ASSIGNMENT 08MICRO-TEACHING: POWERPOINT 50 PointsNow that Joyce has taught us how to create an effective PowerPoint that includes critical thinking questions and engages students, you will create and present a lesson using PowerPoint for the assigned unit topic in Health Ed or P.E. Your PP will teach the SS assigned to you (see below). In addition to the SS attached, you must use two additional good sources to add ADDITIONAL MATERIAL/FACTS/CONCEPTS you wish to teach for the assigned topic. (You will have an APA bibliography at the end of your PPT that includes the two additional sources.)

Our purpose here is NOT to have you develop a complete Scope and Sequence that takes days and numerous resources. You will complete this type of work in other courses. This assignment will help you PRACTICE developing and presenting an effective PowerPoint, and begin getting you used to doing presentations and planning short lessons. Teaching with technology must be practiced!

Guidelines for Lesson and Rubric for Evaluation

The formal Lesson Plan: 15 Points1-2 pages, 10 point font, single-spaced In the format specified below; adequate depth of content to teach the subject matterIncludes link to the PowerPointPlanned for 15 minutesAppropriate for assigned grade level

The PowerPoint 20 PointsIntroductory slide with appropriate information and an attention-getting titleFont type, style and color is legible on screen and when printedBackground provides appeal without distractionAppropriate images are usedIncludes at least two links:

to sites that include information that reinforces or teaches content for the lesson; to a short video that teaches content for the lesson;to a quiz or knowledge inventory about the subject matter; or other appropriate site

No grammatical errors on slides7-10 slides, including bibliography of sourcesTransitions and slides used effectivelyEnd slide lists the two new sources used – APA format (remember there is a document at HES 237 Moodle page that shows you how to do APA format)

The Presentation 15 PointsPresenter is very well preparedClear introduction and closure to the lessonUses professional language; easy to hearEngages learners in the lesson Use of notes is appropriate but not distracting; presenter knows material well

FORMAT FOR LESSON PLAN

Your Name:Lesson Title:Grade Level for Lesson:

SCOPE AND SEQUENCE OR FACTS/CONCEPTS TO BE TAUGHT TO STUDENTS:Paste what was assigned here.

STANDARDS and PERFORMANCE INDICATORSYou will leave this blank until you complete HES 355-360 sequence.

GOAL OR PURPOSE OF THE LESSON:This is the “why” of the lesson. Write your goal for the lesson from your perspective as a teacher.Example: The lesson will improve student knowledge of stress, stressors and the effects of stress on dimensions of wellness, and help students recognize the importance of managing stress in effective ways.

INSTRUCTIONAL OBJECTIVE (S) FOR STUDENTS: What the teacher hopes to accomplish within the lesson in terms of student learning; objectives describe how the teacher will achieve the goal. What will students be learning that shows they are moving toward accomplishing the goal?

I will see about 2 objectives for this lesson plan; objectives are clearly connected to the SS and goal for the lesson.

Example:Obj. 1: Through PowerPoint discussion, students will be able to define terms such as stress, stressor, and categories of stressors.

Obj. 2: After the introductory and closure activities, eighth graders will be able to explain ways that stress affects family, community and self.

Obj. 3: By completing the online knowledge inventory, each student will be able to properly categorize examples of stressors into the appropriate category and explain the importance of stress management.

VOCABULARY FOR LESSON:What key vocabulary or content-specific terms or phrases will you teach? How will you ensure that these terms or phrases are clearly understood by students?

Example for this lesson: Students will define the following terms: Stress, Stressor, Categories of Stressors, Effects of Stress on Self, Family, and Community.Students will demonstrate knowledge of the terms and ability to use them correctly following the closure activity and PowerPoint.

MATERIALS NEEDED:List the materials you will need to teach this lesson.PowerPoint Presentation –link here

Closure Activity Sheet -Concept Map on Types of Bullying (attached to lesson plan)

ANTICIPATORY SET OR LAUNCHING THE LESSON:How will you begin this lesson?  Here are a few suggestions for a meaningful introduction to immediately capture and engage students in the lesson:

-pose a problem or ask a question-have students do a brief knowledge inventory or quiz on scope and sequence-do a demonstration or use props to illustrate a point-have students read a short excerpt or story online or as part of PowerPoint-do a short skit or use a song-etc.

Example for this lesson:Teacher walks into the classroom holding a clock, a calendar, some papers, and a cell phone. Place all the items on the desk, look puzzled/frustrated and then ask:“What do all these items have in common?” Discuss student responses and help them see the connection to STRESS and STRESSORS PowerPoint.

TEACHING ACTIVITIES/LESSON IMPLEMENTATION:Following the Anticipatory Set activity described above, teacher will show the PowerPoint. Link to PowerPoint here…During the PowerPoint, students complete the attached note-taking guide.All students participate at least one time in discussion during the PowerPoint.

CLOSURE TO THE LESSON:*The closure is neither a repetitive activity nor does it teach new information. Writing exercises, games, concept or thinking maps, response letters, post knowledge inventories, etc. work very well.

GATHERING EVIDENCE OF LEARNING:A teacher must understand and be able to use formal and informal assessment strategies to evaluate learning. What evidence will you have that your teaching is effective—that the students in your class have accomplished the objectives? How will you assess how students are doing during the lesson? Assessment is complicated and you will learn much more about assessment when you take HES 355-360 so include the category but leave it blank in this lesson.

SAVE AS: aahe-std4BYou will do final editing and post in Standards Table for Health Ed.Write the DRR for this Artifact.

TOPIC ASSIGNMENTS

Student Name Topic*Because some of you have not yet had the HES 355-360 sequence where you design units, I am attaching the SS that you will teach using PowerPoint.

