Minnesota Standards of Effective Practice for

Teachers

Adam Bibbs

Gustavus Adolphus College:Secondary Education

Health & Physical Education

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January 2008

Table of Contents

A. 10 Standards Standard 1: Subject Matter P. 3Standard 2: Student Learning P. 14Standard 3: Diverse Learners P. 35Standard 4: Instructional Strategies P. 60Standard 5: Learning Environment P. 67Standard 6: Communication P. 76Standard 7: Planning Instruction P. 88Standard 8: Assessment P. 160Standard 9: Reflection and Professional Development P. 171Standard 10: Collaboration, Ethics, and Relationships P. 183

B. Unit Plan P. 92Standard 7: Indicator D

C. Lesson Plan P. 70Standard 5: Indicator N

D. Instructional Adaptations for Disabilities P. 39Standard 3: Indicator B

E. Instructional Adaptations for English Language Learners P. 17Standard 2: Indicator E

F. Understanding of Diverse Cultures/Races P. 173Standard 9: Indicator I

G. Instructional use of Technology P. 62Standard 4: Indicator L

H. Impact on Student Learning Project Appendix

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Standard 1: Subject Matter

“A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.”

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Standard 1: Subject Matter. A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.

A. Understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines taught.

B. Understand how students' conceptual frameworks and misconceptions for an area of knowledge can influence the students' learning.

C. Connect disciplinary knowledge to other subject areas and to everyday life.

D. Understand that subject matter knowledge is not a fixed body of facts but is complex and ever developing.

E. Use multiple representations and explanations of subject matter concepts to capture key ideas and link them to students' prior understandings.

F. Use varied viewpoints, theories, ways of knowing, and methods of inquiry in teaching subject matter concepts.

G. Evaluate teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness for presenting particular ideas and concepts.

H. Engage students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.

I. Develop and use curricula that encourage students to understand, analyze, interpret, and apply ideas from varied perspectives.

J. Design interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry across several subject areas.

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Standard 1 : Subject Matter. A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.

Indicator I. Develop and use curricula that encourage students to understand, analyze, interpret, and apply ideas from varied perspectives.

Artifact: Biomechanics Worksheet used while student teaching at Saint Peter High School. This worksheet was used to make students think critically about how our bodies work and applying it to a specific unit of study, in this case racquetball.

Rationale:When teaching one of the most important things to do is to create a purpose for all

lessons and activities. Along with this idea teachers need to create real life application and connections so all students are able to learn the information in an easier process. When we do this we create opportunities for students to interpret, analyze, apply, and relate topics to one another, which builds a more comprehensive understanding to subjects. This worksheet does just that by taking the concept of the principles of biomechanics and making one think critically to apply the principles to a specific activity. In this activity the students needed go to a biomechanics program (set up on the computers), then study the principles of biomechanics by looking at the examples provided by the program. Every principle had around 5 sub-categories, and the students needed to look at these to see if they could apply these principles to racquetball. This assignment really made the students dig hard for the information and made them draw connections from different activities and biomechanic principles to relate them to racquetball.

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Physical Education Biomechanics Worksheet

Name:_________________________ Period:________

Sport/Activity:__________________________________

Using the “Biomechanics Make Easy” program, look over the many principles of biomechanics and select two that you feel have application to racquetball. First, list the principle and identify the sub-category of the principle that you believe applies to racquetball. Next, identify the application that the program gives you for the selected principle. Lastly, write a detailed explanation (in your own words) how this principle can applied to racquetball. BE SPECIFIC.

Principle 1: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Application: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example in own words: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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________________________________________________________________________________________________________________________________________________________________________________________________________________________Principle 2: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Application: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example in own words: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Standard 1 : Subject Matter. A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.

Indicator J. Design interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry across several subject areas.

Artifact: Interdisciplinary Microteaching Lesson Plan created in a Methods course taken at Gustavus Adolphus College during the spring of 2007. This lesson plan was created in collaboration with a Music Education Major.

Rationale:Interdisciplinary activities help students draw connections from one subject area

to another. While taking a methods course at Gustavus Adolphus College the goal was to combine music and health to make a sound interdisciplinary lesson. To make this happen my partner and I decided to focus on how music can be tied to ones mental and emotional health. Music plays a role in emotional health because it can put a person in different moods or have them experience certain types of emotions depending on what is playing. Music can be connected to mental health by using it as a stress management or relaxation technique usually in combination with breathing or other types of exercises. This lesson made students think critically on the role of music in their lives and specifically how the role it has on their health. The hands on, and journaling activities really brought out these connections between music and one’s health.

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Justin Schramm and Adam BibbsGrade Level: 10th

Course Name: HealthLesson: Multidisciplinary

1. Objective/ Purpose/ RationaleThe students will learn how specific music affects their emotional state. They will demonstrate their comprehension by practicing proper relaxation techniques and writing about the experience as assessed by participation in the lesson and the journaling activities.

2. Link to Standard and Essential QuestionStandard connection: Health: “Students will analyze the influence of culture, media, technology, and other factors on health.” Music: “Students will understand the connections between music and other disciplines outside the arts, such as mathematics, science, or history.”

3. Activating Prior Knowledge of StudentsWe will have the students write in their journal using the prompt: Explain in detail how each selection of music affected your emotions and your overall mood.

4. PurposeThe purpose of this lesson if for the students to learn the affects music has on their emotions and overall mood. Following the lesson students will be able to practice proper stress relieving techniques using music.

5. Anticipatory Set: (6 minutes)“Good afternoon class, we would like your attention at the front of the room so

we can begin. On the overhead are directions for the opening activity. Follow along as I read them aloud.”(Directions below)

When we tell you to move:-Find a comfortable place in the room where you can have you own space-Close your eyes-Focus on the music- When the music stops return to your assigned seats

“You may move now.” Students will move to their own area in the classroom. Once every student has found their space we will begin to play the music. We will start play a song that has a fast tempo for one minute. We will then switch to a song that has a slower tempo for a minute. When the music stops and the students return to their seats we will have the students journal using the prompt written on the board. (Prompt below)

Explain in detail how each selection of music affected your emotions and your overall mood.

6. Methods/Strategies Used and Rationale

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We will use active learning to grab the students’ attention in the opening activity. We will also use critical thinking and analysis skills as the students informally journal about the way music affects them.

7. Chronology of LessonFollowing the anticipatory set, we will have the students pair/share their journal for. After the pair share we will direct the class to focus for a large group discussion. “Alright, focus now back up front. How were the two pieces of music different? What did you discover about your emotional states and the two different styles of music? (4 minutes)

Today’s topic is how music can serve as a stress reliever. Here is handout to fill out as we go through the presentation. (Hand out Lecture Guide) (Read over questions to make it clear what the students should know) Music therapy is the use of music to achieve therapeutic goals. Goals include motor skills, social development, cognitive development, self awareness, and spiritual enhancement. Music therapy in the United States is dated back to about 1944 as the beginning of usage. Music therapy is very important for stress relief. There are a number of ways to utilize music as a stress reliever. First, find music that works for you. Often people buy Meditation or Relaxation recordings. This type of music does not work for everyone. Through research it has been found that Celtic and Native American music as well as various music containing loud drums or flute are soothing. While you listen to the proper sounds a right and left brain synchronization occurs. Finding the right frequencies allows for the brain and nervous system to relax. If we don’t develop this synchronization certain stressors are considered to be major catalysts in the development or progression of potentially life-threatening diseases such as hypertension, gastrointestinal problems, skin disorders, headaches, insomnia, and coronary artery disease. Research also indicates that when music is used in the relaxation process it provides decreases in heart rate, skin temperature, and muscle activity. Rhythm is given credit for this calming or relaxation effect. One research finding dates this calming effect back to pregnancy. While we are in our mother’s womb, we are influenced by the heart beat of her. We tend to associate soothing music with the safe, relaxing, and protective environment that our mother provided us with during pregnancy.

Now that we know a little bit about the role and history of music therapy it is important to identify some ways that it can be used. Music provides us with certain tunes, and specific tunes are what can help us increase our deep breathing. Deep breathing is one of the major techniques to reduce stress, and this shows how music can be related to stress relief. Other techniques that can be used daily include taking baths while listening to music of your choice, listening to slow rhythm music, listening to up beat music for stimulation, listening to childhood favorites for a calmness affect, exercising to music, and listening to sound of nature such as the ocean. These techniques or the use of music therapy can and should be used in all environments and have shown to reduce stress specifically at school, work, home, and during athletics. (Information that goes with worksheet/handout)

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Another way to use music as a stress relief is being part of a drum circle. Businesses across the nation are using this technique to help their employees from burning out. The idea behind the drum circle is simple. No musical skills are required. The drumming is a conversation between the entire group. Through your playing you express your emotions at the time. Rhythm is not the focus but emotions are. In the center of the circle will be the leader. The leader helps direct the way the drumming will go. We will start by all playing softly and when the leader points at you is your time to solo. You can play what ever you want. Remember, the idea is for you to express your emotions. When you are finished, point back to the leader and he will move the solo to another player. After everyone has soloed, the leader will most likely point to everyone at the same time. At this point we are to use are drums to talk to one another. Listen to those around you and respond to what they say. If the leader puts a fist in the air all drumming must stop. When I say ‘go’ I want the front row to go get a drum and come make a circle in the front of the room. When they have been seated the second row may go. Do not play the drums until all are in the circle and the leader begins.”

After the students for the circle I will be the leader in the middle. We will start playing a quiet beat. I will pass the solo part around the room and control the direction of the circle.

“Alright, nice job with that activity. The back row can return the drums to where they got them from. When they are seated the front row may do the same. Mr. Bibbs will continue with the lesson.”

(Review Answers to Handout)

“Your assignment for Friday is to put these skills in to practice. At two separate times practice using music as a stress relief. Remember all the techniques we talked about today. If needed review the worksheet to help you. After relaxing write about the experience in your journal. At the end of the week we will collect you journals to see how both of your relaxation times went.”

8. Accommodations RequiredWhile one us is teaching the other teacher will walk around and make sure everyone is on task. They will also observe the ESL students, Shakri, Shea, Stacy, and Jessica to monitor their understanding of the directions and handout. Before we facilitate the lecture session we will present the essentials questions of the handout. This will help the ESL students as well as the other students that have difficulties in reading.

9. Differentiated instructionIn the opening activity we are using active learning with our eyes closed which will help Ryan , Kyle, and Jessica to focus on activity. We are using active learning which will also help the kinesthetic learners retain information more easily. This lesson plan requires the students to work outside the classroom to develop real world application on their own. The journaling activities will help us in identifying who we need to spend more time with to understand the material.

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10. Assessment of ObjectivesDuring the anticipatory set observation and proximity will be used to assess the students’ participation in the activity. Following the lecture we will ask if the students have any questions about the information presented. Also, using random selection we will review the lecture by asking the questions on the handout. At the end of the week, the students’ journals will be collected. As part of the assignment students will be required to practice this stress relieving technique at home twice this week. Following each time the students will journal about the experience. These journals will be collected on Friday for review.

11. Evaluation of AssessmentJournals will be collected every Friday at the end of class and this will part of the student’s daily work grade. Every week the journals will be worth a total of 10 points, and the students will receive 2 points per day for each journal entry. The journal entries must be thorough, in which they fully answer the prompt or question of the day in order to get the full points (2 points per day). The students will also receive a daily participation grade. As long as the students participate and stay on task they will receive all the possible points for the day. Each day there will be a total of 3 participation points along with the 2 points for the journal entries, making a grand total of 5 points for the entire class period.

12. Materials/Resources NeededThe students will need their journals and a writing utensil. The Anticipatory Set requires two CD players as well as the CDs fsdjkla and dfjklsa.Lecture Guide handout for all students.

Web sites used1. www.mtabc.com/examples/stress.htm 2. www.holisticonline.com/stres/stress_music-therapy.htm 3. www.wikipedia.org

Handout

Q: What is music therapy?A: music therapy is the use of music to achieve therapeutic goals. Goals include motor skills, social development, cognitive development, self-awareness, and spiritual enhancement.

Q: When did music therapy start in the US?A: 1944

Q: Why is music therapy important for stress relief?A: Certain stressors are considered to be major catalysts in the development or progressi9on of hypertension and associated illnesses, gastrointestinal problems, skin

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disorders, headaches, insomnia, coronary artery disease, and other potentially life-threatening diseases.

Q: When music is used in the relaxation process research has show that it provides decreases in…….A: heart rate, skin temperature, and muscle activity

Q: What part of music gives us a calming affect?A. Rhythm

Q: How have our mothers influenced our interpretation of music?A: While we are in our mothers womb, we are influenced by the heart beat of our mother. We associate soothing music with the safe, relaxing, and protective environment that our mother provided to us.

Q: What helps us increase our deep breathing?A: Specific tunes

Q: What environments can we use music in to help relieve stress?A: Work, School, Home, and Athletics

Q: What are some techniques that involve the use of music to reduce stress?A: Baths with music, Slow rhythm music, Focus on deep breathing, Listen to up beat music after work for stimulation, Listen to childhood favorites for calmness, Exercise with music, and Listening to sounds of nature (ocean).

Reflection:To make meaningful experiences for students teachers need to be able to

understand their content and subject matter and be able to relate it to everyday life. Quality teachers do this on a daily basis, and I feel that it is one of my major strengths. When students ask me “why are we doing this?”, I always have an answer ready for them. Teachers need to be able to answer that questions so students get interested in your class by your informational and passionate answer to the question. When we are able to answer these questions it is apparent that we are credible because we know a lot about our subject area. The next step is to be able to tie your material to other content areas so students can make connections on their own. When they are able to do this they find the importance in your subject area, and are able to answer their own questions by thinking critically rather that having you the teacher providing all the answers and information. I believe that when we tie our content and subject matter to other subjects we make a more comprehensive and more interesting curriculum, because students can use this knowledge that they have learned and hopefully apply it to future experiences. As I continue to develop into a quality educator I hope that I continue to develop instructional strategies to keep my students engaged and make connections to real world issues so students can find meaning in my subject areas and enjoy them at the same time.

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Standard 2: Student Learning

“A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal

development.”

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Standard 2: Student Learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development.

A. Understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning.

B. Understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions.

C. Understand developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others.

D. Use a student's strengths as a basis for growth, and a student's errors as opportunities for learning.

E. Assess both individual and group performance and design developmentally appropriate instruction that meets the student's current needs in the cognitive, social, emotional, moral, and physical domains.

F. Link new ideas to familiar ideas; make connections to a student's experiences; provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks.

G. Use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking.

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Standard 2: Student Learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development.

Indicator E. Assess both individual and group performance and design developmentally appropriate instruction that meets the student's current needs in the cognitive, social, emotional, moral, and physical domains.

Artifact: Tennis Skill Analysis used while student teaching at Saint Peter High School. This tennis skill analysis was used to teach and break down the forehand and backhand strokes, which are two of the fundamental skills used to play a functional game of tennis.

Rationale:This skill analysis form was modified and used while student teaching 10th grade

physical education at Saint Peter High School. It was used to help students understand how to complete skills for tennis as well as assess one another on how well they perform the skill at hand. These are great tools to go along with demonstrations for ELL and visually learning students because they break down skills with primary cues so students can comprehend the skills more easily. 10th grade is the last required grade for physical education at Saint Peter High School, so the use of this form at this level is developmentally appropriate because they should have learned this skill in an earlier grade. It is now time for them to show that they have mastered the skill, and the students can work within groups to assess each other to see what they need to improve on if there is an up coming skills test. Sometimes its easier to get feedback and constructive criticism from friends as opposed to the teacher all the time. I believe that students are more likely to respond better to their classmates feedback because they care more about what their peers think of them than what teachers do, when dealing with individual performance.

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Tennis Skill Analysis Form

Ground Strokes: Forehand and Backhand Strokes

Description: A forehand stroke is a return made with the palm of the hand facing the direction of the stroke. A backhand stroke is a return made with the back of the hand facing the direction of the stroke.

www.dictionary.com

Critical Cues:

Ready position Butt down Head up Stay loose Arms in Knees bent Feet shoulder width Locate target Turn body parallel with ball Pivot foot for a forehand shot Bring racquet back Belly button faces target on follow through Strike hard Follow through

Mood, Musker, Rink

Skill Drills and Application:

Skill Drills:

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1. Simple: Drop the ball with your non dominate hand and hit the ball using the forehand stroke into a fence or curtain. Drop the ball with your dominate hand and hit the ball using the backhand stroke into a fence or curtain.

2. Compound: Have a partner throw you soft toss and hit the ball using the forehand and backhand strokes. One partner will also fill out the skill analysis to evaluate their partner.

3. Complex: In partners we will hit the ball back and forth using the forehand and backhand strokes. We will try to volley for as long as we can.

Application: If we are outside we will start our doubles tournament (Kings Court). If we are inside we will play a doubles tournament of pickleball (Kings Court). Winners move to the right. If you lose on Kings Court you will go all the way to the last court and try to work your way back towards Kings Court.

Teaching Considerations:

Progression: We will start by having students line up and hit the ball individually and hit the ball into the curtain or fence while reviewing the forehand and backhand strokes. We will then move to soft toss with a partner, and finally hit the ball across the net with a partner. If we are inside this will be done with the pickleball equipment. We will then move into our tournament until class ends.

Safety:

Proper dress (shoes, shorts, shirt) No food, drinks, or gum Space between players Pay attention at all times Roll balls to the back of the court Report broke or damaged equipment Equipment in not a weapon Stretch/Warm up before and after the activity Use proper equipment (Inspect it) Inspect the playing area for hazards

Organization: A semi circle will be formed while the skills are being demonstrated. The students will then be provided the skill analysis to observe whether their partner is performing the skill correctly. The students will be working individually and first then work in pairs. They will hit the ball it the fence or curtain depending on where the class is located. We will then have partners volley by hitting the ball back and forth over the next. After this is accomplished I will state the rules and we will begin the doubles tournament. The teacher will move from court to court observing each student and

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providing adequate feedback. The students will return back to the original meeting place for a quick review.

Forehand and Backhand Strokes

Authentic Assessment of Skill Observer's Name:Performer:Date: Skill to be Diagnosed Forehand and Backhand Strokes

Forehand Stroke

Illustration Critical Cues Yes No Comments

Ready position

Eyes up Knees bent Arms loose

Butt down

Pivot non dominate foot in front

Parallel to the ball

Bring racquet back

Swing level

Hit through the ball

Belly button faces target

Follow through

Locate ball

Ready position

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Backhand Stroke

Illustration Critical Cues Yes No Comments Ready

position Eyes up Knees

bent Arms

loose

Butt down

Step to ball

Dominate foot forward

Bring racquet back

Swing level

Explode with hips

Follow through

Belly button faces target

Locate the ball

Ready position

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Standard 2: Student Learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development.

Indicator A. Understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning.

Artifact: Basketball Lesson Plan created in a methods course at Gustavus Adolphus College. This artifact not only displays my ability to create short term plans, but also displays my ability to create differentiated instruction for my students. The differentiated instruction is used to create opportunities for students to acquire knowledge and skills to further their own learning.

Rationale:This lesson plan was created for a 10th grade physical education class, and the

major focus for this lesson is develop and further the student’s learning about dribbling and shooting. Within this lesson there are many different instructional strategies used to create the best learning environment possible for all of my students. There is a section within the lesson plan labeled differentiated instruction that displays how I will meet the needs of all my students as well as using many different methods to relay the content to my students. Examples of this include the creation of the skill analysis form for my ELL and visual learning students, demonstrations, cooperative learning opportunities during the skill development time, active learning opportunities during game play and application activities, and primary cues used to break down the skill into smaller steps. This lesson plan is a perfect example of my ability to help students develop better thinking behaviors because I use a variety of instructional strategies that meet all learning styles so all my students can experience success.

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Adam BibbsGrade Level: 10th Course Name: PE 10Lesson: #2

1. Objective/Purpose/Rationale The students will identify primary cues for dribbling and shooting in order to play a functional game of basketball. They will demonstrate their comprehension through journal activities, participation in all drills and activities, and a written exam at the end of the unit. In this lesson specifically they will be able to display their understanding of the skills covered through the application activities. I will also give the students some in class time for perform research for their paper and presentation.

2. Link to Standard and Essential QuestionsStandard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. The students will demonstrate their ability to perform the specific skills for today’s lesson which will be assessed by the skill analysis and teacher observation.

3. Activating Prior Knowledge of StudentsI will activate prior knowledge by having a journal prompt up on the board like any other day. The prompt will be on the white board for the students to start journaling. The prompt will be: Explain in detail how to shoot a basketball. How many shots are used in a typical game? Name them. Explain how to dribble a basketball. These prompts will tell me what the students prior experiences have been with basketball.

4. PurposeThe purpose of this lesson is for the students to learn how to shoot and dribble in order to play a functional game of basketball. Also they will have time to perform research on their figure of influence for the first 30 minutes of the class period.

5. Anticipatory SetIn the library I will get everyone seated at a computer and restate what everyone needs to accomplish for the day. “Alright everyone, today we are going to research a significant figure in basketball. We are doing this because we are trying to build cultural connections, so we can learn more about other races and ethnicities. It is important that we identify these connections to build a stronger community within our school. Can anyone tell me why it is important to build a strong community within the school? When we know more about each other we can get rid of some of the barriers that come between people. Hopefully in building a strong community we can decrease bullying and violence within the school. For this project, you must remember that this figure must have a different ethnic background than you. Once you have decided on a figure to do research on, come up to me for approval. If you have any questions come up and talk to me individually. You may begin.” I will take attendance while the students begin working.

