Monica Shanks October 2012 HLED 325: W 5:30-8:20 Unit Plan: Promoting Physical Activity

STEP 1: DETERMINE TOPIC, GRADE(S), & TIME.

Health Topic: Physical Activity Grade Group: High School (grades 9-12) Time Allotment: 50 minutes/lesson over 5 days

STEP 2: DETERMINE DESIRED HBOS.

HBO1: Engage in moderate to vigorous physical activity for at least 60 minutes every day. HBO2: Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. HBO5: Follow a physical activity plan for healthy growth and development.

STEP 3: DETERMINE KNOWLEDGE EXPECTATIONS.

Analyze how an inactive lifestyle contributes to chronic disease. (HBO 1 & 2) Analyze ways to increase physical activity and decrease inactivity. (HBO 1 & 5) Summarize the mental and social benefits of physical activity. (HBO 1 & 7) Summarize the recommended amounts and types of moderate, vigorous, muscle strengthening, and bone-strengthening physical activity for adolescents and adults. (HBO 1 & 7) Summarize how a person can incorporate physical activity into daily life (without relying on a structured exercise plan or special equipment). (HBO 1 & 7) Differentiate various sports and physical activities in terms of health and skill-related fitness. (HBO 2) Evaluate the short- and long-term benefits of physical activity, including improving cardiovascular health, strength, endurance, and flexibility; healthy weight management; and reducing chronic diseases. (HBO 2, 5, & 7) Summarize physical activities that contribute to maintaining or improving components of health-related fitness. (HBO 2, 5, & 7)

STEP 4: DETERMINE SKILL STANDARDS.

NHES #5: Demonstrate the ability to use decision-making skills to participate in regular physical activity. Examine barriers to making a decision to be physically active. Determine the value of applying thoughtful decision making to a situation related to physical activity. Justify when individual or collaborative decision making is appropriate regarding a situation related to physical activity. Analyze how family, culture, media, peers, and personal beliefs affect a decision related to physical activity. Generate alternatives when making a decision related to physical activity. Predict the potential short- and long-term consequences of alternatives to decisions related to physical activity. NHES #6: Demonstrate the ability to use goal-setting skills to participate in regular physical activity. Assess personal physical activity practices and behaviors. Set a realistic personal goal to be physically active. Assess the barriers to achieving a personal goal to be physically active. Develop a plan to attain a personal goal of being physically active.
**Both standards 5 and 6 require students to practice making healthy decisions and strides toward being more physically active individuals. In the case of physical activity, the two go hand in hand (ex: How do your decisions effect the activity goals you set for yourself?). To achieve HBOs 1, 2, and 5, students must be proficient at making sound decisions and setting goals for themselves. This will in turn help them achieve HBO 7, and their positive behaviors will support and inspire those around them.**

DAY 1
Lesson Focus: Benefits of Physical Activity
Objective(s): At the conclusion of the lesson, the learner will describe 3 short-term benefits of physical activity. describe 3 long-term benefits of physical activity. describe his or her personal physical activity practices and behaviors by completing a survey. describe 2 ways an inactive lifestyle leads to chronic disease. describe 1 mental benefit of physical activity. describe 1 social benefit of physical activity.

DAY 2
Lesson Focus: Recommended Amounts/Types of Physical Activity
Objective(s): At the conclusion of the lesson, the learner will assess his or her personal physical activity practices and behaviors by reflecting on the completed survey. describe the recommended amounts of moderate and vigorous physical activity for adolescents. differentiate between health and skill-related fitness and describe 2 examples of each. describe the recommended amounts of musclestrengthening physical activity for adolescents. summarize physical activities that contribute to maintaining and improving health-related fitness. Assessment(s): 1st Obj: Journal Entry & Discussion 2nd, 3rd, & 4th Obj: Exit Ticket 5th Obj: Mini-Research Homework Assignment

DAY 3
Lesson Focus: Barriers to Physical Activity
Objective(s): At the conclusion of the lesson, the learner will analyze how family, culture, media, peers, and personal beliefs affect a decision related to physical activity. examine barriers to making a decision to be physically active. generate possible alternatives when making a decision to be physically active. predict short and long-term consequences of possible decisions in regard to physical activity. set a realistic personal goal to be physically active to be reached in one months time.

