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(1) Introduction to Databases: A database is a collection of information organized so that a computer program can quickly retrieve desired pieces of data. A field is a single piece of information; a record is one complete set of fields; and a table is a collection of records.

Sample Problem It is believed that sodium, cholesterol, and saturated fat increase the risk of cardiovascular disease. Use the filter tool in Excel to determine which foods should be avoided because they contain high concentrations of all of these substances. Include a printout of your report in your portfolio. Download and open nutrition.xls (an Excel file) . Use File/Open to open the nutrition.xls file if it does not open by double-clicking. Turn on AutoFilter (Data/Filter/AutoFilter). When it is on, small arrows appear in the field(column) headings. To sort the database, place the cursor in the first cell within a category (e.g. vit. C (mg), not in the category coordinate (e.g. A,B,C etc.). To perform record selection, use Data/Sort/SortBy and select the appropriate criteria to answer the question.

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These foods should be avoided because they contain high concentrations of cholesterol, sodium, and saturated fat – 1) butter – stick 2) custard baked 3) Duck meat only roasted& 4) Scrambled with milk and butter.

(2) Managing School Data: Schools and colleges are dependent upon databases to maintain student records, finances, registration, teacher information, schedules, and many other things. Teachers input data into such systems through grade book programs and other teacher/administrator software. Teachers should also be able to use programs like Microsoft Excel to organize data and merge files.

Download the schools database file. Create mailing labels and form letters (3 suffices) using the mail merge feature in Word. This will serve as a data file (also known as secondary file) when merging with a primary document to make form letters, mailing letters, or catalog entries. Include only representative samples from your merges.

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School Street City Zip District CountyAcademy of the Canyons High

26455 Rockwell Canyon Rd.

Santa Clarita

91355- William S. Hart Union High

Los Angeles

Adams (John) Middle

151 W. 30th St.

Los Angeles

90007-3316

Los Angeles Unified

Los Angeles

Adams (John) Middle

2425 16th St.

Santa Monica

90405-2621

Santa Monica-Malibu Unified

Los Angeles

Adams Middle

2600 Ripley Ave.

Redondo Beach

90278- Redondo Beach City Elementary

Los Angeles

Adams Middle

2600 Ripley Ave.

Redondo Beach

90278-4555

Redondo Beach Unified

Los Angeles

AGBU Marie Manogian; Demirdijian

6844 Oakdale Ave.

Canoga Park

91306-3913

Private Los Angeles

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School Street City Zip District CountyHS

(3) Creating / Enhancing databases for your subject: Teachers use programs like Excel to manage and organize large sets of data.

Create a new spreadsheet or a new worksheet in an existing database file. For example, if you are a social studies teacher, you may wish to add a worksheet to one of the databases designed for social studies teachers. Your worksheet should include a minimum of 10 records and 5 fields and should include an autofilter for easy record selection. The material should be related to the subject you teach. Include a printout of your new database in your portfolio, and post the Excel file (.xls) in your electronic portfolio (if required by professor).

(4) Using web-based databases: A growing number of educational databases are available on the Internet. Teachers can use these databases without having to teach the mechanics of a program like Excel.

Use Nutritional Analysis Tool to develop a file that reflects your "normal" daily diet. Analyze your diet with respect to the United States Department of

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Agriculture's recommended daily allowances. Write a brief analysis of your diet, including histograms or tables. Write an assignment for a secondary school class (math, home economics, health etc.) which requires use of the database features of the Nutritional Analysis Tool, or Fast Food Facts. You may also wish to refer to the USDA Nutrient Data Laboratory

Write a lesson plan which requires students to analyze data using a database related to your subject: Social Studies: nations , exchange rates , distance, census

Business: stocks & business Science: genetics, proteins, plants, earthquakes, air pollution, hurricanes,

chemicals Health: health, nutrition Music: classical, iTunes Foreign language: foreign words, foreign dictionaries Mathematics: stocks Physical Education: sports Art: art English: public domain texts