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Once I accomplish this I will be walking around answering questions and making sure each student is on task.

When we head back to the gymnasium: “Alright everyone, take out your journals and begin writing about the prompt provided on the white board. Put your pencils down and look up when you are done.” Once everyone has completed the journal activity we will have a short class discussion so I can determine what the students know about shooting and dribbling a basketball, and I can correct misconceptions. Once this is finished I will then go into more detail on dribbling.

6. Method/Strategies Used and RationaleThe methods that I will use in this lesson are student choice, demonstrations, cultural connections, and active learning to achieve the goals of the lesson. I will use student choice because I would like to give students an opportunity to work with their friends. I can assess this easily through observation to see who can work well with who. I will perform demonstrations so the students know what the correct form looks like to perform the skill, drill, or activity. I will use active learning and cooperative learning by having the students work in pairs going along with the skill analysis’ to complete the simple, compound, and complex drills. They will then learn actively through the application games/activities.

7. Chronology of Lesson Time Description Cues OrganizationDress0-44-34

37-47

Beginning

Anticipatory Set: Talk about cultural connections.Research Topics

GymnasiumJournaling Warm upSquad leaders in front to lead stretching and the warm up.

-bullying-violence-research

-journaling importance

-go ahead leaders

Computer labT

s s s s s s s s s s s s s s s s s s

GymnasiumT

s s s s ss s s s ss s s s ss s s s s s s s s s s s

47-62MiddleDribbling

Define Drills Application

-athletic position-head up-bounce ball

-athletic position-head up-elbow in-jump-shoot-follow through

T cone drill C

C C C C Start

Ts s s s s s

s s s s s s

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62-82Shooting Define Drills Application

TPartner shootings s s s s s

s s s s s s

lightening------- baskets --------- s s s s s s s s

82-84

Dress84-90

EndingClosure

-bring it in-review-ask questions

SquadsT

s s s s ss s s s ss s s s s

s s s s s s s

Dress Time, Walk to Library, Walk back to gymnasium 15 minutes“Alright everyone lets head over to the library.” Once everyone is seated with a computer in front of them you can continue. “I need everyone to look up so I know that we are ready to begin. Alright everyone, today we are going to research a significant figure in basketball. We are doing this because we are trying to build cultural connections, so we can learn more about other races and ethnicities. It is important that we identify these connections to build a stronger community within our school. Can anyone tell me why it is important to build a strong community within the school? When we know more about each other we can get rid of some of the barriers that come between people. Hopefully in building a strong community we can decrease bullying and violence within the school. For this project, you must remember that this figure must have a different ethnic background than you. Once you have decided on a figure to do research on, come up to me for approval. If you have any questions come up and talk to me individually. You may begin.” I will take attendance while the students begin working. Once I accomplish this I will be walking around answering questions and making sure each student is on task.

Example: Ervin (Magic) Johnson – first player to come out and admit to being HIV positive. This created a huge scare in the NBA and forced him into retirement. 1995 he makes a come back to the NBA and helps get rid of misconceptions about the virus. Magic becomes a major role model for people with illnesses around the country.

“Since I gave this example to the class, no one will be able to use him for the project. You must identify someone different. Go ahead and take out your checklists for the project that I handed out yesterday, these will help you to get your project going in the right directions.”

Here are the directions for the day.” Have them on an overhead or projection screen so they can be easily seen by everyone. Read the directions to the students.

Directions

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1. Begin by searching for a person that had a major influence on basketball, remember that the person must have a different ethnic background than you.

2. When you decide on a person come up and tell me who you are planning on researching for approval.

3. Once you have approval gather as much information on this person as possible and look for cultural connections.

4. Check through the web sites and make sure that they are credible. (If you find a site that is in question consult the teacher or librarian)

5. Once you feel you have enough information begin reading and pulling out the major points and take notes.

6. Start your paper7. Remember to take your time because you will have 30 minutes again

tomorrow* Here are some web cites that could be helpful

www.espn.com www.yahoo.com www.google.com www.wikipedia.org www.nba.com www.wnba.com

*Also here is a form to help you find credible web pages (see resources)*Here is a sheet to help you cite your sources (see resources)

“Go ahead and get started.” The teacher should use the rest of this time to let the students work independently, and monitor their work. The teacher should walk around the room to make sure each student is staying on task. As the teacher walks around they can answer and questions that students have. Okay every as our research session has come to a close. Go to the file menu and select save as and type in cultural figure project. Under that it will ask you were you want to save the document. Select the desktop. (30 minutes in the library are up)“Alright everyone its time to head back to the gymnasium and get going on some basketball.” (You get back to the gym)

“Take out your journals and begin writing about the prompt on the white board. We will be doing quite a bit of journaling in this unit to practice our critical thinking and writing skills. It is important to write your thoughts down on paper so you can organize and articulate them to others. Put your pencils and look up when you are done.” 5-7 minutes

Journal prompts: Explain in detail how to shoot a basketball. How many shots are used in a typical game? Name them. Explain how to dribble a basketball.“Who would like to share? Who can explain how to shoot? Who can explain how to dribble?”

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“Alright now its time to get up and get active. Yesterdays jeopardy winners may go select the music for today.” Get students into their squads and begin an active warm up. 5 minutesFor this unit the squads were arranged in alphabetical order to speed up the time when taking attendance. The squads consist of 3 groups of 5 and 2 groups of 6.

Begin Stretches – have the squad leaders (squad leaders change every unit) call out the stretches and all the students will count to ten.

Start active warm upo High knees “Go”o Butt kicks “Go”o Cross overs “Go”o Skips “Go”o Carioca “Go”o Accelerators “Go”

“Alright Lets bring it in and begin the lesson for today.”

-Students will choose their partners for these drills. They will use the skill analysis to peer assess each other. Some groups may have three people depending how many kids are in the class this day.

Dribbling 15 minutes – (see skill analysis) – these will be provided as handouts so the students can peer assess one another. These will be handed in at the end of class so I have an idea of the skill level of all my students.

Definition – dribbling is done to advance the basketball up the court. An individual can take as many dribbles as desired by may not dribble again once he/she picks the ball up. Only one hand can be used to dribble the ball at a time. The hand must be kept on top of the ball at all times.

Simple drill – practice stationary dribbling with dominate hand. When they are comfortable have the students dribble with their non dominant hand, and then have them dribble back and forth alternating each hand.

Compound drill – Dribble around cones, imagine that the cones are the defenders. Protect the ball.

Complex drill – with a partner students will line up next to each other and begin jogging and dribbling at the same time. The students will pass back and forth between the two after dribbling for a few steps.

Application activity – Dribble Tago The object of this game is to practice dribbling skills as well as defensive

and offensive skills.o The students will be in an area that has boundaries marked. Each student

will have his/her own ball.o As the students move around dribbling and protecting their ball, they will

be trying to hit the other student’s balls away.o If a student looses their ball they will go to the area where the cones are

set up and go through the cones course twice (down and back) and return to the game.

Shooting 20 minutes – (see skill analysis)

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Definition – shooting the basketball, “throwing the ball at the hoop”, is a fundamental aspect to the game of basketball. While improving your technique of the shot you will start to increase your accuracy also enabling you to take your basketball skills to the next level.

Types of shotso Set shoto Jump shoto Lay up

Simple drill – practice holding the ball in the BEEF stance. Practice shooting the ball into the air.

Compound drill – shoot a set shot at the free throw line, shoot a jump shot at elbow, shoot a lay up from inside the lane.

Complex drill – shoot a lay up off the dribble, shoot a jump shot off the dribble. Application activity – Lightening (Split the class in half, and put them on two

hoops)o Students will get into a line at the free throw line. They will need two

balls. The first person will shoot and once the shot is taken the second person in line can shoot. The purpose is to make the basket before the person behind you makes or else you will sit out. If you make it before the person behind you makes it you will pass to the next person in line and they will try to get the person in front of them out. The last person in the game wins. When a student is knocked out of the game they will go get a ball and practice their shots on a different hoop.

Closure 2 minutesReview

“Who can tell me some of the primary cues for dribbling?”“Who can tell me some of the primary cues for shooting?”“Name the three types of shots we learned today?”“Does anyone have any questions? Great job today! Remember to come dressed tomorrow, we will be in the library for the first 30 minutes of class and then head back to the gym just like today.”

8. Accommodations RequiredWhile the students are in the library the teacher will walk around making sure that everyone is on task. I will also monitor the ESL and people with reading disabilities to make sure that they understand the directions and the information that they are finding. I will also walk around the gymnasium making sure that the students are on task a peer assessing each other on the skills for the day. Directions will also be presented by the teacher and written on the white board so students can follow along or can look to it as a guide if they have any questions. Students will have the choice on who they work with for today to increase motivation. The winners of the application activities will be able to select the music for tomorrow’s lesson. I will also be playing music during the application activities to aid in increasing motivation. People like to exercise and move to music.

9. Differentiated Instruction

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Demonstrations will be given to aid visual learners. During these demonstrations primary cues will be used so students are able to identify fully what they are expected to do, and they will be able to associate the movement with words. The demonstrations will aid the ELL learners. The switch from the library to the gymnasium will give the students an opportunity to use cooperative and active learning. They will have cooperative learning opportunities with their friends by performing the skills together and assessing each other by following the skill analysis. They will have active learning opportunities by using the skills that they have learned today in the application games/activities.

10. Assessment of ObjectivesThe students will be assessed by teacher observation (participation checklist) and by their peers through the skill analysis forms. This observation will take place during large groups discussions, their ability to stay on task while performing research, and staying on task while performing in drills and activities.

11. Evaluation of AssessmentJournals will be collected every Friday at the end of class and this will be part of the student’s daily work/participation grade. Every week the journals will be worth a total of 10 points, and the students will receive 2 points per day for each journal entry. The journal entries must be thorough, in which they fully answer the prompt or question of the day in order to get the full points. The students will also receive a daily participation grade based on whether they dress or not, and how they work and stay on task during the lesson for the day. As long as the students participate and stay on task they will receive all the possible points for the day. Each day there will be a total of 3 participation points along with the 2 points for the journal entries, making a grand total of 5 points for the entire class period.

12. Materials/Resources NeededClumpner, R. (2003). Sports Progressions. Champaign, IL: Human Kinetics

Mood, Musker, & Rink (2003). Sports and Recreational Activities. New York, NY: McGraw Hill.

Classroom analysisFolders JournalsPencilsWhite board for directionsMarkersWatchHandouts (see chronology)Dribbling Skill analysis Shooting Skill analysis CD player27 basketballs

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6-8 basketball hoopsConesPennies/JerseysLibrary Computers

Participation Checklist I will complete this while I walk around and observe.

This will be on my clip board next to each student’s name on my attendance list.Criteria Yes NoThe student was on task during research, drills, and activitiesThe student displayed a positive attitudeThe student was able to work well with othersThe student displayed respect for everyone and all pieces of equipmentThe student displayed sportsmanship while participating in all activities

Five criteria for evaluating Web pages

Evaluation of Web documents How to interpret the basics

1. Accuracy of Web Documents Who wrote the page and can

you contact him or her? What is the purpose of the

document and why was it produced?

Is this person qualified to write this document?

Accuracy Make sure author provides e-mail or a

contact address/phone number.

Know the distinction between author and Webmaster.

2. Authority of Web Documents Who published the document

and is it separate from the "Webmaster?"

Check the domain of the document, what institution publishes this document?

Does the publisher list his or her qualifications?

Authority What credentials are listed for the authors)?

Where is the document published? Check URL domain.

3. Objectivity of Web Documents What goals/objectives does

this page meet?

Objectivity Determine if page is a mask for

advertising; if so information might be

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How detailed is the information?

What opinions (if any) are expressed by the author?

biased.

View any Web page as you would an infommercial on television. Ask yourself why was this written and for whom?

4. Currency of Web Documents When was it produced? When was it updated'

How up-to-date are the links (if any)?

Currency How many dead links are on the page? Are the links current or updated regularly?

Is the information on the page outdated?

5. Coverage of the Web Documents

Are the links (if any) evaluated and do they complement the documents' theme?

Is it all images or a balance of text and images?

Is the information presented cited correctly?

Coverage If page requires special software to view

the information, how much are you missing if you don't have the software?

Is it free or is there a fee, to obtain the information?

Is there an option for text only, or frames, or a suggested browser for better viewing?

Putting it all together Accuracy. If your page lists the author and institution that published the page and

provides a way of contacting him/her and . . . Authority. If your page lists the author credentials and its domain is preferred

(.edu, .gov, .org, or .net), and, . . Objectivity. If your page provides accurate information with limited advertising

and it is objective in presenting the information, and . . . Currency. If your page is current and updated regularly (as stated on the page) and

the links (if any) are also up-to-date, and . . . Coverage. If you can view the information properly--not limited to fees, browser

technology, or software requirement, then . . .

You may have a Web page that could be of value to your research!

http://www.gustavus.edu/academics/library/research/APAGuide.html

Citing Your Sources: APA Style American Psychological Association (APA) style requires in-text parenthetical citations throughout the text and an alphabatized list of references at the end of the paper. Double-space the entire References list. Please see Lunsford's Everyday Writer, chapter 54, or the APA website for more information.

30

For information on structuring parenthetical citations, see Everyday Writer, 417-419.

Book, one author (see Everyday Writer, 417 & 421)

in-text: Note: Use the author's name to introduce the cited material and place the date in parentheses immediately after the author's name. If you use a direct quotation, the page numbers in parentheses follow the quote. See Everyday Writer for exceptions to the rule.

Jonsen (2005) notes that "while autonomy empowers the patient, it may also undermine the trust that must cement the therpeutic relationship" (p. 46).

works cited:

Last name, initial(s). (Year of publication). Title. City, state (if city is unfamiliar): Publisher.Jonsen, A. R. (2005). Bioethics beyond the headlines. Lanham, MD: Rowman & Littlefield.

Book, multiple authors (see Everyday Writer, 417-18 & 421)

in-text: For 2 authors:

Note: Use both names in all citations.

As Duran and Rogg (2006) assert, the character of Don Quixote sheds light on Cervantes's humanistic values.

For 3 - 5 authors:

Note: list all authors' names for the first reference; in subesquent references, use the first author's name plus et al. (and others).

First Reference: Clemmons, Weinberg, Frederici, and Scialfa (2006) achieved a harmonious collaboration on the issue.

Second Reference: Clemmons et al. (2006) discovered surprising answers to the question at hand.

works cited:

First author's last name, initial(s), Second author's last name, initial(s), & Third author's last name, initial(s).

(Year of publication) Title. City: Publisher.

Duran, M., & Rogg, F. R. (2006) Fighting windmills: Encounters with Don Quixote. New Have: Yale UP.

Selection in a book with an editor (see Everyday Writer, 422)

in-text: NOTE: Use the author of the chapter or selected work, not the editor of the book. Follow the pattern for a book with one (or more) authors.

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Tripp (2005) has claimed that the assertions put forward by Van Zandt are erroneous.

works cited:

NOTE: Begin with the author of the chapter or selected work, not the editor of the book.

Last name, initial(s). (Year of publication). Title of selection. In initial(s) last name (Ed.), Title of book.

(page numbers). City: Publisher.

Tripp, A. M. (2005). Women in movement: Transformations in African political landscapes. In J. Howell &

D. Mulligan (Eds.), Gender and civil society:Transcending boundaries. (pp. 104-133). London: Routledge.

Journal article (see Everyday Writer, 423)

in-text: Use the same format as you would for a book.

works cited:

Last Name, initial(s). (Year of publication). Title of article. Title of Journal, Volume, pages.

Goldberg, Sanford C. (2001). Testimonially based knowledge from false testimony.

Philosophical Quarterly 51, 512-26.

Note: The above entry is for journals that continue their page numbers throughout the year instead of beginning each issue with page 1. For journals that begin each issue with page 1, add the issue number in parentheses after the volume number: 24(2).

Article in a database (see Everyday Writer, 426)

in-text: Use the same format as you would for a book.

works cited:

Last name, initial(s). (Year of publication). Title of article. Title of Journal, Volume, pages. Retrieval date, from name of database (document number--if available).

Still, J. (1997). Beguines in outer space, or, the undergraduate research process. The History Teacher,

Volume 31(1), 109-116. Retrieved December 1, 2006, from JSTOR database..

Web site (see Everyday Writer, 419 & 425)

in-text: To cite an entire Web site, include its address in parentheses in your text; you do not need to include it in the References list.

32

To cite part of a site, use the same format for citing a book within the text. If the author is unknown, use the title or a shortened form of it. If no page numbers are given, use paragraph numbers.

("Finding Primary Sources," 2006)

works cited:

Last name, initial(s) [if known]. (Date of publication). Title of work. Title of Web site. Retrieval date, from URL.

Finding primary sources. (2006, October). Folke Bernadotte Memorial Library. Retrieved December 4, 2006,

from http://www.gustavus.edu/academics/library/research/primary-sources.html

Reflection:Student learning is the driving force for everything that a teacher does, whether its

planning the curriculum, unit or lesson plans, creating needs assessments, and so on. Our objectives revolve around what the students should be able to do at the end of the lesson, unit, quarter, semester, or year. Student learning is the foundation for all the work that needs to be done to be an effective educator. When teachers understand how all their students learn they are more able to create instructional strategies to meet their individual needs. This takes a lot of time and planning because its not easy to learn everything about your students. It takes a lot of effort and research to find out information about students, but it needs to be done so we aren’t leaving students behind in the dust. I believe that when teachers develop surveys to find more out about their students they experience more success because they can plan activities according to student’s interest as well as gain personal information about students to get a better understanding on who they are. After we learn more about these students we can make modifications and accommodations as well as create opportunities for differentiated instruction so all learning styles are addressed within the class. I know that this will take a lot of time and

33

practice to put together a system to get to know and build relationships with my students but I plan to do this so I can create the best environment possible for student learning to occur.

Standard 3: Diverse Learners

“A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse

backgrounds and exceptionalities.”

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Standard 3: Diverse Learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.

A. Understand and identify differences in approaches to learning and performance, including varied learning styles and performance modes and multiple intelligences; and know how to design instruction that uses a student's strengths as the basis for continued learning.

B. Know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents.

C. Know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.

D. Understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism.

35

E. Understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.

F. Understand the contributions and lifestyles of the various racial, cultural, and economic groups in our society.

G. Understand the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture.

H. Understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction.

I. Understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success.

J. Know about community and cultural norms.

K. Identify and design instruction appropriate to a student's stages of development, learning styles, strengths, and needs.

L. Use teaching approaches that are sensitive to the varied experiences of students and that address different learning and performance modes.

M. Accommodate a student's learning differences or needs regarding time and circumstances for work, tasks assigned, communication, and response modes.

N. Identify when and how to access appropriate services or resources to meet exceptional learning needs.

O. Use information about students' families, cultures, and communities as the basis for connecting instruction to students' experiences.

P. Bring multiple perspectives to the discussion of subject matter, including attention to a student's personal, family, and community experiences and cultural norms.

Q. Develop a learning community in which individual differences are respected.

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Standard 3: Diverse Learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.

Indicator B: Know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents.

Indicator C: Know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.

Artifact: Modifications and Accommodations for a Virtual Classroom. This project was

created in Inclusive Classrooms as a part of the education program at Gustavus Adolphus College. For this project we created a lesson plan for Health Education on Alcohol. This lesson plan includes profiles for students in the class that are not able to learn under common circumstances. We also included IEP goals for the students in need of them,

37

and made the necessary modifications in the lesson plans to meet the needs of every student in our classroom.

Rationale: “Inclusive classrooms” was an essential class to experience while in the education

major. In this class I learned about the many different students a teacher may have in their classroom at any given time. I also learned how to meet the needs of these students through such techniques as cooperative learning, complex instruction, contract learning, and tiered learning.

The “inclusive classrooms” course, as well as this project have been important parts of the development of my teaching skills. This project was put together as a collaborative effort between three health and physical education major students and it has provided me with basic knowledge and an understanding of how to plan for many different factors, disabilities, and diseases that affect learning with other colleagues. The knowledge that I have gained through this group project has provided me a chance to implement all of this important information into my future lesson planning.

This project meets standard 3 indicators B and C specifically because it gave me hands on experience in preparing and modifying lessons to meet the needs of all learners. This project will be a useful tool to apply in my future teaching lessons in regards to all types of learning disabilities.

Class Lists

1. 

Toni Abbey F  

2. 

Bill Alewine M Gifted

3. 

Maria Louise F ELL

4. 

Pat Allen M  

5. 

Bruce Archer M  

6. 

Earl Armiger M  

7. 

Joe Awad M LD

8. Judy Hellmuth F  

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 9. 

Anna Henderson F Gifted

10. 

Susan Henry F ADHD

11. 

George Hermach M ADD

12. 

Bob Hill M Hearing Impaired  

13. 

Dick Hiltner M  

14. 

Joan Potter F EB/D

15. 

Bruce Powell M  

16. 

Mandy Priddy F  

17. 

Phyllis Proctor F Physical

18. 

Marie Puliatti F  

19. 

Barbara Rakestraw F  

20. 

Stanley Ratner M EB/D

21. 

Dennis Sherwood M  

22. 

Pam Siegel F Asperger’s

23. 

Ken Simmons M  

24. 