Grade Level

Date You Teach

Derek Understanding Anger and Conflict 9-12

Jordan What Contributes to Unhealthy Dietary Choices?

9-12

Bobby 9-12

Sean Understanding Bullying 7-8

Cody Guidelines for Aerobic Exercise 7-8

Marty Wellness and Health-Related Fitness 7-8

DEREK: Scope and Sequence for your lesson -PLUS TWO MORE SOURCES To Help You Add CONTENTExcerpt from Unit Prepared by Bobby Elwell

I.. Understanding Conflict and AngerA. Anger is “an emotion varying in intensity from mild irritation to intense rage that is often

accompanied by physiological changes that prepare the body for fighting” (Meeks, Heit, & Page, 2011, p. 104).

1. Anger with limits and full awareness can protect the whole body; key is to balance emotions.

2. Stress links to anger through the “fight-or-flight” response because it is responsible for angry behavior (Romas, 2007, p.111).

3. Frustration is a form of anger that “results when we are not able to achieve a desired goal in a given time” (Romas, 2007, p. 109).

B. Why does anger occur? 1. Stress is a huge reason for anger. A person who is under a lot of pressure tends to get

angry more easily.2. Failure to accomplish what one thinks they can is directly attached to anger.

a. Unrealistic expectations are often at the root of most anger.1) To experience a “fairy tale” relationship2) Become a famous actor or entertainer3) Score 100% on a test you are not properly prepared for4) Become a professional athlete

b. Inability to manage anger in healthy ways.1) When anger is not handled it continues to upset you until it is

eventually handled.3. What influences anger (Nock, 2008, online)?

a. Peers1) Friends choosing to hang out with somebody other than you.2) Friends not wanting to do what you want to do.3) Being shunned by a group of kids for whatever reason.

b. Family1) Seeing family members or role models easily “blow a fuse” when

angry can send a message to a teen saying this is ok to do.2) Established rules like curfew, daily chores, amount of freedom,

especially if they differ between siblings (Managing conflict with teens, 2009, online).

3) Poor communication and listening skills between parents/guardians and children.

c. Biology1) The changes within the body can influence anger. Changes in

hormonal levels can cause mood swings and confused emotions.

2) Puberty is “the time when your body begins to develop and change as you more from kid to adult” (Gavin, 2007, para. 1).

3) Changes in behavior, mood, and coping are caused by the increased production of testosterone in boys and estrogen in girls.

d. Media1) Countless examples of aggression in TV, movies, and music towards

the opposite sex, parents, people who are different than you, etc.2) Media tells us what is normal and not normal, driving emotions

against things that are not perceived as normal.C. What is conflict and where does it come from in our lives?

1. Conflict can be defined as “a struggle or contest between people with opposing needs, ideas, beliefs, values, or goals” (Managing conflict with teens, 2009, online).

a. Conflict, like anger, is inevitable, but how you handle it determines whether it is a positive or negative part of life.

2. Where can conflict come from (Romas, 2007)?a. Opposing goals

1) One teammate thinks everything should be all about winning, the other teammate thinks the team should be focused on equal playing time and opportunities.

2) In a peer group, one friend wants to keep it a small, exclusive group while another friend wants to befriend other people and grow the group.

b. Differing styles and personalities (Wainwright, 2010, p. 1)1) People may have different priorities in their lives, culturally or

religious are examples.2) These may inform people how to behave, in extreme cases

differences can lead to violence and war.3) Style of leadership in an organization, extremes are a dictatorial

style can cause resentment where a relaxed style can foster uncertainty.

4) Differing ethics resulting from family backgrounds, education, religious beliefs and life experiences, some people can find it difficult to avoid conflict when ethics are different.

II. Anger and Conflict managementA. Excessive anger and unhealthy management can result in numerous problems and illnesses

(Romas, 2007, p. 114).1. Illnesses or diseases:

a. Relationship to cardiovascular disease, heart attack, and high blood pressure (HBP) (Disease Statistics, 2010, para. 2)

1) Competitive and aggressive people increase their risk of heart- related issues.

2) People who display signs of aggression have thicker artery walls putting them at a higher risk of HBP and heart attacks.

3) Anger can cause chest pains due to the narrowing of blood vessels caused by stress, poor choices, etc.

b. Relationship with peptic ulcers1) Anger can cause increased secretion of gastric juices which is the

ultimate cause of ulcers.2) Anger can impair healing.

c. Relationship with stroke1) Anger may be a trigger for strokes.

2) Competitive and aggressive people are at a higher risk of strokes.3) 30% of reported stroke patients experienced some form of anger

within 2 hours of the stroke (Anger, Negative Emotion May Trigger Stroke, 2004, para. 6).

d. Relationship to migraines (Fassino, 2007, p. 1)1) One significant predictor of migraines are temperament variables.2) Oftentimes these will compromise social functioning and work

performance.3) People who suffer migraines usually have a difficult time with anger

management.e. Relationship to weight gain (Chillot, 2010, pp. 1-2)

1) Men and women who test high on hostility and anger tend to weigh more.

2) Men who suffer from high levels of anger gain the most weight with aging.3) Anger can make people less likely to exercise or eat healthy; can

cause conflict resulting in higher stress levels.2. Destroys relationships (Inong, 2010, p. 1)

a. Anger is a negative emotion that can ruin a relationship in silence.b. Much like depression, it hurts the person and everyone who is involved with

that person.c. Anger makes communication extremely difficult and even when it is possible

it can be tough to do in a civil, respectful manner.3. Increased drug use and abuse (Anger and Substance Abuse, 2005, p. 1)

a. Underlying anger problems can be the trigger to alcoholism, drug addiction, and substance abuse.

b. Addictive behavior and substance use can be a way of relieving people from the problems that their anger causes.

c. This can be a result of not knowing how to properly manage anger.d. High drug use and abuse can contribute to illegal behavior.