Food 1 WATER-BOTTLED-PERRIER

2::1 oz::56.7 grams

Food 2 VEGETABLES-MIXED-FRZ-CKD-BOILED-DRAINED-WO/SALT

1::1 oz::28.35 grams

Food 3 RICE-BROWN-LONG-GRAIN-COOKED

1::1 oz::28.35 grams

Food 4 CHICKEN-ROASTING-MEAT&SKIN-CKD-ROASTED

1::1 oz::28.35 grams

Food 5 CARBONATED BEVERAGE-LEMON-LIME SODA

1::1 oz::28.35 grams

Food 6 TACO BELL BEEF MEXICAN PIZZA

1::1 oz::28.35 grams

Food 7 CHESSE-CREAM; SOFT; PHILADELPHIA; HONEY NUT

1::1 oz::28.35 grams

Food 8 ORANGE JUICE-FROZEN CONCENTRATE-UNSWEETENED-UNDILUTED

1::1 oz::28.35 grams

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Food 9 BAGELS-CINNAMON-RAISIN-TOASTED

1::1 oz::28.35 grams

Food 10 EGGS-CHICKEN-WHOLE-CKD-SCRAMBLED

2::1 oz::56.7 grams

Nutrients Food 1 Food 2 Food

3Food

4Food

5Food

6Food

7Food

8Food

9Food

10Calories 0 16.73 31.47 63.22 11.34 68.32 97.31 45.08 83.35 94.12Protein grams 0 0.82 0.74 6.80 0 3.12 1.77 0.68 3.01 6.29Fat grams 0 0.06 0.26 3.8 0 4.25 8.86 0.06 0.51 6.92Carbohydrates grams 0 3.71 6.52 0 2.95 5.10 3.52 10.83 16.81 1.25

Sodium mg 0.57 9.92 1.42 20.7 3.12 122.47 132.89 0.85 98.09 158.76Vitamin A IU 0 1212.53 0 23.53 0 211.21 265.78 78.25 20.13 386.69Vitamin C mg 0 0.91 0 0 0 0.62 0 39.09 0.17 0.11Saturated Fat grams 0 0.01 0.05 1.06 0 1.13 5.32 0.01 0.08 2.09

Cholesterol mg 0 0 0 21.55 0 5.67 26.58 0 0 199.58

Nutrient Total Rec. %RecCalories 510.94 2900 17.62%

Pro (g) 23.23 63 36.87%Fat (g) 24.72 96.67 25.57%

Carb (g) 50.69 -- Na (mg) 548.79 2400 22.87%

vitA (IU) 2198.12 5000 43.96%vitC (mg) 40.9 90 45.44%

satF (g) 9.75 32.22 30.26%Chol (mg) 253.38 300 84.46%

Using the Nutritional Analysis Tools and System database, the result shows that I am far below the recommended daily allowances of nutrients that my body requires in order to maintain a healthy lifestyle. This result is most likely inaccurate in my opinion, because I

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probably I did not enter the right amount of servings of food when asked. This human error (me) of data input will adversely skew the results unfavorable to me. Antonio Ambrosio

Final Project: Reading Lesson

Overview: o The Fundamentals of Fitness (Chapter 2)o Class: Physical Education (block schedule, 1.5 hours each class)o Grade: 7th o This is a three day lesson plan.o The purpose of this unit is to teach students the benefits of physical fitness

and what is meant to be physically fit. Students will be able to explain the parts of a sound fitness program and describe specificity of training.

o Culminating task: Students will perform a resting and training heart rate activity to demonstrate knowledge of assessing aerobic capacity.

This is a seventh grade physical education class. In this class is very common to have a mixed group of students with different reading and writing abilities. Most of the students are reading and writing at or close to grade level. On the other hand, other students are receiving the services of a resource specialist or are English language learners. It is recommended to pair those students who struggle in literacy with other more advanced students to meet their needs and be successful in the activities.

California Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.

California Standard 3.1: Assess one’s own muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition by using a scientifically based health-related fitness program.

California Standard 3.2: Evaluate individual measures of physical fitness in relationship to patterns of physical activity.

Into Activity: Students will be given graphic organizes to work on and define main key words using their text book. The students will copy the graphic organizer as the teacher completes it while interacting/discussing the theme with the class. The graphic organizer should look like the example provided once it is all complete. Once the students have a visual representation of what it means to be total fitness they will then work individually or with a partner defining the terms provided for them as a second work sheet.

The reason for these two into activities is because they are easy for the students to do and all the information they need to complete the assignment can be found in the book. It

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provides the basic and overall information the students will need for this specific chapter to better understand the material.

