Sample+Unit+Of+Instruction

= __Sample Unit of Instruction__ = =    = = = -Here is a sample unit that I will be covering with my students during the school year. It deals with the importance of nutrition as it relates to exercise and specifically, weight training.

Title of Unit: Nutrition

Author: Mr. Alex Stanislawski

Primary Course: Weight Lifting/Resistance Training Grade Level: 9th-12th

Introduction:

This unit will focus on the important role that nutrition plays as it relates to resistance training. The purpose is to give the students a broad understanding of the macronutrients their bodies need (proteins, carbohydrates, lipids and water), and how their bodies use these nutrients for energy and recovery. In relation to the weight lifting/resistance training course, the students will gain a better understanding of the key role nutrition plays in achieving goals, performance in different activities, and overall health and wellness.

Unit Objectives: Time Required: 2 weeks (10 school days)
 * The Student will be able to (TSWBAT) indentify, compare and contrast the 4 macro-nutrients (carbohydrates, proteins, lipids, water).
 * TSWBAT experience and describe how the different macronutrients are converted to energy in previously learned resistance training, cardiovascular and plyometric activities.
 * TSWBAT use a timeline and will keep a food journal that keeps track of every type of energy they take into their body.
 * TSWBAT use this timeline and will modify it to specifically adhere to the goals of a person that wants to lose weight, gain muscle, or just maintain their specific body mass.
 * TSWBAT visually present the law of thermodynamics in groups to the class using a variety of active creative methods.
 * TSWBAT use their food journal to create a nutritional self-analysis
 * TSWBAT use different food-dairy websites to transfer their nutritional information in order to discover the amounts of macronutrients they are taking in, compared to the amount they need.
 * In groups TSWBAT describe the difference between a pre and post-workout snack and will create a nutritional snack for the class. They will be able to present reasons why it would be a healthy snack before or after a workout, citing information learned in class.

Lesson 1

Title of lesson: What is a Macro-nutrient?

Description of lesson- The different macro-nutrients will be addressed and reviewed in detail. The students will go over groups of different proteins, carbohydrates, lipids (fats) and water. The importance of each will be covered including the different types of each macro-nutrient (i.e. simple/complex carbohydrates, mono/poly-saturated fats). The students will work in groups of 4-5 and will each be designated as a macro-nutrient. The groups will research their specific macro-nutrient on the internet and will present the benefits to class with an informal presentation using flash cards that will be made online with the following group project.


 * Project Flashcard Example- ** The students will be asked to create a set of 10 flashcards in groups of 4-5, based specifically on their macro-nutrient. They will come up with high-level thinking questions (not just yes or no answers) that will be shared with the entire class. No account needs to be set up since the students can all use mine that has already been set up. Here is the link to an example (and an eye opening look at “bad” nutrition): []. I think this type of technology integration for students is a great way to induce knowledge retention. The students are creating their own questions for the class, analyzing their answers and putting it in a format where it can be accessed at school or at home when studying for a test. It is yet another great teaching tool that can be used for any class, not just physical education.

Assignment (homework or in-class): The students will be asked to bring in a macro-nutrient of their choice to class the next day and will be asked to present the benefits of it to class, any potential drawbacks, macro-nutrient makeup, energy conversions and overall information regarding their particular snack. Students will be given the choice to present their macro-nutrient to class the next day or they can go home and with resources available (internet connection and USB compatible headphone and voice recording microphone) they can visit the website [|http://vocaroo.com] and create a voice recording of their presentation, bring their food in the next day and play their recording to the class. Here is an example of what would be expected: []. This site is very easy to use, just click on the record and click on the stop button when you are finished. You can save the link to a flash drive or post it on the internet where it can easily be retrieved. The presentation should be 3-5 minutes long.

Resources/materials needed: 5-8 Computer stations.

Lesson 2

Title of lesson: Energy Conversions/Workout Day

Description of lesson – The students will present their particular snack to the class including specific benefits or drawbacks. The different types of energy conversions will then be discussed including the resources the body draws from during different types of activities (i.e. ATP cells, glycogen stores during long-duration or strength endurance exercise that has been previously discussed.) The students will then use half of the class time working at different exercise stations and, in groups, will complete a worksheet at the stations describing the types of energy being used and what type of pre-workout snack would be most beneficial and why.

Assignment (homework or in-class): Complete each exercise station and worksheet as included in the stations.

Resources/materials needed: The school weight-room, and track. Energy conversion worksheets.

Lesson 3

Title of lesson: Timeline/Food Journal Introduction

Description of lesson – The unit project will be introduced to the students. They will be asked to start keep a daily food journal/timeline that will keep track of every type of energy source that they are taking in to their bodies, as well as their physical activity for the day. Examples will be covered so the students know exactly what is expected. How to estimate portions will also be covered in class. A review of restaurant servings will be reviewed as well as a brief introduction on reading food labels.

Assignment (homework or in-class): (Ongoing) The students will start logging each meal of the day including snacks, liquids, proper portions, and types of macro-nutrient. This will be due at the end of the unit.


