We know that the foods we put in our bodies can impact our health in both a positive and negative way. Now, medical researchers have found that there is.

1. Question We know that the foods we put in

our bodies can impact our health in both a positive and negative way.

Now, medical researchers have found that there is a direct correlation between exercise and brain function. The term “couch potato” is not that far off!

Athletes typically alter their diets to optimize their performance and now brain researchers have learned that what you eat can affect how you think and learn.

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How does your physical activity correlate to academic performance and brain function?

Sound Body Sound Mind

Image Source: subscription from ClipArt.com

2. Information Sources

You will use these resources to complete the activity on Slide 3:Fitness for Life text bookFitnessNational Institutes of Health ABC News NFL Play 60 Let’s MoveBrain Facts

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Infographic used by permission from Brain Injury Relief.com

Click on the image to see the whole Infographic.

How does your physical activity correlate to academic performance and brain function?

3. Student Activity 1 2 3 654 Next

Image Source: ReadWriteThink.org

At the end of this Slam Dunk lesson, you will be trying to persuade the administration of your school to promote more opportunities for physical activity during the school day.

Use the Persuasion Map on the right (online or print version) to lay out your arguments and reasons. Support your argument with evidence from the information sources on Slide 2 to lend credibility to your presentation.

How does your physical activity correlate to academic performance and brain function?

4. Assessment Activity 1 2 3 654 Next

Create an infographic using the information from your graphic organizer! Here is a free Web 2.0 tool to use. Click on the resources tab to learn the steps.

Now that you are armed with the facts about the correlation between exercise and brain function, what does it mean to you? Is there enough opportunity for both structured and unstructured physical activity during the school day? Would student achievement improve if we put this research into action?

Write a persuasive argument to the administration to promote more physical education opportunities during the school day. Use the reasons, arguments and research facts from your graphic organizer. Include a visual or data to support your argument. OR

Use this rubric to guide and assess your work.

How does your physical activity correlate to academic performance and brain function?

5. Enrichment Activities

Brain research is a fascinating topic. Learn more about it from these resources:

Secrets of the Brain-National GeographicGirl Brain-Boy Brain?-Scientific AmericanA Map of How We Think-Wall Street JournalHealthy Brains and Glucose Levels-Environmental NutritionTeen Age Brains-National Geographic

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Image Source:By subscription toClipArt.com

Videos about Brain Research:

Music and the Brain

Video Games and Learning

Science Food Fight

6. Teacher Support Materials

Grades 9-12 Physical EducationPhysical Education Curriculum: Standard 3: Demonstrates the knowledge and skills to achieve to a health-enhancing level of physical activity and fitness.

S3.H8 Fitness Knowledge S3.H8.L1 Relates physiological responses to individual levels of fitness and nutritional balance.

Common Core State Standards CCSS.ELA-LITERACY.RST.9-10.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. CCSS.ELA-LITERACY.WHST.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-LITERACY.WHST.9-10.1 Write arguments focused on discipline-specific content.Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

ISTE NETS - National Educational Technology Standards for Students3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use

information.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions.

Time Frame: 1-2 days

Differentiation strategies for this lesson: Direct students to use learning tools included in

our BCPS-licensed databases, such as: audio read-aloud, labeled reading levels/Lexiles, and embedded dictionaries.

Many of the articles have a “listening” option. Allow students to work in partners.

Learning Styles addressed in this lesson:Auditory, Visual, Kinesthetic, Field Independent

Notes to the teacher:Collaborate with your school library media specialist to implement this lesson.Students may need to register for the Infographics site. Use the Educator free version.

Last updated: October 2014 Created by Linda Brown, Library Media Specialist

BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.

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