Graphic Organizer

TOTAL FITNESS

Benefits of physical fitness Health-relatedPF Skill-Related PF

1. Be healthy 1. Cardiovascular 1. Agility2. Feel Good 2. Muscular endurance 2. Balance3. Look Good 3. Flexibility 3. Coordination4. Enjoy Life 4. Body composition 4. Power

5. Speed

Attitudes toward Fitness and Exercise

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Time People might laugh Sweating Hard to get in shape

Fundamentals of Fitness – CHAPTER 2

End of the Chapter Goals: After reading this chapter you should be able to: Define Total Fitness, list benefits or regular exercise. Name and discuss the five components of health-related fitness, and discuss reasons why people do or do not exercise regularly.On a separate sheet of paper, please define the following terms using your text book.

VOCABULARY:

1. Aerobic

2. Agility

3. Anaerobic

4. Balance

5. Body fatness

6. Cardiovascular Disease

7. Cardiovascular fitness

8. Cholesterol

9. Coordination

10. Exercise Heart Rate

11. Flexibility

12. Frequency

13. Health-related fitness

14. Heredity

15. Intensity

16. Muscular endurance

17. Physical fitness

18. Power

19. Reaction time

20. Skill-related fitness

21. Speed

22. Strength

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23. Stroke

24. Total fitness

25. Training Heart Rate

Through Activity: This activity will be done on the second day. The activity will be a QAR activity; therefore, students will be answering questions I have created incorporating the different levels of Blooms Taxonomy. The students will work on the handouts in groups of three, making sure that the groups are well balanced in terms of reading and comprehension ability to make sure less skilled students understand the assignment. The students will work in a cooperative setting answering the questions provided.

The reason for this activity is to get students to evaluate their prior knowledge and understanding of the reading material. This assignment will help students become aware and practice using learning strategies to find the information needed in order for them to better understand the material by answering questions at different levels of response to the text.

Assignment sheet

1. Please list and identify the five components of health-related fitness?

2. How is physical fitness important?

3. Why might people who exercise regularly have a better overall attitude about life?

4. Give two examples of cardiovascular fitness exercises and explain what major body systems are involved?

5. What will happen to your fitness if you do not place greater than normal demands on the body during exercise?

6. Can a person with a disability using a wheelchair have total fitness? Please support your answer.

7. It has been said that a sound body is a benefit to a sound mind. What do you think this means?

8. Why won’t cardiovascular fitness improve even if a person regularly works out at a gym and develops muscular strength?

9. You have been asked to develop an exercise program for the local elementary school fourth and fifth grade classes. Organize and develop an appropriate exercise program that will cause total fitness?

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10. If all the people in Los Angeles were in perfect total fitness, what major occupations, business, and products would be affected? Support your answer and compare among the changes each business or field would have due to good total fitness among all the people in L.A.

Beyond Activity: This activity will be done on the third day and right before the culminating task. The students will write on their journals a reflection on what they have learn, emphasizing on the benefits of physical fitness and ways one can assess physical fitness. The students will bring their journal logs out to class and take the first 5-10 minutes writing before warm-up and activity. The journals will be used as learning logs.

The purpose of this activity is to provide students the opportunity to reflect on what they have learned. By writing in their journals, students create a record of thoughts and feelings of what they have learned about physical fitness. This will help the students to expand their thinking, solve problems and become creative on how to evaluate physical fitness and apply it to their own benefit.

Tradebook:

To accompany this lesson, a trade book text activity is included. This will be presented to the students as a Fact Sheet submitted by the Institute of Medicine in September 2004. This fact sheet was taken from the internet and highlights the importance of proper nutrition and physical activity among students in Middle School and High School.

Into Activity: The students will be given this article to read the first day of the lesson before reading the chapter in the textbook. This will provide them with an overall view of the importance of being physically fit. After reading the fact sheet, students will participate in a pair share activity where they recall and discuss important key points from the sheet. This will be done verbally inside the gym.

The purpose of this activity is to provide students with the opportunity to discuss and share opinions they have about the article and to get them start thinking about the upcoming lesson. Participating in pair share activities may be beneficial for those students who have difficulty reading and understanding the information. For them, hearing important points from other classmates helps them understand the information as well. Pairing less skilled students in literacy with more skilled students is important for this activity to be effective.

Through Activity: The students will engage in a Think Aloud activity after the pair share activity. Here the students will hear the teacher read the fact sheet verbally to the entire class. During the reading, the teacher will point out important facts and opinions making the students to think even further about the subject matter. The students will then get into their groups again and use think-aloud by themselves. Provide the students with the following checklist for Self-Evaluation. Here the students need to develop

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hypotheses by making predictions, link new information with prior knowledge by sharing analogies, and verbalize among each other when coming across confusing material in order to understand the material.