B. Conflict management strategies and system (Meeks, Heit, & Page, 2011)1. I-Messages are “a message that shares your feelings and thought, containing a

specific behavior or event, the effect of the behavior or event on the person speaking, and the resulting emotions” (Meeks, Heit, & Page, 2011, p. 58).

a. Allow individual to assume responsibility for feelings and share them. b. I-messages do not attack the other person and allow the person to respond

without being defensive. c. Example: “I feel upset about us not talking earlier because I wanted to catch

up.”2. Active Listening is “a way of responding that shows that the listener hears and

understands” (Meeks, Heit, & Page, 2011, p. 104). a. Active listener can respond in 4 different ways:

1) Ask for more information with a clarifying response2) Repeat in their own words3) Summarize the main idea4) Acknowledge and show appreciation for the speaker through words

and body languageb. This shows interest in the other person and what is going on in his/her life.

3. A compromise/negotiation is when two sides of a disagreement come together to reach a middle ground.

a. To come to a compromise people must first realize that it is an option you can use.

b. Stress communication because compromise is impossible without knowing how each side is feeling about a given situation.

c. Both sides must make equal contributions to the compromise.d. Before making a final decision, be sure that all issues are handled and there

are no lingering feelings.4. Defusion is the use of strategies to allow a cooling off period and time to consider

options (Herman, 2010, p. 65).5. Avoidance is finding ways to not become involved in a potential conflict and trying to

divert situation to a less stressful doings (Herman, 2010, p. 65).

6. Peer mediation is a strategy that allows a third party to defuse situations of conflict or disagreement (Herman, 2010, pp. 65-66).

a. Steps of peer mediation:1) Peer mediator sets ground rules and asks participants to restate rules.2) Each side explains situation in his/her own words.3) Each side shares possible solutions.4) Peer mediator offers input on possible solutions.5) All parties weigh pros and cons of possible solutions.6) A decision is reached by all parties.7) Possibly a written agreement is signed by all parties if it is a severe

situation.8) Set a follow-up meeting to discuss the decision and progress that

was made.

JORDAN SS for your lesson. PLUS TWO MORE SOURCES TO ADD DETAILExcerpt from unit prepared by Robbie Porter

I. What contributes to unhealthy dietary choices? A. Media messages (Bronson, 2011, pp.14 & 15)

1. Media has various methods for communicating information to people around the world via technology. The continuous influences of media messages can put on enormous pressure when making a decision (p.14).

2. Examples of media:a. Radiob. Internet

1) Over thousands of health websites and information exist around the world and are available online with just one click.2) When looking for accurate and safe information look for sites with .gov or .edu, those sites are maintained by professional health organizations. American Medical Association and Centers for Disease Control and Prevention (CDC).3) HONcode is run by the Health On the Net Foundation and is devoted to improving quality of online health information and follows strict codes of conduct (pp.14 & 15).

c. Television1) About 35% of teens today in the United States watch three or more hours of TV on an average school day (p.14).2) On average teenagers will see over 11,000 ads for poor quality foods on television each year (USDA, 2008, para. 12).

d. Magazines and Newspapers (Time, 2010, para. 10) 1) A research team calculated the nutritional content of a 2000 calorie a day diet containing only foods that were advertised on TV and found out that it would exceed the government’s recommended daily amount of fat by 20 times and had 25 times the recommended daily intake of sugar( p.14).2) Dietary TV marketed ad’s provide less than half the recommended daily servings of fruit, vegetables, and dairy (pp. 14 & 15).3) Over 75% of US food manufactures advertising budgets and 95% of US fast food restaurant budgets are allocated to television (p.15).4) Advertisement from television and billboards has an image that persuades teenagers to try new (unhealthy) foods that are cheap and easy to get their hands on (p. 15).

3. What messages are there about dietary choices and food (Bronson, 2011)? a. Body image

1) “the mental representation a person hold bout his or her body at any given moment in time, consisting of perceptions, images, thoughts, attitudes, and emotions about the body” (Insel & Roth, 2008, p.423). 2) All types of professional idols use advertised products such as diet pills, plastic surgery, performance-enhancing drugs, and many more to form an image of what people believe to be healthy.3) The “thin” is beautiful image affecting dietary choices. 4) The choices idols and models affect attitudes and behaviors and lead children to believe that they should act and do everything their favorite stars do, which leads body image problems (p.14).

b. Sugary cereals 1) On average, teenagers will see over 11,000 ads for poor quality foods on television each year (p.15).2) Each year in the United States kids from the ages 2 – 5 see roughly 507 cereal ads that are designed to appeal to kids (Time, 2010, para. 11). 3) Children in the United States ages 5 – 12 are eating 50% more than the recommended serving size of cereal (Cereal Facts, 2009, para. 3)4) Children would prefer the taste of high-sugar cereal over low-sugar almost 60% of the time (Cereal Facts, 2009, para. 2).5) Cereal companies spend over $156 million per year on television ads (Cereal Facts, 2009, para. 12).6) Cereals that have a high sugar count will can eventually cause high blood pressure, which can lead to diseases such as diabetes and CDV.

c. Sport Drinks (Time, 2010, para. 13)1) Often advertised, most sport teams and portrayed as a healthier choice than soda pop and other drinks.2) Beverages are the largest source of added sugar in the United States (para. 6).3) Adult men should consume no more than 37 grams of sugar per day and women, 25. Children should limit their intake to 12 grams (para. 8). 4) A regular soda pop contains about 39 grams of sugar (para. 4).5) There is a strong link between excess sugar intake with weight gain, obesity, and diseases such as diabetes (para. 12).