 * Project Timeline Example: ** The students will create a daily food timeline (they will have 5 total timelines for the final project). The website that will be used for this project is [|www.timetoast.com]. Here they can create a simple account for free and start creating their food/activity timeline. The only drawback is that you cannot specifically delineate more than three items in one day without them overlapping each other. Following the example provided, make sure to label each of your timelines with the exact day (June 22, 2009, June 23, 2009, etc). Within your timeline, it is okay to split up the morning, afternoon and evening times into three separate days WITHIN one actual day of food and activity. The following websites are helpful for getting calorie and macronutrient counts: [|www.2000cal.com], and [|www.my-calorie-counter.com]. The latter requires and account setup but it is free of charge. Example: []. This project will integrate technology and specifically nutrition and give the students an easy opportunity to calculate the calories and nutrients they are putting into their body. It will really give them a chance to consider their daily activity and nutrition intake in a different dynamic environment. It will also broaden their scope as far as what is out their in regards to food intake and nutrition online.

Resources/materials needed: Examples of canned and boxed foods (5-10). 5-8 Computer stations or an overhead projector that is connected to the computer.

Lesson 4

Title of lesson: Law of Thermodynamics

Description of lesson- The Law of Thermodynamics will be reviewed and how it relates to exercise and the achievement of specific goals (energy in vs. energy out). The students will work in groups and will be given a fictional example of a student that wants to achieve a specific goal (i.e. lose weight, gain weight, maintain weight, gain muscle). They will start researching an average day of food that might be recommended in order to achieve said goals for their group. They will be given websites to research like [|www.fitday.com] or [|www.myfitnesspal.com], and will begin inputting foods that will automatically give them calorie, carbohydrate, protein and fat counts.

Assignment (homework or in-class): The students will work in groups to complete the above assignment and will prepare to present the information for the next day.

Resources/materials needed: 5-8 computer stations.

Lesson 5

Title of lesson: Law of Thermodynamics Group Work

Description of lesson- The students will be given extra time to finish and fine tune their group Law of Thermodynamics projects and prepare for the presentations on Monday. Any other questions will be answered and this will be the last in-class time they will have to work on their projects. Any extra time in class can be used to weight-train.

Assignment (homework or in-class): The students will be reminded to keep working on their food journals. They only need 5 days worth and they can start using the free food journal websites available to start inputting in their macro-nutrient counts. Presentations will be due on Monday.

Resources/materials needed: None (unless requested by the students.)

Lesson 6

Title of lesson: Law of Thermodynamics Presentation/Activity Day

Description of lesson- The students will present their projects to class. These will be 5-10 minute projects addressing what type of goals their fictional student was striving for and they will present a typical day of food that might be warranted to achieve those goals. Any exercise component will also briefly be discussed as far as the Law of Thermodynamics principals. There should be several discussions and participation from the students. Any extra class-time will be used to weight-train.

Assignment (homework or in-class): Presentations. No homework except to work on their food journals.

Resources/materials needed: None (unless requested by the students).

Lesson 7

Title of lesson: Food Journal Review/Workout Day

Description of lesson- Food journals will be reviewed today and the students will be given a chance to ask any questions, update their journals or review any information they are unsure of. Half of the class-time will be devoted to food journal work and the rest of the class-time will be spent in weight-training.

Assignment (homework or in-class): Food journal in-class work and finishing up their projects.

Resources/materials needed: 5-8 Computer stations.

Lesson 8

Title of lesson: Food Logging Online/ Vitamins and Minerals

Description of lesson- The students will be given a chance to input their daily food intake into [|www.2000cal.com] and will be given proper estimates of the different macro-nutrients but they will also be given a brief introduction into the different vitamins and minerals and the importance of a daily multi-vitamin. The students will discuss the current knowledge and research regarding multivitamins and will participate in a debate involving the information they have learned so far in class.

Assignment (homework or in-class): Online food logging and multivitamin review and debate. Food journal due on Friday.

Resources/materials needed: Articles from the following websites: [] and [] 5-8 Computer stations.

Lesson 9

Title of lesson: Pre/Post Workout Meals

Description of lesson- The differences between pre and post-workout snacks will be reviewed as well as the benefits of each. The relationships between specific activity in relation to pre and post-workout foods will be discussed (i.e. running vs. weight-training, carbohydrates vs. proteins). The students will be asked to bring in a pre or post-workout snack to class the next day that they will present to class and will defend why it would be efficient for their specific needs.

Assignment (homework or in-class): The students will need to bring in a pre or post-workout snack to class they will present during an informal presentation. Food journals will also be due tomorrow.

Resources/materials needed: An overhead projector connected to a computer with an internet connection.

Lesson 10

Title of lesson: Pre/Post Workout Meal Presentation/Workout Day

Description of lesson- The students will informally present and break down their pre or post-workout snack that they have brought in to class. They will also turn in their food journals. Extra class-time will be used to weight-train.

Assignment (homework or in-class): Presentations, turning in food journals.

Resources/materials needed: None (unless requested by students).



= Now it is time for a SCAVENGER HUNT! = -Click on the link above to learn a little bit more about one of the unit activities called TAKRAW. This unit will be completed during the semester and the scavenger hunt will act as the unit test. It will give the students a chance to integrate some technology, and learn a little bit more about this little-known sport.

= RESEARCH PAPE R = -Here is a sample research project involving a favorite or famous athlete. []