L1+Knox,+Andrew

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

Teacher’s Name: ** **A Knox Date of Lesson:** Lesson 1 - Application of physical fitness
 * Grade Level:** 11/12 graders
 * Topic:** Physcial Fitness

__**Objectives**__ Student will understand that nothing with physical fitness happens overnight. Student will know strength training, cardiovascular training, the importance of regular exercise, and that health/fitness is a life-long commitment. Students will be able to test the fact that physical fitness takes time.

__**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 meet the MLR by aquireing knowledge on the physiological responses when it comes to regular physical activity.

__**Assessment**__
**Formative (Assessment for Learning)** A [|Fact & Opinion chart] will be used to introduce the content for the lesson. Uncommon Commonalities will be used to learn the ideas above by bringing out misconceptions and then the class will come together while staying in their groups to discuss these misconceptions and correct them. 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. Taking what they learned to evaluate their own fitness levels, they will then need to make appropriate decisions for their own fitness plan.

Students will be creating a Wiki page that they will be using for this lesson along with other lessons. This will be created in the first lesson of the unit and for that lesson the main purpose will be to make posts on their pre-fitness testing results. They will be posting on the misconceptions they may have had on physical fitness and reading others' comments to get insight on what their peers may have thought about it.
 * Summative (Assessment of Learning)**

__**Integration**__
**Technology:** Within this lesson the students will be online using Wiki pages and making comments and posting ideas on the topic at hand. This will allow the students to go back and revise anything they may have posted. They will also be able to see what their peers are writing about, which may help spark their own thinking.
 * English:** With the posting based on their misconceptions of physical fitness, the students will need to write their ideas about the misconceptions and their physical fitness results, along with read other students' postings.
 * Science:** The students will be gaining some knowledge within the science field when they learn about muscles, energy usage, and how the body works, physiologically speaking.

__Groupings__
Uncommon Commonalities will be used to learn the ideas above by bring out misconceptions and then provide correct information. They will be put into groups by having all the students stand up then hopping on one foot. They are then to hop to the nearest two to three classmates that are hopping on the same foot they are, making up groups that consist of three to four students. This activity will show the students that they have a lot of the same knowledge and lack of knowledge of the topic at hand. Once they have had time to discuss each others' misconceptions as a group, the class will come back together and each student from each group will speak about one of the misconceptions their group came up with. This is how each group member will be assessed when it comes to participation.

__**Differentiated Instruction**__
**Strategies**
 * Visual** - Students will get visual engaged by the video clip.
 * 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.

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

For the situations 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, then it will go in the books as a 0. For those that are just plain cutting class the same policy will be apply as those who hand things in late.

Every student will be creating a Wiki page, which will give them an opportunity to revise their own pages. In these posting they will have at least two links within the texts to other online sources regarding their misconceptions. Having the extra links in the text the students can then look more into the topic if they choose to. They will also look at some of their peers' postings to get a better understanding of what their peers might find interesting or engaging.
 * Extensions**

__**Materials, Resources and Technology**__
 Laptops w/ Internet [|Fact & Opinion chart] (handout #1) Pens/Pencils Handouts Wikis Markers Large paper Projector

__Source for Lesson Plan and Research__
 Wiki homepage (link this) Biggest Loser website - @http://www.youtube.com/watch?v=UD_8-I3gc_c Personal training website on time-line for seeing results - @http://askthetrainer.com/fitness-assessment-results.html [|Fact-Opinion Chart] - This is the graphic organizer that will be used to pre-assess the students [|Uncommon Commonalities] - This website explains how the grouping will be done in class [|About.com] - This web page helps with the content the students will be going over

__**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.//** Within this lesson, as a teacher, I will be providing the students with multiple activities that will be engaging them in multiple ways through the discussions and activities. The students who are more of puppies will be engaged through the part of class where they will be working in groups which will require them to be social, have the opportunity to put input in on their background, and create emotional bonds with classmates. With the group activity where the students are going to be hopping, I will provide students who are unable to perform this with another physically safe activity. For the clipboard people having the chance to come up with a lesson to teach their peers will get them engaged and have a chance to be very agenda minded. The microscopes will be give time to look more into the topic and research the topic they are given. At the same time the beach balls will be given a chance to throw out ideas on the way they want to present the information they have researched.
 * Rationale:**

