TechnologyP.E.

Author:CalebFrey
Datecreated:10/12/20172:33PMCSTDatemodified:10/19/20173:26PMCST

DBUProfessionalEffectiveTeachingLessonPlan

TheDorothyM.BushCollegeofEducationhasadoptedthisformatforlessonplanningbecauseit
providesaformatforplanningengaging,rigorous,relevantlessonsforstudents.

STANDARDS:ChoosealloftheDBU/InTASCandSPA(SpecializedProfessionalStandards)this
lessonplanaddresses.(numberandtext)
Standards

VITALINFORMATION

Date 10/12/17

Subject(s) PhysicalEducation

LessonTopic PersonalHealth

Grade/Level Grade7

GoalandObjective

PhysicalActivityandHealth:7.4.H.:Thestudentknowsthebenefitsfrominvolvementindailyphysicalactivityandfactorsthataffect
physicalperformance.
Goal
S126.14.6:TechnologyOperationsandConcepts.Thestudentdemonstratesathroughunderstandingoftechnologyconcepts,
systems,andoperations.

7.4.H.:Thestudentwillbeabletoexplaintheeffectsofeatingandexercisepatternsonweightcontrol,selfconceptandphysical
Objective(LearningOutcome) performance.
S126.14.6H:Discusshowchangesintechnologythroughouthistoryhaveimpactedvariousareasofstudy

Learninghowourbodiesworkwillhelpimproveouractivityfunctionoverallandhelpustobecompetitivewithourfriends.When
ValueandImportance
weusetechnologytosuplementwhatourgoalsarewecanincreaseoursuccess.

MaterialsandResources

1. folders
2. Portablewhiteboardsorbutcherpaper(6largeslices)
3. Auxcordformusic
4. Phoneformusic
MaterialsNeeded
5. Folders(6forstations)
6. Bindersectionfor(PersonalHealth)
7. 6Ipads
8. Student'sphone

TeacherUseofTechnology Theteacherwillbeusingauxcordandtheirphonetohelpprovidestudentswitharelaxedatmosphere.

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 ThestudentswillbeusingIpadsforthematchinggamewithstation1
StudentUseofTechnology
Thestudentwillbeusingtheirphonesforstation3

Havingthemraceagainsteachotherwhileactivatingpriorknowledgewillhelp.Itmakesthemwanttodothelesson.
InstructionalMotivational
Strategies Havingthemdogroupworkandcollaborateinteamscansparkinterestbutthereismorechancetheywillbeofftask.Havingthem
takeapictureoftheirownwork,butalsopresenttotheclasstheirobservationscanmotivatethemaswell.

InstructionalStrategies
PriorKnowledgeNeeded

Thestudentswillbedividedinto6teams.itwillbe1teamvsanotherteam(totalof3gamesgoingon)5min

Therewillbe2boardsthathavevelcroandhave5sections(1forprotein,carbohydrates,fats/oils,vitamins,minerals)ineachgame
playedbacktoback.Thestudentswilldoarelayracewheretheytakeoneitemandstickittotheappropriatemacromolecule.Each
kiddoesthistwicewhentheteamisdoneallofthemsitdown.oncedonetheteacherwillcheckthereworkifincorrectonestudent
AnticipatorySet
atatimecanfixtheproblemandwhenevertheyfeelconfidentsitbackdown.Repeatthisprocessuntileveryitemisinthecorrect
spot.Thereshouldbe2imagesforeachmacromolecule.

Toincreasedifficultyhavethestudentsguessthenumberofcaloriesforeachitemaswell(stickanitemandthecaloriecounttogo
withit)

Theanticipatorysetwillbeoneofpreassessmenttoseewherearetheystartingfrom.

Anotherformofassessmentthatwillbetheactualpresentationinclass.

Assessment(Checkfor (Theteacherwillbelookingfor:
Understanding) Qualityofinformation:dotheyjustrelaytheinformation,breakitdown,orsynthesizeitandformajudgment

Summarizationskills:howthestudentsmakeconnectionswiththenewlyacquiredknowledge

Explanationofaffects:howindeepistheirthoughtprocessindescribingeffectsofwhattheylearned)

Thestudentswillstayatthestationfortheallottedtime(10to15min)duringthemainchunkofthelesson.Afterthis,thestudentswill
presenttheirfindingstotheclass.Theteacherwillbreakthestudentsoffintoeachstation(makesuretotellthemthatthisisgoingto
beafullunitofthisandthateachtimethestudentwillrotatetothenextstation.)

