HOW TO USE A PEDOMETER(SIX EASY STEPS)

1. SET A GOAL-In this specific activity we are trying to walk the exact distance, and burn the same number of calories we consume, and in this case we want to burn the same amount of calories the fun size consists of…. this is under the serving size on our food label.

2. SET THE LENGTH OF YOUR STEPS-Press the button that says mode to where it shows you how many miles you’ve done. Then press set. You will see a default setting of 30inches. Press reset until you get the length of your step.

3. CLIP THE PEDOMETER ON FIRMLY ON YOUR PANTS POCKET-Occasionally it may fall off. When this happens, put it back on. The pedometer shouldn’t fall off unless something pulls it off, so it won’t happen a lot.

4. TAKE SOME STEPS-Go for a walk around the gym to make sure the pedometer counts each step, and shakes throughout your lap.

5. CHECK THE PEDOMETER AT THE END OF THE ACTIVTY AND CLASS.-This will help you to see if you not only used the pedometer correctly, but also to confirm you walked the same number of steps and calories of your favorite candy.

TIPS-Try not to jump while using the pedometer; this will give you an inaccurate reading.-Have fun, and use this same activity for some of your other favorite treats!

1.The first place you should look at when trying to read a label is the serving size. Serving size gives you a point of reference, and the entire label is based on that amount. If you had 1 cup of macaroni and cheese you would have 250 calories. If you had 2 cups you would have to times every nutritional value on the label by two. That would equal 500 calories.2.The second place you should pay attention to is the calories per serving and calories from fat. A calorie is a measurement of energy. If you ate one serving of this macaroni and cheese you would be getting 250 units of energy.3 & 4The third and fourth places for your attention are the nutrients. Number 3 shows you the nutrients that you should try and limit (fat, cholesterol and sodium). Number 4 shows you the nutrients that you should get enough of each day (fiber, vitamins and minerals).5.This last part of the label is the most confusing for most people. This section tells you about the percentages to the right of the label and what is called "Percent Daily Value." Percent Daily Value, or % DV, is based on a 2,000 calorie per day diet. Anything 5% or less is considered low; anything 20% or higher is considered high. Take a look at the % DV for fat for one serving. It's 18%. That means if you ate one serving you would have had 18 percent of the total recommended fat for the day. 6.The next thing you should be mindful of when reading the nutrition label is the footnote at the bottom. This portion of the label is the same on all labels. It gives general guidelines, not information specific to the product. You can use the footnote, as a reference when deciding if the item you are about to eat is a good choice for you.

Additional Directions

Along with the additional directions and handouts that will be given throughout this lesson I had the opportunity to purchase a couple different applications through the iPad given for staff for teaching. This was an item that didn’t have enough to go around but it was a way to demonstrate, and use as an example. The first application I purchased was a coin toss. This was used to decide which students were going to use the pedometer first if needing to share with a classmate. I used this demonstration as an example, but also specified that this application can be used for any activity in class that requires students to take turns with an item. It allows students to understand the fairness of choosing teams, partners, or who goes first in lessons. Below is the application image for downloading on an iPad, iPhone, or iPod.

The second application that I downloaded that can be incorporated into a class lesson as a use of technology is the pedometer. This was a free application and I applied this into my lesson by having it on a bigger screen (iPad) and walked all the students through the step by step procedure to know what to do and what not to do while using their own pedometer in the specific activity. The students shouldn’t have a heard time with this point in the lesson because it is not only review, but they are given the direction worksheet along with image on the handout. Below is the application image for downloading on an iPad, iPhone, or iPod.

LOG SHEET

Sue TomanekNovi Middle School49000 11 Mile RoadNovi, Mi 48374(248) 449-1619 Ext: 9438stomanek@novi.k12.mi.us

PEDOMETER CALORIE COUNTER GAME

Directions:

This activity is to get everyone to start thinking about the food we consume and calories we all put into our bodies everyday. We also need to understand how much work it takes to burn those excess calories.Each individual will learn how to properly read the nutritional information on a food label, and know the exact serving size as well as calories per serving.

Each student will receive one pedometer, but depending on the class number two students can share one.

At least one food label for each student. (This activity students will be using M&M Fun Size Candy)

M&Ms Fun SizeServing: 1 packageCalories: 73 in 1 packageCalories: 3.44 per M&MFat: 3.3 gSugar: 9 g

-Start the lesson by reviewing a food label (On other page)-Explain they will have a chance to use the M&M label but this is an ex.-Explain to all the students how to use the pedometer, and input their info.-By this point in the assignment, most students will get the general concept-Students will now receive the M&M label, and review serving size info.-They are now free to pick an activity, and work on burning the calories.-Remember everyone is working to burn the number of calories consumed-Allow 5 minutes at the end of class to review with students the lesson.-Be sure to always walk around and make sure to answer all questions-Also be sure to make sure all students stay on track during activity.