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 will information on strength training, cardiovascular training, the importance of regular exercise, and that health/fitness is a life-long commitment. With these concepts and ideas the students will be able to apply them to their lives or their lives later on in their lives. I will be 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.// <span style="font-family: 'Times New Roman',Times,serif;">
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The integration technology will be in the form <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> of a Wiki page <span style="font-family: 'Times New Roman',Times,serif;">.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.// (MI techniques and final product)
 * Visual** - Students will get visual engaged by the video clip.
 * 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** - Evaluating their own fitness levels students will take place in this intelligence.
 * Technology**<span style="font-family: 'Comic Sans MS',cursive; font-size: 11pt;"> – <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">The students will be getting on computers to set up their Wiki page, and making edits to throughout the lesson. <span style="font-family: 'Times New Roman',Times,serif;">

Rationale:** I will give the students a chance to fill out a [|Fact & Opinion chart] which will be used to introduce the content for the lesson. I will be picking these up to check for prior knowledge of the subject and for understanding. Uncommon Commonalities will be used to discuss misconceptions, correct them, and continue to fill out the Fact & Opinion Chart. By allowing the students to make Wiki postings on what they learned and to put links in the texts it will allow me to see their accumulation of knowledge on the subject along with what other topics within the subject they are looking more into.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.// (Both assessments)

<span style="font-family: 'Times New Roman',Times,serif;">__Teaching and Learning Sequence (make sure there is teacher stuff in here)__
<span style="font-family: 'Times New Roman',Times,serif;"> 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 hopping process of choosing groups room to move and give students plenty of space to group the desks together for discussion. <span style="font-family: 'Times New Roman',Times,serif;"> To start this lesson off, the students will arrive the first day, and I will show them the [|Biggest Loser] video. This video will hopefully show that in the most ideal situation it still takes the people in the video many weeks to see results and none of it had happened overnight. After this we will have a short discussion on where we are heading for this lesson. This discussion will include strength training, cardiovascular training, the importance of regular exercise, and that health/fitness is a life-long commitment. The students will be 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.//** (10 minutes)
 * Day 1**
 * <span style="font-family: 'Times New Roman',Times,serif;">[|Biggest Loser] video and discussion
 * <span style="font-family: 'Times New Roman',Times,serif;">[|Fact-Opinion Chart] activity
 * <span style="font-family: 'Times New Roman',Times,serif;">Setting up Wiki and showing class Wiki
 * <span style="font-family: 'Times New Roman',Times,serif;">Homework
 * Equip, Hook, What, Where, Tailors: Visual, Interpersonal, Verbal**

Next the students will be receiving a handout from me called a Fact-Opinion Chart. With this I will give the students a few minutes to fill out just the opinion side of it for the time being. (10 minutes) I will help prompt students if they find this difficult to do. I will ask them what they think about how long a fitness plan should last, how many times a week they should workout, if they should just do strength training, how much cardio should done a week, should you lift heavy or light, when they think they will see results from working out, and if they feel that physical fitness is important in their life. I will also collect these at the end of this activity so I can glance at them and see where the class is at with prior knowledge of the subject.For the next part of class I will be discussing the way the body uses energy for physical activity, how a diet can affect your progress towards reaching your goals, cardiovascular training, and genetics. (30 minutes) The remaining class time will be spent setting up their own Wikis and showing them how to make posts and make edits on the class Wikis.(30 minutes) Their homework that will be due for the next class is to make a post on their Wiki on anything new they had learned in the lesson and have at least one link to the topic they are discussing.
 * Equip, Explore, Experience, Tailors: Physical, Interpersonal, Intrapersonal, Verbal**

<span style="font-family: 'Times New Roman',Times,serif;"> On the second day of this lesson the students will be participating in a group activity call [|Uncommon Commonalitites] right off. The groups will be decided by having the students stand up, hop on one foot, then finding two to three other students near by that are hopping on the same foot. This will create four to six groups of students that will consist of students who hopped on their right foot or left foot. Once their groups are decided I will hand back their Fact-Opinion Charts and have the students discuss within the groups their misconceptions they wrote down the previous class.(15 minutes) The groups will be given markers and a large piece of paper to create a four circle Venn Diagram to jot their misconceptions that they have in common down. Along with this they will hopefully with some of the information I had provided them they will be able to write in the fact column the correct answer, or their peers may be able to help out. Once the groups have had time to talk it over for a few minutes, we will come together as a class, while they stay in their groups, to discuss their misconceptions. Each member of each group will have to bring up one of the misconceptions their group had. (25 minutes)
 * Day 2**
 * <span style="font-family: 'Times New Roman',Times,serif;">[|Uncommon Commonalities] activity and class discussion with Van Diagram
 * <span style="font-family: 'Times New Roman',Times,serif;">Discussion on muscles, energy usage, strength training, and cardio training
 * Experience, Rethink, Revise, Tailors: Interpersonal, Physical, Verbal**

