S3+Knox,+Andrew

=Stage 3 - Plan Learning Experiences and Instruction= =Part 1= 2. Show video clip from the Biggest Loser to demonstrate that it takes a lot of time and the right diet and exercise plan to accomplish great things.(Hook) [] 3.Students will know strength training, cardiovascular training, the importance of regular exercise, and that health/fitness is a life-long commitent. **(Equip)** A [|Fact & Opinion chart] will be used to introduce the content for the lesson.(**Explore)** Uncommon Commonalities will be used to learn the ideas above by bring out misconceptions and then provide correct information.(**Experience)** 4.Students will make Wiki postings on at least one (up to three) of the misconceptions talked about earlier and why it caught their attention along with what they learned.**(Rethink)** 5.Taking what they learned to evaluate their own fitness levels they will then need to make appropirate decisions for their own fitness plan.**(Evaluate)** 6.**Visual** - Students will get visual engaged by the video clip. 7.Students will be able to test the fact that physical fitness takes time. **(Application)** The final product will be a Wiki Page, and the lesson will take three classes. || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that nothing with physical fitness happens overnight. **(Where)** 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. **(Why)** **//Students will able to explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.//** **(What)**
 * Verbal** - Students will participate in small and large group activities.
 * Physical** - Moving from their desk to small groups and back to the large group will get them moving.
 * Logical** - Students will learn guidelines on correct fitness sequence.
 * Interpersonal** - Students will interact with other students in the Uncommon Commonalities activity.
 * Intrapersonal** - Students will be evaluating their fitness levels on their Wiki page.

9.I will show a video from Diet.com on peer pressure with women and their bodies, but afterwards I will challenge the class to come up with the same situation but with men. **(Hook)** [] 10. Students will know the brains time-line with respects to fitness, genetics is a major factor, hormones, and key glands.**(Equip)** A [|cluster/word web] will be used to pre-assess their knowledge of the topic.**(Explore)** From the cluster/word web students will partner up to compare/contrast their points, then present to class.**(Experience)** 11.I will divide the class into groups and give them a topic (importance of sleep, hormones, key glands, age/development), allow time to become "experts" from source I provide, then, in turn, come up front to teach the class what they learned/know.**(Rehearse, Refine, Rethink)** 12.At the end of the final class of the lesson I will have the students participate in a [|Minute-Paper] exercise. I will ask, "What is one major thing you learned" and "What is still unclear for you on this topic?"**(Evaluate)** 13.**Visual** - Diet.com video is going to engage this intelligence. 14.Students will be able to show that the brain plays an important part in overall fitness.**(Application)** The final product will be an IMovie and this lesson will last two to three classes. || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand and describe the brains role in physical fitness. **(Where)** Not only is the brain physiologically involved, but also psychologically.**(Why)//Students will able to explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.//** **(What)**
 * 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.

16.The students will be going through pre-fitness testing to discover their current fitness levels. **(Hook)** 17.Students 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. **(Equip)** I will provide a flow chart for the students so they think sequentially about where they are heading with their fitness plan and what steps to follow. **(Explore)** The students will be either put with a partners or into small groups to go through the pre-testing to help out with spotting, timing, and counting. **(Experience)** 18.By giving the students class time to reflect on their pre-testing results they will revise their flow charts so it will fit their personal needs more appropriatly. **(Refine, Rethink, Revise)** 19.By making a poster with Glogster the students will have evaluated their needs with respect to their fitness levels and will show what steps they will be taking by putting their revised throughts from their flow chart on the poster. **(Evaluate)** 20.**Physical -** The pre-testing will be highly physically orientated. 21.Students will be able to show that the brain plays an important part in overall fitness.**(Application)** The final product that the students will be creating is a poster from Glogster and this lesson should take three class periods. || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will be able to self-assess their brain's influence on health and physical fitness. **(Where)** 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. **(Why)** **//Students will able to explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.//** **(What**)
 * 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.

23.Students will be surprisingly engaged by participating in yoga at the start of one class and Pilates at the start of another class. **(Hook)** 24.Students will learn adaptations to the body due to changes in your life, importance of regular exercise, which your longevity and quality of life will improve, strength training, and cardio. **(Equip)** With the help of a [|time-order chart] they will write down a pre-thoughts about what they are doing and afterwards they will fill out a new one and list a few new ideas they gained. **(Explore)** Having the whole class, as a group, participate in the exercise session will give them a sense of accomplishment for the group and not just for themselves. **(Experience)** 25. By going back to the time-order chart they will then will have to look at their preconceived thoughts about it and revise their time-order chart to make it more accurate for themselves. **(Rethink and Revise)** 26.Through the use of blogs students will make posts based on their opinion on their experiences with the class and the concepts taught in class. **(Evaluate)** 27.**Naturalistic** – I will have the students participate in yoga outside. 28.The students will understand that with increased fitness different aspects of their lives will be affected.**(Application)** To wrap up the lesson the student will be pulling together their blogs to give a final reflective entry on their new experiences and this lesson should take two classes. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will be exposed to new/different ways to maintain physical fitness. **(Where)** This is important because in case they are unable to perform their normal fitness activities they will have the previous knowledge of other activities so as they can continue staying active, but in a different way. **(Why) //Students will able to explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.//** **(What**)
 * Physical** – The students will participate in a couple different fitness classes.
 * Intrapersonal** – Students will be reflecting on their experience with yoga and Pilates.
 * Musical** – The students will be outside listening to nature during their yoga class.
 * Verbal** – Listening to the instruction during the Pilates class will engage this intelligence.
 * Visual** – Students will be able to watch the instructor performing moves, so they will better understand how to do it.
 * Interpersonal** – Having the students participate together in the class will offer them a sense of accomplishment as a group rather then as an individual.