When I was reading, how did I do? (Put an X in the appropriate column)

Not much A little Much of the time All timeMade predictions ------- ---------- ------------- ---------Formed Pictures ------- ---------- ------------- ---------Used “like-a” ------- ---------- ------------- ---------Found Problems ------- ---------- ------------- ---------Used fix-ups ------- ---------- ------------- ---------

The purpose to use this method is used to help students clarify their understanding of the reading and their understanding of how to use strategies. Think aloud activities are perfect for a physical education class because they don’t require a lot of writing material and is an excellent method for the teacher to make sure all the students are getting the main idea across. Students will have a better understanding of the content and comprehend the strategies needed in order to understand the material after the teacher uses think-alouds because they can see how a mind actively responds to thinking through trouble spots and constructing meaning from the text (Vacca, 2005).

Beyond Activity: For this activity, the student will write a reflection in their journals just like the activity from the textbook. This activity will be done at the end of the first day for homework in order to prepare them for the chapter material. The students will write on their journals a reflection on what they have learn, emphasizing on the benefits of physical fitness and things schools can do to assist students in maintaining physical fitness. The students will bring their journal logs home. The journals will be used as learning logs.

The purpose of this activity is to provide students the opportunity to reflect on what they have learned. By writing in their journals, students create a record of thoughts and feelings of what they have learned about physical fitness and things that affect their total fitness in schools. This will help the students to expand their thinking, solve problems and become creative on how to evaluate physical fitness and apply it to their own benefit. It will serve as a nice overall introduction the main information presented in the text.

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This is a copy of the test they will be taking at the end of this unit to evaluate their knowledge in the material.

Fundamentals of Fitness Exam

Please circle the best answer.

1. Total fitness:(a) is the same as physical fitness(b) refers to skills only(c) can be achieved only by the young(d) includes physical, mental, social, and emotional fitness

2. Regular physical exercise can help:(a) change your heredity(b) control your heredity(c) change some characteristics regardless of heredity (d) change all of your characteristics

3. Cardiovascular fitness is one part of(a) skill-related fitness(b) health-related fitness(c) emotional fitness(d) social fitness

4. Body fitness is the(a) amount of the body that is fat(b) percentage of body weight that is fat(c) total body weight(d) percentage of body weight that is bone and muscle.

5. The ability to use your joints fully is(a) strength(b) flexibility(c) power(d) speed

6. The ability to change body position quickly and accurately(a) agility(b) power(c) balance(d) strength

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7. A strong heart and healthy lungs are necessary for(a) speed(b) agility(c) cardiovascular fitness(d) coordination

8. A hipokinetic condition is a health problem(a) of the elderly(b) of infants(c) related to age(d) caused partially by lack of exercise

Matching – match the definition in Column I wth the term it defines in Column II

Column I Column II

____9. Ability to keep an upright posture a. Balance while standing or moving

___10. Ability to use strength quickly b. Heredity___11. Ability of your body system to c. Strength

work together___12. Ability to use your muscles may times d. Reaction time

without tiring___13. passing of genetic traits e. Muscular endurance___14. Amount of time it takes to move once f. Physical fitness

you realize the need to acti___15 Amount of force muscles can produce g. Power

Fill in the blank

16. The ability of your body systems, including your muscles, skeleton, and heart, to work together efficiently is __________________________.

17. If you are _________ and _______, you are less likely to suffer from hear disease, backache, or obesity.

18. ___________________ is the ability to exercise your entire body for long periods of time, and requires a strong heart and healthy lungs.

19. It involves both speed and strength. People with good __________ have the ability to throw the discuss, high jump, and speed swim.

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20. The number of parts that make up physical fitness is ______________.

Culminating Task:

Students will work with a partner for this activity. This will be an application activity where students will take each others resting and target heart rate. To achieve their target heart rate, the students will engage in a mile run and input the necessary information into the formula sheet to calculate the THR (See attachment). Each student will have one of the small handouts. While one student runs, the other will input the necessary information and check for the pulse after the run to calculate the target heart rate.

Based on the results, the students should be able to assess their own personal aerobic fitness level and write a reflection on things they need to do in order to improve their level of physical fitness. A reflection may also be written evaluating the quality of the life style in the event their results indicate a good level of physical fitness.

Your reflection should be written in a way that states a solution, a question based on your results, a list of things to do in order to improve fitness or a list of things to do to maintain fitness. Based on your results, create a poster promoting physical fitness.

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