Universal Design for Learning. In a Middle School Physical Education Class

Transcription

1 Universal Design for Learning In a Middle School Physical Education Class

2 Overview Cardiovascular fitness is something that not only can, but should be implemented in a person s lifetime. By being exposed to and learning different cardiovascular activities, you are likely to pick up at least one, if not a handful of useful activities that you can participate in throughout your life. Also, learning and garnering the skills needed to check ones heart rate, utilize a variety of fitness equipment and games for personal health and well being, and create a personal fitness plan. This will ultimately lead to a healthier life with a lower risk for the Nations number one killer: Cardiovascular Disease.

3 Fitness Unit Sixth Grade Two Weeks: Five 50 Minute Classes Each Class: 5 Minutes Change, 5 Minutes Open Gym, 30 Minutes Activity, 5 Minutes Closure, & 5 Minutes Change.

4 Concepts Fitness: Heart Rates, Cardiovascular Fitness & Disease Prevention/ Health Benefits, Constructing a Fitness Plan. Safety: Proper Technique, Proper Progression within Fitness Plan, Creating and Maintaining a Safe and Healthy Environment for Exercise.

5 Skills Obtain target heart rate Name the benefits (cognitive, psychomotor, and affective) of cardio vascular exercise Name at least one machine used for a cardiovascular workout The students will be able to Name at least one move or step in a step aerobics routine ***Work at your own pace/ fitness level frequent breaks and water will be provided in each class***

6 Essential Questions How is physical activity linked with the prevention of disease and illness? What are some health benefits from regular participation in exercise? How do you participate in regular fitness activities safely? What is the formula to obtain your target heart rate? What are the benefits of cardiovascular exercise? What is at least one move or step in a step aerobics routine?

7 Expected Outcomes Adjust Technique based on Teacher Feedback Create a personal fitness plan Know how to participate in regular fitness activities safely. The students will be able to obtain their target heart rate using the) formula (220-Age)x(%). The students will be able to name the benefits pertaining to cardiovascular exercise. The students will be able to Name at least one machine used for a cardiovascular workout The students will be able to Name at least one move or step in a step aerobics routine

8 NYS Physical Education Learning Standard 1 Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health (NYSED). Students will perform basic motor and manipulative skills (NYSED) Standard 1 Key Ideas Students will obtain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities (NYSED). Students will design personal fitness programs to improve cardio-respiratory endurance, flexibility, muscular strength, endurance, and body composition (NYSED). Students combine and integrate fundamental skills and adjust technique based on feedback, including selfadjustment (NYSED). Performance Indicators Students understand the relationship between physical activity and the prevention of illness, disease, and premature death (NYSED). Students develop and implement a personal fitness plan based on selfassessment and goal setting, understand physiological changes that result from training, and understand the health benefits of regular participation in activity (NYSED).

9 NYS Physical Education Learning Standard 2 A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment (NYSED). Students will be able to identify safety hazards, and react effective to ensure a safe and positive experience for all participants (NYSED). Standard 2 Key Ideas Students will demonstrate responsible personal and social behavior while engaged in physical activity (NYSED). Students understand the risks of injury if physical activity is performed incorrectly or performed in extreme environmental conditions (NYSED). Standard 2 Performance Indicators Students understand the physical and environmental dangers associated with particular activities and demonstrate proper procedures for safe participation in games, sports, recreational pursuits (NYSED). Students understand the physical, emotional, and social benefits of participation in physical activities (NYSED).

10 Demographics Class Make Up Heterogeneous 24 Students: 8 Typical Learners, 8 Struggling Learners, and 8 Strong Learners Grade Six Learner Characteristics Eight Typical Learners: Semi Concrete and Semi Abstract Eight Struggling Learners: Concrete Eight Strong Learners: Abstract

11 Demographics Eight Typical Learners Average Typical Middle School Students Semi Concrete and Semi Abstract Learners Eight Strong Learners Four are reading above Level. Three are above level in math. One is writing above level. Abstract Learners. Eight Struggling Learners Three Classified Learning Disabled: Kevin Sara Sean Three Are Struggling Outside of School: Melissa Max Martha Pedro is classified and has Cystic Fibrosis Joe is not classified and has ADHD and is Impulsive

