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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

Component 4.1 – Analyzes personal health and fitness information.
W.5.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Describe how regular exercise impacts health
Explain causes of hypertension and its effects on a person’s health
Evaluate current health using fitnessgram testing
Construct an argument to convince someone that regular exercise is important to a healthy life

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Exercise does impact their health
Can be a preventive aid in living a healthy life
Hyperkinetic
Hypokinetic
Blood pressure

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How does exercise intensity level impact the time one can exercise?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Students should think of relatives or friends that have health issues and consider whether or not they told to change eating or exercise habits to improve their health. Did they make the changes? Were the changes made long-term?

Think-Pair-Share: Why might your relative or friend not make the recommended changes?
Key Vocabulary (for explicit instruction):
Hyperkinetic, hypokinetic, blood pressure

Vocabulary Strategy:
Matrix: description, example, visual

Previewing (what, who, when):
Hyper v. Hypo (generative word families)
What do these word parts mean?

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Fitnessgram Tracking Chart

Previewing (what, who, when):
Whole Group: Preview chart and discuss healthy levels for each test.

Scaffolding (what, who, when):

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Describe how regular exercise can impact one as it relates to having an active lifestyle. Use the vocabulary from the matrix to help support why exercise is important.

Explain how hypertension can be caused by lack of exercise and the impact of exercise on hypertension.

Previewing (what, who, when):
Discuss the importance of strength and endurance and how they work together. Connect the concepts to the fitnessgram tracking chart.

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

3-2-1: How does exercise impact body?
Determine three ways exercise impacts the body.
Share answers with a partner. Narrow both of your answers to your top two.
Pairs Square: Compare answers and come to consensus. Write your answer on a sticky note in 10 words.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students will participate in practice activity of curl up exercises to improve muscular endurance. Students will notice lower levels of strength will cause one to fatigue faster. Class will perform 25 curl ups in 4 stations.

Previewing (what, who, when):

Scaffolding (what, who, when):
Provide alternatives to curl ups such as table bodyweight rows or door pull ins.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Students should be able to complete the fitness practice for curl ups to meet the healthy level of fitnessgram testing.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Using your vocabulary matrix and graphic organizer, construct an argument for including exercise as part of a healthy lifestyle. Include evidence that supports the importance of strength and endurance exercises. Provide one recommendation as part of your argument for improving fitness.

Differentiated Assignment for Struggling Students:
Provide students with a writing frame to help them connect their ideas.

Remediation:
Students read a brochure on why strength and endurance are important to a healthy lifestyle. They circle three pieces of evidence and discuss one (may be done either in whole group or small groups). Use Save the Last Word for Me to guide group discussion.

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