Information Processing

Information Processing

I will use information processing to teach the five components of fitness.

Each student will have a piece of paper on their desk folded in half long ways. I will explain to them that on one side of the folded paper I want them to write a paragraph about, "what fitness is." 

Attention:

Next I will have them bring a pen or pencil and follow me down to the gym. I will give them a worksheet entitled 5 components of Fitness. I will have 5 stations in the gym with the different components in each station.The stations will be:

• Cardiovascular Endurance
• Flexibility
• Muscle Strength
• Muscle Endurance
• Body Composition 

Rehearsal:
At each station they will demonstrate what each component is.

• Cardiovascular Endurance will be jumping jacks for 30 seconds.
• Flexibility will be sit and reach to, or past your toes.
• Muscle Strength will be triceps dips on the gym stage.
• Muscle Endurance will be 30 second wall sits.
• Body Composition there will be charts for students to figure out what their BMI is.

At the end of each station the student will fill out their worksheet and answer the question on each component. After all of the students have gone to each station they we will have a class discussion on each station, and why each of these components are important.

Encoding:
We will return to the classroom and I will have the students take the sheet of paper that they all ready wrote on at the beginning of class and have them write in the second column. In this column they will write what they think fitness is now after learning about the 5 components. I will tell them that they will be expected to write the 5 components on this side of the sheet.
At the beginning of the next class that I have with them their journal question will be to write what the 5 components of fitness are that they learned last time we were together. This gives them many opportunities to think and write the 5 components.

Behaviorism

Cassie Farley, Analysa Allison

Behaviorism Blog

I feel that nutrition is so important for students to understand. When we fuel our bodies with healthy meals and snacks we will feel so much better than when we fuel our bodies with junk food. We will have more energy, feel more alert, have improved moods and fewer cravings. By the end of the nutrition unit I want my students to have the knowledge of reading, understanding and comparing food labels.

To reinforce this behavior I will provide the students with the opportunity to evaluate three food labels at the beginning of each class period.

I will stand at the door at the beginning of each class period with a container of hundreds of snack food labels, including the ones I have made for a variety of fruits and vegetables. The students will take three labels as they walk into class.  The students will be expected to be quiet once they sit at their desk with their food labels.  On the first day of the nutrition unit I will start this task and show them exactly what I expect. We will go over food labels as a class. The students will use their journals for a practice round. I will then go around the room and make sure the students have a proper understanding of how to figure out total calories, total fat, and how to tell the serving size. The student will then decide which of the snacks is the healthiest snack choice.

After they have evaluated three labels at the beginning of each class I will mark their journals when they are finished. This will help me as the teacher to see if they “get it”.  The student will receive 5 points each time they do this assignment. The student will understand that this is a fairly decent portion of their grade. When students are done as a class we will see who chose the healthiest snack and the least healthy snack. By doing this every day, hopefully it will keep nutrition at the forefront of the students minds and it will help them to make better food choices throughout the day.