To finish the class I will be providing information the basic physiological structure, the different muscle types, and key terms of muscular strength through a class discussion (handouts #3 and #9). (40 minutes) I will also be going over the major muscle groups that should be worked. This is also when I will be informing the students that all of this may be very important to them later on in life, in such situations that 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.Their homework will be to make a post on their Wiki on their misconceptions they had prior to this lesson and how it is wrong and what the correct way to go about it is. They will also be required to have at least two new links to the misconceptions they are discussing.
 * Experience, Evaluate, Why, Revise, Refine, Rethink, Tailors: Intrapersonal, Verbal, Logical**


 * Content Notes**

<span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;"> Fact & Opioion Chart Types of Muscles (over head transparentcy) Skeletal Muscle Structure What Determines Fiber Type? (over head transparentcy) What Determines Fiber Type? - 2 (over head transparentcy) Efficiency of fiber Typess (over head transparentcy) Different muscles, Different fiber-types (over head transparentcy) Fiber type and sporting success (over head transparentcy) Defining muscular performance Key Points (over head transparentcy) Energy for movement (over head transparentcy) Energy sources (over head transparentcy) Body Stores of fuels and energy (over head transparentcy)
 * Muscles**
 * <span style="font-family: 'Times New Roman',Times,serif;">Types
 * <span style="font-family: 'Times New Roman',Times,serif;">Skeletal muscle -- Talking mostly about this type of muscle. This is the voluntary muscles. You can control these.
 * <span style="font-family: 'Times New Roman',Times,serif;">Cardiac muscle -- muscle of the heart. You can not control these.
 * <span style="font-family: 'Times New Roman',Times,serif;">Smooth muscle -- located in arteries as well as the digestive and reproduction systems. These are also muscle you can not control.
 * <span style="font-family: 'Times New Roman',Times,serif;">Structure
 * <span style="font-family: 'Times New Roman',Times,serif;">Myofibrils - the smallest unit of the muscle
 * <span style="font-family: 'Times New Roman',Times,serif;">Muscle Fiber - this is a bundle of myofibrils
 * <span style="font-family: 'Times New Roman',Times,serif;">Fascicle - this is a bundle of muscle fibers
 * <span style="font-family: 'Times New Roman',Times,serif;">Muscle - this is a bundle of fascicles
 * <span style="font-family: 'Times New Roman',Times,serif;">Tendons - attaches muscle to bone
 * <span style="font-family: 'Times New Roman',Times,serif;">Origin - point at which the muscle is attached to bone, does not move
 * <span style="font-family: 'Times New Roman',Times,serif;">Insertion - point at which the tendon is attached to the bone, does the moving
 * <span style="font-family: 'Times New Roman',Times,serif;">Major muscle groups
 * <span style="font-family: 'Times New Roman',Times,serif;">Deltoids - shoulders
 * <span style="font-family: 'Times New Roman',Times,serif;">Biceps - arms
 * <span style="font-family: 'Times New Roman',Times,serif;">Triceps - arms
 * <span style="font-family: 'Times New Roman',Times,serif;">Pectoral - chest
 * <span style="font-family: 'Times New Roman',Times,serif;">Rectus Abdominus - stomach
 * <span style="font-family: 'Times New Roman',Times,serif;">Latissumus Dorsi - back
 * <span style="font-family: 'Times New Roman',Times,serif;">Quadriceps - front leg muscles
 * <span style="font-family: 'Times New Roman',Times,serif;">Hamstrings - back leg muscles
 * <span style="font-family: 'Times New Roman',Times,serif;">Qluteals - butt muscles
 * <span style="font-family: 'Times New Roman',Times,serif;">Fast twitch and Slow twitch
 * <span style="font-family: 'Times New Roman',Times,serif;">Skeletal muscles contains both forms of muscles
 * <span style="font-family: 'Times New Roman',Times,serif;">Fast twitch muscles are used for anaerobic activities (short, quick, intense)
 * <span style="font-family: 'Times New Roman',Times,serif;">Slow twitch muscles are used for high aerobic activities (low-intensity endurance)
 * <span style="font-family: 'Times New Roman',Times,serif;">Types of contractions
 * <span style="font-family: 'Times New Roman',Times,serif;">Concentric - this contraction is charaterized by the shortening of the muscle
 * <span style="font-family: 'Times New Roman',Times,serif;">Eccentric - this contraction is chararterized by the lengthening of the muscle.