4. Efforts being made to decrease the amount of food advertisement towards children (FDLI, 2009).

a. Kids in the United States are the main focus for food advertisement and there needs to be a stop to it.b. Food labeling is a key component of a comprehensive strategy to help consumers improve their diets.

II. Other influences on dietary choicesA. Peer pressure and dietary choices (Bronson, 2011, pp.199-201)

1. Peer pressure: “The influence that people your age may have on you” (p.200).2. Positive and negative peer pressure:

a. Peers might influence each other to try new activities or try different ethnic foods.b. Peers can influence each other to take part in behaviors or accept beliefs that will have a negative consequence.

1) Drinking alcohol and soda decreases health.2) Ordering in or going out to eat late at night increases weight.3) Choices and attitudes matter and these choices will often have an effect on your BMI (USDA, 2008, online).

3. Reducing Peer Influencea. Get in the habit of eating well and creating a healthy diet that you can follow. b. Surrounding yourself with peers that value health. c. Being strong, saying no and doing what you need to do. d. As a teenager you need to make decisions in life and some will be good and some will bad. When it comes to dietary choices teenagers need to understand that what they put in their body can become a habit and last into adulthood.

B. Economic influences (CDC, 2009, online)1. Dietary choice can lead to overweight and obesity.2. Medical costs associated with overweight and obesity can directly and indirectly affect insurance and health care cost.

a. Direct medical costs may include: preventive, diagnostic, and treatment related to obesity. b. Indirect cost relates to morbidity and mortality costs (CDC, 2009, para. 1).

1) Morbidity is the value of income lost from decreased productivity, restricted activity, absenteeism, and bed days.2) Mortality costs are the value of future income lost by premature death.

3.Estimated state level costs from obesity (CDC, 2009, table 2).a. Estimates range from the United States $87 million - $7.7 billion while Medicare estimates a range from the United States $15 million – $1.7 billion.b. Medicaid expenditure ranges from the United States $23 million - $3.5 billion. These are partly driven by the difference in the population of each state.

C. Fast food industries 1. Fast food is a quick, easy, filling, and cheap way for humans to choose foods that is available almost 24 hours a day for most restaurants. 2. Usually takes place if you’re on the go or don’t feel like cooking3. Examples of fast food:

a. Burger Kingb. Pizza Hutc. Taco Belld. McDonalds e. Wendy’s f. Jimmy Johns

4. Why we eat so much fast fooda. You don’t have to cookb. It’s a drive-through which is convenient.c. A lot of food for low pricesd. Tastes goodc. Cheap, cheap, cheap

5. Portion sizes (Help guide, 2010, online)a. “A single meal of a double whopper with cheese, medium order of fries, and an apple pie from burger king contains more saturated fat than recommended for two days” (para. 5).b. Fast food meals seem small in portion but are filled with fat, sodium, and calories which all can easily lead to weight gain (para. 6).

6. Rules to follow when “eating out” (Help Guide, 2010, online)a. Try to limit fast food as an option when eating out (para. 15)b. Drink water with the meal instead of soda pop or sport drinks (para.17)c. Be aware of extra calories such a condiments like dressings, mayo, and honey (para. 12)d. Don’t super-size the meal

SEAN: SS for your Lesson -PLUS TWO MORE SOURCES YOU WILL FIND AND USE TO ADD CONTENTExcerpt from Unit Prepared by Olivia Warren

I. All about BullyingA. “Bullying is when a person is picked on over and over again by an individual or group with

more power, either in terms of physical strength or social standing” (Lyness, 2010, para. 2).1. Bullying is different from teasing; usually the one who is doing the teasing knows

and cares about the person being teased (Meeks, Heit, & Page, 2009, p. 366).2. “Three out of every four teens will be bullied during their school years” (Meeks,

Heit, & Page, 2009, p. 365).3. “About one-third of teens say that they have been bullied three or more times in

the past year” (Meeks, Heit, & Page, 2009, p. 365).4. “According to the National Crime Prevention Council, 60 percent of teens witness

bullying at least once a day” (Meeks, Heit, & Page, 2009, p. 365).

B. Types of Bullying (ThinkQuest Education Foundation, 2008)1. Physical bullying (para. 2)

a. includes any physical contact that would hurt or injure a person like hitting, kicking, punching, etc.

b. Example: if someone was walking down the street and someone came up to them and shoved them to the ground

c. In elementary and middle schools, 30.5% of all bullying is physical.2. Verbal bullying (para. 3)

a. is name-calling, making offensive remarks, or joking about a person's religion, gender, ethnicity, socioeconomic status, or the way they look.

b. Example: if there was a group of kids who made fun of another kid because he couldn't run as fast as everyone else

3. Indirect bullying (para. 4)

a. includes spreading rumors or stories about someone, telling others about something that was told to you in private, and excluding others from groups

b. if you started a rumor that a boy in your class likes playing with dolls, and if the reason that you made up the story was because you thought it was funny

c. Indirect bullying accounts for 18.5% of all bullying.4. Social Alienation (para. 5)

a. is when a bully excludes someone from a group on purposeb. also includes a bully spreading rumors, and also making fun of someone by

pointing out their differences5. Intimidation (para. 6)

a. is when a bully threatens someone else and frightens that person enough to make him or her do what the bully wants

6. Cyberbullying (para. 7)a. is done by sending messages, pictures, or information using electronic

media, computers (email & instant messages), or cell phones (text messaging & voicemail)

b. if you sent a picture of a snake in an email to a person because you know that they are afraid of snakes

C. Why people bully1. For some people, when they’re feeling stressed, angry, or frustrated, picking on

someone else can be a quick escape; it takes the attention away from them and their problems (Lyness, 2010, para. 27).

