Lesson 16.1 - All About Health and Wellness

Everything in RED is my personal take on the lesson

Adapted by Samoana McAngus for grade 6 July 21, 2009 Morgan: KRS 470

HCPS III Standards and Benchmarks: Standard 3: ACTIVE LIFESTYLE: Participate regularly in physical activity.

! Benchmark PE.6-8.3.2: Participate regularly in moderate to vigorous physical activities to meet personal goals.

Standard 4: PHYSICAL FITNESS: Know ways to achieve and maintain a health-enhancing level of physical fitness

! Benchmark PE.6-8.4.2 Set goals for improving the components of personal health-related physical fitness.

General Learner Outcomes (GLO’S): #1 – Self Directed Learner – The ability to be responsible for one’s own learning. #2 – Community Contributor – The understanding that it is essential for human beings to work together. Equipment needed: Cones (to designate boundaries) Hula hoops of varying sizes (at least 10) Drum or tamborine (start/stop signal) Jump ropes of varying sizes (at least 12) Pedometer for each student Star, Bear, and Crab station signs (for Spot! activity) Laptop and projector (Power Point presentation) FFL Textbook Cooper’s Aerobics worksheet (one per student) Pencils Warm up activity – Spot!: 5 min Designate an area for students to mingle (ex. Basketball court). Use cones to mark boundary. Have hula hoops of varying sizes scattered throughout designated area (start off with 5 or 6, depending on size of your class).

As soon as students are in gym instruct them to mingle in designated area (call out different types of movement such as jogging, walking, and skipping). Use drum beat as a guide to how fast students have to move. Two hard hits = FREEZE in ready positions (hands on knees). One hard hit and GO! = GO! And students do what’s instructed. After about one minute, stop students and explain Spot! game. Students will mingle in designated area and wait for teacher to yell Spot! Teacher will hold up a number with his/her hand. Students will safely hurry to a spot (hula hoop) in groups of whatever number the teacher holds up. Persons who couldn’t find a spot will go to another designated area and choose an activity to do (I’m a Star! 5x, Bear walk 20 sec, Crab walk 20 sec.) Students may rejoin game after task is complete. Transition to cognitive lesson. At the end of hoops activity, give stop signal and freeze students. Instruct and model to get FFL books and a pencil, and meet by the projector for a power point presentation (PPT).

Cognitive Lesson: 10 min

Show PPT. Use notes provided on each slide for discussion cues.

After closing the cognitive lesson on health and wellness, transition to Cooper’s Aerobics. Explain first what is Cooper’s Aerobics (use PPT slide 8). Pass out Cooper’s Aerobics worksheet to each student and discuss. Record the number of steps on pedometer before beginning Cooper’s Aerobics. Then transition to Cooper’s aerobics activity by signaling students to get into pairs (toe to toe!)

VOCABULARY wellness (a state of being that enables a person to reach his or her highest potential; includes physical, intellectual, social, emotional, and spiritual health)

LESSON OBJECTIVES

1. Explain how wellness relates to good health. 2. Identify the components of good health and describe the positive and negative

aspects of each. 3. Explain how the positive aspect of each component can contribute to good health. CONTENT (OPENER, TEACHING OUTLINE [QUESTION/ANSWER FORMAT], CLOSING)

Cooper’s Aerobics: 10 minutes

Students will be in pairs and try to earn at least 5 points. One partner will be rope jumping with the other runs in place for 5 minutes. Students are in pairs so they can encourage each other during the 5 minute intense movement period. After 5 minutes, record number of steps or jumps, switch roles for second 5 minute intense movement period. Before each intense movement period, instruct students to record the number of steps already on their pedometers. Once intense movement period is complete, record number of steps and then subtract beginning number from ending number to get how many steps/jumps occurred in the 5 minutes. Repeat after second intense movement period. Transition to cool down/wrap up.

Cool down/Wrap up:

End lesson with static stretches learned from previous lessons. Review lesson’s objectives.

Discussion Questions:

Is physical activity the only component of health and wellness? (no!)

What are the other components of health and wellness? (emotional, spiritual, intellectual, and social)

Think about the activity we’re doing now (static stretching). What component does this activity best fall under? Why?

What components were exercised throughout the activity? (warm up activity – emotional, intellectual – lesson and discussion, social and physical – cooper’s aerobics, spiritual – cool down)

1

2

Ask:Can people with an illness still have wellness?

3

Ask class if they can identify the components by using the clip art as clues. Show answers after guesses are given. Then discuss positive and negative aspects of each component.

In groups:Say “In your books, turn to page 280.

Students will find a synonym or similar phrase for the each component’s positive and negative aspect. Quickly share with class. (2 minutes)

4

“From here, we’re going to take a closer look at what Spiritual and Emotional health refers to because to some of us, the meaning of those components may be vague”

5

Doesn’t mean it’s only about churches or sacred ideals.

6

7

Pass out worksheets before discussing this slide.

8

Chapter 16 A Wellness Perspective

From Fitness for Life Teacher R

esources and Materials, Fifth Edition by K

aren McC

onnell, Charles B

. Corbin, and D

arren Dale, 2005, C

hampaign, IL: H

uman K

inetics.

PA 16-1Activity 16.1 Instruction Sheet

Name Class Date

16.1Activity

COOPER’S AEROBICSIn Cooper’s aerobics program, you earn points for exercise. Dr. Cooper recommends that men build up to earn at least 35 points each week and women build up to at least 27 points each week. You should earn the points on at least three days each week. The chart lists the points you earn by doing different activities for varying amounts of time.Choose one or more activities to do during a class period. In a class period of 30 to 60 minutes, plan to earn 2 to 4 points. Start each session with a warm-up and end with a cool-down. Plan for a week of activities. Keep track of the number of points you earn in class, and determine how many points you earn over a 7-day period.You can earn points by doing many other activities besides those listed. Dr. Cooper has listed several in his book, The Aerobics Program for Total Well-Being.

Cooper’s Aerobics

Points Walking/Running Cycling Swimmingearned (1 mile) (3 miles) (400 yards)

6 Less than 6-1/2 minutes Less than 9 minutes Less than 6-1/2 minutes

5 6-1/2 to 8-1/2 minutes 9 to 12 minutes 6-1/2 to 8-1/2 minutes

4 8 to 10 minutes 12 to 15 minutes 8 to 10-1/2 minutes

3 10 to 12 minutes 15 to 18 minutes 10-1/2 minutes

2 12 to 15 minutes 12 to 13-1/2 minutes

1 15 to 20 minutes

Points Handball/Basketball/ Stationary running Rope jumpingearned Racquetball (steps in 5 minutes) (jumps for 5 minutes)

6 35 to 40 minutes 1,100 to 1,300 steps Over 600 jumps

5 30 to 35 minutes 951 to 1,100 steps 451 to 600 jumps

4 25 to 30 minutes 801 to 950 steps 300 to 450 jumps

3 20 to 25 minutes 651 to 800 steps

2 15 to 20 minutes 451 to 650 steps

1 9 to 15 minutes 400 to 450 stepsFrom THE NEW AEROBICS by Kenneth H. Cooper. Copyright © 1970 by Kenneth H. Cooper. Used by permission of Bantam Books, a division of Bantam, Doubleday, Dell Publishing Group, Inc.