Skip to main content
Create interactive lessons using any digital content including wikis with our free sister product
. Get it on the
Pages and Files
Task 1 Theme
Task 3 Context Information
Task 4 Unit Rationale
Task 5 Unit Overview of Activities
Task 6 Unit Objectives Standards & Assessments
Task 7 Unit Calendar & Lessons
Task 8 Technology Application
Task 9 Art Component
Task 10 Social Justice & Equity
Task 11 Service Learning
Task 12 Student Descriptions
Task 13 Unit Differentiation Strategies Adolfo
Task 14 Unit Differentiation Strategies Alex
Task 15 Unit Differentiation Strategies Elena
Task 16 Unit Differentiation Strategies Jonny
Task 17 Unit Differentiation Strategies Samuel
Student Descriptions Revised
Add "All Pages"
Task 5 Unit Overview of Activities
In Math, the student-centered activities will be based on taking charge of their personal health goals. Students will calculate the total amount of calories in a variety of foods and find the percentage of fat in those foods. Through the use of statistics, students will compare the number of calories in hamburgers from a number of fast food restaurants. Towards the conclusion of the unit, students will learn to calculate their basic metabolic rate for both weight maintenance and weight gain, and they will enter the BMR formula in Excel to create a spreadsheet that will summarize their caloric needs in a variety of circumstances.
In Biology, the student-centered activities will be based off identifying and observing major muscle groups and how the muscles work in order to have an understanding of how the body works to stay healthy for a lifetime. Students will begin the unit by collaborating with their lab teams, reflecting on their prior knowledge and experience about their own exercise, nutrition, health, and human body systems. The body system of focus for mini- lecture will be the muscular system starting with basic identification and types. An introduction to a muscle fatigue lab will follow, where students will become experts on how muscles work and discover what specific molecules found in nutrition are necessary for muscles to function healthily. The next 2-4 classes will involve completing parts of the Muscle Fatigue Lab, and students completing a Web Quest for each muscle group that corresponds with the muscle group focus in P.E class. in their cooperative learning teams and individually when in the computer lab. Students will summarize their knowledge of the muscular system and how it relates to a healthy lifestyle in the form a brochure that also includes their P.E. exercises and their calculations learned in Math class.
In Physical Education, the student-centered activities will be based off of hands on application of the material they have been learning in the other two classes. In math they have learned what their health goals are, in P.E. we will demonstrate to them how to accomplish those goals. In Biology, students have learned how muscles worked, and the names of various muscles. In P.E. they will learn what exercises will strengthen those muscle groups. The P.E. classes will be peer-helped oriented. The lessons will be teacher guided with a component of student OTR, and then peer evaluation for each exercise. For example. On the core/abdominal day, students will learn three different exercises that work the core. The teacher will first give a verbal explanation of the exercise with a written description on a portable white board. The teacher will demonstrate how the exercise is performed and then students will have the opportunity to try it for themselves. Once students have practiced individually they will pair up with a partner and peer evaluate each other. The partner will point out any discrepancies they may see following a check list provided (handout). Once completed, the teacher will follow the same format for the other two exercises. After the three exercises have been evaluated, the teacher leads a class discussion on the importance of these exercises, how they help you reach your fitness goals, what injuries they can prevent, and what muscles groups where used. This format will be followed throughout the whole unit for each different muscle group. It offers activities that provide information through discussion, individual practice (increases OTRs dramatically), and has constructed feedback through peer evaluation to make sure each student gets feedback if the teacher cannot get to each student with each exercise.
Major Teaching Strategies & Co-Teaching Approaches
In Math, the lessons will be taught using Direct Instruction. While students are in my class, this approach will be most useful because I will be providing them with new information and step-by-step instructions for making various calculations. For the Excel lab, a Supportive Co-Teaching approach will be used. This approach will allow students who are not keeping up with the lesson to receive additional help during instruction so they do not fall too far behind their peers. The other lessons will be taught using the Complimentary Approach, with one teacher showing examples of specific calculations, while the other teacher gives basic instruction.
In Biology, the students will be taught using direct instruction when introducing the muscular system vocabulary, and key ideas of muscle function, followed by cooperative learning to investigate the muscular system through experimentation and investigation and through online tutorials in class and in the computer lab. The Supportive Co-Teaching approach will be done during computer lab time for math and biology classes. Ms. Sanchez and myself, will have reserved the lab together all day and after school for student access. During the blocked out computer lab time for Math/Biology, students will also be given the opportunity to work on their Web Quest dissections individually or with members of their lab team groups as well as receive individual help from either instructor during guided practice time on their Excel spreadsheets.
In Physical Education class, students will receive a blend of direct instruction and cooperative learning. Direct instruction will be presented by the teacher in the form of written handouts, the portable white board, verbal instruction, and demonstration. Cooperative learning will in the act of peer evaluations and working together to create a better understanding of the material and techniques.
Manner in which students are organized in these activities
Due to their tendency to talk to each another and to get off task, they will be in single file rows while they are in math class.
For Biology class and lab, students will be seated in their assigned lab team tables, (3 or 4 students). Each student has their assigned lab team role for the unit: leader, researcher, recorder, and presenter during the assigned Muscle Fatigue Lab. When students are in the computer lab, they will sit near their lab teams, however work individually at a computer if space allows.
For P.E., students are in self chosen cooperative learning groups. But every exercise requires a different peer evaluator. By the end of the unit, students will have had enough exercises presented to them that they would have worked with a little more than have the class individually. Performance assessment on day seven will be independent.
Using Google Docs, students will create a spreadsheet where a person's height and weight can be entered to determine the calories needed to maintain or lose weight. The lesson can be found
and a sample spreadsheet can be found
Students will complete this Web Quest activity to learn individual muscle groups that correspond to the P.E. lesson. found here
Activity - Muscle Identification Web Quest.doc
Students will investigate and hypothesize how muscle functions using this:
Activity - Muscle Fatigue.pdf
Students will use their artistic ability to summarize what they have learned into an informative brochure that can be distributed to the community. Students can choose to design their brochures in a variety of ways. These include, but are not limited to clip art, colored pencils, photographs, free-hand sketches and construction paper. For this assignment, students are encouraged to be as creative as they choose.
Social Justice and Equity
Students will perform a series of quick writes and small group discussions about physical disabilities' abilities. Students will watch videos and compare them to life experiences and reflect on the discrimination faces by physically disabled individuals. After the discussions and quick writes, students will also work with fictional characters who have goals in fitness. The goal to to have students critically think about the information they have learned in this unit and apply it to these characters. To take it a step further, students will also modify those exercises to better suit that character's need and ability. (More information can be found in lesson plans, day eight in physical education.
Students will pass the informative brochures they created to the public. Reflection of this experience will be discussed in class along with a short paper write up.
Comparing the Calories in Fast Food Hamburgers
Reducing Calories to Reach Goal Weight
Sample Caloric Intake Spreadsheet
Muscular Identification Web Quest
Muscular Identification Dissection Web Quest
help on how to format text
Turn off "Getting Started"