2. They have poor social skills and poor social judgment.3. They have been hurt by other bullies in the past; this could be from a bullying figure

in their family like a parent or other adult.4. They like the feeling of dominating others and are generally focused on themselves.5. They think they are “hot stuff” and have the right to push other people around.6. They are insecure; they put other people down to make themselves feel more

interesting or powerful.7. “Some bullies actually have personality disorders that don’t allow them to

understand normal social emotions like guilt, empathy, compassion, or remorse” (Lyness, 2010, para. 13).

8. They see others doing it (U.S. Department of Health and Human Services, 2010, para. 1).

9. Because it’s one of the best ways to keep others from bullying me (U.S. Department of Health and Human Services, 2010, para. 1).

D. Who are victims and why chosen1. Victim is singled out because of his/her psychological traits (ThinkQuest Education

Foundation, 2008, para. 1).a. Likely to be shy, sensitive, anxious, insecure, have low self-esteem, and

lack social skills2. Victim is singled out because of his/her physical traits (ThinkQuest Education

Foundation, 2008, para. 1).a. Being overweight, physically small, having a physical disability, having a

learning disability, or belonging to another race3. May lack friends and social support at school (Meeks, Heit, & Page, 2009, p. 366)4. Children who are perceived as different may be victims (Meeks, Heit, & Page, 2009,

p. 366).5. Those who are bullied are usually younger than the bullies (Meeks, Heit, & Page,

2009, p. 366).

II. Dealing with bullyingA. How can peers prevent bullying (U.S. Department of Health and Human Services, 2010,

p. 4)1. Be a leader by telling adults that you want to lend a hand to stop bullying

a. Schools with anti-bullying policies often include students in the development of the Bullying Prevention Program.

2. If there isn’t a policy on bullying in your school, get involved.a. Share your concerns about bullying and your interests in being

involved with preventing it with teachers, counselors, the principal3. Talk with adults outside of school who can help stop bullying everywhere4. Practice what you’ve learned to stop bullying whenever and wherever it

happens5. Most important thing to keep in mind is safety; even if you don’t want to tell on

a bully, if you believe that your classmate is in some type of danger, contact an adult immediately (Hirsh, 2009, para. 1).

6. Try to talk to your classmate to see what’s going on7. Hang out with them at lunch and other free times to show your support

a. Bullies often bother people when they’re alone and having people to hang out with can help your classmate’s confidence (Hirsh, 2009, para. 2).

8. If you see one of your friends and/or classmates being bullied, step in and stand up for them by telling the bully that the way they are treating them is wrong and what they are doing is not funny.

B. How can schools prevent bullying (U.S. Department of Health and Human Services, 2010)?

1. Teachersa. Make sure that your students understand the you take bullying very

seriously and that bullying is not allowed in your classroom or at the school

b. Integrate bullying prevention themes across the curriculumc. If possible, set aside some time during each school week to talk with

your students about bullying and peer relationsd. Closely supervise your students and be watchful for possible signs of

bullying among students in your classese. Take immediate action if you observe or suspect bullyingf. Remember that actions sometimes speak louder than words - be sure

that you don’t inadvertently model bullying behavior yourself2. School Administrators

a. Learn as much as you can about bullying among children and youth and best practices for addressing bullying

b. Help to educate your faculty, staff, and parents about the problem of bullying – share bullying resources with them

c. Assess bullying at your school, the level of commitment of your staff to address bullying, and parent interest and concerns

C. How can families prevent bullying (U.S. Department of Health and Human Services, 2010)?

1. Learn as much as you can about bullying among children and youth.2. Talk with children in your family about bullying and your expectations about

their behavior.3. Make it clear to your child that you take the bullying seriously and you will not

tolerate this type of behavior ("Stop bullying-how we," 2008)4. Be watchful for possible signs of bullying among children in your family.

5. Talk openly with children and youth in your home.6. Take immediate action if you suspect bullying.7. Work with school personnel and other adults in your community to prevent

and reduce bullying.D. If I am bullied

1. What you can do (U.S. Department of Health and Human Services, 2010)a. Remember you are not aloneb. Always tell an adultc. Use Resistance Skills (Davies, 2006)

1) Say “No thanks” - Just say no2) Be a broken record - keep saying no as many times as you

need, either to cause the person pressuring you to stop, or to stall until you can think of something else to say

3) Give a reason – this reason could be simply, “I’m not allowed to do that,” or “That’s bad for you”; it could state the consequences, such as, “I don’t want to do that; it will make me sick”

4) Walk away or ignore the offer 5) Change the subject or suggest doing something else6) Assert yourself – being able to state your position assertively

is a valued trait and allows the bully to know you are seriousd. Practice confidencee. Take charge of your lifef. Talk about itg. Find your true friendsh. Stay in a groupi. If it feels safe, try and stand up to the person who is bullying you.j. If you are being bullied online, don’t replyk. Join clubs or take part in activities where you'll meet other kids

2. What not to doa. Don’t think it’s your fault; nobody deserves to be bullied.b. Don’t fight back or bully a person back; this won’t get you anywhere

and you may get into troublec. Don’t just “keep it to yourself” and hope the bullying will go away;

often bullying won’t stop if you don’t tell an adult or some other person.

d. Don’t skip school or try and avoid other events/activities. Missing out on school or activities that you enjoy isn't the answer. You have a right to be there!

e. Think that you're a "tattle tale" if you tell an adult that you've been bullied. Telling is not tattling! It's the right thing to do.

f. Hurt yourself. Some kids who are bullied get so sad and depressed that they may try to hurt themselves because they think there is nothing else they can do. This definitely isn't the answer. Talk with an adult immediately and tell them how you are feeling. They can help stop the bullying.

