Get Moving!

State Standards

Standard 3: Students assess and maintain a level of physical fitness to improve health and performance

Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Introduction

            These days so many kids are stuck in front of the television. This lesson is going to get everyone up and moving, with exercise! Studies have shown that there is a direct relationship between exercise and brain function. We are going to focus on aerobic exercise, things like cardio to get the heart pumping. The class will take a test before beginning this assignment. The test will be on basic math skills that the students have learned before starting 7^th grade this year. The assignment will be over a 2-week period of time.

Assignment

            Students will do a number of exercises for a set amount of time. The exercises and amount of time are at the bottom of this lesson plan. Next to each exercise is a link to a YouTube video on how to do the exercise correctly. The assignment is going to be to track down how many of each exercise you are able to do in the set amount of time. You will record your results everyday on an Excel spreadsheet. The Excel spreadsheet needs to include how many of each exercise you were able to do in the allotted amount of time. I also want students to record how often they do the workout. If you skip a day, be honest and record that you did not workout on that day. At the end of 2 weeks you will have recorded all of your results. BE SURE TO DO YOUR STRETCHES BEFORE AND AFTER! On Microsoft Word you will then write a summary about your results answering the following questions:

1.     Did you improve?

2.     If so, why do you think you improved?

3.     If not, why do you think you didn’t improve?

4.     Did you improve on certain exercises but not others? If so, why do you think that is?

5.     Did you enjoy this assignment?

6.     Is there anything you would have done differently?

Resources

·      Microsoft Excel

·      Microsoft Word

·      YouTube

Conclusion

After the 2 weeks are over the class will take the exact same test again to check for improvements. According to students Excel spreadsheets we will see if students who were more active improved on the test. The students will also have a class discussion, answering the questions that you went over in your summaries. Overall, we will see just how the Exercise brain rule works. It is the hope that students will improve in their classes due to an increase in exercise.

Stretch

·      Stretch before and after your exercises.

Exercises

·      Jump Squat for 30 seconds 

·      Run-Stance Squats for 30 seconds (The same as Run-Stance Squat Switch but you will not jump, just stay in place)

·      Airborne Heisman for 30 seconds 

·      Swing kicks for 60 seconds 

·      Squat Reach Jump for 30 seconds (The same as a jump squat but your hands will be straight up reaching towards the sky)

·      Run-Stance Squat Switch for 30 seconds

·      Double Airborne Heisman for 30 seconds

·      Circle Run for 60 seconds (change direction after 30 seconds) (Use a towel or rag as the center)

Reference:

     Medina, J. (2014, January 1). Brain Rules. Retrieved June 8, 2014, from 

                      http://brainrules.net/exercise?scene       

Rubric : Get Moving! Teacher Name: Ms. Kerns Student Name:     ________________________________________

CATEGORY	4	3	2	1
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Spreadsheet	Spreadsheet is neat and accurate.	Spreadsheet is mostly neat and accurate.	Spreadsheet is somewhat neat and accurate.	Spreadsheet is NOT neat or accurate.