine
 * Make sure that students know that they need to be standing holding the machine in both hands with arms extend straight out in front of them.
 * Key point to tell students is that it can be 7% either way and that there are many factors that can yield different results.
 * 6 laps around a track
 * Time them and have their partners keep track of laps

[|flow chart] Par-Q Rubric
 * Handouts**