BOBBY - YOU DID AN ENTIRE UNIT ON AEROBIC FITNESS SO CHOOSE A SECTION FROM THAT UNIT AND DEVELOP YOUR PPT. I ASSUME YOU USED MULTIPLE SOURCES.

CODY …SS for your lesson. -PLUS TWO MORE SOURCES YOU WILL FIND AND USE TO ADD CONTENT

GUIDELINES FOR AEROBIC EXERCISE

Exercise recommendations for young healthy adults:

DURATION - 150 minutes of moderate activity/week75 minutes of vigorous activity/week

INTENSITY - TARGET HEART RATE BY AGE; moderate activity

FREQUENCY - 3-5 TIMES PER WEEK2 times/week of strength/flexibility

MONITORING YOUR INTENSITY:Resting Heart Rate (RHR): This is your heart rate when you are at rest and relaxed. An average resting heart rate is between 60 and 80 beats per minute, although yours may be lower or higher.

Maximum Heart Rate (HRmax): This is the fastest that your heart is designed to beat. You generally do not want to reach your maximum heart rate because that would mean you are working your heart too hard.

Exercise intensity can measured by heart rate using the target heart rate or THR. You can calculate both a lower and upper limit for your desired intensity called your THR zone. To maximize cardiovascular conditioning you should aim keep your heart rate within your THR zone. To calculate what your THR is use the following formula:

220-age (in years) = maximum heart rate or HRmax

Remember that the THR is a range of heart rates with lower and upper limits.

To calculate the lower limit or threshold of your THR multiply your HRmax by 70%. To calculate the upper limit of your THR multiply your HRmax by 85%.

HRmax x .70 = lower limit of your THRHRmax x .85 = upper limit of your THR

The THR for a 20-year old individual would be as follows:1) 220 - 20 = 200 (HR max)2) 200 x .70 = 140 (lower THR limit)3) 200 x .85 = 170 (upper HR limit)

PULSE RATEWhen you press gently on an artery you can feel the pulsing of blood as it is pushed through the artery by the heart.

Place your fingertips gently, but firmly on the artery. Do not use your thumb; it also has a pulse and can cause you to miscount. Two common sites used to count the pulse are:

Carotid Artery on the side of the neck and the Radial Artery on the inside of the wrist

Taking Your Heart RateTo determine whether you are exercising within the heart rate target zone, you must stop exercising briefly to take your pulse. You can take the pulse at the neck, the wrist, or the chest. We recommend the wrist. You can feel the radial pulse on the artery of the wrist in line with the thumb. Place the tips of the index and middle fingers over the artery and press lightly. Do not use the thumb.

Count for: 6 seconds and then multiply by 10

10 seconds and then multiply by 6 15 seconds and then multiply by 4

Counting pulse rate for longer than 15 seconds post-exercise may lead to inaccuracies due to pulse rates slowing.

Adjust your exercise intensity level as needed. The fitter you become the harder you may have to work to sustain your heart rate in your target heart rate zone.

Heart Rate Worksheet

Determining your heart rate at a glance

Target Heart Rate 10 Second Count 15 Second Count

My Resting Heart Rate: *Most resting heart rates average between 60-80 beats per minute. Trained athlete's rates may be lower. Illness, stress, nicotine, caffeine may elevate resting heart rate.

My Maximum Heart Rate (MHR) = 220 - My age:

My Target Heart Rate Zone (THR)*A typical THR for a college-aged individual is between 140 and 170 bpm.MHR x .70 =

MHR x .85 =

THR @ 6 second count:THR @ 10 second count:THR @ 15 second count:

Age Max HR

70% 75% 80% 85% 70% 75% 80% 85% 70% 75% 80% 85%

20 200 140 150 160 170 23 25 26 28 35 37 40 42

Perceived Exertion

Category RPE Scale Category RPE Scale HR per Minute % of Max. H. R.

6 0 Nothing at all 60 50%7 Very, very light 0.5 Very, very weak 708 1 Very weak 80 51-55%9 Very light 2 Weak 9010 3 Moderate 10011 Fairly light 4 Somewhat strong 110 56-65%12 5 Strong 12013 Somewhat hard 6 130 66-75%14 7 Very strong 14015 Hard 8 150 76-85%16 9 160

17 Very Hard 10 Very, very strong 170 86-95%18 * Maximal 18019 Very, very hard 190 96-100%20

Rating of perceived exertion or RPE scales are an alternate way of rating the intensity of your exercise. Research indicates that perceived exertion is an effective way for adults to monitor their aerobic intensity. In essence, what you are doing with either heart rate monitoring or the RPE scale is learning how to listen to your body so that you can know how hard you are working.

Through experience of monitoring how your body feels, it will become easier to know when to adjust your intensity. For example, a walker who wants to engage in moderate-intensity activity would aim for a Borg Scale level of "somewhat hard" (12-14). If he describes his muscle fatigue and breathing as "very light" (9 on the Borg Scale) he would want to increase his intensity. On the other hand, if he felt his exertion was "extremely hard" (19 on the Borg Scale) he would need to slow down his movements to achieve the moderate-intensity range.

Another quick, easy, although less scientific, method for estimating intensity is the talk test. You should be able to talk fairly comfortably while you are working out. If you can’t, your workout intensity is probably too high. On the other hand, if you can sing comfortably, your intensity is probably too low.

