Lab D & Part 1 Final

Please see the following link for my Lab D Packet (It it broken into two parts because the file was too big to load) Lab D Link 1 Lab D Link 2

Part A:

http://www.cbc.ca/thenational/indepthanalysis/story/2009/10/06/national-braingains.html
http://www.cbc.ca/video/popup.html?http://www.cbc.ca/mrl3/8752/news/features/leishman-brain090422.wmv
http://www.cbc.ca/national/blog/special_feature/brain_gains/city_park_school_results.html
http://www.cbc.ca/national/blog/special_feature/brain_gains/recess_on_behaviour.html
http://www.cbc.ca/national/blog/special_feature/brain_gains/deskercise.html

Part B:

This web site is from Canada, at a school named City Park Collegiate in Saskatoon, SK. This program worked with Brain-derived neurotrophic factor that is important to both physical education and subject learning. New brain cell growth as well as better class attentiveness. Improvements were made in reading, science, and behavior up as much as a whole grade level. I was surprise to see how fast they had results. On the other hand what you think about it, it makes perfect since. The mind and body need to work as one. This news piece is very interesting for both a classroom teacher and a physical education teacher. This brings the importance of both settings working hand in hand. Whenever an improvement is made is learning it is interesting. I think we may not hear anything about this because it is out of the traditional norm. Most professionals would think a student only need to sit at a desk and learn. Gym class has been considered more of recreation time. This now puts physical education on the map. To ensure that my PE program with be a benefit I will make sure that my program makes it own name. Results will show the importance of a healthy, fit student. I will do this by getting my students to learn without even knowing it. I can even incorporate the different subjects into by gym like we have practices in class. These outcomes can be put into affect with the New York State PE Standards. Standard 1 can be put into affect here. “Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness. This standard requires the teacher to understand how the mind and body work together and use this knowledge in their lessons. This research shows a perfect correlation between the two. Also standard 4: “use effective communication and pedagogical skills and strategies to enhance student engagement and learning”. This research is a strategy that can be used to enhance student focus and overall learning in all subjects.

There are two books that I found to have information about this study:

1. “Spark: The Revolutionary New Science of Exercise and the Brain” by John J. Ratey
2. “Nature's Ritalin for the Marathon Mind” by Stephen C. Putnam




Also, for some helpful tools check out this website:



http://www.johnratey.com/newsite/index.html







Part C:

I found the Daily Burn very interesting. It was also very easy to use. I don’t use an online tracker and have never used one before. I wouldn’t continue using this because it is online. That is just a personal preference though.
In a school setting I would use this system like we have done here. I think the print screens are a good idea to have students turn in. This makes them accountable for the day and time they do their work. I would meet with my students on both a group and personal level to discuss goals. Also, to help with tracking workouts pedometers and heart monitors would be helpful. This way the students can track how far they walk, or calories burned, etc. I wouldn’t use any online record keeping other than the student’s personal accounts. This program relates to our recommended regent’s level for LS #1B because it shows students how to manage their own program for cardio, stength, endurance, and weight management. The cite would be a huge benefit for this use.


See what my Daily Burn looked like