Martha Taylor F  

25. 

Sergio Viencet M ELL

  

Profiles and IEP Goals

Learning Disabled: Joe AwadJoe is a 7th grade student who is years behind in Math and English. Joe comes

from a solid family background that includes his mother, father and two younger sisters. In school, he has a paraprofessional that travels with him from class to class to help him out with these skills that he lacks. Joe struggles with reading the most; his reading individually is at a higher level than if he is to read aloud in class. Joe gets very frustrated

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in the subjects he struggles in because he has trouble understanding directions, is unmotivated toward difficult tasks, and has difficulty with hand writing and fine motor activities.

IEP Goals:1.      Joe will be able to demonstrate grammar skills at a 6th grade level by June 1st.2.      Joe will achieve 1.5 years of growth in math skills by June 1st. 3.      Joe will increase his fine motor skills in hand writing by 2 levels by June 1st.

ADD: George Hermach

George is a 7th student who has extreme problems focusing during class time hours, and at times seems very withdrawn. George's parents are divorced and he lives with his mother. He is the youngest of four boys most of whom have been abused by their father in the past. His schoolwork is affected because he doesn't take down directions and due dates for assignments because of his distractions. He participates well with other students the majority of the time but will randomly fall off task and become problematic.

IEP Goals:1. George will increase his reading comprehension by one grade level by June 1st. 2. George will increase study skills specifically in his note taking, and listening by June 1st.3. George will increase his skills in following directions in class, specifically science to an 86% rate.

ADHD: Susan Henry

Susan is a 7th grade student who can't sit still during class and sometimes has outrageous outbursts that cause distractions to other students in the classroom. At home her father struggles to keep her controlled as well. Susan lives with her father as well as her older brother and younger sister. Her mother died when Susan was only two. In school she often attracts many friends but doesn't develop the skills to bond with these people. She has a low self concept, is two years behind in many subjects, procrastinates, and is very impatient making her get frustrated quickly.

IEP Goals:1.      Susan will decrease her interruptions and will raise her hand 90% of the time.2.     Susan will complete and turn in assignments on time no less that 90% of the time.3.      Susan will interact positively with more students no less than 80% of the times.

Asperger's: Pam Siegel

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Pam is a 7th grade student who avoids physical contact with others as well as eye contact. She is a single child who comes from a very loving family life. Pam is 2.5 years ahead in math and has a deep passion for computers. She gets frustrated to the point of breakdowns when the topic at hand isn't computer related. She is very routine-orientated. Pam has great difficulty forming relationships with others and lacks social and emotional reciprocity.

IEP Goals:1.      Pam will demonstrate anger management skills 90% of the time. 2.      Pam will spend less than half the day occupied with computers.3.      Pam will increase her interaction with more students on a daily basis, 75% of the time.

EBD-Externalizing: Joan Potter

Joan is a 7th grade student who has who loses focus at times and has an external emotional. Her mother is an alcoholic and her father has a passive aggressive personality. Due to her family life she tends to stay away from her family and home as much as possible. Joan has an aggressive personality and has been disciplined several times for physical attacks on other females in her grade. Due to this aggressive personality she has found herself in some troubling situations that have turned into run-ins with the law.

IEP Goals:1.      Joan will demonstrate anger management skills 90% of the time.2.      Joan will be involved in after school activities 3 out of 5 days of the week.3. Joan will complete at least 80% of her their homework within the week.

EBD-Internalizing: Stanley Ritner

Stanley is a 7th grade student who exhibits internalizing emotional behavior disorder. Stan's father died at a very young age and is living with his two sisters and mother in a small apartment. He keeps to himself at home and in the classroom and suffers from a mild case of depression. Stanley's mother has reported cases of his anxiety and withdrawal. During cooperative learning he becomes very shy and uptight with his classmates, making it difficult to participate in any of the group assignments.

IEP Goals:1. Stanley will be asked to meet with the guidance counselor 2 days a week to monitor his progress.2. Stanley will be asked to engage in a big brother or partner membership once a week. 3. Stanley will be involved in 30 out of 5 after school activities to become involved with other students.  

ELL: Maria Louise

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Maria is a 7th grade student who just moved to the district from Texas. She is the oldest child in her family of five. She is able to speak English at a high level but is 2 levels behind in reading comprehension and 1 level in general vocabulary. She has blended in nicely with a group of Hispanic girls her age and tends to speak Spanish when she is in the group.

Goals:1.      Maria will be asked to speak English in school 90% of the time to help perfect pronunciation.2.      Maria will be able to demonstrate a 6th grade level reading comprehension by June 1st.3.      Maria will increase their scores on vocabulary tests by 20% or more by June 1st.

 

ELL: Sergio Viencet

Sergio is a 7th grade student that has been in the ELL program for four years. His parents came to the area as migrant workers and speak no English. As a result Sergio only speaks English when he is in school. This has slowed his progress as an English language learner. He struggles with his speech from time to time and is 3 levels behind in reading comprehension.

Goals:1.   Sergio will be asked to speak English in school 85% of the day to help perfect pronunciation.2.      Sergio will increase his reading comprehension 1.5 levels by June 1st. 3.      Sergio will demonstrate ability to increase vocabulary by increasing test scores by 10%.

 

Gifted: Bill Alewine

Bill is a 7th grade student who has been identified as gifted by his teachers from his earlier years. He is a born leader and does exceptionally well in math and science, he is 3.5 grade levels ahead in both. Both of Bill's parents are professors at the local university. He is the oldest of child of three in his family. Currently Bill is at an 11th grade level in multiple subjects.

Goals: 1. Bill will receive adapted and enriched assignments in both math and science 75% of the time.2. Bill will increase time spent in class working with students who are struggling in either math or science.

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3. Bill will take a position in the schools student government.

Gifted: Anna Henderson

Anna is a 7th grade student who has been identified as intellectually gifted. She excels in both the classroom as well as standardized tests. She is a very curious student who asks questions and is interested in all subject areas. Her curiosity tends to get the class off task because she asked questions that are beyond the other student's level of learning. She is an only child and lives with her mother a doctor at the local hospital.

Goals: 1. Anna will save intuitive question for after class four out of five days a week 2. Anna will spend time after school two days a week working on advanced course work

Physically Impaired: Phyllis Proctor

Phyllis is a 7thgrade student with muscular dystrophy. She has been in a wheel chair since she was ten years old. Phyllis has a strong support group in and outside of school. She spends a part of her day, and every day in physical therapy. She has no learning disabilities and actually does quite well in the classroom. However she misses a large number of classes because of her disease and tends to fall behind in class.

504: o See 504 plan attached

Perceptual Disability: (Hearing Impaired) Bob Hill

Bob was born with hearing difficulties and he had tubes put in his ears because of inner ear infection problems at the age of two. This has affected his ability to function and understand concepts while he is in class. Bob will be getting a Cochlear implant in the next couple of months to aid him in his ability to hear while in school. Bob will have to hall his equipment for hearing from class to class.

IEP Goals: 1. Bob will be able to repeat directions given to him at least 80% of the time.2. Bob will demonstrate self advocacy by asking a question if he is unsure about something or is frustrated and by sitting in the front of the room.3. Bob will be actively involved in small or large group discussion 80% of the time.

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Modifications for Profile StudentsGroups

All of the profiled students will be placed in different groups instead of being counted off. They all will be placed in smaller groups so it is easier for them to participate. Roles for each group will be predetermined and placed on the overhead. This way no profile student will be assigned a task that they can't handle.

Group 1GeorgeJoeToniJudyEarl

Group 2MariaSergioMarthaBrucePat

Group 31. Susan2. Stanley3. Marie4. Dick5. Ken

Group 4AnnaBobMandyDennisPhyllis

Group 51. Bill2. Joan

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3. Barbra4. Pam5. Bruce P

JoeFor the first activity Joe will be pulled aside in order to break down the directions for each step, prior to the step so that we can make sure he understands. He will also be told before the second activity what he has to present so he doesn't get stuck with something that frustrates him. We don't want him forced into reading in front of the class so we will carefully assign his task for the presentation. For the second activity Joe's page will be highlighted so he is able to pull together the vital information of that page.

GeorgeGeorge will be pulled aside with Joe in order to break down the directions for each step in activities one and two. We will also check in with George personally every five minutes to see if he is on task. We will ask him to explain what the group is doing at the check-ins.

SusanSusan will also get personal check-ins to make sure she is still interested and on task. The paraprofessional aid will also be checking in on Susan to make sure she isn't a distraction to her group. Susan's role in activity two will also be highlighted to make sure she focuses on the important information.

PamWe will check with Pam immediately after giving directions in all activities, to make sure she is not having any problems working with her group and being a part of her group's project. We put Pam in a group with Bill because he has good leadership skills. Pam tends to work better when she has a schedule in front of her so we will provide her with a list of events. We will also assign her a small, less complicated role when her group presents. For activity two, Pam will read her page off the computer for the group. Because of this she will not be responsible for presenting in front of the class.

JoanJoan will be closely monitored to make sure she doesn't have any outbreaks. We strategically place her with group members that she is likely to get along with. Any physical outbreaks will result in immediate removal from the classroom

StanleyStanley tends to have problems in cooperative groups so we will place him in a group with at least one good friend. He will have a predetermined task for presenting so as not to place too much pressure on him. That task will be introducing the group and their body system.

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BillBill will get a chance to work on his leadership skills in his group. He is in a group with Pam and Joan and will work to keep them on task.

AnnaAnna needs to work on her cooperative skills. She will be asked to help Bob understand any oral directions as well as keeping him on track with what is happening in the group. Before the lesson begins she will be told to keep her questions to a minimum.

Sergio and MariaThe paraprofessional will be in this group for the majority of the lesson. She will make sure that Maria has help reading the directions and her assigned part. Maria in turn will help Sergio with the same. Sergio will be asked to present a smaller portion and Maria will help him with the part he needs to present

PhyllisPhyllis will be gone for the first 10 minutes of class for therapy. Because of this her part of the presentation will be provided for her.

BobBecause of Bobs implant hearing devise his group will have one of his two microphones. During group discussion the microphone will be passed around the group. Anna will help him with oral directions.

Adam BibbsTony Stadthere

Andrea PetersonCourse Name: HealthLesson Topic: Alcohol _Grade Level: 7 _Name of Lesson: Effects of AlcoholLesson Objectives: After this lesson students will be able to

List 5 short term effects of alcohol Describe 5 long term effects of alcohol

As assessed by the activities and journaling.

Link to Standard: A student shall demonstrate an understanding of decision-making processes and community health practices that promote healthful nutrition and dietary practices that promote healthful nutrition and dietary practices, and physical fitness, and that reduce and prevent tobacco use, drug and alcohol use, intentional and unintentional injuries, HIV, sexually transmitted diseases, and unintentional pregnancies.

Prior knowledge:

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Basic communication skillsProcedures for activitiesAny rules needed for lesson

Review/Bridging statement/anticipatory Set: Today we will learn about the short and long term physical effect of alcohol. Yesterday you were assigned the chapter in your book to read, hopefully all of you did that because today we will cover some of that information. We have a lot to get through today, so pay attention and work hard so that we can get through everything in the lesson.

Chronology of Lesson TimeRole CallBridging StatementContent Covered

I. Short term effectsA. Thread the needle Activity (Attached)

II. Long term effectsA. Long term effects Activity (Attached)

4. Closure – Journaling Activity (Attached)

1 – 3 3 – 5

5 – 20

20-4040-50

Closure/Assessment of Objectives: We started out today by looking at some of the short term effects of drinking. We then looked at some of the long term effects. Can any one remember some of the short or long term effects (write them on the board)? To close the lesson today I would like you to take out your journals and journal for five minutes about these questions. (Write questions on the board) Name two things you learned today. Why they are important, and how will you use them? Good job today class, tomorrow you will continue on the topic of alcohol with a power point presentation.

List of Materials:Chalk board Chalk6 pairs of glovesA watch6 needlesThread 30 effects packets6 large pieces of paper6 sets markers30 sheets of paper

Short term effects of AlcoholOver View

1. Physical.a. As soon as alcohol enters the bloodstream nerve cells are numbed

slowing nerve messages from the brain to all parts of the body.

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b. Heavy drinking can result in severe central nervous system depression resulting in sleep, general anesthesia, and eventually coma and death.

c. Causes blood vessels to widen giving a false sense of warmth, increasing chances of frostbite.

d. Hangover – an after effect of using alcohol and other drugs, may involve a headache, increased sensitivity to sounds, nausea, vomiting, tiredness and irritability.

e. Blackouts – a loss of memory for what happened during a period of time.

f. Alcohol also impairs motor coordination. g. Even in small doses, alcohol inhibits REM and deep sleep wake. h. Increases heart rate.i. Dilates blood vessels, which decreases blood pressure.j. Stimulates appetite.

Activity Plan – Cooperative Learning Prevent and reduce alcohol use and harmful consequences

Content area: AlcoholGrade Level: 7th Health Literacy: Responsible and productive citizenshipLife Skills:

I will not drink alcohol I will choose a drug-free lifestyle to reduce the risk of violence and accidents

Activity Title: Thread the NeedleInfusion: NoInclusion: YesObjective: After this activity, List 5 short term effects of alcohol, as assessed during discussion questionsMaterials:

6 pairs of glovesA watch6 needlesThread

Time Allowed: 15 minuetsOver View:

2. Physical.k. As soon as alcohol enters the bloodstream nerve cells are numbed

slowing nerve messages from the brain to all parts of the body.l. Heavy drinking can result in severe central nervous system depression

resulting in sleep, general anesthesia, and eventually coma and death.m. Causes blood vessels to widen giving a false sense of warmth,

increasing chances of frostbite.

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n. Hangover – an after effect of using alcohol and other drugs, may involve a headache, increased sensitivity to sounds, nausea, vomiting, tiredness and irritability.

o. Blackouts – a loss of memory for what happened during a period of time.

p. Alcohol also impairs motor coordination. q. Even in small doses, alcohol inhibits REM and deep sleep wake. r. Increases heart rate.s. Dilates blood vessels, which decreases blood pressure.t. Stimulates appetite.

Description: The class will be divided into two teams. Both teams will be given a needle and a piece of thread. The two teams will race to see how fast ever member of their team can thread the needle. On the second trial all of the students will wear gloves while trying to thread the needle.Directions:

1. Divide class into two teams 2. Give the first member of each team thread and a needle3. On the command of “Go” have students start 4. Make sure to time them5. After both teams have finished hand out a pair of gloves to each student 6. On the command of “Go” have students start second trial with gloves on 7. Time them again

Evaluation: How well did you thread the needle when you were not wearing the

gloves? How well did you thread the needle when you were wearing the gloves? What difference did wearing the gloves make? Did the pressure of having to compete against others bother you? What do you think this activity can tell us about the physical impairments

of alcohol (list on board)? What activities would be hard for you to accomplish while impaired (list

on board)? How do you think an impaired person would react to situations where

pressure was involved (write students responses on board)? Did any of you feel frustrated during this activity? Would a person under the influence become frustrated quicker of slower

than the normal person? How might this frustration be shown (list on board)?

Resources: Jackson, T. (1993). Activities That Teach. Cedar City, Utah: Red Rock Publishing.

Meeks, L., Heit, P., & Page, R. (2004). Comprehensive School health Education. New York: McGraw Hill.

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. Long Term Physical Effects Handout

1. Nervous System (Meeks, Heit, Page, 1995, 270)a. When consumed in large amounts nerve centers in the bran in that

govern judgment, memory, speech, reaction time, coordination, muscular control, and brain activity are greatly impaired.

b. Drinking harms the brain and other parts of the nervous system.c. Destroy nerve cells and cause blackouts and seizures.d. Heavy drinkers may develop dementia (can recover if drinking stops).

2. Digestive System (Meeks, Heit, & Page, 2004, 368/9)a. Increased risk of developing cancer of the mouth, esophagus and stomach

(the cells in the linings of these organs change and may become cancerous).

b. Increased risk of developing liver disease, as alcohol is oxidized in the liver it poisons the liver.

c. When poisoned the liver goes through three stages:1. The liver becomes enlarged with fatty tissue.2. Alcoholic hepatitis – is a condition in which the liver swells due to

alcohol, symptoms include yellowing of the skin, abdominal pain and fever.

3. Cirrhosis – caused by chronic damage to liver cells, can cause liver failure and death, liver transplant is the only effective treatment.

d. Pancreatitis is inflammation of the pancreas, causing higher risk of diabetes or cancer.

3. Immune System (Meeks, Heit, Page, 1995, 270)a. Drinking depresses the function of the immune system, increasing the risk

of illnesses such as respiratory infections, tuberculosis and certain cancers.b. Long term drinking lowers the number of infection fighting cells in the

body.

4. Cardiovascular System (Meeks, Heit, & Page, 2004, 368/9)a. Drinking increased the risk for developing cardiovascular diseases, high

blood pressure and stroke.b. Increased risk of cardiomyopathy, a disease in which the heart muscles

weaken and enlarge, and blood can’t be pumped effectively.

5. Skeletal System (Meeks, Heit, & Page, 2004, 368/9)a. Causes the body to lose calcium, this could lead to osteoporosis.b. Osteoporosis is a condition in which the bones become thin and brittle.

6. Kidneys and Urinary System (Meeks, Heit, & Page, 2004, 368/9; Hanson, Venturelli &Fleckenstein, 2002)

a. Increased urine flow. b. Long term drinking can cause kidney failure.

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c. Reduced ability to screen blood in the kidneys.

7. Reproductive System (Meeks, Heit, & Page, 2004, 368/9)a. Drinking can have significant effects on the reproductive system during

puberty.b. Females – delayed first menstrual cycle, irregular periods, and impaired

breast development.c. Females who drink as teen may have an increased risk of developing

breast cancer later in life.d. Males – decreased size of the testes and the development of muscle mass,

delay the age at which the voice deepens and reduce the amount of body and facial hair.

8. Respiratory System (Meeks, Heit, Page, 1995, 270)a. Death from alcohol overdose occurs due to respiratory failure because of

the effects of alcohol on the breathing center in the brain.

9. Liver (Hanson, Venturelli &Fleckenstein, 2002).a. 15% of alcohol related deaths are from liver disorders.b. Cirrhosis – scaring of the liver, functional tissue shrinks and deteriorates,

usually fatal.

10. Sex Organs (Hanson, Venturelli &Fleckenstein, 2002)a. Inflammation of the prostate gland, which doesn’t allow a man to maintain

an adequate erection during stimulation.b. Atrophy of the testicles, resulting in a lower sperm count.

11. Other Problems (Romas, & Sharma, 1995, 46; Hanson, Venturelli & Fleckenstein, 2002)

a. Almost every part of the body is harmed when people drink large quantities of alcohol.

b. Alcoholic beverages supply calories to the body but fail to provide any nutrients. These empty calories often lead to malnourishment and decreased capabilities in combating stress.

c. Dependence, usually a psychological dependence

Activity Plan 2 - Cooperative Learning along with individual and group accountability

Prevent and reduce alcohol use and harmful consequences

Content area: AlcoholGrade Level: 7th Health Literacy: Responsible and productive citizenshipLife Skills:

I will not drink alcohol

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I will choose a drug-free lifestyle to reduce the risk of violence and accidentsActivity Title: Long term effects of Alcohol consumptionInfusion: NoInclusion: YesObjective: After this activity, students will be able to list 5 long term physical effects of alcohol consumption, as assessed during discussion questions.Materials:

30 effects packets6 large pieces of paper6 packs of markers

Time Allowed: 20 minuetsDescription: The students will be divided into four groups of two. Each group will receive an assigned body system. They will be responsible for identify what part of the body is affected (as identified by illustration). They will then be responsible for a one minute overview presentation to the class on the effects of drinking on their assigned body systemDirections:

1. Give directions2. Divide up groups 3. Hand out supplies4. Monitor presentations (add where possible)

Evaluation: Large Group Discussion Questions What came as the biggest surprise for you during this activity? Do you think these long term effects; affect a person’s quality of life?

How? After knowing some of the effects of drinking, why do you think some

people drink (write on board)? What is one sure fire way to avoid all of these physical problems?

Resources: Meeks, L., Heit, P., & Page, R. (2004). Comprehensive School health Education. New

York: McGraw Hill.

Closure Journaling Activity Prevent and reduce alcohol use and harmful consequences

Content area: AlcoholGrade Level: 10th Health Literacy: Responsible and productive citizenshipLife Skills:

I will not drink alcohol I will choose a drug-free lifestyle to reduce the risk of violence and accidents

Activity Title: Long term effects of Alcohol consumption journalInfusion: NoInclusion: Yes

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Objective: After this activity, students will be able to list 3 ways drinking affects thinking and decision making and recite 3 problems associated with poor decision making because of alcohol, as assessed by teacher observation of journals.Materials:

Chalk Chalkboard

Time Allowed: 10Description: Once questions are written and presented from the board, students will have approximately 5 minutes to answer. Then will put their writing utensil down when finished. A brief discussion will follow the journal entry.Questions:

1. Name two things you learned today. 2. Why they are important? 3. How will you use them?

Directions:1. Give directions2. Have students journal3. Discussion

Evaluation:1. What did you learn?2. Why is it important?3. How will you use it?