12 Facilities and Equipment Fitness Center televisions DVD player sound system Aerobic machines: Treadmills ellipticals cycles stair masters arc trainers jump ropes Anaerobic Machines: pull up bars bench, incline leg squat trap and decline press

13 Facilities & Equipment Large Gymnasium The large gymnasium: two complete regulation basketball courts Cones music box flag belts flags. ***Work at your own pace/ fitness level

14 Activities Fitness Center One: Students presented with a chart that includes each aerobic and each anaerobic machine. (Sample charts are posted on the wall around the fitness center.) Two: Students can choose the machine they want to work on. Three: Students must use at least 2-3 aerobic machines and 2-3 anaerobic machine. Four: Students will record what they have done on their chart including the machine and time spent using machine. Note: The following class will be conducted the same way, only the students need to choose 2-3 different anaerobic and aerobic machines. Again, students will record what they have done on their chart including the machine and time spent using machine. Students will submit what they have done for two days. Students will also highlight the benefits from incorporating fitness into their lives. Students may submit their work by one of the following: Project 1. Submit their fitness card with a written explanation 2. Creating a web page 3. Recording what they did (via DVD or CD) 4. Orally present 5. Their own idea (must be approved by instructor).

15 Fitness Center Choice Board Students much choose at least 8 items (exercises) from outside of chart at least four must be anaerobic and at least four must be aerobic. Students must choose one middle item in order in how they will submit their project.

16 Fitness Center Choice Board Elliptical Stairmaster Arc- Trainer Treadmill Bicycle Rowing Aerobic Hand- Cycle Aerobic Bench- Press Anaerobic Leg-Press Anaerobic Shoulder- Press Aerobic Aerobic 1. Student will submit fitness card with written explanation. 2. Student will create a web page with what they performed and an explanation. Aerobic Aerobic 3. Student will record project via CD or DVD 4. Student will orally present project to class. *Any other method for submitting project must be approved by teacher. *Any other exercise must be approved by teacher. Pull-Ups Fore-Arm Curl Tricep Extension Leg Curl Aerobic Jump Rope Aerobic Squat Press Anaerobic Free Weight Anaerobic Bicep Curl Anaerobic Anaerobic Anaerobic Anaerobic Anaerobic Anaerobic

17 100 Points Total Choice Board Rubric Fitness participation and Explanation Students record and or show proof of Fitness Participation (40 points) At least four anaerobic exercises (5 points per exercise =20 points) At least four aerobic exercises (5 points per exercise =20 points) Explanation (40 points) Students explain the relationship between each physical activity they performed and the prevention of illness, disease, and premature death ( 5 points per exercise= 40 points) Format (20 points) Students choose one of the approved formats from the choice board. (5 points) Students project is neat and orderly (Spelling, Grammar etc) (5 points) Students project is submitted on time (5 points) Students adhere to the guidelines of the project as stated in the choice board (5 points) Total Points Earned: points = A points = B points = C points = D Below 60 points = F

18 Activities Target Heart Rate One: Motor Activities follow the fitness leader, flag tag, avalanche tag, and a brief circuit) that will elevate their heart rate. Two: For each circuit activity (Ploy Spot Jump, Step Aerobics, Jump Rope, Continuous Run, Line Jump, and Ski Slide they will fill out their assessment chart showcasing their heart rate for each activity. ( Each student will have a copy of each activity with the directions printed on it along with their heart rate chart. ) Note: There will be plenty of breaks for catching ones breath, stretching properly, and hydrating. Assessment Informal: The teacher will be roaming around the space provided making sire that the students are performing the proper loco-motor movements and activities. Informal: The teacher will be roaming around the space provided making sure that the students know how to take their heart rate and can figure out if they are between 50 and 85% of their maximum heart rate. Formal: The students will fill out an assessment form on their own heart rate and target heart rate for each activity.