DAY 4
Lesson Focus: Decision Making in Regard to Physical Activity

DAY 5
Lesson Focus: Incorporating Physical Activity into Daily Life

Objective(s): Objective(s): At the conclusion of the At the conclusion of the lesson, lesson, the learner will the learner will generate possible summarize at least 3 ways a alternatives when making a person can incorporate physical decision to be physically activity into daily life (without active. relying on a structured exercise predict short and long-term plan or special equipment). consequences of possible develop a month-long plan to decisions in regard to attain a personal goal of being physical activity. physically active. analyze the value of asses possible long-term barriers applying thoughtful to achieving a personal goal of decision making to a being physically active. situation related to physical activity.

Assessment(s): 1st & 2nd Obj: Exit Ticket 3rd Obj: Physical Activity Survey 3rd-6th Obj: Group Situation Activity

Assessment(s): 1st, 2nd, 3rd, & 4th Obj: Group scenario assignment 1st, 2nd, 3rd, & 4th Obj: Group roleplay activity (graded with rubric) 5th Obj: Personal Goal Homework Assignment

Assessment(s): 1st & 2nd Obj: Group roleplay activity (graded with rubric) 1st & 3rd Obj: Exit Ticket 3rd Obj: Reflection Paper Homework Assignment

Assessment(s): 1st Obj: Classroom discussion processing carousel activity. 1st Obj: Exit Ticket 1st, 2nd, & 3rd Obj: Graded physical activity plan using given rubric.

DAY 1 (cont.)
Lesson Outline: Bellwork (journal): Students will estimate and reflect upon how many of their peers participate in adequate physical activity. When they are finished, begin class by discussing YRBSS data pertaining to physical activity. Lead class discussion comparing statistics to class assumptions. Lecture on benefits of physical activity/risk of inactivity. Throughout lecture, students will be asked for their ideas of what benefits physical activity provides and those ideas will be discussed in relation to facts. Group scenario activity analyzing ways various peoples lives can be bettered by physical activity. Exit Ticket related to 1st & 2nd obj. Homework: Physical Activity Survey

DAY 2 (cont.)
Lesson Outline: Bellwork (journal): Students will reflect on Physical Activity Survey; estimate what the recommended amount(s) of physical activity are for youth and whether or not survey results match up. When they are done, lead short class discussion about activity. Lecture on recommended amounts and types of physical activity for adolescents. Throughout lecture, students will be prompted with questions and requests for personal examples. Student volunteers may also be asked to demonstrate various types of activity. Perform various physical activities as a class and discuss what aspects of fitness those activities relate to. Exit Ticket: related to 1st, 2nd, 3rd, & 4th obj. Homework: Physical Activity Mini-Research assignment

DAY 3 (cont.)

DAY 4 (cont.)

DAY 5 (cont.)
Lesson Outline: Bellwork (journal): Using reflection paper as inspiration, students list at least 2 ways they personally plan to become more physically active in the future. When they are finished, ask for volunteers to give examples from their entries. Very short lecture/explanation of a structured exercise plan and physical activity using special equipment vs. physical activity in daily life. Divide class into groups. Lead carousel activity: Ways for given people (elementary student, middle school student, high school student, business person, teacher, parent) to increase physical activity in their lives. At conclusion of activity, lead classroom discussion processing results. Focus the most amount of time on high school students, asking students why they would or would not actually take their own suggestions. Homework: Physical Activity Plan (explained in class; rubric assigned)

Lesson Outline: Lesson Outline: Bellwork (journal): Students will Bellwork: No journal; sit with describe something that has role play groups and get out affected whether or not you have role play materials. been physically active at certain Allow students a brief times. When they are done, ask amount of time to discuss role for volunteers to give examples play with their groups, from their entries. making any necessary Short lecture on outside adjustments. influences that play a role in Groups will present their personal decisions to be physical skits. (graded with rubric) active, and how those influences Lead class discussion can be barriers. Also covered: reflecting on skits. Discuss How to improve decisions strategies presented in role relating to physical activity. plays, how to make good Divide class into small groups. decisions in those situations, Each group will be given a and why that is important. situation related to physical Discuss realism of scenarios activity and outside influences and strategies. and/or barriers to analyze. Exit Ticket related to 1st & 3rd Students will be looking for obj. barriers and how to deal with Homework: Short reflection them in order to improve paper (directions handed out decision making. Groups will at end of class) covering each report back to class with their students personal influences, conclusions. barriers to being physically Shuffle class into groups again. active, ways to overcome Each group will be given a rubric them in the future, and why and a scenario. Groups will then using these strategies is work together to come up with a important. skit/role play demonstrating how to overcome barriers in regard to physical activity. (Presented on Day #4) Homework: Personal Goal Worksheet