These BAM! Body & Mind activities are designed
to teach students about the nature of physical activity,
its impact on the body and overall health in the short-
and long-term, and the importance of setting personal goals
for physical activity. The activities also allow students
to continually evaluate the benefits of planning ahead with
tasks such as keeping accurate records, and making and interpreting
graphs.
You can use the pre-assessment questions below to
determine from which of the activities your students
might benefit the most. Try using the questions
to initiate classroom discussion, create fun and simple
activities, or simply guide observation of your students'
work. If you find that you answer "no" to any of the
questions listed, consider completing the activity with
your class. Your class can complete Active or Not,
Here It Comes! and Planning for Physical Activity
independently. However, How Much Is Enough?,
the lesson that ties the physical activity unit together,
assumes that students have completed the other two activities.
Answering the pre-assessment questions may also
help guide you as you complete the activities with your
students.
Active or Not, Here it Comes!
- Do students understand the distinction between the
terms "exercise," "physical activity," and "physical
fitness?"
- Do students recognize that physical activity can
include not only organized sports, but also personal
physical fitness activities, lifetime sports, and
some everyday activities?
- Can students report that they should engage in physical
activity at least five days per week for a combined
time of 60 minutes per day?
- Can students describe the relationships between
different body systems, such as the respiratory and
the circulatory systems, or the skeletal and the muscular
systems?
- Do students understand the short and long-term benefits
of physical activity?
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Planning for Physical Activity
- Can students maintain neat and accurate records?
Are students able to make and read graphs? Do students
recognize how these skills can help them outside of
class?
- Are students able to analyze plans and graphics
for their utility and adequacy?
- Can students accurately describe the relationship
between cause and effect? Do students see the link
between planning for physical activity and the benefits
of physical activity?
- Can students manage their time effectively?
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How Much Is Enough?
- Can students report that they should engage in physical
activity at least five days per week for a combined
time of 60 minutes per day?
- Are students capable of setting goals that are measurable
and reasonable for tasks and actions? Do they understand
how to evaluate improvement from their initial or
baseline performance?
- Are students able to analyze plans and graphics
for their utility and adequacy?
- Can students appreciate the relationship between
good health and the physical activity choices that
they make?
- Are students capable of reorganizing aspects of
their lives (e.g., building in and managing time to
be physically active) on acquiring new knowledge about
physical activity (e.g., the amount needed for good
health)?
- Can students identify barriers to being active and
make plans to overcome them?
Go to activity
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Note: At the end of each activity, a more substantive
assessment task is provided for quantitative evaluation
of student content mastery.