Erin+Howard+Lifelong+Physical+Activity

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=Editor: Colleen (Jans) Andjelic - Green Font = Hi Erin, I wrote a note in the editor's notes but I can't find where it comes up. So, if you are reading this comment twice... sorry!!! I really like this lesson. I wondered how you might weave Phys. Ed. and the internet together but once I read it I really saw what great idea you had. My insertions are mostly additional instructional strategies that might make the lesson richer and more authentic and, hopefully, allow the students to take more away from it. I found the first person writing of the lesson a bit awkward so I hope you don't mind that I have adjusted it so that it reads as like a lesson that could be given out to many other teachers, not just yourself. This lesson was a step out of my zone of familiarity ... thanks for giving me the opportunity to "stretch". I enjoyed collaborating on this with you and I hope you find my contributions helpful. Colleen =__Physical Education 9- Lifelong Physical Activity- Erin Howard__=

General Outcomes:

 * B-Benefits Health. Students will understand, experience, and appreciate the health benefits that result from physical activity.
 * D- Do it Daily…For Life! Students will assume responsibility to lead an active way of life

Specific Outcomes:

 * B9–2 demonstrate, monitor and analyze ways to achieve a personal functional level of physical fitness
 * D9–7 evaluate different ways to achieve an activity goal, and determine personal and team approaches that are challenging for both the individual and the group
 * D9–8 evaluate community programs that promote physically active lifestyles and how they meet local needs
 * D9–9 develop strategies to counteract influences that limit involvement in physical activity

ICT General and Specific Outcomes:

 * C.1 - Students will access, use and communicate information from a variety of technologies. ||
 * Specific Outcomes ||
 * 3.1 || plan and conduct a search, using a wide variety of electronic sources ||
 * 3.2 || refine searches to limit sources to a manageable number ||
 * 3.3 || access and operate multimedia applications and technologies from stand-alone and online sources ||
 * 3.4 || access and retrieve information through the electronic network ||
 * 3.5 || analyze and synthesize information to create a product ||
 * 3.6 || communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose ||
 * C.3 - Students will critically assess information accessed through the use of a variety of technologies. ||
 * Specific Outcomes ||
 * 3.1 || evaluate the authority and reliability of electronic sources ||
 * 3.2 || evaluate the relevance of electronically accessed information to a particular topic ||
 * C.4 - Students will use organizational processes and tools to manage inquiry. ||
 * Specific Outcomes ||
 * 3.1 || create a plan for an inquiry that includes consideration of time management ||
 * 3.2 || develop a process to manage volumes of information that can be made available through electronic sources ||
 * 3.3 || demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for example, the use of "and" or "or" between search topics and the choice of appropriate search engines for the topic ||
 * C.7 - Students will use electronic research techniques to construct personal knowledge and meaning. ||
 * Specific Outcomes ||
 * 3.1 || identify patterns in organized information ||
 * 3.2 || make connections among related, organized data, and assemble various pieces into a unified message ||

Introduction/Warm Up:
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 * Instruct students to meet in the computer lab - no physical warm up.
 * Do not have students turn on computers until directed to do so after discussion and demonstrations have been completed.
 * Hand out an assignment instruction sheet so students can follow along.
 * Direct students toward the Smart Board where a demonstration and discussion will take place.

Learning Activities/Teaching Strategies:
cost age physical disability etc.// || //eg: tax breaks physical supports modifications etc.// || **INTRODUCE BROCHURES** > > >
 * SET **
 * Discuss with the class the importance of lifelong physical activity. Using the Smart Board, brainstorm with students reasons why lifelong physical activity is so important. Examples: controlling weight, better health, stress reduction, etc.
 * Next, brainstorm activities people can do __outside of school__ to continue to live active lifestyles. Examples: community programs, clubs, facilities, outdoor pursuits.
 * Discuss obstacles to participating in these programs and ways to overcome them. On the Smart Board, create a chart such as the one below:
 * Potential Obstacles || Ways to overcome Obstacles ||
 * //eg:
 * Show students a variety of brochures (These can easily be attained from the local tourism office). After looking through some of the samples, ask students what makes a brochure effective. They might suggest that good brochures are informative, succinct, appealing etc.<span style="color: rgb(0, 128, 0);">
 * <span style="color: rgb(0, 128, 0);"><span style="color: rgb(0, 128, 0);"> As a formative assessment task, invite students to identify which of the sample brochures are effective and which are not. They can explain their judgments to a classmate but must justify their decisions using the agreed-upon descriptors for good brochures.
 * <span style="color: rgb(0, 128, 0);"> <span style="color: rgb(0, 128, 0);">Explain to students that the school has been contacted by the city to develop brochures that will encourage citizens toward better health through physical activity. The brochures must be both persuasive and informative.
 * <span style="color: rgb(0, 128, 0);">Invite each student to pick a particular sport or fitness activity (ex. badminton, cross-country skiing, dance, swimming, basketball, etc.) <span style="color: rgb(0, 128, 0);">to focus on in their brochure.
 * <span style="color: rgb(0, 128, 0);">Explain to students that they will use the internet to find information about their chosen sport <span style="color: rgb(0, 128, 0);">such as: the physical/mental benefits of the sport or activity, where in the city community members can participate in the activity (a map is to be included on their brochure), particulars on who can participate such as age, any fees involved, and any equipment required.