Station1:Healthy?GradesK4workwithCavBro58workwithMonsterHeartMedic

Station2:PortionControlHavethestudentsresearchthesequestions:(UsePhones/Ipad)

1. Howdoyouknow,howmuchtoeat?
2. Howdoyouconfigureportionsize?
3. Whatarebenefitsofportionsize?
4. Howdidportionsizebecomeimportant?
5. Createanadtoshowpeopleportionsize

Station3:CalorieCountthestudentswillbeusingtheirphone.TheywillhaveascenarioofYouareallowed1800caloriesaday.
Butyouworkout4timesaweeksoyouburn500caloriesatrest.Goinaputwhatyounormallyhavetoeateachday.Oncedone
takeascreenshotofwhatyourdietconsistsof.Analyzeonhowthefoodyouareeatingisimpactingyourdailylife.

Station4:MacroMoleculesHavethestudentsresearchthemainmacromoleculesandexplorewhatmakesitwhatitis.Remember
theyneedtocitetheirsources!!!

Definitionofeachmacromolecule

theeffectithasonthebody

Whatvaluedoesitaddwheneaten

DirectTeach Protein

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ContentKnowledge
CriticalThinking
Modeling
GuidedPractice
IndependentPractice
Modifications/Accommodations
forSpec.Populations
Closure
WrittenReflections
ReflectionQuestions
Carbohydrate
Fats/Oils
VitaminsforGT
MineralsforGT
Station5:AerobicvsAnaerobicHavethestudentslookatthedefinitionsofAerobic(aerobicexerciseisexercisewithoxygen,
inotherwords,exercisethatgetsyoubreathinghardbyutilizingyourcardiovascularsystem.Running,jogging,
swimming,andwalkingareexamplesofaerobicexercise.)andAnaerobicexercises(Anaerobicexerciseisanexercise
withoutoxygen,inotherwords,exercisethatdoesnotgetyoubreathinghard.):Havethemidentifysituationsinlifewhere
theydothosetypesofexercise.
Station6:
FoodLabels:
Havethestudentsgotothewebsite
provided:https://www.fda.gov/Food/IngredientsPackagingLabeling/LabelingNutrition/ucm274593.htm
havethemreadLabelingandNutritionandLabelClaimspagesonthewebpage.Afterreadingthefoodlabelhavethestudentspick
afoodboxoutofapile
Havethemexplaintheirreasoningbehindchoosingit?Whatdidyouignore?Whatinparticularareyoulookingfor?Whatclaims
caughtyoureye?Howdidthemarketingmakeyouchosethatparticularitem?
1. Listthemainpurposeoffood?Whatcategorieswouldyouputcertainfoods?
2. Predictwhatwouldhappenifyouatefoodrightbeforeworkingout?
3. Identifythegeneralprocessofhowfoodmovesthroughthebody?
4. CompareandContrastcertainattachmentpeoplecanhaveforfood?Justifyhowselfconceptisaffected?
5. Identifycertainfoodsthathelpandhinderphysicalactivity?
Thelessonwillbestudentlead,butifthestudenthasanymorequestionsaboutthelessonhavegiventhestudenttheresourcespage
andthisshoulddirectthemtothelibraryresourcestheschoolhasforthoseparticularsubjects.
ExercisePlanningGivestudentsthisscenario:Johnisa7thgradestudentwhonoticedthathegetsoutofbreathaloteasierthan
whenhewasyounger.Hewantstobecomeleaner,hewantstodevelopmoremusclebecauseallheseesisfat.Johnwantstobuild
hisstrengthaswellbecauseheistryingoutforbasketballnextyear.
Identifytheproblem:
Suggesta2weekplanthatJohncouldimplementtohelpthestudentachievetheirgoal.havethemsuggestthekindsoffoodthey
shouldbeeatingandwhythosefoodswouldbebeneficialtotheirworkoutregimen.
Thestudentswillhavetoatleastcreate3workoutsperweekforJohnny,Noonlinetrainingprograms.Tellthestudentsthatthe
workoutscouldbeanything(giveexamples:playingsoccerfor30minuteswithfriends,gotothegymtoswimforanhour),This
wouldbeduenextclasshandwritten.
ReflectionQuestions:
1)List3variedstrategiesusedinthislesson.
2)Whatwasthemosteffectivestrategyusedandwhywasiteffective?
3)Whatwastheleasteffectivestrategyyouused?Why?Whatcanbedonetoimprovethis?
4)Whatroledidlowerlevelquestionsplayinthislesson?
5)Highlight35higherorderthinkingskillsquestionsthatyouused.Reflectontheabilityofthestudentstorespondappropriatelyto
thequestions.
6)Howdidthetechnologyyouusedenhancestudentlearning?
7)Whydidyouchoosethisspecifictechnologyforstudentuse?Howdiditaccomplishyourgoal?
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8)Whichlearningmodalitieswereaddressedinthislesson?
9)Howdoyouknowtheobjective/learneroutcomewasmetinthislesson?

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