Resources: Meeks, L., Heit, P., & Page, R. (2004). Comprehensive School Health Education. New

York: McGraw Hill.Appendix

Paraprofessional PlanThe paraprofessional will be mainly working with Sergio and Maria. They will also be assisting Joe and Susan with directions. They will check in on Joan to make sure she is not disrupting her group. If at anytime one of our profile students act up or become frustrated the paraprofessional will help them towards getting back on track. If the problem is too much to overcome we will assign them an interactive project on the computer that will help them in there understanding of this topic.

 Discipline PlanDuring activity one, any misuse of needles will result in removal from class. In activity two any disruption of your group will result in completing the project on your own, at your own time. All class rules apply during the lesson.

Cooperative learningThis will be addressed in both activities one and two. Students will work together to complete both tasks.

Individual Accountability

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In activity two each student will have a role. They will be held accountable by the group to complete their part of the project.

Tomlinson Technique: Tiered learningEven though the journal questions will be the same for every student, the expectations will be different for each student, according to their abilities. The low end students will be expected to simply answer the questions while the higher end students will be expected to explain what they learned during the lesson. The 5 Components of Cooperative learning Criteria for Success Academic and Social Skills Positive Interdependence Individual Accountability Expected Behaviors

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Standard 3: Diverse Learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.

Indicator I: Understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success.

Artifact Statement: Learning and Academic Achievement for all Students Paper. This is a paper that was created in an Inclusive Classrooms course taken at Gustavus Adolphus College in the spring of 2006. This paper discusses the importance of cooperative learning, and how to implement the components of cooperative learning to ensure that all students achieve or experience success in the classroom.

Rationale: “Inclusive classrooms” was an essential class to experience while in the education

major. In this class I learned about the many different students a teacher may have in their classroom at any given time. I also learned how to meet the needs of these students through such techniques as cooperative learning, complex instruction, contract learning, and tiered learning.

In my teaching experiences I find cooperative learning to be very effective when it is implemented correctly and has a purpose. My education philosophy revolves around the use of many different instructional strategies and cooperative learning is one that I like to use when it is applicable. This research paper on cooperative learning helped me in creating my educational philosophy and attitudes toward cooperative learning. This project also helped me realize how important cooperative learning is when it is implemented correctly throughout a curriculum so students are able to experience success with their peers. This research project gave me the basic knowledge about cooperative learning and how to use it in my future classroom so I can be able to continue the development of my teaching skills. The knowledge that I have gained from this research project has provided me with a chance to implement new techniques and teaching strategies revolving around cooperative learning in my lesson plans.

This project specifically meets standard 3, indicator I because it gave me an understanding of how to use cooperative learning to meet the needs of all learners. When we implement this correctly and assign students roles based on abilities we can provide opportunities for students to learn at the highest possible levels and experience some success at the same time. This research paper will be a useful tool to look back upon during future unit and lesson planning.

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Learning and Academic Achievement for all Students

Mark Van Doren, a famous poet, once said, “The art of teaching is the art of

assisting discovery.” I feel that this quote can be applied to cooperative learning in the

sense that in cooperative learning the teacher doesn’t necessarily teach, he/she assists or

guides the students by teaching them how to work together as a unit to achieve higher

learning on their own within their group. “Cooperative Learning was proposed in

response to traditional curriculum-driven education. In cooperative learning

environments, students interact in purposely structured heterogeneous group to support

the learning of one self and others in the same group (Johnson & Johnson, 1998).”

Cooperative learning is a complex topic that has three different forms which are formal,

informal, and based cooperative learning groups. Cooperative learning also includes five

categories that should be involved when implemented correctly and they are positive

interdependence, individual accountability, face to face interaction, appropriate use of

collaborative skills, and regular self assessment of team functioning. Cooperative

learning is supported by research, and when these three forms and 5 categories are

implemented correctly within a classroom, learning and achievement will increase for all

students.

To understand cooperative learning at a more in-depth level one must explore the

three forms of cooperative learning. The first type is formal cooperative learning groups.

These learning groups last from one class period to several weeks to complete any course

requirement. The second type is informal cooperative learning groups. These are

temporary groups that last from a few minutes to one class period. They are used during

a lecture, demonstration, or film to focus student attention on the material to be learned,

set a mood conductive to learning, help set expectations as to what will be covered in a

class session, ensure that students fully process the material being taught, and provide

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closure to an instructional session. The last form is the cooperative base learning. These

are long term learning groups with stable membership that give each member the support,

help, encouragement, and assistance he or she needs to make academic progress and

develop cognitively and socially in healthy ways. Traditionally these forms involve the

teacher introducing the lesson, assigning students to groups, giving students the materials

they need to complete the assignment, and assigning roles to each student. The teacher

will explain the tasks, teach any concepts they want to cover, and structure the

cooperation among the students. Students will work on the assignment until they

complete it, and while they are working the teacher will be moving from one group to the

next to monitor the student’s understanding to make sure students are on the right track to

complete the assignment. After the assignment is completed the teacher evaluates the

academic success of each student and has the groups evaluate how well they worked as a

team.

Many other instructional strategies use these forms of learning so to decipher

cooperative learning from the rest, 5 basic elements have been created. The elements

included are positive interdependence, individual accountability, face to face interaction,

appropriate use of collaborative skills, and regular self assessment of team functioning.

These elements are relatively basic and when they are implemented correctly within

cooperative learning some benefits are likely to occur. These benefits may include higher

retention, higher level thinking skills, interpersonal and communication skills, and higher

self confidence for all students regardless of their ability or achievement prior to the use

of cooperative learning (Spencer Kagen Tape).

Many teachers would agree that one of the most exciting developments in modern

education goes by the name of cooperative learning. An impressive collection of studies

has shown that participation in well-functioning cooperative groups leads students to feel

more positive about themselves, about each other, and about the subject they're studying.

Students also learn more effectively on a variety of measures when they can learn with

each other opposed to individually. Cooperative learning works with kindergartners to

graduate students, with students who struggle to understand to students who pick things

up instantly, and it works for all content areas when implemented correctly (Spencer

Kagen Tape).

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The majority of the school day should be based around cooperative learning and

to do so teachers must know how to structure cooperative learning and how to include the

five basic elements that create its effectiveness. As long as cooperative learning is used

effectively in the classroom, it is here to stay due to all the possible benefits students can

receive from it. Teachers must remember that the more understanding they have of the 5

elements of cooperative learning the easier it will be to structure formal, informal, and

based learning groups, diagnose problems students have in working together, adapt

cooperative learning to different student populations and subject areas, and use it for

years with high fidelity and appropriate flexibility. Even though this seems like a lot of

work and preparation I look forward to the challenge of creating successful cooperative

learning experiences for all my students in my future health and physical education

classes.

References:

Johnson, D. & Johnson, R. (1998). Cooperative learning and Social Interdependence

Theory. Retrieved March 13, 2006, from the World Wide Web:

www.co-operation.org/pages/SIT.html

Spencer Kagen Tape

Cooperative Learning Tapes

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Reflection:After completing these two assignments I realized how important it is to know

who my students are, and how to use a variety of instructional strategies to meet the learning needs of all my students. Planning for this can be time consuming and frustrating because to create effective lessons you must collaborate with other colleagues and aids to make accommodations and modifications so all students can be successful in your class. It is very difficult to do this, but in order to reach the needs of all your students you will need to do your research so they don’t get lost and don’t get left behind in your classes.

Once we know who our students are and what they are capable of it will be much easier for us to plan appropriate activities and instructional strategies to teach the knowledge and skills we want them to walk away with. My content areas rely heavily on active learning and cooperative learning. They focus on developing healthy habits and effective decision making skills so we are able to live longer and fulfilling lives. I feel that the best way to teach these things are through hands on experiences and this is what these instructional strategies do.

As you can see I’m a big believer in active and cooperative learning but before they can be implemented in your units/lessons you must know what you can expect from your students. You also need to know who can work with who because these techniques can be very ineffective if the groupings aren’t compatible. Once we get the groupings down, we then need to plan for specific roles so there is some sort of individual accountability within the groups. These roles should be assigned based on abilities so students can be challenged and made to experience success at the same time.

The key to all of this is planning. With effective time management and planning we can reach new heights with our students because when we use these strategies in our classrooms students tend to remember the information better than when they hear it through a lecture. When we provide memorable hands on experiences with the use of different instructional strategies we provide the students with experiences that they will remember throughout their lives. Ideally this process will help us to reach all diverse learners in our classes so they can all experience success. This will be one of the major challenges as I continue my development as an educator.

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Standard 4: Instructional

Strategies “A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and

performance skills.”

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Standard 4: Instructional Strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

A. Understand Minnesota's graduation standards and how to implement them.

B. Understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated.

C. Understand principles and techniques, along with advantages and limitations, associated with various instructional strategies.

D. Enhance learning through the use of a wide variety of materials and human and technological resources.

E. Nurture the development of student critical thinking, independent problem solving, and performance capabilities.

F. Demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.

G. Design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests.

H. Use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.

I. Monitor and adjust strategies in response to learner feedback.

J. Vary the instructional process to address the content and purposes of instruction and the needs of students.

K. Develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and present varied perspectives to encourage critical thinking.

L. Use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning.

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Standard 4: Instructional Strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Indicator L: Use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning.

Artifact: Physical Education Webquest was created in a technology course designed specifically for Health and Physical Education majors. This project displays my ability to use technology effectively in the physical education setting to stimulate advanced levels of learning. In this webquest students are asked to design a game or activity that focuses on a specific fitness element and along the way they learn a lot of information about fitness elements as well as how to create a game or activity that can be used to boost ones physical health.

Rationale: This Physical Education Webquest displays my ability to use technology to create

different learning opportunities for my students. To construct this webquest I first had to familiarize myself with the adobe go live software. I then had to properly research fitness elements and find adequate resources that students can use to complete this webquest. After this was completed I needed to make a step by step process to aid the students in creating a game that focuses on a specific element of fitness. The students go through an online journey through the use of differentiated instruction, and gather valuable information on how to create a game that our physical education class can participate in sometime in the future. Opposed to the traditional approach used in physical education this gives the students an opportunity to go out and use their technological skills, be creative, and teach their peers. This can be used as a motivational tool because many students get tired of year after year teachers teaching the same games or activities, so if we get students teaching other students different and exciting activities participation may increase dramatically, while learning occurs at the same time.

Link to Artifact = http://homepages.gac.edu/~abibbs/webquest/wqhome.html

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Standard 4: Instructional Strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Indicator F: Demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.

Artifact: Tennis Block Plan created for a 10th grade Physical Education class while student teaching. This block plan displays my ability to create plans based on student needs, responses, and interest. This tennis unit was created for motivational purposes, and displays my flexibility to adapt by changing scheduling plans to meet the interest of my students.

Rationale:This Tennis unit displays my ability to be flexible and to adapt to student interest.

For the original plan for the year we intended on teaching the student more indoor activities. Due to the amazing weather that we have had, we decided to do some revamping of planning. The students had requested that we teach them a tennis unit because other classes had taught this and they hadn’t received any exposure in prior classes. They requested this in an informal survey that myself and my cooperating teacher proposed to the class to increase participation. The goal was that this could be used as a motivational tool to get students that are normally uninvolved, involved in the activity. We decided that we could take out our badminton unit because most students get taught this unit year after year. We just moved a few units that need to be indoors back towards the end of quarter to ensure that we would have proper weather to teach this unit outdside. I designed this unit to teach the basic skills and knowledge of this sport because the students were at a novice level. This tennis unit was devised for a 10th grade class that meets for 90 minutes per class period.

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Tennis Block PlanAdam Bibbs

Day 1BeginningHave students take the racquetball exam. This should take no longer than 25 minutes. Every will remain quiet until everyone has completed the test.

Anticipatory Set: Introduce Tennis Unit. Review all safety rules and procedures. Introduce today’s activities.

Warm-Up: Students will line up at base line and run forward up to the net, jump, then backpedal to the base line five times on command. Once this is completed begin stretching the arms, legs, and core.

MiddleMajor Task 1: Grips (eastern forehand, western forehand, two handed backhand)Extension 1: Hammer DrillExtension 2: Ball Dribble DrillExtension 3: Air Ball Dribble Drill

Major Task 2: Groundstroke (Forehand/Backhand)Extension 1: Groundstroke Fundamental DrillExtension 2: Run and Hit DrillExtension 3: Rally Groundstroke Drill

Application Activity: Around the World

EndReview grip and groundstroke cues. Ask students to demonstrate with a partner all three of the grips they tried throughout the day.

Day 2BeginningAnticipatory Set: Introduce the history, rules, scoring, etiquette, and terms of tennis. Introduce the concepts of the serve.

Warm-Up: Students will warm up by finding a partner and hitting forehand and back hand groundstrokes to each other like the rally groundstroke drill.

MiddleMajor Task 1: Overview of Tennis

Major Task 2: Short ServeExtension 1: Toss DrillExtension 2: Mirror Serve DrillExtension 3: Change of Distance DrillExtension 4: Serve and Return Drill

Application Activity: Mini Kings Court

EndReview the cues for the serve.

Day 3BeginningHeart Rate Monitor Circuit/Activity

Anticipatory Set: Today we are going to focus on our short/net game skills. They include net volleys and drop shots.

Warm-Up – Stretch arms, legs, and core.

MiddleMajor Task 1: VolleyExtension 1: The Volley-Volley DrillExtension 2: Volley-Groundstroke Drill

Day 4BeginningAnticipatory Set – Introduction of more strategy shots.

Warm-Up - Students will line up at base line and run forward up to the net, jump, then backpedal to the base line five times on command. Once this is completed begin stretching the arms, legs, and core.

MiddleMajor Task 1: Lob ShotExtension 1: Lob DrillExtension 2: Volley and Lob Drill

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Extension 3: Brutal Volley Drill

Major Task 2: Drop ShotExtension 1: Drop Shot Target DrillExtension 2: Drop Shot Option DrillExtension 3: Drop Shot Approach Drill

Application Activity: Mini Kings Court

EndReview cues for the volleys, and drop shots.

Extension 3: Lob Everything Drill

Major Task 2: Overhead ShotExtension 1: Catch the Fly BallExtension 2: Hit the Fly BallExtension 3: Accuracy Smash Drill

Application Activity: Around the World, and Kings Court

EndReview cues for lob and overhead shots.

Day 5BeginningHeart Rate Monitor Circuit/Activity

Anticipatory Set: Today we will be playing a full tennis game as seen on television.

Warm-Up – Stretch arms, legs, and core

MiddleMajor Task 1: Long (Regular) ServeExtension 1: Serving from the baseline

Application Activity: Timed Tennis Tournament

EndSum up the Tennis unit, and preview the next unit to be covered.

Reflection:

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After completing these two projects I realized how important the use of a variety of instructional strategies can be for effective teaching. I learned that when you base things around student interest you are more likely to get better results when dealing with participation levels even though skill level may not be that sound. Through other teaching experiences I have found that students respond well to the use of a variety of instructional strategies especially ones that revolve around technology. In my classes I love to implement new and exciting technological devices again to increase participation through motivation. Most students are more tech savvy than I am and they find enjoyment when using these devices in classes. I also think that when I used different instructional strategies other that lecturing students can respond to me and connect to my lessons more easily.

The use of a variety of instructional strategies also aids teachers in creating differentiation opportunities, modifications, accommodations, and keeping in touch with the times to relate more to the students on a better level. Some of the instructional strategies that I have used include active learning opportunities, cooperative learning, and the incorporation of technology into the classes. Examples include student group work, student demonstrations, powerpoint presentations, visual aids, heart rate monitors, pedometers, and dance dance revolutions. The use of these things had made teaching more fun for myself, and I plan on keeping up to date with technological devices and new teaching strategies to continue to reach all my students.

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Standard 5: Learning

Environment“A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.”

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Standard 5: Learning Environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

A. Understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.

B. Understand how social groups function and influence people, and how people influence groups.

C. Know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations.

D. Know how to help people work productively and cooperatively with each other in complex social settings.

E. Understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.

F. Know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated.

G. Understand how participation supports commitment.

H. Establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole.

I. Establish peer relationships to promote learning.

J. Recognize the relationship of intrinsic motivation to student lifelong growth and learning.

K. Use different motivational strategies that are likely to encourage continuous development of individual learner abilities.

L. Design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaboratively and independently, and engage in purposeful learning activities.

M. Engage students in individual and group learning activities that help them develop the motivation to achieve, by relating lessons to students' personal interests, allowing

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students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning.

N. Organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks.

O. Maximize the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals.

P. Develop expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning.

Q. Analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work.

R. Organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals.

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Standard 5: Learning Environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

Indicator N. Organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks.

Artifact: Physical Education lesson plan. This Racquetball lesson plan was created while student teaching at Saint Peter High School.

Rationale:This lesson plan displays my ability to plan time accordingly, and to organize

space, and equipment to provide my students with functional learning environment. When looking at this lesson plan you will see categories which include time, description, cues, and organization. These categories help plan out the lesson for the day and give the teacher a visual aid so they can map out what the class should look like according to what activity is being performed. This is a great aid for substitute teachers because it gives them a visual aid to go along with instructions so they know exactly how your class should be run.

Adam BibbsGrade Level: 10th

Course Name: Physical EducationUnit: RacquetballLesson # 5 of 5

1. Objective/Purpose/RationaleBy the end of the lesson the students will be able to demonstrate and apply all the knowledge and skills they have learned into the tournament play which will be assessed by teacher observation.

2. Link to Standard and Essential Questions

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

3. Activating Prior Knowledge of StudentsThe student’s prior knowledge will be activated in a short review session at the beginning of the lesson. Any questions that the students have will also be answered.

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4. PurposeThe purpose of this lesson is to give my students a chance to implement technology into the physical education setting and to also give them a chance to demonstrate that they have a basic understanding of the skills and strategies to participate in a functional game of racquetball.

5. Anticipatory SetGood afternoon class. Today we are going to try a new workout with the jump ropes. First we are going to get a short warm up completed. I want all of you to jog one lap around the gymnasium then form a large circle for stretching. After this is completed we will go into student led stretching. Now, I want you to go and take out your heart rate monitor that you were assigned then wait for the directions. Instruct them that we will be participating in a 25 minute jump rope/arm lift activity. Have them focus their attention to the white board to follow along. “Begin.”

6. Method/Strategies Used and RationaleThe use of technology will be used with the heart rate monitors, and this gives a chance to measure different aspects of our workouts in future class periods once we develop an understanding of how analyze how hard we need to work to get in our target heart rate zone. Active learning will also be used during the tournament play because the students need time to experience the skills and strategies you teach them, in a game setting so they can be applied more easily.

7. Chronology of LessonSafety Precautions

Goggles will be worn at all times No gum Proper shoes and clothes will be worn No jewelry The racquet thongs will be worn at all times Face the front wall at all times

Time Description Cues OrganizationDress 0-1010-15

BeginningWarm up – students will begin the class by jogging one quick lap to relax their muscles and to get the blood flowing. The lap will be followed by student led stretching. Students will be called on by name and they will announce a stretch to perform.

-get ropes-go

-stretch

T

s s s s s s ss s s s s s s s s s s s s s

15-40MiddleMajor Task 1: Heart Rate Monitor Activity: With the heart rate monitors we will be doing a work out with jump ropes. This will be a partner activity. While one person is jumping rope the other partner will be performing arm

-get monitors out-check out the board for directions-begin

Ts s s s

s ss s s s s s

s s

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40-80

lifts with the bands or dumbbells.

Major Task 2: Racquetball Tournament: The students have been assigned to teams for a doubles tournament. After a team wins or a set time is up the teams will rotate and begin a new match against another team. As this tournament goes on the teacher will be walking around monitoring the student’s behavior to make sure they are on task and will also be assessing the student’s teamwork and physical skills.

-here are your teams again-Assign courts to teams

-Lets focus today on our best shot and team strategies

-start on the whistle

s s

Court 1 2 3 s s ss s s s s s s s s

Gym Divider

Court 4 5 6 s s ss s s s s s s s s

80-85 Ending: Hand out Study Guide for tomorrow’s exam. The test will consist of 5 multiple choice questions, 10 true/false questions, 5 matching questions, and about 5 short answer questions. Any questions? You are dismissed.

-Bring it in-Good Job today-way to stay on task-here is the study guide-have a good day

Ts s s s ss s s s ss s s s s

s s s s s s s

8. Accommodations RequiredA game of cut throat can be played if a one person from a team is missing. This was a game that was discussed earlier in the unit. If one person from two different teams are missing, students can have the opportunity to play a one on one game. Students have been placed into teams according to ability to try and keep all the games competitive and so no team has a large advantage over another.

9. Differentiated InstructionIn this lesson the students will receive different types of instruction. They will receive a short lecture time where the jump rope activity will be introduced. They will also have opportunities for cooperative learning, and active learning through the tournament play.

10. Assessment of ObjectivesToday’s assessment will be the record sheet of how long students were in their target heart rate zone, and teacher observation of the tournament play. If students are off task points will be deducted from their daily score. (30 points today)

11. Evaluation of AssessmentThe evaluation of the assessment will be the daily points that the students receive. For the heart rate activity the students will need to be in their target heart rate zone for at least 20 minutes of the 25 minute workout to get their daily 15 points. Its pretty much an all or nothing deal. If they stay on task and participate they will receive an additional 15 points during the racquetball session. If they are off task and a constant interruption they will be docked points or will receive a zero for the day. Reasons for docked points are always

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documented in the grade book, so if anyone has a question why they were loosing points a reason can be provided.

12. Materials/Resources NeededHeart Rate MonitorsHeart Rate Record SheetsJump ropesBandsDumbbellsRacquetsBallsGym spaceGoggles

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Standard 5: Learning Environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

Indicator Q. Analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work.

Artifact: Seating Chart Arrangement. This seating chart was modified while student teaching at Saint Peter Middle School.

Rationale:Many students interact with each other quite differently, and some times changes

need to be made to make the most out of certain environments. In this class something needed to be changed, because at times many students are off task, and I have spent too much time trying to refocus them so the class period can be productive. I decided to analyze the class and I realized that too many students that are friends with each other sit by one another. It has been frustrating to get things accomplished when you have to stop and wait, or talk over others that are talking while you are teaching. I decided to change the seating chart up, hoping that by mixing things up the distractions would diminish and I can get through everything that I want to accomplish for the lesson during this period. The students circled in this artifact are the ones that were moved due to certain individuals not being able handle themselves while sitting next to certain individuals. The seating chart change has worked so far and the class disruptions have decreased, so this just goes to show that when students are put in an environment where they can concentrate and learn they will be successful, and when they are put in a disruptive environment they won’t be as successful.

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Reflection:One of the major difficulties of teaching is establishing and maintaining a positive

learning environment for all students. To do this there are many things that need to be taken into account and it all starts with planning and organizing how you want to set up your class, and creating class rules. It then comes down to learning who your students are, and how they interact with others in your class. Once we figure these things out it becomes much easier to make adjustments and modifications to ensure that every student has an opportunity to learn in a positive environment with no interference. Quality teachers can spot things that need to be changed right away and they follow up by modifying seating charts, class activities, and incorporate things like technology, and other relevant things of student interest to motivate students and to build a learning environment where students have fun and learn at the same time. This is a skill that I have been working on while I have been student teaching, and I have found that it varies from class to class because some things that work in one class won’t necessarily work in another class. This just reinforces the fact that a quality teacher must know who their students are so effective planning and modifications can be made for specific classes to ensure that students can learn in a positive environment that you have set up.

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Standard 6: Communication

“A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.”

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Standard 6: Communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

A. Understand communication theory, language development, and the role of language in learning.

B. Understand how cultural and gender differences can affect communication in the classroom.

C. Understand the importance of nonverbal as well as verbal communication.

D. Know effective verbal, nonverbal, and media communication techniques.

E. Understand the power of language for fostering self-expression, identity development, and learning.

F. Use effective listening techniques.

G. Foster sensitive communication by and among all students in the class.

H. Use effective communication strategies in conveying ideas and information and in asking questions.

I. Support and expand learner expression in speaking, writing, and other media.

J. Know how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question.

K. Use a variety of media communication tools, including audiovisual aids and computers, including educational technology, to enrich learning opportunities.

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Standard 6: Communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Indicator K. Use a variety of media communication tools, including audiovisual aids and computers, including educational technology, to enrich learning opportunities.

Artifact: First Aid lesson plan created for 8 th grade Health students . This artifact displays my ability to use technology including computers and power point software to provide audiovisual aids which enriches learning opportunities for my 8th grade health students.

Rationale:This artifact was created while student teaching at Saint Peter Middle School. It

is the first lesson of the first aid unit that was taught to 8th graders. In this lesson I used power point software as a visual aid for my students to outline the entire first aid unit. I also created a handout to go with the visual aid so students could follow along and cross off topics as we went through the lesson. This lesson plan shows that I can use power point technology to relay information to students in more exciting ways as opposed to old fashion lectures.

Adam BibbsGrade Level: 8th

Course Name: HealthLesson # 1

1. Objective/Purpose/RationaleBy the end of the lesson the students will be able list and describe the projects and assignments that they are expected to complete by the end of the unit.

2. Link to Standard and Essential QuestionsThroughout this entire first aid unit students will acquire the knowledge to recognize, care for, and prevent injuries and illnesses. In order to do this they will need to be able to determine valid sources of information through research with the use of many different resources.

Students will comprehend concepts related to health promotion and disease prevention.

Students will demonstrate the ability to access valid health information and health promoting products and services.

3. Activating Prior Knowledge of StudentsAt the beginning of the lesson the teacher will ask if any of the students are trained in or have had any experience with first aid or CPR. The student’s prior knowledge will also be activated during the introduction and descriptions of the assignments and projects. The students will be asked questions to see what their prior experiences have been. Their

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participation and answers to questions will give the teacher an idea of the student’s prior knowledge.

4. PurposeThe purpose of this lesson is to provide an overview for the first aid unit. All of the expectations and projects will be covered in great detail so all students have an understanding of what they need to accomplish during this unit.

5. Anticipatory Set“Good afternoon class. Today we are going to begin our first aid unit, but first I have a few things I need to pass back and go over.” Can anyone tell me what first aid is? Does anyone in here have their First Aid or CPR certification?

6. Method/Strategies Used and RationaleThe method/strategy used in this lesson will mostly be lecture. The students will be provided information and expected to follow along while the teacher describes the goals and projects for the unit. Questioning will be used to determine whether the students understand the expectations for the unit projects and assignments.

7. Chronology of Lesson AttendancePass back tests – Go over what was lacking in the short answer questions.Have students take out their first aid packets.Power point presentation

Accident Chain – Brief, this will be covered in more detail on another day. First Aid Handbook - Slides Demonstration of First Aid Response – Slides

Each Student will choose a note card with a number on it. This number will indicate when each student has a chance to choose their topic for the first aid handbook and demonstration. I will flip a coin to see whether we will start from high to low, or low to high. I will hand out a second note card and on this card the students will write down their full name, the class period, and their topic to turn into me. This note card will be used by the teacher to determine the order of the demonstrations/presentations of the topic at random. Have a volunteer at the front of the room crossing off the topics as they have been chose. After this is finished identify where the red cross materials are located in the room and tell the students to search the index for their topic. Give them the rest of the class period to get a start on their project.

8. Accommodations RequiredFor my students who struggle with reading and note taking, the power point slides will be available to access at any time. The slides on the power point will also be read to the students to make sure that all expectations of all assignments are emphasized so there will be no confusion. The power point along with project handouts will be used as visual aids for students to follow along with while the teacher describes the assignments.

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9. Differentiated InstructionPower points slides will be used to aid visual learners during the lecture. Questioning will be used to create discussion ideas, and to assess whether the students understand all of the projects they are expected to complete by the end of the unit.

10. Assessment of ObjectivesThe assessment used in this lesson will be exit cards. The students will be able to briefly list and describe the projects they are expected to complete by the end of the unit.

11. Evaluation of AssessmentThe students will 5 participation points for completing the exit cards at the end of the lesson. The exit cards will tell me if the students really understand what is expected of them during this unit.

12. Materials/Resources NeededComputerPower point presentationHandouts of projectsRed Cross Books

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Standard 6: Communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Indicator E. Understand the power of language for fostering self-expression, identity development, and learning.

Artifact: Language Identity Paper. This was a paper created in a Human Relations course at Gustavus Adolphus College.

Rationale:This paper was created to display the power of language and communication as

well as to show how language changes over time, in certain situations, informally compared to formally, and how it shapes our identity. This paper goes into great detail on how my language identity has been shaped and changed throughout my life experiences. This paper also displays that how I have fun with language and how I use it to develop and learn new ways of communication.

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Language Identity

Casey Miller, a well known author, said “Our native language is like a second

skin, so much a part of us we resist the idea that it is constantly changing, constantly

being renewed (Online, 2006).” This quote is an adequate representation of the world

languages, because even though we may not realize language and communication are

changing its time to accept the fact that they are becoming more complex every single

day. I also believe that if anyone was to monitor their language for a week or two they

would realize the dramatic changes he/she will make in different scenarios. I see this

happening frequently in my own personal language, so I would assume that others

experience this as well. Language can be defined as communication of thoughts and

feelings through a system of arbitrary signals, such as voice sound, gestures, or written

symbols. I feel that language takes on different roles when communicating formally and

informally and there are many differences that I experience on a day to day basis.

When I took a look at how I use communication formally I found a few

interesting things. The first finding was that I only communicate formally in a

professional setting. I will talk to employers, professors, and older adults with more

articulation and better expressions of my thoughts or opinions through my word choice

and gestures. I believe that I do this to give them a good first impression of me and so

they will look at me as an intelligent human being. In this setting one should try their

absolute best to use proper language or appropriate communication skills. Everyone is

constantly being judged whether he/she are right for a job, or some other situation.

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Effective communicators in these situations will use appropriate skills such as eye

contact, body language, and will ask questions for further clarification or understanding.

When put in this professional setting, I use these skills that I have learned, but every now

and again I slip up because I’m only a 20 year old college kid, and am not at a stage in

my life where I can’t be professional 100% of the time.

When taking a look at how I use informal language I found that this is how I

communicate with people most frequently. The majority of my communication is with

my family and friends, and when I’m with these people I don’t really care what I look

like, because they aren’t judging me on my every move I make like in a professional

setting. I am more comfortable in these situations, so I just let loose and can be myself

without worrying about my appearance. I also found out that when I communicate with

my friends and family I don’t necessarily use effective communication skills. The reason

for this is that I have a closer relationship or bond with these people. I don’t always have

to use eye contact or gestures to show that I am listening, because we connect on

different levels. I’ve noticed that it is easier to communicate with these people because

we spend so much time together, and can finish each others sentences at times.

My language changes to a whole new level with my best friends because we use

slang, made up words, and weird gestures to communicate with each other that other

people would have no clue what we were talking about. For instance one of my best

friends could be walking out side somewhere on campus and shout a random word that in

proper language has no meaning, but to us it is equivalent to an entire sentence and I

would know that they were communicating to me. This is our own unique way to

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communicate and have fun at the same time; because seeing the looks on people’s faces

that have no clue as to what we are even talking about is priceless. When I am around

these friends we have a blast playing with language and creating new words because it

makes us unique in our own way.

Overall, I feel that language is under construction on a daily basis, and it is it will

be fun to see how it changes over the course of our lives. Language is a complex

dimension of communication and I feel that when a person communicates formally and

informally there are dramatic changes that take place. The most important thing to

understand is that it is time for everyone to realize that language is complex, always

changing, and cannot be thoroughly understood at times because of the uniqueness it

brings to the table. We will be using some sort of language throughout our life time, so it

is important to have your own identity of language. Toni Morrison, a famous author,

said, “We die. That may be the meaning of life. But we do language. That may be the

measure of our lives (Online, 2006).” Language plays a major role in shaping who we

are as individuals and it is up to you to decide what direction to follow.

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Reflection: When I think of one thing that could ultimately improve the educational

experiences of students, I think of communication. Communication between teachers, teachers and parents, and teachers and students is essential in building opportunities for students to be successful throughout their educational experience. I feel that when we build relationships with others we show that we are sincere and really want the student to succeed. When this message is conveyed a positive environment is created and I believe students become more successful. Some ways that we can establish effective communication include having or creating web sites that keep parents and community members informed on what is going on in your classroom, as well as sending out news letters, and setting up times for conferences (teacher, and parent) so we can build relationships and communicate with each other. In my opinion this isn’t done enough and is one of the many reasons so many students fly under the radar or aren’t very successful in school. When I get a job teaching somewhere, one of my goals is to create a web site so I can establish communication with parents, students, and colleagues. I also plan on having/attending many meetings to ensure that everyone is on the same page so my students receive the best education possible.

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Standard 7: Planning Instruction

“A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.”

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Standard 7: Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

A. Understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals.

B. Plan instruction using contextual considerations that bridge curriculum and student experiences.

C. Plan instructional programs that accommodate individual student learning styles and performance modes.

D. Create short-range and long-range plans that are linked to student needs and performance.

E. Plan instructional programs that accommodate individual student learning styles and performance modes.

F. Design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress.

G. Implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired.

H. Evaluate plans in relation to short-range and long-range goals, and systematically adjust plans to meet student needs and enhance learning.

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Standard 7: Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Indicator D. Create short-range and long-range plans that are linked to student needs and performance.

Artifact: Unit Plan created for the EDU 351 course. The unit plan and year plan display my ability to create short and long-range plans based on a virtual classroom. The virtual classroom is filled with students with specific needs that are addressed through the classroom set up and the order of the concepts that will be taught, which are identified

in the year plan. The lessons imbedded within the unit plan display my ability to create a 10 day basketball unit, in which the student’s needs are addressed through differentiated instruction and accommodations in each lesson plan.

Rationale: The ability to plan and use time accordingly is one of the essential keys to

successful teaching. Planning instruction is very time consuming, but it is needed to create a successful curriculum and classroom environment. Teachers need to possess the ability to foresee the knowledge they would like to convey into detailed and specific plans. As with all educational plans, student needs and performance goals need to be imbedded as the base within every lesson created.

From personal experiences I believe that when effective planning is present the teaching process and transitions within lessons tend to go smoother from one activity to the next. When effective planning is put into place the possibility of getting overwhelmed decreases because when you have an effective plan all one needs to focus on is carrying it out through their instruction.

To keep myself from getting overwhelmed I like to begin my planning process by creating a year plan. By creating a year plan I can give myself the ability look at the big picture for the year and lay down the framework of the curriculum that I am teaching. Along with establishing the curriculum, the year plan makes me think about the goals and underlying essential questions that the teacher wants the students to be able to answer over the course of the year. Once the year plan is completed and all of the units are selected I can now focus on the content of the units to create unit plans. By creating these unit plans I can decide what needs to be incorporated in them to reach the National Standards for my content areas. After the unit plans are completed it is time to move toward specific lesson plans that need to be created to meet all of the student’s needs. Lesson planning gives teachers the opportunity to create a plan for the day on how they intend to teach content to students, which I find to be very helpful. Within these lesson plans specific modifications and accommodations need to be made so that all students can be successful in your class.

When looking over the entire unit plan the first thing you will find is a year plan. This year plan identifies who my virtual students are, a calendar of the units that will be covered, and a rationale for the curriculum that will be implemented over the course of the year. This document displays my ability to create long-range plans that are linked to student needs.

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The next piece of the unit plan is the unit overview. This document displays my ability to create short-range plans based on student performance. The unit overview contains the objectives for the entire unit, a block plan that identifies what will happen in the daily lessons, and an overview of the assignments that the students will complete to meet the National Physical Education Standards.

The last piece of the unit plan is 10 basketball lesson plans created to show how I will reach the objectives for the unit. Only one lesson plan is attached due to the size of all 10 lesson plans. These lesson plans within the unit identify my ability to create short-range plans that are linked to my student needs through differentiated instruction, modifications, and accommodations created.

These examples of my planning demonstrate my organization skills and familiarity with my content areas. In addition, the entire unit plan displays clear connections to student needs and performance. Throughout my teaching experiences, I have learned that behind every successful teacher is a great plan. Even though planning is time consuming, it is something I work extremely hard at to ensure that I’m prepared so I can give my best effort to teach material in a way that it reaches all students throughout their educational experience.

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Year Plan

Created by

Adam Bibbs

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Virtual Class Analysis

Student Ethnic Background

Disabilities Interests/Notes

Amanda African American Behavior Disorder busy with outside activities, less hw

Angelique Hispanic uninvolved with outside activities, likes discussion/variety

Anna Hispanic likes PE, swimmer, doesn’t always get work done

Bob Asian Behavior Disorder uninvolved in activities, hates hw, bad attitude about school

Brandon African American Math football, likes class discussion

Erica Hispanic track, gymnastics, loses attention, quiet

Jenny Caucasian (seems bored, not challenged enough)

Jessica # 1 Hispanic ESL Dance, struggles with reading, bad attitude

Jessica # 2 Native American ADHD softball, cheer leader, visual learner, struggles with time management and homework

Joe # 1 Native American hockey, likes group work, negative attitude at times

Joe # 2 Caucasian likes PE, bball, football, gets bored, active learning

Josh Asian Dyslexia track, has a temper)Kyle Caucasian ADHD hockey, baseball,

football, bball,

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bored in schoolLaura Caucasian struggles to make

friends, bored in school

Mary Hispanic Depression/Suicide issues

lacrosse, has experienced discrimination, shy

Mike African American Reading lacrosse, struggles with school

Mohamed Somali didn’t give any information

Nicole Hispanic Behavior Disorder running, needs to be kept on task

Nolan Caucasian Behavior disorder weight lifting, pool, likes group work

Ryan Asian ADHD football, lifting, easily stressed out with school

Sammy Hispanic Reading uninvolved in outside activities, needs more time with things, likes slower pace

Shakri Somali ESL likes PEShawn Caucasian likes group work

and picking the groups, moody, involved in music

Shea Hispanic ESL swimming, loudStacy Hmong ESL lacrosse, easily

frustratedSusan Caucasian music, academics,

cocky, motivated, doesn’t like teachers

Yang Hmong didn’t supply info

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National Health Education Standards

1. Students will comprehend concepts related to health promotion and disease prevention.

2. Students will demonstrate the ability to access valid health information and health promoting products and services.

3. Students will demonstrate the ability to practice health enhancing behaviors and reduce health risks.

4. Students will analyze the influence of culture, media, technology, and other factors on health.

5. Students will demonstrate the ability to use interpersonal communication skills to enhance health.

6. Students will demonstrate the ability to use goal-setting and decision-making skills that enhance health.

7. Students will demonstrate the ability to advocate for personal, family, and community health.

National Physical Education Standards

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical education.

3. Participates regularly in physical activity.4. Achieves and maintains a health enhancing level of physical fitness.5. Exhibits responsible personal and social behavior that respects self and others in

physical activity settings.6. Values physical activity for health, enjoyment, challenge, self-expression, and/or

social interaction.

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Rationale for my Planning Process

The reason I chose to start off the year with health instead of physical education is simple. In order to build momentum and a purpose for physical education, students need to first understand what the current status of health is for Americans. My health units start out broad and general, because it is important for students to know how to build off life skills so they can create a healthy environment around themselves and their community. After I tackle the broad aspect of health it is now time to get into the more personal aspects. The students need to learn how to first keep themselves out of risky situations before they can help keep others from making unhealthy decisions. After all this knowledge is taught it is time to expand on it by teaching students the correlation between an active lifestyle and a healthy lifestyle.

Physical education teachers need to make the connection to health so students understand the importance of physical education and activity. If this isn’t apparent to students they will just view physical education as play time, when in fact physical educators are trying the teach skills, and rules of activities to promote life time activity to help satisfy the goals established by healthy people 2010. The rationale behind the units I picked for physical education was determined by student interest. The majority of my students enjoy participating in team games, so I chose the units I thought would best satisfy their needs to be active.

The order of the units were determined by the facilities available and anticipated weather conditions. Indoor games will be played in the winter and outdoor games will be played in the spring. These units were picked to give my students a variety of activities to play and give them a chance to determine which activities they will participate in to develop and maintain an adequate level of physical fitness that will hopefully continue long after they graduate from the high school.

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Year Plan (1st Semester)Course Title: HealthGrade Level: 10Teacher: Mr. BibbsKey Questions for semester: There will be a topic/question on the blackboard to journal about everyday. The students will have the first 5 minutes of class to complete this task.

1. Do I make well thought out responsible decisions regarding my health?2. What are the dimensions of health?3. How does someone achieve and maintain an adequate level of health and wellness?4. What kinds of factors play a major role on our overall health and well being?

Week Unit title Standards included1

September 3

Life SkillsEssential Question # 4

1, 2, 3, and 4

2 September

10

Life SkillsEssential Question # 1

5, 6, and7

3 September

17

Mental and Emotional HealthEssential Questions 2 and 3

2, 3, and 5

4 September

24

Family and Social HealthEssential Question # 2

2, 3, 4, 5, and 6

5 October 1

Environmental HealthEssential Question # 4

2, 3, and 7

6 October 8

Consumer and Community HealthEssential Questions 1, 3 and 4

1, 2, 3, 4, 6, and 7

7 October 15

Growth and DevelopmentEssential

1 and 3

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Question # 48

October 22Growth and Development

5 and 6

9October 29

Communicable and Chronic DiseasesEssential Question # 1

1, 2, 3, 5, and 6

10 November

5

Communicable and Chronic DiseasesEssential Questions 3 and 4

3, 6

11 November

12

Alcohol and TobaccoEssential Questions 1 and 4

2, 3, 4, 5, 6, 7

12 November

19

Other DrugsEssential Questions 1 and 4

1, 2, 3, 5, 6, and 7

13 November

26

NutritionEssential Question # 1

2 and 3

14 December 3

NutritionEssential Question # 3

3 and 6

15 December

10

Personal HealthEssential Question 2 and 3

2, 3, 5, 6, and 7

16 December

17

Personal SafetyEssential Questions 1 and 4

3, 4, 5, 6, and 7

17 January 2

(wed)

CPREssential Question # 3

3, 5, and 7

18January 7

CPR 3, 5, and 7

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Year Plan (2nd Semester)Course Title: Physical Education (Team Games)Grade Level: 10Teacher: Mr. BibbsKey Questions for semester: The students will write a three page paper answering these essential questions, and will turn it in by the end of the semester. This will account for 20% of their overall grade.

1. Why is it important to work together in team activities? Why not just participate in individual activities?2. What are lifetime activities and how do they assist in achieving, and maintaining overall fitness?3. Why is it important to learn about these activities?

Week Unit title Standards included1

January 14Volleyball Skills

1-6 (These standards should and will be included in every lesson taught during the year)

2January 21

Volleyball Game play

1-6

3 January 28

Broomball (outside)

1-6

4 February 4

Floor Hockey 1-6

5February 11

Swimmingstrokes

1-6

6 February 18

Water Polo 1-6

7February 25

Team Handball 1-6

8 March 3

BasketballSkills

1-6

9 March 10

BasketballGame play

1-6

10 March 17

Wiffleball 1-6

11 March 24

BadmintonSkills andDoubles Game play

1-6

12 March 31

PickleballSkills andDoubles Game play

1-6

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13 April 7

TennisSkills(outside)

1-6

14April 14

TennisDoubles Game play(outside)

1-6

15 April 21

Flag FootballSkills(outside)

1-6

16 April 28

Flag FootballGame play(outside)

1-6

17 May 5

Ultimate Frisbee/ Disc Golf(outside)

1-6

18 May 12

Softball(outside)

1-6

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Health Classroom – Seating Chart

X – Anna X –Jessica # 2

X – Shakri X – Nolan

X – Angelique X - Brandon

X – Kyle X - Shea

X – Jenny X - Sammy

X – Bob X - Mary

X – Susan X - Ryan

X – Joe # 1 X - Yang

X – Stacy X - Nicole X – Erica X - Shawn X – Mohamed X - Josh

X – Laura X – Joe # 2 X – Jessica # 2

Rationale for classroom set up:

After reviewing my class list I’ve decided that the best way to organize my classroom would be by creating a large semi circle so all the students can participate in daily discussions and see the board at the same time. I feel that a semi circle would create flexibility within my classroom because it will provide open space for active learning opportunities and desks can be arranged into groups rather quickly. The semi circle also opens up the classroom so I am able to observe each student better, because with rows some students tend to hide behind the people in front of them. I will have assigned seats due to the amount of students who have learning and behavioral disabilities. My goal in doing this is hat I will keep classroom disruptions to a minimum.

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Black Board

Teacher’s Desk

Baseball Field Baseball Field Ice Rink Parking lot

Soccer Field Football Field Football Field Parking lot

Football stadium/track

Busing Area Busing Area Parking lot

Training Room Men’s Locker room

Pool Women’s Locker room

Gymnastics room

Gymnasium Wrestling Room

Weight Room Gymnasium Front Office

Tennis courts

Lunch Area Front Office

Library Health Classroom

School Set Up

The school was set up this way to accommodate the needs for an effective physical education program. The facilities were put in these spots to ensure time wouldn’t be

wasted traveling around the campus to get to the proper fields/rooms needed for the daily activities.

Adam Bibbs

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Unit Plan Overview

10 th Grade Physical Education

Basketball

Unit Objectives:The Student will be able to…..

1. Cognitive Display basic understanding of rules and game play of basketball which will

be assessed at the end of the unit by a written test. Identify and describe the basic skills and strategies of offense and defense,

which include dribbling, passing, rebounding, shooting, stances, the give and go, the back door cut, and screening which will be assessed at the end of the unit by a written test.

Identify the benefits of basketball which will be assessed at the end of the unit by a written test.

2. Psychomotor Demonstrate the basic shots, dribbles, passes, rebounds, and stances with

correct form, which will be assessed by the skill analysis forms and game play.

Implement offensive and defensive strategies into game play which will be assessed by teacher observation of the 5 on 5 tournament.

3. Affective Display team work which will be assessed teacher observation of participation

during game play and application activities. Demonstrate sportsmanship which will be assessed teacher observation of

participation during game play and application activities. Demonstrate respect for all people and equipment at all times which will be

assessed teacher observation. Display a positive attitude while fully participating in all drills and activities

assessed by teacher observation.Standards:

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical education.3. Participates regularly in physical activity.4. Achieves and maintains a health enhancing level of physical fitness.5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Questions that will be answered over the course of the unit:

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What is basketball and how was it developed? How do you play basketball? What are the benefits of participating in basketball? How does one shoot a basketball? How does one dribble a basketball? How does one rebound a basketball? How does one pass a basketball? What are some offensive strategies used during game play? What are some defensive strategies used during game play? What influence does teamwork have on success? How can we communicate with one another to work better as a team? Who are some important figures that have had a major influence on basketball

around the world? Why is it important to understand people who may be different than you?

Prior Knowledge: The students will know simple skills such as the athletic positions which have

been addressed in other units and previous years of physical education. Correct and appropriate behavior while engaging in physical activities. Very basic understanding of simple skills of game play that will be expanded on

so they can be developed into more complex skills.

Key Questions to think about over the semester: The students will write a three page paper answering these essential questions, and will turn it in by the end of the semester. This will account for 20% of their overall grade.

1. Why is it important to work together in team activities? Why not just participate in individual activities?

2. What are lifetime activities and how do they assist in achieving, and maintaining overall fitness?

3. Why is it important to learn about these activities?

Two Week Schedule:

Day 1MondayMarch 3

Topic: Basketball Overview (History, Rules and Game play) Preview Research ProjectQuestion: What is basketball and how was it developed? How do you play basketball? What are the benefits of participating in basketball?Objective: By the end of the lesson the students will be able to

Identify major rules

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Describe how to play basketball Identify major events in the creation

of basketballWhich will be assessed by a jeopardy game towards the end of the class period.

Day 2TuesdayMarch 4

Topic: Shooting and Dribbling (Library Research)Question: How does one shoot a basketball? How does one dribble a basketball?Objective: By the end of the lesson the students will be able to identify primary cues for the 3 types of shots, and dribbling which will be assessed by the use of the skill analysis.

Day 3Wednesday

March 5

Topic: Passing and Rebounding (Library Research)Question: How does one pass a basketball? How does one rebound a basketball?Objective: By the end of the lesson the students will be able to identify the primary cues for the 3 types of passes, and rebounding which will be assessed by the use of the skill analysis.

Day 4ThursdayMarch 6

Topic: Offensive Strategies (Backdoor cut, Give and Go, and Screens)Question: What are some offensive strategies used during game play?Objective: The students will be able to demonstrate their understanding for offensive strategies by implementing them into game play, which will be assessed by teacher observation.

Day 5Friday

March 7

Topic: Defensive Strategies (Stance, On and away from the ball defense, zone, and man to man)Question: What are some defensive strategies used during game play?Objective: By the end of the lesson the students will be able demonstrate their understanding of defensive strategies by implementing them into game play, which will be assessed by teacher observation.

Day 6Monday

Topic: 5 on 5 TournamentQuestion: What influence does teamwork

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March 8 have on success?Objective: By the end of the lesson the students will be able to identify the correlation between teamwork and success on the basketball court which will be assessed by a journaling activity at the end of class.

Day 7TuesdayMarch 9

Topic: 5 on 5 Tournament (Presentations)Question: What influence does teamwork have on success?Objective: By the end of the lesson the students will be able to identify the correlation between teamwork and success on the basketball court which will be assessed by a journaling activity at the end of class.

Day 8WednesdayMarch 10

Topic: 5 on 5 Tournament (Presentations)Question: How can we communicate with one another to work better as a team?Objective: By the end of the lesson the students will be able to identify the correlation between teamwork and success on the basketball court which will be assessed by a journaling activity at the end of the class period.

Day 9ThursdayMarch 11

Topic: 3 on 3 TournamentQuestion: Why is it important to understand people who may be different than you? How is 3 on 3 play different from 5 on 5 play?Objective: By the end of the lesson the students will be able to describe 3 major differences between 3 on 3 play and 5 on 5 play which will be assessed by a journaling activity at the end of the class period.

Day 10Friday

March 12

Topic: Basketball Unit Exam (Choice Day)Question: Why should one continue to play basketball?Objective: By the end of the lesson the students will be able to explain 4 reasons why they should continue to play basketball throughout their lives which will be assessed through a journaling activity at the end of the class period

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* On the days where Library Research and Presentations are indicated we will be using the first 30 minutes of the 90 minute class period to research or present on the figure each student was assigned.

List of declarative and procedural knowledge:Declarative:

Identification of Important Basketball FiguresBenefits of BasketballBasketball HistoryBasketball Rules

Procedural:JournalingPresentation2 Page PaperBasketball Game Play

5 on 5 3 on 3

Basketball Skills Shooting Passing Dribbling Rebounding Stance

Basketball Strategies Give and Go Backdoor cut Screening Man Defense Zone Defense

Description of the developmental appropriateness of unit:The students are in 10th grade and this is most likely their last required course that they need to fulfill for their requirements of physical education for graduation. I believe that by expanding on the skills and moving into strategies of basketball make my unit developmentally appropriate because it expands on prior knowledge. In the earlier grades I believe that the emphasis has been placed on skill development and now I want to implement the skills they have developed and now add the new strategies for smoother game play throughout this unit. I also believe that this unit is developmentally appropriate because now that the students are entering the higher levels of high school they need to expand on their literacy and communication skills, and that is what the majority of my assignments and activities do. To make this unit appropriate for my students I will use many methods of differentiation. I will also provide my students with opportunities for independent study, cooperative learning, and active learning. I will do this by giving the students roles such as a squad leader or a referee if they aren’t/can’t participate in the activity, through the use of the skill analysis peer critiques will take

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place to encourage cooperative learning, and other things such discussions and journaling activities will be used to promote higher thinking in this unit.

Connections between standards, questions, and objectives:The answer for the unit questions are imbedded into the lessons and objectives of the course. The standards provide guidelines to ensure that the unit is fully taught to access knowledge. The lessons provide application of the information and skills taught which helps display if the students have learned the information or not. The essential questions that are addressed over all the units make the students accountable to display how this information they are learning is relevant to their everyday lives. The purpose of this unit is to learn about a life time activity that will help people develop and maintain an adequate level of physical fitness. Since the focus of my physical education curriculum is team games the question that will be addressed over the course of this unit and semester will be: why is it important to work together in team activities? The students will have journaling opportunities to discuss how what the role of team work is to them at the beginning of the unit and how it changes towards the end of the unit. Hopefully they will be able to identify the correlation between success and teamwork.

Literacy Strategies:Journaling – on most days a prompt with be put on the white board and the students will have the first 5 minutes of the class period to write down their ideas and answers to the question(s) in their journal. These are identified in the 2 week plan above.Short Presentation 2-3 minutes – The students will have 2-3 minutes to present in front of the class their findings about the figure they researched. Students listening will be required to take notes on these presentations.2 page paper on an important figure – The students will display their findings in a logically manner in which they will write a two page paper identifying the significance of the basketball figure they were assigned.Note taking during the presentation – This will force the students to pay close attention to the presenter, and help them polish their note taking skills at the same time. Students will be provided with a worksheet outlined with the key elements they will need to know from each presenter. The elements will consist of (who), (what did this person do), and (what are the cultural connections).

Service learning connections: The service learning project will be a project assigned at the beginning of the year and my students will have the choices of volunteering at the Special Olympics, or in adaptive physical education class. They will also be given the choice of participating in jump rope for heart, or relay for life. They will then write a reflection paper about what they learned from this/these experience(s), they will also discuss in their paper the importance of community involvement and how they plan to increase their own community involvement.

Technology: The students will use the computer skills that have been taught to them over the course of the year to research a person who has had a positive impact on some aspect basketball. The students will be provided with two 30 minute sessions to do this, and if they don’t fully complete the task they will need to find time outside of class to complete

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their research and paper. To complete this project the students will need to be able to analyze web sites and their credibility. If they do not remember how to do this they will be provided a handout to ensure the information they find is accurate. The use of technology and computer literacy has been a major emphasis of our school district the past few years, so in almost every class the students use these skills in some way to complete assignments and projects.

Cultural Connections: Based on the diversity in my classroom I will be assigning each student to learn about a basketball player of a different ethnic background than themselves. My goal in this is that it will make the students explore someone different than them, and they will be able to learn more about a person from a different culture. In doing this I hope it will help my students learn more about each other, and their backgrounds so they can relate and communicate to one another better. This is very important because in the game of basketball everyone needs to be accountable for their actions, communicate, and understand one another so you can operate as one team.

Assessments Plans: All rubrics will be handed out ahead of time so the students know exactly what is expected of them in the projects.

Exam – Assesses knowledge of the game

Name:Class hour:Date:

Basketball Unit Test – 60 points possible

Multiple Choice – 10 pointsDirections – Choose the answer that completes the statement. Each answer is worth 2 points.

1. After receiving a pass and holding the ball in the athletic position this is referred to as ________________.

a. the shooting positionb. the triple threat positionc. a reboundd. a steal

2. After a missed shot, a jumping into the air to retrieve the ball is referred to as ______________.

a. a turnoverb. a foulc. a reboundd. a pivot

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3. The backdoor cut is a strategy used to _______________.

a. get open for a pass b. gain better positioning for a reboundc. maneuver to steal the balld. none of the above

4. The boundary line parallel to the basket is the _____________.

a. free throw lineb. the side linec. half court lined. the baseline

5. This situation results in the offensive player shooting two free throws.

a. a defensive player steals the ballb. the offensive player misses a shotc. the offensive player dribbles out of boundsd. the defensive player fouls a person while in the act of shooting

True or False – 10 pointsDirections – Mark (+) for true and a (0) for false. Each answer is worth 2 points

___ 6. A proper defensive stance and concentrating on the person you are guarding would be considered poor defensive technique.

___ 7. When playing basketball the best stance possible would include standing tall with your legs straight, and your arms at your side.

___ 8. Competitive basketball, which includes high school, college, and professional leagues consists of five on five play.

___ 9. James Naismith is given credit for creating basketball when he used a peach basket as a hoop to throw a ball into.

___ 10. Some of the benefits of playing basketball include building communication skills, teamwork skills, and physical skills which enable us to live healthy life styles.

Matching – 10 pointsDirections – Match the statement with the correct choice. Each answer is worth 2 points.

___11. The initial start of the game a. assist___12. Considered a good shooting position b. Tip-off___13. Getting the ball to a teammate c. Pass___14. Getting the ball to a teammate leading to a direct score d. Box-out

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___15. Positioning yourself between the basket and your opponent e. Squaring up

Short Answer – 30 pointsDirections – Read each question carefully and answer all parts of each question to get the full points.

1. Name and define the main two offensive strategies we discussed in class. (4 points)

2. Explain the process of defensive rebounding from the time period of the shot going up to the outlet pass. (5 points)

3. Identify and describe the 3 basic passes used when playing basketball. (6 points)

4. Identify and describe two types of shots that we learned about that can be used during game play. (4 points)

5. Other than the person who you presented on name two culturally significant people who played a role in shaping basketball into what it is today and describe the influence they had on the game. (5 points)

6. Draw a diagram of the basketball court and correctly label the baseline, sideline, free throw line, three point line, and the half court line. (6 points)

Journaling – Assesses literacy skills, and critical thinking(1pt) All parts of each question were addressed(2pt) The answers display that student has put enough thought into their answers

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Short Presentation – Assesses literacy skills, and understanding of different cultures

Teacher Name: Mr. Bibbs

Student Name:____________________________________

Date: _________________

Project: Cultural Figure Presentation Rubric

CATEGORY   RESPONSIBILITIES   

Content 1pt   The information I gave was interesting or important to

others.1pt   I was well informed about my topic and identified cultural

connections.1 pt   I used an effective and appropriate attention-getting device.1 pt   I added supportive detail to the main point(s).

   

Delivery1pt   I maintained eye-contact most of the time.1pt   My pronunciation was clear and easy to understand.1pt   My voice could be heard easily by the entire audience.1pt   My body language was not too tense or too relaxed.

   

Organization1pt   I organized ideas in a meaningful way.1pt   The body of the presentation contained support for, or

details about, the main point(s).1pt   I used helpful transitions between main points (e.g., "First of

all..." or "Similarly..." etc.).1pt   A strong conclusion was present.

   

Resources1pt   I used resources that addressed the topic thoroughly.1pt   I used resources that reflected different perspectives.

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1pt   I used credible electronic resources.1pt   I cited my sources using the required format.

Score /16 Total Possible Points

2 page paper – Assesses literacy skills, and understanding of different cultures

32 total points1. Organization - 8 points

(1pt) Includes introduction (3pts) 3 body paragraphs(1pt) Conclusion(1pt) Attention getting device(1pt) Transitions(1pt) Logical flow

2. Content - 15 points(5pts) Significant figure identified(5pts) Impact on the game of basketball(5pts) Cultural connections of this person

3. Grammar, Punctuation, and Spelling – 3 points4. Resources 6 points

(3pts) In text citations(3pts) Bibliography

Note Taking – Assesses listening/note taking skillsThe students will be handed out a worksheet for the presentations. This will not be graded but I will not tell the students this. It will come into play when the test comes, because there will be a question where they will need to identify and describe two people that were talked about in the presentations. The students will keep these worksheets in preparation for the test. I will tell them that they will need to know this information because they will be tested on it. Hopefully this will be enough motivation for them to take notes.

Who is the significant figure:What was their impact on basketball:What cultural connection was identified in this presentation:

Skill analysis – Assesses skill developmentThese are checklists that are handed out to the students. They are used to help evaluate skill development. When the students are working with their partners they will peer assess each other using the skill analysis and I will collect these so I know all of my student’s skill levels.

Evaluation Plan/Grading: This unit is 10% of the student’s grade for the semester.Participation: 50% Assessed by teacher observation and the skill analysis sheetsUnit Exam: 20%Journals: 15%

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Paper: 10%Presentation: 5%

Resources and Materials used:Clumpner, R. (2003). Sports Progressions. Champaign, IL: Human KineticsMood, Musker, Rink (2003). Sports and Recreational Activities. New York, NY: McGraw Hill.FoldersJournalsPencils15 Basketballs6-8 Basketball HoopsLarge GymnasiumSkill analysis handoutsRubricsJeopardy questionsStudy guideWeb page evaluation guideConesPennies/JerseysCD playerShorts, Shirts, ShoesWhite board – for journaling promptsMarkersLibraryComputersWatch

Adam Bibbs

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Grade Level: 10th Course Name: PE 10Lesson: #1

1. Objective/Purpose/RationaleThe students will identify specific historical events, rules, and methods for game play in order to play a functional game of basketball. They will demonstrate their comprehension through journal activities, participation in all drills and activities, and a written exam at the end of the unit. In this lesson specifically they will be able to display their understanding of the history, rules and game play through a game of jeopardy at the end of the lesson.

2. Link to Standard and Essential QuestionsStandard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical education. The students will demonstrate their understanding of the history, principles, strategies, and tactics of basketball through the jeopardy game.

3. Activating Prior Knowledge of StudentsI will activate prior knowledge by giving students journal prompts to write about. The students will have the first 5 minutes of the class period to fully answer the journal questions. They will routinely come in look at the white board, take out their journals and begin writing while I take attendance. Today’s prompts will be: Who is a significant person involved in the game of basketball, and what is his/her role? Name one rule in basketball and explain it. Describe one skill used to play basketball.

4. PurposeThe purpose of this lesson is for the students to learn some of the basic information about the history, rules, and game play of basketball so they are able to perform a functional game. The bigger picture or purpose is that the students will learn this information so they are able to turn basketball into a lifetime activity to help achieve and maintain an adequate level of fitness.

5. Anticipatory Set“Good morning/afternoon class, come on in and direct your attention to the

television we are going to watch a short movie clip. (Show a clip of the Harlem Globetrotters to gain some excitement about the basketball unit.) If you haven’t guessed it by now we are going to begin our unit on basketball today. Basketball is an activity that everyone can play and enjoy. Basketball is an activity that everyone play to stay fit too. With that said I now need everyone to direct their attention to the white board. You have 5 minutes to complete the journal prompts. I will be taking attendance while you are journaling. If you have any questions come up to me and I will answer them to the best of my ability.” (5 minutes is up and attendance is completed.)

“Go ahead and turn to the person next to you and talk about one of the things you just wrote about. You have 3 minutes to complete this task, make sure each person shares something.” (3 minutes are up)

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(Teacher addresses the class as a whole) “Alright class, lets all direct our attention to the front. I’ll begin when I can see everyone’s eyes looking up at me.” Ask for volunteers to go over the journal prompts. Who is a significant person involved in the game of basketball, and what is his/her role? Name one rule in basketball and explain it. Describe one skill used to play basketball. (Limit discussion to 3-5 minutes depending on how productive it is for you and the students)Once the volunteers/people called on are done sharing and you will have an idea of what the student’s prior knowledge is on basketball you may move on to the next part of the lesson.

6. Method/Strategies Used and RationaleI will try to provide opportunities for literacy skills, critical thinking, and analysis skills through the journaling activity at the beginning of the lesson. I will also use cooperative learning in the anticipatory set through the pair sharing. I will also use cooperative learning later on in the lesson when the study guide is jigsawed by each group (Each group will be specifically assigned due to the amount of disorders and disabilities in the class). Each student will be assigned to a specific section of the study guide based on their ability and they will then present the major findings to their group to prepare them for the jeopardy game. Active learning will be used during the jeopardy game. The students will be placed into 6 groups of 4 and one group of three assuming that everyone is present during this class period. An explanation for the grouping will be described under the accommodation section of the lesson.

These are the groups for the jigsaw activity and the teams for the jeopardy game.

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7Amanda Bob Nicole Nolan Shakri Shea StacyMike Sammy Josh Jessica # 1 Brandon Mary AnnaJoe # 2 Laura Susan Shawn Jessica # 2 Kyle RyanJenny Yang Mohamed Angelique Erica Joe # 1

Rationale for choosing these groups:These groups were determined through the use of the class analysis form. I did my best to create groups that had the least amount of disabilities possible for the group, and balance of high achievers, behavior disorders, and gender in each group.

7. Chronology of Lesson

Time Activity Cues Organization0-15 Beginning

Anticipatory Set: Globetrotter ClipJournaling: see detailed description below

-look at the tv-look at the journal prompt

TV Ts s s s s s ss s s s s s ss s s s s s s

15-35 MiddleJigsaw activity: description below

-find own area-share your portion

T g2g1 g3

g4 g5

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with your group

g6 g7

35-70 Application Activity: Jeopardy game: description below

-get with your group for the game

T

g1 g2 g3 g4 g5 g6 g7

70-90 Ending: description belowGive the unit overview and present unit projectsExit cards

-everyone get into your squads

T

s s s s s s s s s s s s s s s s s s s s s s s s s s s s

Anticipatory Set 10-15 minutes (see above)

Journaling Expectations – This is the criteria for all writing activities during class. (hand this out before the first journaling activity) This will part of your participation grade. These writing activities will be worth 3 points everyday. If you miss a day or come late to a class period where you didn’t get to journal, you need to talk to me about an alternative activity to earn these 3 points back. Here is how you will be graded on these assignments.(1pt) All parts of each question were addressed.(2pt) The answers to the prompt show that student has put enough thought into their answer(s).

Jigsaw Activity 15-20 minutesDirections (HAND THESE OUT)

1. Each person will have a specific section of the study guide. They will need to first read the section to get a grasp of the information covered. Then you will re-read the section and to better understand the information. Spend enough time on this so you are able to present your section to your group.

2. Present the major findings from your section to your group so everyone understands what your section covered

3. Present the information in order of the sections. Section one will go first, followed by section two, and so on.

Study Guide: Basketball (HAND THIS OUT)(Section 1)A Brief History: Invented in 1891 by Dr. James A. Naismith. First official game not played until 1892. Peach baskets were used as the hoop, soccer ball was used, unspecified dimensions. The 13 Original Rules of Basketball: (Written by Dr. James A. Naismith)

The ball may be thrown in any direction with one or both hands. The ball may be batted in any direction with one or both hands, but never with

the fist. A player cannot run with the ball. The player must throw it from the spot on

which he catches it, allowance to be made for a man running at good speed. The ball must be held by the hands. The arms or body must not be used for

holding it.

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No shouldering, holding, pushing, striking or tripping in any way of an opponent. The first infringement of this rule by any person shall count as a foul; the second shall disqualify him until the next goal is made or, if there was evident intent to injure the person, for the whole of the game. No substitution shall be allowed.

A foul is striking at the ball with the fist, violations of Rules 3 and 4 and such described in Rule 5.

If either side makes three consecutive fouls it shall count as a goal for the opponents (consecutive means without the opponents in the meantime making a foul.

A goal shall be made when the ball is thrown or batted from the grounds into the basket and stays there, providing those defending the goal do not touch or disturb the goal. If the ball rests on the edges, and the opponent moves the basket, it shall count as a goal.

When the ball goes out of bounds, it shall be thrown into the field and played by the first person touching it. In case of dispute the umpire shall throw it straight into the field. The thrower-in is allowed five seconds. If he holds it longer, it shall go to the opponent. If any persists in delaying the game, the umpire shall call a foul on them.

The umpire shall be the judge of the men and shall note fouls and notify the referee when three consecutive fouls have been made. He shall have the power to disqualify men according to Rule 5.

The referee shall be the judge of the ball and shall decide when the ball is in play, in bounds, to which side it belongs, and shall keep the time. He shall decide when a goal has been made and keep account of the goals, with any other duties that are usually performed by a referee.

The time shall be two fifteen-minute halves, with five minutes rest between. The side making the most goals in that time shall be declared the winner.

1899, women formulated there own rules, 1901 the first women’s Basketball Guide was published.

Fully adopted as a sport for men in the 1936 Olympic Games in Berlin. Women’s basketball added to the Olympics in 1976.

Three-point shot was granted in July, 1980

Considerations:1. For younger learners use lighter and smaller balls to develop basic skills.2. Develop individual skills of dribbling for control of the object in simple conditions

first (in one spot; moving forward, to the left, to the right, and backward; changing speed and level of dribble; stopping and starting; and dribbling to avoid others or objects).

3. Develop passing skills in a stationary position first, varying the level of pass.4. Combine dribbling and passing skills with an emphasis on smooth transition.5. Teach basic of the foul shot, set shot, and lay-up.6. Begin offensive and defensive play with one-on-one situations.7. Manipulate the rules to bring out better play (no dribbling, three passes).8. Mix some game play with skill work in each lesson once a unit gets started.

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9. Consider introducing zone defense as a concept of defending space.

(Section 2)Benefits of Basketball: Being physically active Working on cooperative skills Works on development Social skills Building of friendships

Rules of the Game: Home team provides the game ball Teams change sides of the court at half time Team consists of five players: two forwards, two guards, and one center Game is started by a jump ball between any two opponents at center court. After each field goal the ball is put into play by the team not scoring from the out-of-

bounds area behind the basket at which the score was made A player is out-of-bounds if he/she touches the floor on or outside the boundary line.

If a player causes the ball to pass over the boundary line, the ball is put into play by opposing player from that spot. The player throwing the ball in must stand out-of-bounds where the referee designates. Throw in must be completed within 5 seconds.

Numbers must be worn by all players on front and back A jump ball is taken following a double foul The hand is considered to be a part of the ball on tie balls, shots, dribbles,

interceptions, etc. The penalty for a violation is loss of possession of the ball The following are not considered dribbles:

a. Successive tries for goalsb. Fumblesc. Attempts to gain control of the ball by:

(1) tapping it from the control of another player(2) tapping it from the reach of another player(3) blocking a pass and recovering the ball(4) blocking a shot and recovering the ball

The number of players permitted on the free throw lane is six. The opponents of the free throw shall occupy the inside lane spaces; teammates of the free thrower may occupy the second spaces.

On jump balls, opponents are entitled to alternate position around the restraining circle if they so indicate before the official is ready to toss the ball Also, players must hold their established positions around the restraining circle until the ball has been tossed.

After opening jump ball to start the game, any jump ball situation results in the teams’ alternating possession of the ball

The game clock is stopped after successful field goals in the last minute of the game and the last minute of any overtime period, with no substitutions allowed during this stoppage

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(Section 3)Violations: Taking more than one step with the ball without passing, shooting, or dribbling Kicking the ball with the foot or lower leg Stepping out-of-bounds with the ball The center’s leaving the circle before the ball is tipped in beginning of play Staying in one’s own free throw lane for more than 3 seconds Failure to observe free throw regulations Failure to inbound the ball within 5 seconds Double dribbling Moving the ball into the back court once it has been advanced to the front court Technical fouls include:

a. taking time out too oftenb. failure of substitutes to report to proper officialsc. unsportsman-like conductd. use of illegal number on uniformse. touching the backboard or rim illegally

Personal fouls include:a. chargingb. blockingc. pushingd. holdinge. trippingf. hacking or kneeing

*When violation is committed, the ball is given to opponents out-of-bounds. When a foul is committed, the opponents may be given a free throw, an opportunity to make two free throws if the first one is made, or the ball out-of-bounds.

Scoring:Two points awarded for each basket from the floor, and one point is awarded for each free throw. Three points awarded for field goals made from outside the three-point line.

Duration of game:College men and women play for two halves of 20 minutes each, with a 15-

minute rest at halftime. If score is tied at the end of the game, as many 5-minute periods as needed to break the tie are played.

High school teams play four quarters or 8 minutes each, with a 10-minute halftime rest, and 1 minute between quarters. If score is tied at end of the fourth quarter, as many 3-minute periods as needed to break the tie are played.

(Section 4)Basketball Court:

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Size: Width: 50 feet, Length: 94 feet All lines must be 2 inches wide Division line in center of court, dividing the court in equal halves Restraining circle in middle of court, inner having a 2 foot radius, outer having a 6

foot radius Lane should be 12 feet wide and 19 feet long to center of the circle, free throw line

being 15 feet from the basket

Glossary: Alternate-possession rule: rule where any jump ball situations after the opening

jump ball result in each team gaining possession of the ball Assist: a pass or handoff resulting in a basket by a teammate Backcourt: the half of the court away from the basket under attack Bench: the reserve strength of a team, apart from the starting five Blocking: a foul by a defensive player who blocks the legal path of an offensive

player Charging: a foul by an offensive player who runs into a defensive player who has

established legal court position Defensive position: (1) On a player with the ball, the first person to the spot entitled

to it, providing he/she has both feet on the floor and is facing his/her opponent. (2) On a player without the ball, sufficient distance must be given to the opponent so that he can stop or change direction.

“Double” bonus: free throw situation beginning with the tenth foul of each half, shooter received two free throws

Dribble: bouncing the ball to the floor using one hand. Two hands may be used to start the dribble and at the end to catch or pass. The dribble ends when the ball is caught, or is touched by both hands.

Fake: pretending to do one thing (dribble, pass, shoot) or go one direction and then doing another to get opponent off balance

Field goal: a shot made from the court during playing time, counting as two points Free throw: the penalty awarded to the opposing team from a foul, scoring one point Frontcourt: the half of the court in which a basket is under attack Held ball: two opponents have their hands firmly on the ball Hook shot: a sweeping, one-handed field goal attempt, with the shooter’s back at

least partially to the basket Jump ball: putting the ball into play by having the referee toss the ball op between

two opponents in center restraining circle. Used to begin the game and overtime period.

Jump shot: a field goal attempt in which the ball is released at the top of a vertical jump; also called a “jumper”

Lay-up: a shot from alongside the basket, using the backboard as a guide Offensive foul: a personal foul committed by a member of the offensive team,

usually not involving a free throw as part of the penalty Offensive player: a player whose team is in possession of the ball

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“One and one” bonus situation: free throw situation beginning with the seventh foul of each half, against a team if the first free throw is made, the shooter gets a second opportunity

Out-of-bounds: ball is put into play by a throw in from behind the sideline or endline. Boundary of the basketball court.

“Over and back”: violation called when the offensive team brings the ball into its front court and then brings it over the division line to its back court. The ball must be touched by an offensive player completely in the front court for the ball to be considered in the front court.

Personal foul: any variety of body-contact fouls; five personals disqualify the player who commits them

Pivot: when the player with the ball keeps one foot stationary and steps in any direction

Rebounding: recovery of the ball after an unsuccessful goal attempt Screen: a movement by an offensive player who puts themselves in the path of a

defensive player, thus freeing the teammate for a set shot or a drive toward the basket Technical foul: foul imposed for misbehavior or some technical rule infraction;

penalty is free throws plus possession of the ball for the offended team Traveling: results when a player is moving with the ball but is not dribbling Turnover: loss of possession of the ball without attempting a field goal

Jeopardy Game 30-35 minutes (jeopardy questions are based off the study guide information)

Directions (HAND THIS OUT)1. Each team will come up with a specific sound to buzz in when they

know the correct answer to the question.2. The first team that buzzes in will answer the question. The person that

buzzes in must answer the question without help. If they get the question right they will receive the points possible that correspond to the question. If they get the question wrong they will have points subtracted to their score.

3. If a team answers a question wrong, all of the other teams have a chance to steal. When the teacher says “would anyone like to steal?” the first team to buzz in will get a chance to answer the question. This will continue until the question is answered correctly. When an opportunity for a steal occurs members of a group may talk with each other to determine the correct answer. The only exception is a question that only has two possible answers. Teams will not have a chance to steal these questions.

4. 2 Daily Doubles will be placed on the board and when they are chose the students will only be able to wager as much as their total score at the moment.

5. A coin flip will determine who gets to choose the first category. The team that answers the question right controls the board.

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6. There will be a final jeopardy question in which the group will determine how much they would like to wager on the last question. They may only wager the total amount of points they currently have earned.

7. The group with the highest score at the end of the final jeopardy question wins.

Jeopardy Questions

Categories1. History

100 – What year was basketball invented? - 1891 200 – Who invented basketball? – James Naismith 300 – How many original rules did the person who invented basketball

create? -13 400 – In what year was the three point shot developed? -1980 500 – When did women’s basketball get added as an Olympic sport? -

1976 (Daily Double)2. Rules/Violations

100 – A team consists of 5 players but only 3 positions. Name the 3 positions. – Center, (2) Forward, and (2)Guard

200 – This is considered the start of a basketball game. – Tip off/Jump ball

300 – How many seconds do you have to inbound a ball – 5 seconds 400 – True or False, once the player with the ball crosses the half court

line and advances into the front court they may cross the half court line and go into the backcourt. - False

500 – Name three violations – Listed on the study guide3. Terminology

100 – A shot made from the court during playing time, counting as two or three points. – field goal

200 – A movement by an offensive player who puts themselves in the path of a defensive player, thus freeing the teammate for a set shot or a drive toward the basket. – Screen/pick

300 – A pass or handoff resulting in a basket by a teammate. - Assist 400 – Results when a player is moving with the ball but is not dribbling -

Traveling 500 – When a player with the ball keeps one foot stationary and steps in

any direction - Pivot4. Miscellaneous

100 – Name two benefits of basketball. – physically active, cooperative skills, development, social skills, and building friendship

200 – Name two ways to earn points during game play. – free throws, and field goals/baskets

300 – How many quarters are played in high school games? – 4 quarters

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400 – A college basketball game consists of two halves. How long are these halves? – 20 minutes (Daily Double)

500 – What is the length and width of a normal sized basketball court? – width 50 feet, length 94 feet

Final JeopardyCategory – Terminology

Free throw situation beginning with the tenth foul of each half, and the shooter receives two free throws. – Double Bonus

After the Jeopardy game is completed the class will take a short break 5 minute break in order to make a transition to the new activity. The teacher will then regain the focus of the class and present what will be covered in the unit(HAND THIS OUT) Present what will be accomplished in this unit 15-20 minutes

Present questions that will be answered over the course of the unit: (hand these questions out and have the students place them in their folder)

o What is basketball and how was it developed?o How do you play basketball?o What are the benefits of participating in basketball?o How does one shoot a basketball?o How does one dribble a basketball?o How does one rebound a basketball?o How does one pass a basketball?o What are some offensive strategies used during game play?o What are some defensive strategies used during game play?o What influence does teamwork have on success?o How can we communicate with on another to work better as a team?o Who are some important figures that have had a major influence on

basketball around the world?o What is it important to understand people who may be different than you?

Explain grading for the unit (see evaluation of assessment) Remind the students of the essential questions for their final paper

o Why is it important to work together in team activities? Why not just participate in individual activities?

o What are lifetime activities and how do they assist in achieving, and maintaining overall fitness?

o Why is it important to learn about these activities?

(HAND THIS OUT) – RUBRICS ARE ATTACHED UNDER RESOURCES – hand them out too

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Have students summarize read and summarize these projects back to you, so you know they have an understanding of what is expected of them.

Identify projects for this unito Paper – in 2 pages the students will display their findings in a logical

manner in which they will write a paper identifying the significance of the basketball figure they were assigned. The students will need to research a person from a different ethnic background than themselves. Once they decide on who they would like to research they must tell the teacher who they chose. The teacher will have the ability to approve or not approve the student’s choice. Once the students have a person to research they will spend their time gathering information in order to aid them in writing the paper.

o Presentation - The students will have 2-3 minutes to present in front of the class their findings about the figure they researched. Students listening will be required to take notes on these presentations. The students will be graded on the quality of the information provided and their abilities to communicate in front of their peers.

o After this is completed the teacher will ask the students for any questions as to what we will be accomplishing in this unit.

Present the students with exit cards and then preview the next lesson 3-5 minuteso Hand out exit cardso “On this card I would like you to write down 5 new aspects you have learned

about basketball today, when you leave I would like you to hand them to me with your name on it.”

o Preview next lesson“Tomorrow we will be library for the first 30 minutes of class. Come dressed

because we will be doing activities after we go to the library. We will meet in the gymnasium then head over to the library. When we come back from the library we will be learning how to dribble and shoot the basketball. Any questions? Have a great day!”

8. Accommodations Required1. Students who have behavior disorder will not be placed in the same group for

the jigsaw activity of the study guide.2. The students with reading disabilities and ESL students will not be placed in

the same group.3. The students with ADHD will not be placed in the group that has a student

with a behavior disorder.4. Groups will try to have an even girl to guy ratio, to promote the two genders

working together as a team.5. ESL and students with reading disabilities will have easier sections to

comprehend so they are better off when they need to present their portion of the study guide to their group.

6. Directions will be presented by the teacher and also written on the white board so students can follow along or can look to it as a guide if they have any questions.

7. The teacher will have to walk around and make sure each person is on task.

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8. Each student will be held accountable for their own section and this will be displayed through the game of jeopardy.

9. The students who win the jeopardy game will be able to select the music for tomorrow’s lesson which will hopefully increase student motivation during the jeopardy game.

9. Differentiated InstructionIn the anticipatory set I will be using cooperative learning through the pair share. I then will be using large group discussion to go over the journaling prompts. I then will go back to cooperative learning through the jigsaw activity. I will end with active learning through the game of jeopardy. I’m basically holding the students accountable for their own learning instead of lecturing for the entire 90 minutes. If I did this I wouldn’t be able to assess the students learning or reach the students different learning styles.

10. Assessment of ObjectivesDuring the anticipatory set teacher observation will be used to assess the students’ participation in the large group discussion. I will also be collecting the journals at the end of the week which will be part of the students’ participation grade. Following the jeopardy game I will be asking the students for any questions about the information presented. I will also use exit cards for the students to write down five new aspects they learned today about basketball.

11. Evaluation of AssessmentJournals will be collected every Friday at the end of class and this will be part of the student’s daily work/participation grade. Every week the journals will be worth a total of 10 points, and the students will receive 2 points per day for each journal entry. The journal entries must be thorough, in which they fully answer the prompt or question of the day in order to get the full points. The students will also receive a daily participation grade based on how they work and stay on task during the lesson for the day. As long as the students participate and stay on task they will receive all the possible points for the day. Each day there will be a total of 3 participation points along with the 2 points for the journal entries, making a grand total of 5 points for the entire class period. Exit Cards will be used to make sure each student actually learned something. These can be used as a teachers guide to monitor student learning, and they provide the teacher adequate feedback from the students about what they learned or what may not be clear.This unit will be 10% of the student’s grade for the semester.Unit Break down50% - participation20% - exam15% - journals10% - Paper5% - Presentation

12. Materials/Resources NeededClumpner, R. (2003). Sports Progressions. Champaign, IL: Human Kinetics

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Mood, Musker, & Rink (2003). Sports and Recreational Activities. New York, NY: McGraw Hill.

Classroom analysisFolders JournalsPencilsWhite board for directionsWhite board for the jeopardy gameMarkersWatchStudy Guide (see chronology)Handouts (see chronology)

Teacher Name: Mr. Bibbs

Student Name:____________________________________

Date: _________________

Project: Cultural Figure Presentation Rubric

CATEGORY   RESPONSIBILITIES   

Content 1pt   The information I gave was interesting or important to

others.1pt   I was well informed about my topic and identified cultural

connections.1 pt   I used an effective and appropriate attention-getting device.1 pt   I added supportive detail to the main point(s).

   

Delivery1pt   I maintained eye-contact most of the time.1pt   My pronunciation was clear and easy to understand.1pt   My voice could be heard easily by the entire audience.1pt   My body language was not too tense or too relaxed.

   

Organization1pt   I organized ideas in a meaningful way.1pt   The body of the presentation contained support for, or

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details about, the main point(s).1pt   I used helpful transitions between main points (e.g., "First of

all..." or "Similarly..." etc.).1pt   A strong conclusion was present.

   

Resources1pt   I used resources that addressed the topic thoroughly.1pt   I used resources that reflected different perspectives.1pt   I used credible electronic resources.1pt   I cited my sources using the required format.

Score /16 Total Possible Points

Cultural Paper32 total points

1. Organization - 8 points

(1pt) Includes introduction

(3pts) 3 body paragraphs

(1pt) Conclusion

(1pt) Attention getting device

(1pt) Transitions

(1pt) Logical flow

2. Content - 15 points

(5pts) Significant figure identified

(5pts) Impact on the game of basketball

(5pts) Cultural connections of this person

3. Grammar, Punctuation, and Spelling – 3 points

4. Resources 6 points

(3pts) In text citations

(3pts) Bibliography

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Standard 7: Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

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Indicator A . Understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals.

Artifact: Outdoor Education Curriculum Guide. The Outdoor Education Curriculum was created in a Physical Education Curriculum course taken in the spring of 2007. The Outdoor Education Curriculum Guide displays my understanding of subject matter, curriculum development and student development. The curriculum was based on standards of emphasis in each grade level from elementary to high school to ensure that all standards are met throughout every student’s physical education experiences. Included within this curriculum you will find school/program mission and philosophy statements, goals, rationales, policies, lesson plans, assessments, evaluations, and a scope and sequence. These pieces of the curriculum guide provide sufficient evidence of my knowledge of my subject matter and ability to plan a district wide curriculum for physical education.

Rationale:The ability to plan and use time accordingly is one of the essential keys to

successful teaching. Planning instruction is very time consuming, but it is needed to create a successful curriculum and classroom environment. Teachers need to possess the ability to foresee the knowledge they would like to convey into detailed and specific plans. As with all educational plans, student needs and performance goals need to be imbedded as the base within every lesson created.

From personal experiences I believe that when effective planning is present the teaching process and transitions within lessons tend to go smoother from one activity to the next. When effective planning is put into place the possibility of getting overwhelmed decreases. When you have an effective plan all one needs to focus on is carrying it out through their instruction.