<span style="color: rgb(0, 128, 0);">**INTRODUCE EFFECTIVE INTERNET RESEARCHING**
 * <span style="font-family: Arial,Helvetica,sans-serif; color: rgb(0, 128, 0);">Before students begin their own research, it is essential to instruct them on how to effectively search for internet sources and complete research. Conduct a mini-lesson on the Smart board which direct students on the following guidelines for effective internet research:
 * Narrow the topic - for example: instead of looking up “badminton”, look up “physical benefits of badminton”, " <span style="color: rgb(0, 128, 0);">health components of badminton ", etc.
 * <span style="color: rgb(0, 128, 0);">Select a search engine - explain that different search engines will retrieve different results. Students should use more than one to compare research. (Provide students with a list of recommended search engines.). Use Google for this Smart Board example.
 * <span style="color: rgb(0, 128, 0);">Teach Boolean Logic - explain that using the words AND, OR, and symbols such as “or can be used to narrow results. Example: badminton AND “physical benefits”.
 * <span style="color: rgb(0, 128, 0);">Check reliability of sources - urge the students to consider the following questions: Do you believe this source is reliable? Why/Why not? Can anyone edit this information (such as Wikipedia)? Can you find another source that verifies this information?
 * <span style="color: rgb(0, 128, 0);">Demonstrate use of mapping sites - show students how they can obtain driving directions from the school to the location where their activity takes place. Use [|www.mapquest.com] as a sample. <span style="color: rgb(0, 128, 0);">They may also use sites such as [] or []. Show them how to add a map into their brochure.

<span style="color: rgb(0, 128, 0);">**BEGIN DATA COLLECTON, RESEARCH AND BROCHURE BUILDING** > > >
 * <span style="color: rgb(0, 128, 0);">Distribute the attached data collection chart and explain each section with students. Direct students to complete the chart in preparation for their brochure. Explain that they will not be allowed to begin their brochure until they have submitted their completed chart to the teacher for feedback. This will act as a formative assessment prior to their final product.
 * <span style="color: rgb(0, 128, 0);">Using the Smart Board, demonstrate how to create a brochure by opening a word document and selecting “brochure” from the “New Document” menu.
 * <span style="color: rgb(0, 128, 0);">Remind students that their goal is to create a persuasive brochure encouraging community members to engage in the selected activity as a way of continuing life-long activity and healthy living. Their brochures must be both appealing and informative.
 * Remind students that they can refer to the handout detailing the instructions to review what was demonstrated on the Smart Board.
 * <span style="font-family: Arial,Helvetica,sans-serif; color: rgb(0, 128, 0);">Distribute the assignment completion checklist (below) and the attached grading rubric.
 * <span style="color: rgb(0, 128, 0);">Explain the assignment completion timelines : they will have remainder of this class as well as the following two classes to work on the brochure. <span style="color: rgb(0, 128, 0);">After completing a rough draft of their brochure, students will be expected to share their work with another student who will provide feedback using a "Stars and Wishes" sheet (attached).
 * <span style="font-family: Arial,Helvetica,sans-serif; color: rgb(0, 128, 0);">Direct students to turn on their computers, log in and begin research.
 * During independent student work, observe, answer questions and <span style="color: rgb(0, 128, 0);">provide support.

Closure

 * <span style="color: rgb(0, 128, 0);">For the next two days, remind students to meet in the computer lab.
 * <span style="color: rgb(0, 128, 0);">Encourage students to supplement their research by finding hardcopy sources that compliment their internet research (Example: fitness books or texts to list physical/mental benefits of sports, community activity and leisure guides to list and explain recreation programs in the city.)

Assessment
The brochure will be marked using <span style="color: rgb(0, 128, 0);">the attached rubric.

__ Checklist for Lifelong Physical Activity Brochure: mark /10 __

 * <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Brochure is complete with all 6 panels showing information
 * <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Student focused on one specific sport/activity
 * <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> At least 5 points are given regarding the physical/mental benefits of the sport/activity
 * <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Student has provided evidence of reliable and thorough internet research
 * <span style="font-family: Arial,Helvetica,sans-serif; color: rgb(0, 128, 0);">Students have cited the internet sources used in their research
 * <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Student has listed at least 1 site in the city or surrounding area where sport/activity can be performed
 * <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Student has provided a map of how to get to at least 1 of these sites
 * <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Student has given details on activity including cost, age, and equipment.
 * <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Brochure has evidence of proofreading/editing.
 * <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> At least one non-internet source is listed to back up research.
 * <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Brochure is appealing to the eye and well put-together.