 * <span style="font-family: 'Times New Roman',Times,serif;">Isometric - this contraction is charaterized by the muscle doing work, but does not change its length.
 * Energy use within muscles**
 * <span style="font-family: 'Times New Roman',Times,serif;">At rest the body uses carbohydrates and fat for energy.
 * <span style="font-family: 'Times New Roman',Times,serif;">Protein provides some energy, but not a lot and is mostly used as the building blocks for the body.
 * <span style="font-family: 'Times New Roman',Times,serif;">During physical activity the body relies heavily on carbohydrates as fuel.
 * <span style="font-family: 'Times New Roman',Times,serif;">Carbohydrates
 * <span style="font-family: 'Times New Roman',Times,serif;">Once ingested, it is transported as glucose and taken up by muscles and liver and converted to glycogen.
 * <span style="font-family: 'Times New Roman',Times,serif;">[|Glycogen] is stored in the liver and is converted back to glucose as needed and transported by the blood to the muscles where it is used to form [|ATP].
 * <span style="font-family: 'Times New Roman',Times,serif;">Glycogen stores are limited this is why athletes will carbo-load the day before a big game.
 * <span style="font-family: 'Times New Roman',Times,serif;">Fat
 * <span style="font-family: 'Times New Roman',Times,serif;">Provides substantial energy at rest and during prolonged, low intensity activity.
 * <span style="font-family: 'Times New Roman',Times,serif;">The body stores of fat are larger than carbohydrate reserves.
 * <span style="font-family: 'Times New Roman',Times,serif;">Less accessible for metabolism because it must be reduced to [|glycerol] and[|free fatty acid]s (FFA).
 * <span style="font-family: 'Times New Roman',Times,serif;">Only FFA's are used to form ATP because they can be converted over to glycogen.
 * <span style="font-family: 'Times New Roman',Times,serif;">Fat is limited as an energy source by its rate of energy release.
 * <span style="font-family: 'Times New Roman',Times,serif;">Proteins
 * <span style="font-family: 'Times New Roman',Times,serif;">Can be used as an energy source if converted to glucose
 * <span style="font-family: 'Times New Roman',Times,serif;">Can generate FFA's in times of starvation
 * <span style="font-family: 'Times New Roman',Times,serif;">Only basic unit of proteins is the amino acid. These can be used for energy: 4.1 kcal of energy per g of protein.
 * <span style="font-family: 'Times New Roman',Times,serif;">Energy usage in the cells
 * <span style="font-family: 'Times New Roman',Times,serif;">Carbs, fats, and protein provide us with fuel that our bodies convert to ATP.
 * <span style="font-family: 'Times New Roman',Times,serif;">ATP is the high-energy compound released and stored within our cells.
 * <span style="font-family: 'Times New Roman',Times,serif;">Carbs and proteins provide about 4.1 kcal/g while fat provides about 9.4 kcal/g.
 * <span style="font-family: 'Times New Roman',Times,serif;">Carb energy is more accessible to the muscles than protein and fat
 * Seeing Results** **and Why it might take a Long Time**
 * <span style="font-family: 'Times New Roman',Times,serif;">Depends on highly on fitness plan, diet, goals, and your current fitness levels.
 * <span style="font-family: 'Times New Roman',Times,serif;">More physically fit people will not see results near as quickly, where less physically fit people will will see results in weeks instead of months.
 * <span style="font-family: 'Times New Roman',Times,serif;">Genetics plays a big part in your fitness capacity
 * <span style="font-family: 'Times New Roman',Times,serif;">Diet
 * <span style="font-family: 'Times New Roman',Times,serif;">Watching what you eat and drink will either help or hinder your progression towards your goal.
 * <span style="font-family: 'Times New Roman',Times,serif;">Stay away from candy, fast food, soda, and alcohol.
 * <span style="font-family: 'Times New Roman',Times,serif;">Add variety in your vegetables, fruits, and grains.
 * <span style="font-family: 'Times New Roman',Times,serif;">Try to keep the red meat consumption to a minimum.
 * <span style="font-family: 'Times New Roman',Times,serif;">Watching how much you eat is also important with your efforts.
 * <span style="font-family: 'Times New Roman',Times,serif;">Over eating is considered a eating disorder. You should be eating just enough to satisfy yourself at every meal.
 * <span style="font-family: 'Times New Roman',Times,serif;">How often and when you eat is important too.
