Word Wall & Questions First Content Area: Physical Activity Robert Fahler & Nicholas Colella

Physical Activity Content Descriptors  1. Healthful Physical Activity 1.1 Benefits and risks of physical activity, including mental and social benefits (MS/HS) 1.2 How to evaluate exercise needs: frequency, intensity, and duration (MS/HS) 1.3 Phases of a workout: warm-up, work out, cool down 1.4 Types of exercise: aerobic, stretching, strengthening (MS/HS) 1.5 Physiological responses to physical activity (energy expenditure, heart rate, respiratory rate, resting heart rate) (MS/HS) 1.5 Components of health-related fitness (HS)

Physical Activity Content Descriptors  Healthful Physical Activity (cont’d) 1.6 How to assess personal physical activity levels (MS/HS) 1.7 How to develop plans that include types and amounts of activity and focus on health-related physical fitness (MS/HS) 1.8 Strategies for overcoming barriers to physical activity (MS/HS) 1.9 Strategies for protection from cold, heat, and sun during activity (e.g., hydration, sunscreen) (MS/HS) 1.10 Relationship between healthful physical activity and weight management (MS/HS) 1.10 Importance of healthful eating (HS)

Physical Activity Content Descriptors  2. Influences on Physical Activity 2.1 Internal influences (enjoyment, satisfaction) (MS/HS) 2.2 Family influences (MS/HS) 2.3 Peer influences (MS/HS) 2.4 Media influences (MS/HS) 2.5 Environmental influences (HS) 2.6 Availability of facilities and equipment (HS)

Physical Activity Content Descriptors  3. Prevention of Sports and Exercise Injuries 3.1 How to use protective equipment (MS/HS) 3.2 Techniques to prevent the spread of blood-borne pathogens (MS/HS) 3.3 Techniques to warm-up (MS) 3.3 The importance of sports and exercise rules in preventing injury (HS) 3.4 Ways to avoid dangerous activities (MS) 3.4 How to inspect equipment/supplies and report hazards (HS)

Physical Activity Content Descriptors  4. Effects of Drugs on Fitness 4.1 Effects of tobacco, alcohol, and other drugs on performance (MS/HS) 4.2 How to assess validity of claims of performance- enhancing drugs and nutritional supplements (MS/HS)  5. Products and Services for Physical Activity 5.1 How to select products, services, and facilities related to physical activity (MS/HS) 5.2 How to assess validity of fitness claims (MS/HS)

Physical Activity Content Descriptors  6. Advocating for Physical Activity 6.1 Techniques for funding school, community, and workplace physical activity programs (HS) 6.2 Strategies to identify facilities and environment for physical activity (HS) 6.3 How to evaluate safety in facilities and physical activity environments (HS)

Word Wall Committing Content to Memory

What is it?  Individually, students view learning concepts that are posted on the walls.  The students must try to memorize the concepts.  The students then recall the information at their desk and try to write as much as possible.

How is it used?  Between 8-10 learning concepts are written on 8-10 pieces of paper.  The paper is then taped to the walls of the classroom.  Students walk to each piece of paper to memorize the concepts.  The students go back to their seats to write the concepts down from memory.  The students may return to the wall as many times as necessary.

Advantages  Helps students commit important learning strategies to memory  Encourages students to change levels (sitting to standing)  Students are more engaged in the activity

Disadvantages  No social interaction with peers  May be difficult if classroom is not accommodating  Students may not be able to memorize a lot of information at once

Suggestions for Use  Any topic  Middle school/high school  Bell-ringer  Review before test  Could be varied for group-work

Materials & Management  Posters with concepts written/typed on them  Tape  Worksheet for students to recall information

Questions First Learning Through Socialization

What is it?  The students work together in groups at learning stations during this instructional strategy.  Students discuss the question and decide on answers to write on construction paper.  The students get out of their seats to rotate to the following station.

How is it used?  Students are put into groups and seated at learning stations.  Each station has a piece of construction paper that is identified by a question.  The team discusses the question, decides on an answer, and writes the answer on the construction paper.  The team rotates to the next station.  After the students have visited all of the stations, they receive a graphic organizer or answer sheet for discussion

Advantages  Students get to interact with their peers and engage in discussion  Students physically get up out of their seats to switch stations  This strategy is an organized, fun, and purposeful way to include information

Disadvantages  One student could become the “leader” while the others do not contribute  The room size may not accommodate the stations  Students could base their answers off of the previous group’s answers

Suggestions for Use  Any topic  Middle School/High School  Have music playing in the background  Post construction paper to the front of the room so everyone can see the answers  Engage in a whole-class discussion after the activity

Materials & Management  Construction paper with questions  Markers for each group  Tape  Graphic organizer  Answer sheet

Reference  CCSSO-SCASS Health Education Assessment Project (2006) Assessment tools for school health education. ToucanEd Inc.; Santa Cruz, CA.  Duncan, L.C. and Eckert, C. (2006) Strategies to inspire learning-voices from experience. Teaching Concepts ; Downingtown, PA.