19 Target Heart Rate Formal Assessment Station 1: Poly Spot Jump Heart Rate Reading... Target Heart Rate (160beats per minute) Yes.. No. Station 2: Step Aerobics Heart Rate Reading Target Heart Rate (160beats per minute) Yes.. No. Station 3: Jump Rope Heart Rate Reading Target Heart Rate (160beats per minute) Yes.. No. Station 4: Continuous Run Heart Rate Reading Target Heart Rate (160beats per minute) Yes.. No. Station 5: Line Jump Heart Rate Reading. Target Heart Rate (160beats per minute) Yes.. No Station 6: Slide Heart Rate Reading. Target Heart Rate (160beats per minute) Yes.. No.

20 Activities Personal Fitness Plan One: implement at least five anaerobic activities and five aerobic activities in their own personal fitness plan. Two: choose their own personal goals of their fitness plan. ( For example a student may choose the topic of exercise for injury prevention for a football player, or strength and conditioning for gymnastics, or an off season baseball strength and conditioning program...) Four: explain the risks of injury if physical activity is performed incorrectly or performed in extreme environmental conditions that exist within a physical training regimen. Guidelines: daily workouts suited for a three to five week program, reflect each individual students goals, and abilities..

21 Fitness Plan Rubric Personal Fitness Plan 100 Points Total _ Students record and or show proof of Fitness Participation (50 points) At least five anaerobic exercises (5 points per exercise =25 points) At least five aerobic exercises (5 points per exercise =25 points) Goal (20 points) There is a clearly defied goal and purpose to the fitness program (20 points) Explanation (20 points) explain the risks of injury if physical activity is performed incorrectly or performed in extreme environmental conditions that exist within a physical training regimen (20 points) Format (10 points) Students project is neat and orderly (Spelling, Grammar etc) (5 points) Students project is submitted on time (5 points) Total Points Earned: points = A points = B points = C points = D Below 60 points = F

22 Activities Heart Rate Assessment One: Students will be engaged in an aerobic activity: Cherubini Ball. Two: One student will be removed from the game briefly. Three: show the instructor how to: -take their pulse - what their target heart rate should be -list one relationship between physical activity and the prevention of illness, disease, and premature death -list one the risks of injury if physical activity is performed incorrectly or performed in extreme environmental conditions that exist within a physical training regimen. Note: Each student will be tested once.

23 Heart Rate Rubric Level Four: The student demonstrates correct form for taking their pulse: Place your index finger on your neck, between the middle of your collar bone and jaw line OR Place your index and middle finger on the underside and thumb-side of your wrist. The student accurately predicts their target heart rate using the formula: (220-Age)x(%). Note: The student may perform this calculation in his of her head, on paper, or on a calculator. The student is able to explain, demonstrate, or write one relationship between physical activity and the prevention of illness, disease, and premature death. The student is able to explain, demonstrate, or write one risk of injury if physical activity is performed incorrectly or performed in extreme environmental conditions that exist within a physical training regimen. Level Three: The student demonstrates part of correct form for taking their pulse: Place your index finger on your neck, between the middle of your collar bone and jaw line OR Place your index and middle finger on the underside and thumb-side of your wrist. The student accurately predicts their target heart rate using the formula: (220-Age)x(%). Note: The student may perform this calculation in his of her head, on paper, or on a calculator. The student is able to explain, demonstrate, or write one relationship between physical activity and the prevention of illness, disease, and premature death death OR is able to explain, demonstrate, or write one risk of injury if physical activity is performed incorrectly or performed in extreme environmental conditions that exist within a physical training regimen... Level Two: The student demonstrates correct form for taking their pulse: Place your index finger on your neck, between the middle of your collar bone and jaw line OR Place your index and middle finger on the underside and thumb-side of your wrist.. The student is able to explain, demonstrate, or write one relationship between physical activity and the prevention of illness, disease, and premature death death OR is able to explain, demonstrate, or write one risk of injury if physical activity is performed incorrectly or performed in extreme environmental conditions that exist within a physical training regimen... Level One: The student is able to explain, demonstrate, or write one relationship between physical activity and the prevention of illness, disease, and premature death OR is able to explain, demonstrate, or write one risk of injury if physical activity is performed incorrectly or performed in extreme environmental conditions that exist within a physical training regimen.

24 Resources NYSED (2009). New York State Physical Education Learning Standards. Retrieved July 12, 2009, from Google: New York State Education Department Web Site: