Matthew Brennan.

Education Level: Graduate

(Earned a Bachelors Degree In Exercise Science and Health Promotion)
Email: MB861280@wcupa.edu Phone Number: 610-425-8837)

EDUCATION
West Chester University, West Chester PA, Current GPA= 3.568
 2nd Undergraduate Degree in K-12 Health & Physical Education
 Currently attending
 Student Teaching: Spring of 2019
Cabrini College, Radnor PA
 Bachelor of Science: Exercise Science and Health Promotion. Track: Health and
Wellness Management
 Graduated: May 17th, 2015
EXPERIENCE
 Marrones Pizzeria, Ardmore, PA 19003 December 21st, 2015 – August 19th, 2017
o Duties Include:
 Making pizza dough and rolling the dough
 Working the ovens, cooking/making pizzas
 Washing Dishes
 Side work: 1. Opening new supplies, restocking supplies, cleaning
floors/ovens/counters, preparing other food such as meatballs
and cheese for the next day
 Soccershots (Lead Coach) April 18th, 2017- Present
o Duties Include:
 Lead 30-45 minute soccer classes
 Work with children ages 2-10
 Set up equipment
 Put away equipment
 Maintenance of equipment
 Writing mid season reviews and end of the season certificates
 Managing coaching environment
 Lead children to soccershots practice from classrooms and back
to their classrooms
 Follow curriculum
 Adaptable to the requirements of each session
 YMCA – Haverford Area (Wellness Coach) December 18, 2017- Present
o Duties Include:
 Give wellness consultations of the cardio equipment, and
resistance machine
 Make sure members are being safe
 Make sure children are attended to and are with parents
 Help members with form
 Help members with writing workouts
 Clean all equipment
Name: Matthew Brennan Date: 3/2/2017

Grade Level: 8th grade

Health Topic: Vitamins/Minerals

Rationale: Students need to understand useful sources of both vitamins and minerals, if
they understand what to eat, they also need to understand why vitamins and minerals
are important.

Learning Domain(s): Cognitive/affective

Standards:

National Health Education Standard(s): 3.8.1. Analyze the validity of health

information, products, and services.

Pennsylvania Standards for Health: 10.1.9c Analyze factors that impact

nutritional choices of adolescents.

Learning objectives:
General= Students will be able to explain the importance of vitamins and
minerals through exploration and research.

Specific= Students will be able to name/list 3-5 foods that are good sources of
vitamins and minerals through classroom discussions/research.

Essential Questions:
What are vitamins and minerals?
Can we name the functions of 3 Vitamins and 2 Minerals?
What are the daily meals of my students?

Essential Content:
- 5 Stations with 1 vitamin and 3 minerals at each station. Different types of food
dense in those vitamins ranging from different cultures.
- Information at each station about the minerals and vitamin at the station.
Assessment

Formative= Beginning of class I will write on the board Name two vitamins and their
functions and two minerals and their functions? I will ask students to write down what
they think the answer is.

Summative: I will have students rewrite the answers to the previous question. Stating
what they learned and if the activity/stations were of any help?

Learning Activity:
Focus Event= I will start class out by having all of the students take out a piece of paper
and a pen/pencil stand on their feet. I will have them say one healthy food that they
either have already ate, or a healthy food that they will eat during that day. I will then
have them sit down and write on their piece of paper Food Lists/where I can find them.
(3-5) minutes

Task= I will place students into five groups. (stations will already be set up) I will
explain to them that at each station there is one vitamin and three minerals,
(phamphlets/information/Lists of foods rich in the vitamin and minerals that I have
made) Each group will have 5 minutes to look through the information and gather as
much information as they can by looking through the data and collaborating as a group.
Each student will write one food that is dense in those minerals and vitamins at each
station, so that they will have five healthy nutrient dense foods on their list of healthy
foods to eat. As a group the students will write one function for each of the minerals,
and one function of the vitamin at each station. After five minutes students will shift to
the next station. (25 minutes)

Closure= I will have each group explain the functions of the minerals/ one vitamin at
the station that they are in at the end of the activity. (also on their piece of paper, I will
have the students write down whether or not they thought this activity was useful, and
one thing that they learned)

Materials and Resources:

Paper, pencils, Choosemyplate.gov, cdc.gov, supertracker.gov,

Visual representations of different foods that the students can write down.
 Matthew Brennan
Health Education Lesson Plan Format

CDC Risk Behavior / Health Topic: Disorders/diseases related to unhealthy

diets/healthy ways to prepare and store food.

Grade Level: 5th grade.

Learning Domain (cognitive, affective or life skill): Life skill.

National Health Education Standard and /or Pennsylvania Health Education

Standard:

1.5.1 Choose a healthy option when making a decision.

10.1.3C Explain the role of the food guide pyramid in helping people eat a
healthy diet.

Objective for this lesson:

Students will be able to list and identify unsafe ways to prepare food and
will be able to recognize the benefits of proper storage and preparation of
food by having real life examples shown to them and then receiving a list of
risk factors that come from the examples. They will be shown examples of
how to reverse the negatives of the real life examples. Students will show
proper techniques by getting up in front of the class and role playing what
to do with the teacher.

Students will be able to explain the benefits of a healthy diet based off of
their food options and the food guide pyramid by writing down their normal
diet and then writing down a modified diet based off of their new findings.

Essential Question(s): Why is proper storage and preparing of food

important? What are some ways that students can utilize this information?

Why is the food pyramid important? How can students use it in their
everyday diets?
Essential Content(s):
Teach them the importance of cleaning the hands before and after each
meal and before and after cooking each meal.
Teach them about cross contamination. When preparing meat do not have
fruit or vegetable near the raw meat. Make sure to clean each surface
that it touches.
Have student make a list of foods that they eat (Meat) Have a list of what
temperatures to cook the meals at. Or if they do not have a stove or an
oven, have a real life example of how to know when the meal is fully
cooked.
Explain the importance of cooking, how it kills bad germs.
Explain the importance of refrigeration. If they do not own a refrigerator,
list other ways that they can dispose off food, or foods that they can
obtain that do not need refrigeration.

Anticipatory Set (Focus event):

- start off by having students write down there favorite meal, second
favorite meal, and third favorite meal. (Use these as the examples
of safe storage, food preparation)
- show them the food pyramid, and tell them to keep their meals in
mind and compare those meals to the food pyramid.

Procedures (Task):
- explain the different aspects of the food pyramid. At the end of the
explanation ask students to write down their normal diets. When they
are done writing down their normal diets, have them write down a
second diet that they can use based off of the food pyramid.
- When they are done with the second diet. Have the students name
their first favorite meal. Choose three meals from the students.
- Go through proper preparation techniques of the three meals that
they choose.
- After you go through the preparation steps have the students write
down how they think they can properly and safely prepare their meals
based off of what they just learned. Have each student read out
loud to the class what they wrote down. Along with the students give
the student that just read some feedback on what they did right and
how they can make it better.
 - Briefly go through ways that the students can store their foods
appropriately. Give them real life examples based off of their
favorite meals on what to look for when discarding food and how to
do it safely.

Closure:

Have students list one proper preparation tactic and one safe storage and
discarding tactic on a piece of paper. Have the students hand in their
responses, assess the information, discuss their responses during the next
class.

Materials/Equipment (Resources):
- A list of foods that the students eat on a regular basis.
- Researched methods on how to prepare, store, and discard food.
- If possible internet and real life pictures of what to look for when
food goes bad.
- A visual representation of the food pyramid.
Teacher Name: Matthew Brennan
Coop Name: Dr. Cramer
Grade: 6th grade
Class Size: 25
Class Time: 50 minutes
Facility: Gymnasium or Athletic Field

Lesson Subject/Topic: Ultimate Frisbee-Introduction of rules and passing

Standard(s) Addressed:
10.5.6B Identify and apply the concepts of motor skill development to a
variety of basic skills.
- Transfer between skills
- selecting relevant cues
- types of feedback
- movement efficiency
- product (outcome/result
“Objective of the Game
10.4.6C Identify and apply ways to monitor and assess the body’s response to moderate
to vigorous physical activity.
- Heart rate monitoring

Essential Content:
10.5.6B: Being able to perform the basic movements of any activity is essential
for life long participation.
10.4.6C: It is important to know how to assess your own body and how it
responds to physical activity.

Lesson Objective(s): By the end of the lesson the students will…

10.5.6B: Students will be able to explain the three basic throws that we show
them and have them practice.
10.4.6C: Student will be able to verbally explain why it is important to wear a
heart rate monitor during exercise or physical activity.

Prerequisite Skills/Knowledge: Catching and sliding

Materials/Equipment: 15-20 frisbees

Assessment(s):
Heart rate logs (see attached), Peer Checklist to see if they got the
passes/throws down (see attached)
Lesson Closure- Open ended question- what are some ways that we can use
these passes outside of physical education? Students will write it on a piece of a
paper and then hand it in to me as they leave for their next class.

Managerial Task:
8 minutes-Two videos: one on the rules
(https://www.youtube.com/watch?v=UnNUEvs2Ev0) And another on the three throws
(https://www.youtube.com/watch?v=kx726nfXi-4)

during the video I will tell students to pay attention to how the players are moving and write
down what they see.

Next students will get with a partner or in groups of three, they will each get a heart rate log,
a checklist, and a piece of scrap paper.

Tactical Concepts:
- Video will get students familiar with the rules and how to play the game
from the start
- Having them write down what they see will already get their brains
processing how to play and how to strategically play a game of Ultimate
- The Frisbee video give them an idea of how to throw the Frisbee
Directions:
- have students write three rules down that they remember from the video
- have students write down a defensive action and an offensive action during
the video
- when the throwing video starts have students get up and practice the
motions of throwing the Frisbee
Debriefing:
- do you understand most of the rules?
- Do you understand how to move offensively and defensively?
- Do you think you can successfully pass 1 out of the 3 throws?
Managerial task 2:

10 minutes Students will practice throwing each of the throws with some blocked practice
(10 for forehand, 10 for back hand, 10 for hammer throws)

After 10 minutes the students will write down their heart rates and switch partners and will
give each other feedback. They will continue to practice for 10 minutes then write down their
heart rates again.

After the second ten minutes I will pause the activity and list a few cool ideas on how to use
the heart rate monitor and the Frisbee to get physical activity as an individual.
- I will tell them a few ideas of my own
- Throw the Frisbee as far as you can sprint after it, throw the Frisbee again as far as
you can jog after it, throw the Frisbee as far as you can bear crawl to it, throw the
Frisbee as far as you can jog to the Frisbee and do twenty five jumping jacks when
you get to the Frisbee, throw the Frisbee as far as you can and skip to it, throw the
Frisbee as far as you can and lunge to it, throw the Frisbee as far as you can jog to the
Frisbee and do 12 burpies when you get there, MIX IT UP! do this for a complete 30
minutes

Tactical concepts:
- throwing each of the three throws will give them a good amount of time to
get the form and technique down for throwing a Frisbee
 - this will give them an idea of how much their heart rates increase when
playing catch with a Frisbee
- the question about ideas on how to get physical activity will give them
insight into how they can be creative when it comes to getting physical
activity.
- The idea that I give to them will also get their minds thinking in a higher
order thinking style about physical activity.
Directions:
- each group will have one Frisbee
- each group will practice 10 forehand throws, 10 back hand throws, and 10
hammer throws for 10 minutes
- after 10 minutes the students will record their heart rates
- throw with the same blocked practice then they will record their heart
rates and I will ask them the question
- then I will give them the idea, and I will have a hardcopy of the idea that I
created to give to each of them.
Debriefing:
- does everyone feel more comfortable with throwing the Frisbee?
- if you don’t will everyone work on the throws outside of class?
- how were the heart rates during this activity?
- what are some ways to mix it up when it comes to physical activity?
- If not here is an idea, what do you think of it?
Managerial task 3:
I will tell students to get into groups of three or four. They will be playing a variation of
monkey in the middle. The student in the middle has to intercept a pass from the other
students, the person who threw the Frisbee when it was intercepted has to go in the middle. If
the person in the middle cannot intercept it they will switch with someone else in the group
after a few minutes.
They cannot be stationary during this activity they all have to be moving from one side of the
court or gymnasium to the other, or from one side of the field to the other. 15 minutes

This will give them a little glimpse of how to use tactics.

I will pause the activity after about 8 minutes and I will ask the students how they managed
to keep the Frisbee away from the student in the middle. I will also ask the students in the
middle what they attempted to do to try and intercept the Frisbee.

They will also record their heart rates during the pause.

Tactical concepts:
- this activity will get them used to playing offense and defense
- this will help them visualize how to use strategies a little more
- recording their heart rates will give them a better idea of how moving
around a little more vigorously can increase their heart rates.
Directions:
- students will be in groups of three or five
- groups of three will be two on the outside one in the middle
- groups of four will be three on the outside two in the middle
 - students on the outside trying to get open for a pass while students on the
inside trying defend or intercept a pass
- once the Frisbee is intercepted or defended the defender becomes the
thrower and the thrower becomes the defender
- every 10 throws caught by the outside they will switch the person or
person in the middle
- therefore the students will have to count out loud every time they catch a
pass
- no rough housing or physical contact unless it’s a high five or a hand shake
Debriefing:
- what are some ways that the offense moved to get open
- what were some ways the defense moved to intercept or defend
- was it more difficult to defend? If so what are some ways we can make it
less difficult?
- Was it more difficult to be a thrower? If so what are some ways we can
make it less difficult?
- How did our heart rates respond to this type of exercise?
- Was it difficult on our heart rates?

Lesson closure:

- have students form a semicircle in the middle of the field or gymnasium

- ask them what are some tactics that they learned on defense and offense
during monkey in the middle?
- What are some ways that we can use these tactics during a game of
ultimate?
- Have them write down one or two rules as an exit slip.
- Hand them the hardcopy of the workout with a Frisbee as they leave.

References: https://www.youtube.com/watch?v=kx726nfXi-4
https://www.youtube.com/watch?v=UnNUEvs2Ev0