word wall questions first content area: physical activity robert fahler nicholas colella
DESCRIPTION
Physical Activity Content Descriptors Healthful Physical Activity (cont’d) 1.6 How to assess personal physical activity levels (MS/HS) 1.7 How to develop plans that include types and amounts of activity and focus on health-related physical fitness (MS/HS) 1.8 Strategies for overcoming barriers to physical activity (MS/HS) 1.9 Strategies for protection from cold, heat, and sun during activity (e.g., hydration, sunscreen) (MS/HS) 1.10 Relationship between healthful physical activity and weight management (MS/HS) 1.10 Importance of healthful eating (HS)TRANSCRIPT
Word Wall & Questions
FirstContent Area: Physical Activity
Robert Fahler & Nicholas Colella
Physical Activity Content Descriptors
1. Healthful Physical Activity1.1 Benefits and risks of physical activity, including
mental and social benefits (MS/HS)1.2 How to evaluate exercise needs: frequency,
intensity, and duration (MS/HS)1.3 Phases of a workout: warm-up, work out, cool down1.4 Types of exercise: aerobic, stretching, strengthening
(MS/HS)1.5 Physiological responses to physical activity (energy
expenditure, heart rate, respiratory rate, resting heart rate) (MS/HS)
1.5 Components of health-related fitness (HS)
Physical Activity Content Descriptors
Healthful Physical Activity (cont’d)1.6 How to assess personal physical activity levels (MS/HS)1.7 How to develop plans that include types and amounts
of activity and focus on health-related physical fitness (MS/HS)
1.8 Strategies for overcoming barriers to physical activity (MS/HS)
1.9 Strategies for protection from cold, heat, and sun during activity (e.g., hydration, sunscreen) (MS/HS)
1.10 Relationship between healthful physical activity and weight management (MS/HS)
1.10 Importance of healthful eating (HS)
Physical Activity Content Descriptors
2. Influences on Physical Activity2.1 Internal influences (enjoyment, satisfaction)
(MS/HS)2.2 Family influences (MS/HS)2.3 Peer influences (MS/HS)2.4 Media influences (MS/HS)2.5 Environmental influences (HS)2.6 Availability of facilities and equipment (HS)
Physical Activity Content Descriptors
3. Prevention of Sports and Exercise Injuries3.1 How to use protective equipment (MS/HS)3.2 Techniques to prevent the spread of blood-
borne pathogens (MS/HS)3.3 Techniques to warm-up (MS)3.3 The importance of sports and exercise rules in
preventing injury (HS)3.4 Ways to avoid dangerous activities (MS)3.4 How to inspect equipment/supplies and report
hazards (HS)
Physical Activity Content Descriptors
4. Effects of Drugs on Fitness4.1 Effects of tobacco, alcohol, and other drugs on
performance (MS/HS)4.2 How to assess validity of claims of
performance-enhancing drugs and nutritional supplements (MS/HS)
5. Products and Services for Physical Activity5.1 How to select products, services, and facilities
related to physical activity (MS/HS)5.2 How to assess validity of fitness claims (MS/HS)
Physical Activity Content Descriptors
6. Advocating for Physical Activity6.1 Techniques for funding school, community,
and workplace physical activity programs (HS)6.2 Strategies to identify facilities and
environment for physical activity (HS)6.3 How to evaluate safety in facilities and
physical activity environments (HS)
Word WallCommitting Content to Memory
What is it? Individually, students view learning concepts
that are posted on the walls. The students must try to memorize the
concepts. The students then recall the information at
their desk and try to write as much as possible.
How is it used? Between 8-10 learning concepts are written on 8-
10 pieces of paper. The paper is then taped to the walls of the
classroom. Students walk to each piece of paper to memorize
the concepts. The students go back to their seats to write the
concepts down from memory. The students may return to the wall as many
times as necessary.
Advantages Helps students commit important learning
strategies to memory Encourages students to change levels (sitting
to standing) Students are more engaged in the activity
Disadvantages No social interaction with peers May be difficult if classroom is not
accommodating Students may not be able to memorize a lot
of information at once
Suggestions for Use Any topic Middle school/high school Bell-ringer Review before test Could be varied for group-work
Materials & Management
Posters with concepts written/typed on them Tape Worksheet for students to recall information
Questions First
Learning Through Socialization
What is it? The students work together in groups at
learning stations during this instructional strategy.
Students discuss the question and decide on answers to write on construction paper.
The students get out of their seats to rotate to the following station.
How is it used? Students are put into groups and seated at learning
stations. Each station has a piece of construction paper that is
identified by a question. The team discusses the question, decides on an
answer, and writes the answer on the construction paper.
The team rotates to the next station. After the students have visited all of the stations, they
receive a graphic organizer or answer sheet for discussion
Advantages Students get to interact with their peers and
engage in discussion Students physically get up out of their seats
to switch stations This strategy is an organized, fun, and
purposeful way to include information
Disadvantages One student could become the “leader” while
the others do not contribute The room size may not accommodate the
stations Students could base their answers off of the
previous group’s answers
Suggestions for Use Any topic Middle School/High School Have music playing in the background Post construction paper to the front of the
room so everyone can see the answers Engage in a whole-class discussion after the
activity
Materials & Management
Construction paper with questions Markers for each group Tape Graphic organizer Answer sheet
Reference CCSSO-SCASS Health Education Assessment
Project (2006) Assessment tools for school health education. ToucanEd Inc.; Santa Cruz, CA.
Duncan, L.C. and Eckert, C. (2006) Strategies to inspire learning-voices from experience. Teaching Concepts; Downingtown, PA.