I. Summary:
Exercise can reduce the effects of stress, stimulate brain activity, regulate some health concerns, and give us an overall appearance of well-being. Students will study the benefits of exercise, brainstorm various activities to meet each of the physical benefits categories, and then present their findings to the class. Students will take a Well-Being Survey as well as taking one home to share with their families to open discussions regarding getting physically active.

II. Objectives:

• Students will explain the importance or benefits of exercising.
• Students will work cooperatively in a group to determine various activities they can participate in for each of the physical benefits of an exercise program.
• The students will work cooperatively in a group to compile information, develop a presentation, and present it to their class.
• The students will complete the Well-Being Survey to get a better understanding of their current health.

III. Materials Needed:

• Computer with Internet access
• Benefits of Exercise Table
• Well-Being Survey
• Printed pages from the It’s My Life: “Solo Sports” topic pages, “Team Sports” topic pages, “Solo Sports” IML Journal page, “Team Sports” IML Journal page, “Solo Sports” Crossword Puzzle, and “Team Sports” Word Search
• Materials for presentation (possibly): markers, poster paper, glue, scissors, magazines, etc.

IV. Procedure:

1. Hold a class discussion about what they think the benefits of exercising are and why they should start their own exercise program. The teacher should either provide a copy of the Benefits of Exercise Table or have the students go on-line to review the table prior to this discussion.

2. The teacher should pre-design five (5) groups, one for each of the physical benefits of an exercise program.

3. Each group should receive copies of printed pages from the It’s My Life topics “Solo Sports” and “Team Sports.”

4. The teacher should assign each group a specific physical benefit (of an exercise program): Improved cardiovascular fitness; Greater lean body mass and less body fat; Improved strength and muscular endurance; Improved flexibility; and other health benefits of exercise and physical activity.

5. Students will work in their group to research various activity possibilities that could be used to meet their assigned physical benefit, using the “Solo Sports” and “Team Sports” pages as a jumping off point. For example, if the group has cardiovascular fitness, the students may say that taking a step-aerobics class, for those who enjoy Solo Sports, or Beach Volleyball, for those who enjoy a Team Sport, would meet the objective of the cardiovascular fitness benefit. Students should be encouraged to go beyond the sports described on these pages and list additional activities as well.

6. The groups will present their findings to the class.

7. Have the students begin the Well-Being Survey.

V. Classroom Assessment

• The teacher can develop an assessment form for the groups’ presentation.
• The teacher can utilize a peer assessment form for the groups’ presentations.
• The teacher can assess each group on if the activity fits the benefit they were assigned.
• A quiz could also be used to assess student knowledge of activities as they relate to a specific benefit.

VI. Extensions and Adaptations

1. 1. Give each student a copy of the IML Journal pages “Solo Sports” and “Team Sports,” to be filled out as a homework assignment.
   URL’s:
   /pbskids2008/itsmylife/journal/solosports_journal.html
   /pbskids2008/itsmylife/journal/teamsports_journal.html

   2

2. Give each student a copy of the “Solo Sports” Crossword Puzzle and “Tea Sports” Word Search to be filled out as a homework assignment.
   URL’s:
   /pbskids2008/itsmylife/body/solosports/print_crossword.html
   /pbskids2008/itsmylife/body/teamsports/print_wordsearch.html

3. Invite the Physical Education teacher to visit the class and discuss the activities that meet each of the benefits of exercise.

4. Invite a community resource person to visit the class and describe the various programs available in their community.

5. Have students research the various activities to find local organizations who offer them, then create a list which includes the name, address, phone number and activity offered by each organization.

6. Distribute copies of the “Well-Being Survey” to the students to take home, have their guardians complete it, then have a conversation with that guardian on the various activity possibilities in their community.

7. Students could write a short article for their school paper.

8. Students could arrange for a guest speaker to come to class.

VII. Relevant National Standards

National Physical Education Standards: http://www.aahperd.org

• Participates regularly in physical activity.
• Achieves and maintains a health-enhancing level of physical fitness.
• Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
• Values physical activity for health, enjoyment, challenge, self-expressions and/or social interaction.

Health:
National Health Education Standards

• Analyze the influence of culture, media, technology, and other factors on health.
• Explain the impact of personal health behaviors on the functioning of body systems.
• Analyze how the family, peers and community influence the health of individuals.

Behavioral Studies:

• Understands various meanings of social group, general implications of group membership, and different ways that groups function.
• Understands conflict, cooperation, and interdependence among individuals, groups, and institutions.
• Understands that group and cultural influences contribute to human development, identity, and behavior.
• Understands that interactions among learning, inheritance, and physical development affect human behavior.

Life Skills:

• Self regulation: Performs self-appraisal.
• Life Work: Uses various information sources, including those of technical nature to accomplish specific tasks.
• Working with others:
  • Contributes to the overall effort of a group.
  • Uses conflict-resolution techniques.
  • Works well with diverse individuals and in diverse situations.
  • Displays effective interpersonal communication skills.
  • Demonstrates leadership skills.
• Applies decision-making techniques.
• Applies basic trouble-shooting and problem-solving techniques.

Language Arts:
Language Arts, History, Civics, and Media Literacy Standards

• Demonstrates competence in speaking and listening as tools for learning.
• Uses the general skills and strategies of the writing process.
• Uses grammatical and mechanical conventions in written compositions.
• Gathers and uses information for research purposes.
• Uses the general skills and strategies of the reading process.
• Uses reading skills and strategies to understand and interpret a variety of informational texts.
• Uses listening and speaking strategies for different purposes.
• Uses viewing skills and strategies to understand and interpret visual media.
• Understands the characteristics and components of the media.

VIII. Online and Other Resources

Duell, Kelly E. (2005-2006): Physical Education Curriculum Guide. Human Kinetics, IL.

Powers, S., k., and Howley, E., T., (2000): Exercise Physiology: Theory and Application to Fitness and Performance. McGraw Hill Book Company. New York.

PECentral: http://www.pecentral.org

Brown, Timi, Exercise Physiologist, (1999). Monterey Peninsula College, CA.

About the Author:
Kelly E. Duell is an educator with numerous years teaching from Pre-school through college. She has worn many different hats throughout her career including Kinesiologist, MS/HS Managing Editor for PECentral, Curriculum Resource Specialist for K & S Resources, educator, State-level Webmaster (2 years), Maui County Representative to the State of Hawaii (HAHPERD)-2 years, and is currently publishing a curriculum book with Human Kinetics (http://www.humankinetics.com)