=Part 5=

30.I will have the students move to corners of the room where signs will be posted after I present them with a question. They will move to the corner of the room for the answer they think/feel is correct to the presented question. These questions will be based around three made up people who all have different lifestyles, but are all healthy in their own right. **(Hook)** 31.Students will know the importance of regular exercise, the benefits of established eating habits, and that genetics are a major role. **(Equip)** I will have the students use a persuasion map to provide points for each of the three people that was presented earlier in the lesson. **(Explore)** Allowing the students, within some predetermined restrictions, to create three groups to prepare for a debate on which of the three people is healthier. **(Experience)** 32.Once the students are in their groups they will then have to put together all of the information they have come up with to create a case for their person. This will make each group look more depth on how their person is healthy and refine/revise their plan of attack. **(Refine, Rethink, Revise)** 33.Through the debate the students will have to think on their toes to figure out if the knowledge they now possess is sufficient enough to support their person along with defend them when necessary. **(Evaluate)** 34.**Verbal** – The debate will challenge and allow students to work in this intelligence. 35.Students will be able to explain why the body takes time to change, especially when one's life is pretty well set. **(Application)** The students will be providing a ComicLife based on the debate in a way that will fit with the content covered. The lesson should take two classes. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will come to understand that nothing with physical fitness happens overnight and that there are multiple ways to be healthy. **(Where)** The students are learning this because even though they might not be able to get to the gym everyday that there are other ways to stay and maintain a healthy lifestyle. **(Why)** **//Students will able to explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.//** **(What**)
 * Physical** – The students participating in the opening activity will be moving around the room quite a bit.
 * Interpersonal** – The students will work collaboratively to prepare for the debate.
 * Logical** – Knowing that not everyone is the same, physically speaking, students will have to logically put the pieces together about how their lives fits the way it does.
 * Intrapersonal** - The students will most likely pick sides as to the lifestyle they follow, so they will look into themselves for examples and a jumping off point.
 * Visual** - Students will be visually seeing their classmates react and counteract to their statements and we all know that the majority of communication is non-verbal.

=Part 6=

37.To start this lesson off I will be bring in food that qualifies for the "fad" diets that we will be discussing over the next few classes. **(Hook)** 38. The students will learn to establish regular eating habits, adaptations to the body due to changes in life, longevity and quality of life is improved with improved health, health and fitness is a life-long commitment, South Beach Diet, Atkins diet, Nutrisystem, anorexia nervosa, bulimia nervosa, compulsive overeating. **(Equip)** The students will learn the details of these diets by jotting information about them on a goal-reason web. **(Explore)** The students will then be placed into three teams to participate in Jeopardy. **(Experience)** 39.Before each round I will allow the students time to go over notes after they have found out what the categories are. **(Refine, Revise)** 40. The students will add a blog entry on three new/interesting/surprising facts that they learned about the "fad" diets that were discussed. **(Evaluate)** 41.**Physical**- The students will have to move around to their groups for prepare for Jeopardy, along with tasting the food of the "fad" diets. 42.Students will be able to understand that with increased fitness or a change in diet that other aspects of life will change along with it, and they should all be good changes. **(Application)** The students will be creating an e-book with a partner for the final of this lesson which will take three classes. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.The students will come to understand that there is more to physical fitness and health then muscle gain and cardio. **(Where)** They will need to know this because there are many different options out there that will offer you the quick short term solution, but most are either unhealthy or are just for the short term. **(Why) //Students will able to explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.//** **(What)**
 * Verbal** - The students will take turns answering for their team.
 * Interpersonal** - The student will be working together to determine the correct answer.
 * Intrapersonal** - The students blog entry will be reflective on their own thoughts and ideas.
 * Visual** - Seeing what the food looks like may be a big turn on or turn off for the students when it comes to learning about the "fad" diets.
 * Musical** - You can not have Jeopardy without the little jingle that play before final Jeopardy!

2004 ASCD and Grant Wiggins and Jay McTighe