 * <span style="font-family: 'Times New Roman',Times,serif;">Eating late at night will encourage fat to deposit, instead of being used right away.
 * <span style="font-family: 'Times New Roman',Times,serif;">Not eating breakfast will hinder your body from making progress. Breakfast jump starts your metabolism.
 * <span style="font-family: 'Times New Roman',Times,serif;">One should eat four to five smaller meals throughout the day instead of three large meals.
 * <span style="font-family: 'Times New Roman',Times,serif;">[|Cardiovascular]
 * <span style="font-family: 'Times New Roman',Times,serif;">Cardio exercise is any rhythmic activity performed continuously and can include activities like [|walking], [|running], aerobics, [|cycling], [|swimming] and dancing. Cardio strengthens the heart and lungs, increases endurance and burns calories which helps you lose weight. While you should always stick with a cardio program that fits with your [|fitness level], the general guidelines for cardio exercise include:
 * <span style="font-family: 'Times New Roman',Times,serif;">For health benefits, do moderately intense cardio 30 minutes a day, 5 days a week, OR
 * <span style="font-family: 'Times New Roman',Times,serif;">Vigorous cardio 20 minutes a day, 3 days a week
 * <span style="font-family: 'Times New Roman',Times,serif;">For weight loss, you may need to do 60-90 minutes of activity several days a week
 * <span style="font-family: 'Times New Roman',Times,serif;">Strength
 * <span style="font-family: 'Times New Roman',Times,serif;">[|Strength]
 * <span style="font-family: 'Times New Roman',Times,serif;">Strength training is another form of exercise that works the body in a different way than cardio. With strength training, you lift weights (dumbbells, barbells, resistance bands, machines, etc.) to strengthen the muscles, bones and connective tissue. Strength training is just as important for weight loss as cardio. By lifting weights, you build lean muscle tissue which raises metabolism and reduces body fat as long as you're also watching your calorie intake.
 * <span style="font-family: 'Times New Roman',Times,serif;">The general guidelines for strength training are:
 * <span style="font-family: 'Times New Roman',Times,serif;">Choose 8-10 exercises, targeting the major muscle groups ([|lower body], [|chest], [|back], [|shoulders], [|biceps], [|triceps] and [|abs])
 * <span style="font-family: 'Times New Roman',Times,serif;">For beginners, do one set of 8-16 reps of each exercise to fatigue. More advanced exercisers can do 2-3 sets.
 * <span style="font-family: 'Times New Roman',Times,serif;">Train each muscle group 2-3 non-consecutive days a week
 * <span style="font-family: 'Times New Roman',Times,serif;">Work each exercise through its full [|range of motion] and use good form
 * <span style="font-family: 'Times New Roman',Times,serif;">[|Flexibility]
 * <span style="font-family: 'Times New Roman',Times,serif;">While stretching is often the most overlooked exercise, it's one of the most important for keeping us agile as we get older. And, unlike the rigors of cardio and strength training, it's relaxing and it feels good. Stretching can be done anytime throughout the day, but it's also important to stretch after your workouts, especially if you have any chronically tight areas. The guidelines for stretching are:
 * <span style="font-family: 'Times New Roman',Times,serif;">Stretch your muscles when they're warm (after your warm up or, even better, after your workout)
 * <span style="font-family: 'Times New Roman',Times,serif;">Do static stretches with a focus on tight areas such as the hamstrings and lower back
 * <span style="font-family: 'Times New Roman',Times,serif;">Stretch a minimum of 2-3 days a week...even better would be every day
 * <span style="font-family: 'Times New Roman',Times,serif;">Stretch within your range of motion. Stretching shouldn't hurt.
 * <span style="font-family: 'Times New Roman',Times,serif;">Hold each stretch for about 15-30 seconds and do 2-4 reps of each stretch
 * <span style="font-family: 'Times New Roman',Times,serif;">Basic Results Time-line
 * <span style="font-family: 'Times New Roman',Times,serif;">In the first 30 days of training you will FEEL the difference.
 * <span style="font-family: 'Times New Roman',Times,serif;">In the 2nd 30 Days of training you will be able to SEE the difference.
 * <span style="font-family: 'Times New Roman',Times,serif;">For 60 days and beyond of training your coworkers, family & friends will see the difference.
 * Handouts**