Metabolic Equivalent (MET) LevelAnother way of measuring physical activity intensity is by the metabolic equivalent, or MET, level. Although the intensity of certain activities is commonly characterized as light, moderate, or vigorous, many activities can be classified in any one or all three categories simply on the basis of the level of personal effort involved in carrying out the activity (i.e., how hard one is working to do the activity). For

example, one can bicycle at intensities ranging from very light to very vigorous. This unit is used to estimate the amount of oxygen used by the body during physical activity.

1 MET = the energy (oxygen) used by the body as you sit quietly, perhaps while talking on the phone or reading a book.

The harder your body works during the activity, the higher the MET.

Any activity that burns 3 to 6 METs is considered moderate-intensity physical activity. Any activity that burns > 6 METs is considered vigorous-intensity physical activity.

What are some examples of activities and their intensity levels?

Walking up stairs burns almost five times more calories than riding an elevator.

Time Depends on IntensityHigher intensity activities require less time spent. Lower intensity activities require more time spent.

Light-Intensity Activities: * Walking slowly * Golf, powered cart * Swimming, slow treading * Gardening or pruning * Bicycling, very light effort * Dusting or vacuuming * Conditioning exercise, light stretching or warm up

Moderate-Intensity Activities: * Walking briskly * Golf, pulling or carrying clubs * Swimming, recreational * Mowing lawn, power motor * Tennis, doubles * Bicycling 5 to 9 mph, level terrain, or with a few hills * Scrubbing floors or washing windows * Weight lifting, Nautilus machines or free weights

Vigorous-Intensity Activities: * Racewalking, jogging or running * Swimming laps * Mowing lawn, hand mower * Tennis, singles * Bicycling more than 10 mph, or on steep uphill terrain * Moving or pushing furniture * Circuit training

Time Depends on Intensity

Add one more “T” to FIT for Type of exercise.

To maximize cardiovascular fitness, exercises that are aerobic in nature are preferred. That is, those activities that use large muscles, are rhythmic in nature and can be sustained for long periods of time.

AEROBIC EXERCISE: Means “with oxygen.” In other words, your body is capable of providing your muscles with the needed oxygen throughout the course of the activity. A conditioned person will need less oxygen for a similar performance than a deconditioned person will. Aerobic exercises are continuous, rhythmic activities using large-muscle groups such as walking, swimming, cycling, cross country skiing, aerobic dancing, and running. The primary benefit of aerobic exercise is increasing the efficiency and strength of the cardiovascular system, weight management and muscular endurance development. Aerobic work will also bring about a reduction in the resting heart rate of an individual.

Normally, exercise becomes predominantly aerobic at 4 minutes or longer.

ANAEROBIC EXERCISELiterally defined means “without oxygen.” During intense bursts of exercise the body cannot meet the muscle cells’ demands for oxygen. Predominantly anaerobic activities usually last less than 1 minute. When you first begin exercising it is anaerobic. You are using your stored energy while your body adapts to the exercise. Activities that rely on this metabolic system are generally short, intense and powerful. Sprinting, weight training, tennis, and football are all examples of anaerobic exercise. Anaerobic training is important for maximum cardiovascular fitness, and for increased muscular strength and endurance. Anaerobic training will also increase your tolerance to lactic acid, which will enable you to work out longer at higher intensities.

Many activities are partly anaerobic and partly aerobic. An example would be someone who runs a 4 minute mile, who must be in excellent anaerobic as well as aerobic condition.

Intensity, duration, and frequency are somewhat inversely proportional. If one component increases, the others may be decreased to a degree.

MARTY SS for Your PPT Lesson. -PLUS TWO MORE SOURCES YOU WILL FIND AND USE TO ADD CONTENT(Thanks to Bonnie Reimann for sharing.)

DIMENSIONS OF WELLNESS

Being in good health is no longer looked at as the absence of disease. Can a person have diabetes and be considered healthy? Why or why not?

The wellness concept developed in the 1980s and is an all-inclusive umbrella covering a variety of health-related factors. The idea is that if a person can practice behaviors that lead to positive outcomes in seven dimensions of wellness, they will improve their health and quality of life, prolong life and achieve total wellbeing. High-level wellness clearly goes beyond optimum fitness and the absence of disease. The seven interrelated dimensions are:

1. Social wellness2. Occupational wellness3. Emotional wellness4. Mental wellness5. Spiritual wellness6. Environmental wellness7. Physical wellness

As stated above, the goal is to achieve a high level of overall wellness, however, this class will primarily deal with the physical dimension of wellness. Part of physical wellness is physical fitness, which can be further classified into health-related and skill-related fitness.

What does it mean to be physically "fit?" Physical fitness is defined as "a set of attributes that people have or achieve that relates to the ability to perform physical activity" (USDHHS, 1996). In other words, it is more than being able to run a long distance or lift a lot of weight at the gym. Being fit is not defined only by what kind of activity you do, how long you do it, or at what level of intensity. While these are important measures of fitness, they only address single areas.

Skill-related fitness involves fitness in motor skills essential to many lifetime sports and activities (such as power, reaction time, etc.). Skill-related fitness is primarily a focus of ACT courses – our focus in FIT courses will be on health-related fitness.

Health-related fitness is a physical state and involves the following components:

1. Cardiorespiratory endurance or fitness

Defnition: The ability of the lungs, heart and blood vessels to deliver adequate amounts of oxygen to the cells to meet the demands of prolonged physical activity.

Cardiovascular Fitness is determined by the maximal oxygen uptake or VO2max, the maximum amount of oxygen the human body is able to utilize per minute of physical activity.

