1. We know that the foods we put in our bodies can impact our health in both a positive and negative way. Now, medical researchers have found that there is a direct correlation between exercise and brain function. The term “couch potato” is not that far off! Athletes typically alter their diets to optimize their performance and now brain researchers have learned that what you eat can affect how you think and learn. 1111 2222 3333 6666 5555 4444 Next Image Source: subscription from ClipArt.com

2. You will use these resources to complete the activity on Slide 3: Fitness for LifeFitness for Life text book Fitness National Institutes of Health ABC News NFL Play 60 Let’s Move Brain Facts 1111 2222 3333 6666 5555 4444 Next Infographic used by permission from Brain Injury Relief.com Click on the image to see the whole Infographic.

3. 1111 2222 3333 6666 5555 4444 Next Image Source: ReadWriteThink.org At the end of this Slam Dunk lesson, you will be trying to persuade the administration of your school to promote more opportunities for physical activity during the school day. Use the Persuasion Map on the right (online or print version) to lay out your arguments and reasons. Support your argument with evidence from the information sources on Slide 2 to lend credibility to your presentation.

4. 1111 2222 3333 6666 5555 4444 Next Create an infographic using the information from your graphic organizer! Here is a free Web 2.0 tool to use. Click on the resources tab to learn the steps. Now that you are armed with the facts about the correlation between exercise and brain function, what does it mean to you? Is there enough opportunity for both structured and unstructured physical activity during the school day? Would student achievement improve if we put this research into action? Write a persuasive argument to the administration to promote more physical education opportunities during the school day. Use the reasons, arguments and research facts from your graphic organizer. Include a visual or data to support your argument. Use this rubric to guide and assess your work.rubric

5. Brain research is a fascinating topic. Learn more about it from these resources: Secrets of the Brain-National Geographic Girl Brain-Boy Brain?-Scientific American A Map of How We Think-Wall Street Journal Healthy Brains and Glucose Levels-Environmental Nutrition Teen Age BrainsTeen Age Brains-National Geographic 1111 2222 3333 6666 5555 4444 Next Image Source: By subscription to ClipArt.com Videos about Brain Research: Music and the Brain Video Games and Learning Science Food Fight

6. Grades 9-12 Physical Education Physical Education Curriculum: Standard 3: Demonstrates the knowledge and skills to achieve to a health-enhancing level of physical activity and fitness. S3.H8 Fitness Knowledge S3.H8.L1 Relates physiological responses to individual levels of fitness and nutritional balance. Common Core State Standards CCSS.ELA-LITERACY.RST.9-10.1 CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. CCSS.ELA-LITERACY.WHST.9-10.7 CCSS.ELA-LITERACY.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-LITERACY.WHST.9-10.1CCSS.ELA-LITERACY.WHST.9-10.1 Write arguments focused on discipline-specific content. Standards for the 21 st Century Learner Standards for the 21 st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. ISTE NETS - National Educational Technology Standards for Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions. Time Frame: 1-2 days Differentiation strategies for this lesson: Direct students to use learning tools included in our BCPS-licensed databases, such as: audio read-aloud, labeled reading levels/Lexiles, and embedded dictionaries. Many of the articles have a “listening” option. Allow students to work in partners. Learning Styles addressed in this lesson: Auditory, Visual, Kinesthetic, Field Independent Notes to the teacher: Collaborate with your school library media specialist to implement this lesson. Students may need to register for the Infographics site. Use the Educator free version. Last updated: October 2014 Created by Linda Brown, Library Media Specialist BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.Linda BrownJamie McKenzie’s Slam Dunk Lesson module 1111 2222 3333 6666 5555 4444