REFLECTION

When starting this assignment Ms. Tomanek was very understanding, supportive,

and open to any ideas that I was willing to apply into my lesson. She was very helpful at

the inventory of the items such as the pedometer, and she was also very helpful when

allowing me to consider the iPad applications. When originally discussing goals for the

project she was very laid back as to my ideas and comparing those with her own. She

said her main objective is that we meet the specific time allowed for a physical education

class. She said that there isn’t much time to experiment with lessons especially because

of the changing time required at each end of the class.

Overall the accomplishments of my project were a huge success. Every personal

goal that I set for myself I ended up meeting. This includes the amount of time and effort

spent working on the ASL project during my visits, as well as the time I set aside during

my own day to get to the school for observation hours. I promised myself that I would go

once or even twice a week for just a couple hours until I completed the full 12 hours

required. There were a exceptions such as MAHPERD a couple weeks ago when the

teacher wasn’t attending school that day. But other than changes in the schedule like

that I kept by my word and met my own personal goal for hours needed in the ASL

project.

As far as communication between myself and Ms. Tomanek it couldn’t have

gone smoother. We started communication through email originally and set up days as

well as times that worked best for our schedules to come observe. As time progressed in

the semester she stated that whatever works for me works for her in a sense that I can

come by whenever I feel, and an email won’t be necessary. It was very helpful because if

I was finished with school work and had a couple hours of spare time I just stopped by,

and didn’t have to email prior. We were both on the same page with everything and that

made this assignment so much smoother. It didn’t even feel like an assignment anymore,

and it was more of a learning experience than anything else.

I became so comfortable at the school that students started calling me by my last

name, and remembering me from previous visits. It was a very safe feeling I had

throughout my time at the middle school. The secretary at the front office started to get to

know me better as well because of my constant visits. She eventually just started

buzzing me into the front door rather than asking my need for the visit. It was a great time.

The overall benefits to observing with Ms. Tomanek was her motivating words that

helped me feel so comfortable. She has been working in the district for so long that she

makes everything look so easy. I even submitted my request through Eastern Michigan

University to student teach in her classroom with her, and I have been approved to do this

in January. It is a huge honor, and I also don’t think I would be this excited and

comfortable to be working next to her if it wasn’t for this ASL assignment. I had the

opportunity to get to know other staff members and administration though my time spent

there. It was a very humbling experience.

Some of the ah-ha moments I personally felt during my time at the middle school

was the independence the students have on you as a leader and instructor. I thought

maybe with middle school they were becoming their own individuals and generating their

own opinions on specific topics or lessons but that wasn’t the case. Ms. Tomanek made

a good point and it was that this was the last bit of time (middle school age) were students

still appreciate you as a leader and instructor. The students hit high school and feel like

rules and guidelines don’t apply to them. Middle school is the age of transition before

high school, and enforcement is very key at this age before they gain a bit more

independence in high school.

The only bit of frustration I had during this assignment was my concern with

transition. I have a difficult time moving from one task to another with students, and it has

always been a struggle for me. I mentioned this in my tech infused assignment, but I also

have had a rocky transition with other lessons from my other classes. Its not a huge

concern because I know it’s a task that can be very easily fixed. Ms. Tomanek makes me

feel so comfortable and at ease that I wasn’t sweating this that much overall in the ASL.

As far as my support and effort with my peers in this technology class I felt like we

were all so supportive and helpful with the different ideas shared between everyone. I

noticed this during class lectures where we were all given time to share with partners the

midpoint struggles or ideas that possibly aren’t working and we need to change but also

supportive words that we are on the right track to success. A great example of this was

when I used my pedometer as well as nutritional information as two key points in my

lesson. I was notified that the nutritional information wasn’t considered technology, and

an additional piece of technology needs to be applied for this to be successful. I felt that

in my lesson I needed to keep the nutritional information worksheet but just add to this

assignment with another piece of technology. Ian and Kristen helped me to find a couple

good iPad applications to use on the devices available to me in Ms. Tomanek class that

can be incorporated into the technology portion of the ASL project. It was a great idea

and both students were a tremendous help during my struggles of that point in my

assignment.

Overall I was a bit nervous to apply technology into the class during my ASL

project simply because I felt like there is so much room for error. This can also be a huge

struggle because technology can be expensive, and not all schools have certain devices

available to them for everyone to use in class. I was a bit hesitant to jump into this

project, but I learned that you just have to work with what your given. If you only have

one iPad then use this as a demonstration or example in the lesson. If you have only a

handful of pedometers make students work with partners and just use what you have to

the fullest. I also believe that searching around to different schools and gaining some

observation hours to find the best school for you in this assignment is a huge help. Don’t

just depend on one school to do everything for you in this assignment. Try other schools

in the district, or even ask instructors to recommend a great school to complete this

assignment at. This can be a challenge, but don’t think to hard into it. I also thought it

was a great idea to have all the students in this tech class be able to check out

technology items from Eastern Michigan University for the ASL project if you have

selected a school, began observations, but the school doesn’t have the equipment that

you might want for the project. Once again working with what you have and working with

what you given is key.