Assessing cardiovascular fitness:

a. Treadmill test – typically done in a laboratory by measuring how much oxygen a person can use in maximal exercise. The test is a good indicator of overall cardiovascular fitness because you cannot take in and use a lot of oxygen if you do not have goof fitness throughout the cardiovascular system. Gustavus can measure your VO2 max using a treadmill test in the lab in Lund Center.

b. While not a good indicator for high performance, the Walking Test can be used to evaluate cardiovascular fitness.

Warm up and then walk 1 mile as fast as you can without straining. Record your time to the nearest second.

Immediately after the walk, count your heart rate for 15 seconds; then multiply by 4 to get a 1-minute heart rate. Record your heart rate.

Use your walking time and your postexercise heart rate to determine your rating (ratings charts available from your Instructor).

c. The Step Test: Step up and down on a 12-inch bench for 3 minutes at a rate of twenty-four steps per minute.

One step consists of four beats – that is, “up with the left foot, up with the right foot, down with the left foot, down with the right foot.”

Immediately after the exercise, sit down on the bench and relax. Don’t talk. Locate your pulse or have someone locate it for you. Five seconds after the exercise ends, begin counting your pulse. Count the pulse for 60 seconds. Your score is your 60-second heart rate. Locate your score on the chart below:

Classification 60-second heart rateHigh-performance score 84 or lessGood fitness zone 85-95Marginal zone 96-119Low zone 120 and above

d. The 12-minute Run Test: after warming up, determine the distance you can run in 12 minutes in fractions of a mile.

MEN:Classification Age (17-26 years old)High-performance zone 1.80+Good fitness zone 1.55 – 1.79Marginal zone 1.35-1.54Low zone <1.35

WOMEN:High-performance zone 1.45+Good fitness zone 1.25-1.44Marginal zone 1.15-1.24Low zone <1.15

e. The 12-minute Swim Test: After a warm-up, swim as far as possible in 12 minutes using the stroke of your choice and determine the distance you can swim in 12 minutes in yards.

MEN:Classification Age (17-26 years old)High-performance zone 700+Good fitness zone 600-699Marginal zone 500-599Low zone below 500

WOMEN:High-performance zone 600+Good fitness zone 500-599Marginal zone 400-499Low zone below 400

f. The Progressive Aerobic Cardiovascular Endurance Run (PACER): The test, which is part of the Fitnessgram, involves continuous running between the two lines in time to recorded beeps. The time between recorded beeps decrease each minute (level) requiring an increase in pace. The subjects continue until they are unable to keep pace with the beeps. There are a total of 21 levels, which would take approximately 21 minutes to complete.

The score is the level and number of shuttles reached before the athlete was unable to keep up with the recording for two consecutive ends and ratings are available from your instructor.

2. Muscular Strength

Muscular strength is the ability of the muscle to exert force during an activity. The key to making your muscles stronger is working them against resistance, whether that be from weights or gravity. If you want to gain muscle strength, try exercises such as lifting weights or rapidly taking the stairs. Muscular strength is often assessed using a one rep max.

3. Muscular Endurance

Muscular endurance is the ability of the muscle to continue to perform without fatigue. To improve your muscle endurance, try cardiorespiratory activities such as walking, jogging, bicycling, or dancing. Muscular endurance is often assessed by doing multiple repetitions of an exercise involving the muscles, such as attempting to do as many push-ups as possible.

4. Body Composition

Body composition refers to the relative amount of muscle, fat, bone, and other vital parts of the body. A person's total body weight (what you see on the bathroom scale) may not change over time. But the bathroom scale does not assess how much of that body weight is fat and how much is lean mass (muscle, bone, tendons, and ligaments). Body composition is important to consider for health and managing your weight! Body Composition is often assessed using skin fold calipers or using a scale that measures body fat.

5. Flexibility

Flexibility is the range of motion around a joint. Good flexibility in the joints can help prevent injuries through all stages of life. If you want to improve your flexibility, try activities that lengthen the muscles such as swimming or a basic stretching program. Flexibility is often measured via the sit and reach.

References

U.S. Department of Health and Human Services. Physical activity and health: a report of the Surgeon General. Atlanta: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion; 1996.

Principles of Physical Fitness

Principle of Overload: When the body is stressed or overloaded repeatedly over a period of time, it responds by adapting to the stress. Regular exercise stresses the body which then adapts by becoming stronger and more efficient. Too little exercise will have no effect on fitness; too much may cause injury. The amount of exercise needed depends on the individual’s current level of fitness, his or her fitness goals, and the component being developed.

Principle of Progression: Overload should not be increased too slowly or too rapidly for maximal results. Many people fail to progress because they exercise too infrequently or because they don’t exercise vigorously enough.

Principle of Overuse: People try to progress too quickly, the body cannot adapt and injury results.

Principle of Specificity: Placing a specific demand on the body results in specific adaptation. For example, running regularly should make you a better runner, but not necessarily a better swimmer. A well-rounded exercise program includes exercises geared to each component of fitness, to different parts of the body, and to specific activities or sports.

Principle of Reversibility: Also called the “use it or lose it” principle. Within a few weeks if exercise cessation your body begins to adapt to the lack of exercise. Up to 50% of fitness improvements are lost within 2 months of no exercise. The only way to keep fit is to stay active. Not all fitness levels reverse at the same rate, however. Strength fitness is more resilient than cardiovascular fitness, meaning that a person can maintain strength fitness by doing resistance training as infrequently as once a week.

Many of these principles are determined and influence by the FITT dimensions:

Frequency Intensity Time

TypeThe FITT dimensions will be used and discussed throughout this course.