Before one can get into the planning process for units and lessons a foundation needs to be created in the form of a curriculum. Without this foundation it is impossible to build an effective learning environment for students. Once this foundation is built teachers can take the next step by creating year, unit, and lesson plans to meet the standards and goals established in the curriculum development.

My curriculum Guide was created in step by step process to display my ability to plan and organize a physical education curriculum. The initial process of the curriculum development is the creation of the school mission statement. When a direction for the school is developed teachers are able to understand their boundaries on what they can cover throughout their curriculum. Next, philosophy statements need to be created to express a rationale and the importance of the content being taught in all the units. After this has been established the content needs to covered and assessment measures need to be in place to evaluate how effective the curriculum is in reaching the goals and standards it is based on. This step by step process demonstrates my ability to plan and develop a physical education curriculum.

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Raarup Middle School Physical Education Curriculum

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"Education is not the answer to the question. Education is the means to the answer to all questions." - William Allin

Table of Contents

School Mission Statement Page 3

Program Philosophy Page 4

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School Philosophy Page 5

Standards Emphasis Page 7

Program Goals and Rationale Page 8

Program Scope and Sequence Page 12

Program Policies Page 16

Block Plan Page 18

2 Lesson Plans Page 19

Assessment Method Page 26

Program Evaluation Page 27

Physical Education School Mission Statement

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At Raarup Middle School the purpose of our outdoor physical education program is to provide students with opportunities to learn how to develop a physically active lifestyle that can be maintained through adulthood.

Physical Education Program Philosophy

Independent School District 507 Physical Education Vision

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Statement

We the members of Independent School District 507 Physical Education (PE) staff, in collaboration with representatives from the Administration, School Board, Community and Student Body, have developed a program philosophy based on the National Standards of physical education. When each student graduates from our district, they will have the skills and knowledge necessary to develop and maintain life-long fitness.

We believe the primary goal of PE should be to increase individual life expectancy and improve their quality of life, as supported by Healthy People 2010. Current trends show that the overall health of our nation has been steadily declining as a direct result of sedentary lifestyles. We want to help students become physically educated people by providing quality, regular physical education to all students. A physically educated person is someone who:

Applies movement concept to developmental motor skills. Values physical activity and its contribution to a healthy lifestyle. Gains knowledge about lifetime fitness and activities. Advocates an active and healthy lifestyle to others.

Physical activity has been shown to enhance academic performance (California Department of Education, 2001), increases self-esteem and self-confidence, decrease stress and depression, and strengthens peer relations. Research has shown that active kids become active adults (CDC, 2006). Our program incorporates the qualities above to teach students how to become healthy, active adults.

With our curriculum, we will offer a variety of experiences and opportunities which will promote physical activity. The skills, knowledge, and social environment we provide to the students will increase their chances of becoming active throughout their lifetime.

"Of all subject areas taught in school, Physical Education is the only subject which, by the very nature of its content, has the potential to affect how a person will feel every moment of every day for the rest of his or her life." ~Allen Russell

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Physical Education School Philosophy

We the members of Raarup Middle School physical education staff, in partnership with the student body and school administration have designed the following statement as our belief of the benefits and effectiveness of a quality physical education program.

The percentage of children and adolescents who are overweight and obese is now higher than ever before. Poor dietary habits and inactivity are reported to contribute to the increase of obesity in youth. Today's youth are considered the most inactive generation in history caused in part by reductions in school physical education programs and unavailable or unsafe community recreational facilities. Therefore, our school district has deemed physical education necessary especially for grades K-8. These are the years where kids develop physically and create daily routines and habits. We need to ensure through a quality physical education program that they develop the habits and routines to stay active for health reasons throughout their life. If students don’t learn these habits there will be a significant likelihood of increased risk of experiencing heart disease, high blood pressure, type II diabetes, obesity, back pain, and many other unpleasant illness/aches. The benefits of a healthy and active lifestyle include:

Increase levels of HDL or "good" cholesterol, Lower high blood pressure, Help improve body composition by burning fat, Promote healthy blood sugar levels, Promote bone density, Boost the immune system, Improve mood and reduce the chance of depression.

To achieve a healthy lifestyle we recommended and implemented a physical education program that meets three times a week for 50 minutes. We also encourage all of our students to be active for at least 60 minutes a day outside the physical education setting. At Raarup middle school, the physical education curriculum meets the 3 domains of physical education, (Psychomotor, Cognitive, and Affective domains) throughout the students sixth, seventh, and eighth grade years. The curriculum will accomplish these tasks through physical activity through sports, recreational activities such as hiking, canoeing, rock climbing, etc. The purpose of the physical education program is to develop a lifelong appreciation for physical activity through outdoor education. The overall objectives for the outdoor education class are:

Canoeing Kayaking Social-Cognitive skills Rock Climbing Camping First Aid/CPR

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These objectives pertain but are not limited to: Working as a team Participation Understanding various skills, and when to use them Developing and promoting positive behaviors and attitudes Knowledge of skills Understanding the importance of a healthy lifestyle

The curriculum has been approved by the Raarup middle school staff such as: Mr. Bibbs-Physical educator Mr. Klaers-Physical educator Dr. Raarup-School Principal The student council The district superintendent Dr. Reimann Fellow parents such as Mr. and Mrs. Smith, The Krank family, and The Griswald

family.The facilities that will be used will be the community center climbing wall, and CPR resources. Also, the small swim pond behind the school will be used, along with gymnasium space and the arboretum located at the back of the school. These facilities will benefit the mandatory sixth/seventh grade physical education courses, along with our Eighth grade elective Outdoor Education course.

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Physical Education Standards Emphasis

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learner and performance of physical education.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

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Program Goals(These goals were designed to meet these two standards)

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learner and performance of physical education.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

6 & 7 Grade Goals Social Cognitive

Goal 1: All students will be able to demonstrate the ability to behave in a respectful manner, which includes following rules/instructions; and respecting other students and equipment.Rationale:

A. The social cognitive goal teaches students how to work together to be successful in team activities.B. The social cognitive goal teaches life skills that will need to be applied in future work places and social environments.

Team SportsGoal 2: All students will be able to participate in a functional game of soccer employing all of the fundamental skills, strategies, and rules.Rationale:

A. Soccer is an activity that involves little equipment and can be played in a variety of settings.B. Soccer is a long lasting endurance activity that will help achieve and maintain fitness.

Goal 3: All students will be able to participate in a functional game of flag football employing all of the fundamental skills, strategies, and rules.Rationale:

A. Flag football is a life time activity that can be played in a variety of settings and doesn’t require many people to play.B. Flag football doesn’t require much equipment and footballs can be found at relatively low prices.

Goal 4: All students will be able to participate in a functional game of basketball employing all of the fundamental skills, strategies, and rules.Rationale:

A. Basketball is an activity that involves little equipment and can be played in a variety of settings.

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B. Basketball is an endurance activity that will help achieve and maintain fitness.

Goal 5: All students will be able to participate in a functional game of badminton employing all of the fundamental skills, strategies, and rules for doubles play.Rationale:

A. Badminton is an activity that requires little space and a small amount of equipment making it easy to get many games going on at once in a gymnasiumB. Badminton is a fun, quick pace activity that can be played throughout your life span, because the equipment is low cost.

Goal 6: All students will be able to participate in a functional game of team handball employing all of the fundamental skills, strategies, and rules.Rationale:

A. Team handball is a non stop fast pace activity that can help achieve and maintain an adequate level of physical fitness.B. Team handball is an accessible activity that can be played in a variety of settings.

Goal 7: All students will be able to participate in a functional game of ultimate frisbee employing all of the fundamental skills, strategies, and rules.Rationale:

A. Ultimate Frisbee is a non stop fast paced activity that helps achieve and maintain physical fitness.B. Ultimate Frisbee is an accessible activity that requires little equipment and can be played in a variety of settings.

Goal 8: All students will be able to participate in a functional game of water polo employing all of the fundamental skills, strategies, and rules.Rationale:

A. Water polo is a non stop activity that requires the use of many muscles to stay above water and move the ball up and down the pool.B. Water polo is an activity that doesn’t require much activity and can be easily modified to fit your class setting.

Individual ActivitiesGoal 9: All students will be able to demonstrate the ability to participate in a personal fitness program that includes weight lifting, aerobics, and running exercises that are designed to achieve an adequate level of fitness.Rationale:

A. Personal fitness activities are relatively cheap and an easy way to participate in physical activity.B. Personal fitness will increase and maintain strength, flexibility, body composition, and cardio-respiratory endurance.

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Goal 10: All students will be able to demonstrate the proper swimming strokes to demonstrate they have the ability to swim. They will need to learn these strokes if they plan on participating in water sports/activities. Strokes include the front crawl, back crawl, breast stroke, side stroke, and the back stroke.Rationale:

A. Practicing these strokes in the pool is an easy way to maintain fitness.B. Swimming pools are very accessible and usually low cost if not free.

8 th Grade Goals Outdoor Activities

Goal 1: All students will be able to participate in canoeing employing all of the skills and strategies involved in activities.Rationale:

A. Canoeing is a lifetime activity that can be used in a variety of settings.B. Canoeing is a good activity for maintaining health and fitness.

Goal 2: All students will be able to participate in kayaking employing all of the skills and strategies involved in activities.Rationale:

A. Kayaking is a lifetime activity that can be used in a variety of settings.B. Kayaking is a good activity for maintaining health and fitness.

Goal 3: All students will be able to demonstrate the ability to behave in a respectful manner, which includes following rules/instructions; and respecting other students and equipment.Rationale:

A. The social cognitive goal teaches students how to work together to be successful in team activities.B. The social cognitive goal teaches life skills that will need to be applied in future work places and social environments.

Goal 4: All students will be able to participate in rock climbing employing all of the skills and strategies involved in activities.Rationale:

A. Rock climbing is can be an endurance activity that can be implemented in a variety of settings.B. Rock climbing is an activity that teaches awareness, trust, and responsibility.

Goal 5: All students will be able to demonstrate the ability to apply first aid techniques in situations that could occur while participating in outdoor activities.Rationale:

A. First aid teaches students how to respond to emergencies and high stress situations.B. First aid teaches students decision making and problem solving skills based on risk situations that can occur in outdoor settings.

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Goal 6: All students will be able to demonstrate the ability to camp outdoors, which includes setting up tents, cooking, and gathering materials for fires.Rationale:

A. Camping outdoors teaches students how to be independent and survive in outdoor settings.B. Camping outdoors teaches students how appreciate nature and utilize the environment and all it has to offer.

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Program Scope and Sequence

Goal Area Objective 6th 7th 8th

Canoeing Strokes Docking Launching Portaging Inflation of

clothes Swimming I R

IIIII

M

Social Cognitive

Respect for others

Following instructions

Following Rules

Self-Advocacy

Respect for Equipment

Team work Participation

I

I

I

I

I

II

R

R

R

R

R

RR

M

M

M

M

M

MM

Kayaking Strokes Docking Launching Portaging Wet Exit Recover Swimming I R

IIIIII

M

Rock Climbing Climbing (Ascending and Descending)

Tie knots Belaying Transverse

Climbing Grips

I

III

I

Camp Cooking I

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Outdoors Set up tents Navigate with

a GPS/ Compass

Reading Maps Fishing

II

II

First Aid/CPR Splinting CPR Wound care Environmental

Illnesses

IIII

Objective Delineations for Each GoalGoal: CanoeTotal Number of Objectives: 6Objectives: Rank Strokes 2 Docking 4 Launching 5 Portaging 6 Inflation of clothes 3 Swimming 1

Goal: KayakTotal Number of Objectives: 7Objectives: Rank Strokes 3 Docking 5 Launching 6 Portaging 7 Wet Exit 2 Recover 4 Swimming 1

Goal: Social CognitiveTotal Number of Objectives: 7Objectives: Rank Respect for others 4 Following instructions 2 Following Rules 1 Self-Advocacy 7 Respect for Equipment 5 Team work 3 Participation 6

Goal: Rock Climb

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Total Number of Objectives: 5Objectives: Rank Climbing (Ascending and Descending) 5 Tie knots 3 Belaying 4 Transverse Climbing 2 Grips 1

Goal: First AidTotal Number of Objectives: 4Objectives: Rank Splinting 4 CPR 1 Wound care 2 Environmental illnesses 3

Goal: Camp OutdoorsTotal Number of Objectives: 5Objectives: Rank Cooking 4 Set up tents 1 Navigate with a GPS/Compass 2 Reading Maps 3 Fishing 5

Program Goal Emphasis

Goal Grade 6 Grade 7 Grade 8 Program Weight1. Canoe2. Kayak3. Social

Cognitive4. Rock

Climb5. First Aid6. Camping

Outdoors

0050

0

500

0050

0

500

202010

20

1020

20/3 = 6.6720/3 = 6.67110/3 = 36.67

30/3 = 6.67

110/3 = 36.6720/3 = 6.67

Available Instruction Time

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Level # of Grades

Week/Year

# Min/Class

# Classes/Week

Total Min

Minus 10%

Total Hours Available

Hours/Year

Middle School

3 36 40 2 ½ 10,800

9,720

162 54

Average Objective Mastery Times

Goals Objective One Two Three AverageCanoe Strokes 180 200 220 200Kayak Strokes 180 200 220 200Social Cognitive

Follow Rules 120 180 160 153

Rock Climb Grips 120 160 200 160First Aid CPR 240 300 280 273Camping Outdoors

Setting up tents

120 180 160 153

Category Estimated Average # of Objectives Weighted AverageSocial Cognitive 153 7 1071

Outdoor Activities 986 27 26622SUM 34 27693

Content included in the Curriculum

Goal % Goal Weight # of Program Objectives

# of Objectives for this goal

1. Canoe2. Kayak3. Social

Cognitive4. Rock Climb5. First Aid6. Camping

Outdoors

17%21%21%

15%11%15%

343434

343434

677

545

Program PoliciesTime Allotment

Class - 50 minutes

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Dress – 10 minutes Warm up – 5 minutes Activity – 30 minutes Cool down – 5 minutes

Participation Policy Students, who are ill, may be excused from activity with a written note from a

parent/guardian for the day. The written note is to be given to the teacher at the beginning of the class period

on the day to be excused. Students who have excuse slips from parents or doctors will be required to make

up activity on their own and turn in journal entries with the amount of activity they did. Parents will be required to sign the bottom of each journal entry.

All students are required to dress in active wear and be required to wear tennis shoes.

Clothes are to be kept in the locker every day, the students will be responsible for taking them home on Fridays to get the washed and bringing them back on Monday for activity.

Students must be on time, dressed, and active to get the full participation points for the day.

No food or gum will be allowed Do not touch any piece of equipment until instructed by the teacher.

Locker room Policy Each student will be assigned an individual locker for clothes for activity.

Sharing lockers is unacceptable. Each student will be issued a combination lock at the beginning of the semester

from the teacher. The students will be required to remember their combination and take care of their locks because they will be returned at the end of the year or semester.

Students are to remain in the locker rooms until the bell rings unless other instructions were given.

Possessions that are valued are not to be brought into the locker rooms. Each student will have about 5 minutes to dress before and after class.

Dressing Policy Must wear proper shoes, shirts, shorts, and sweat pants. The shorts must be no shorter than 3 inches above the knee All tee shirts must be appropriate (no advertisements of alcohol, drugs, or sexual

activity) No jewelry should be worn during class

Grading Policy Students have the opportunity receive 5 participation points for every class period.

The will get 3 points for participation in the activity which includes attitudes, 1 point for dressing, and 1 point for achieving the skill taught.

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60% of the student’s grades will be based on participation and social development, and the other 40% will be based on written tests and assignments.

Grading Scale 100 - 90 % = A 89 – 80 % = B 79 – 70 % = C 69 – 60 % = D 59 % and below = F

Consequences Three tardies will result in a half hour of detention. An unexcused absence will

result in an hour of detention. Students who do not dress for class will receive their participation points for the

day and their score will be cut in half for not dressing. Students will be given 1 warning if they are breaking any rule. If they violate

another rule they will be sent to the principal’s office. If a student is sent to the principal’s office they will also receive a half hour of detention.

Block Plan

148

Day 1Setting up

camp overview(Tents)

By the end of the lesson the students will be able to understand how to set up camp by correctly putting up a tent.

Day 2Introduction to navigation

(GPS)

By the end of the lesson the students will be able to understand how to use the GPS device to find way points.

Day 3Using the GPS device to locate

Way points/navigation

points

By the end of the lesson the students will be able to use the GPS device to discover 3 hidden prizes placed somewhere on campus.

Day 4Introduction

to Map reading

Reading a compass

By the end of the lesson the students will be able to use a compass to create a trail from one point to another point.

Day 5Introduction to cooking(gathering and storing

food)

By the end of the lesson the students will be able to proper build a fire with out using paper or gas.

Day 6Cooking Strategies

over an open fire

By the end of the lesson the students will be able to cook traditional camp fire foods such as hot dogs, hamburgers, beans, etc.

Day 7Fishing

Strategies

By the end of the lesson the students will be able to tie their own fishing rig, such as hook, sinker, leader, bobber, and depth stop.

Day 8Canoeing

and portaging

By the end of the lesson the students will be able to paddle with the correct technique, and carry the canoe back to camp.

Day 9First Aid and Risky situation scenario

day

By the end of the lesson the students will be able to apply knowledge to respond to situations regarding first aid.

Day 10Weekend Camping field trip

By the end of the lesson the students will be able to use the knowledge and skill learned throughout the unit to survive in the outdoors for 3 days.

Lesson Plans

149

Geocaching Lesson Plan (Sample # 1)Grade: 8Unit: Outdoor EducationEquipment:

Geocaching Device 9 Capsules 9 prizes/sign off sheets Athletic shoes Sun screen Bag for prizes Proper Clothing Space outdoors

Content Focus: Understanding how to use a GPS system for navigation purposesBehavior Objectives: By the end of the lesson the student will be able to:

Affective Demonstrate respect for all people and equipment at all times which will be

assessed teacher observation. Display a positive attitude while fully participating in the activity which will be

assessed by teacher observation. Display team work and communication within the group which will be assessed

teacher observation during the activity.

Cognitive Display a basic understanding of how to use the GPS device which will be

assessed by successfully pinpointing the position of the 3 caches their group was assigned.

Psychomotor Use the GPS device while walking around the campus to find the cache which

will be assessed by teacher observation.

Safety Concerns Watching for cars, animals, and other obstacles in the outdoors Being familiar and aware of the surroundings Weather conditions Hazards in the outdoors

Time Description Cues Organization0-10 Beginning

Set Induction:

150

What is Geocaching? It is to have individuals and organizations set up caches all over the world and share the locations of these caches on the internet. GPS users can then use the location coordinates to find the caches. Once found, a cache may provide the visitor with a wide variety of rewards. All the visitor is asked to do is if they get something they should try to leave something for the cache.What is a cache? A cache comes in many forms and is most often a logbook. Basically anything can be a cache but you should use your best judgment and abide by the law when making caches.What is a GPS device? It is a device to navigate from your current location to another location. Basically a more sophisticated compass.

Demonstrate how to use the GPS device

Rules of geocaching1. Take something from the cache.2. Leave something in the cache.3. Write about it in the logbook.

Responsibility1. It is your team’s responsibility to bring back

the GPS in the same condition it was issued to you. If it breaks in your possession you are required to replace it.

2. It is your responsibility to work as a team and use your best judgment while participating in this activity.

Etiquette1. Do not move the cache after you find it2. Sign the log book3. If you take something out of the cache put

something else in it.

-hide-search-find

-log book-prizes

-take-replace-write

-team work-careful

T

s s s s s s s s s s

10-46 Application Activity: GeocachingGroups will consist of three people. Each group will have three caches to locate. Each person in the group will have a chance to use the GPS device because of the equal number of caches to students. Once the students figure out how the GPS device works send them out to find the caches. Instruct students to gather the caches and bring them back for the end of class.

s s s

s s T s

s s s

151

46-50 Ending:Bring the class together and have the students show each group what was in the caches.Use exit cards to assess what was learned. Have them write down two things they learned about geocaching at the end of the lesson and then collect them.

Ts s s s s s s s s

Caches: Baseball Fence, Pittman Volley ball court, basketball court

Group 11. Chris2. Tina3. Shea

Group 2 1. Riley 2. Sam3. Erin

Group 31. Andrea2. Vicky3. Tony

Swimming Survival Skills Lesson Plan (sample #2)

Grade: 8

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Unit: Outdoor EducationEquipment:

Pool Lifeguard Lifejackets (enough for the class) Regular clothes that can get wet in a pool to practice survival skills

Content focus: Incorporate survival skills in an open water situation, and test swimming skills.Behavior Objectives: By the end of the lesson the student will be able to:

Affective: Display a positive attitude by fully participating in all activities,

and offering positive feedback to other classmates. As assessed by teacher observation in accordance to daily points.

1. Proper clothing for class (1 point) i.e. swimsuit2. Be on time to class (1 point)3. Willingness to work with partners and/or groups (2 points)4. Participating in the day’s activities (2 points)

Cognitive: Identify the skills that are used in specific situations for survival in

a lake, river, stream, etc. Identify and describe how a person can use their clothing to

support survival in the water.Psychomotor:

Complete or attempt the pre-tests of back-floating, treading water, and a 100 yard swim test. Eventually they will all have to be passed before students can go on the end of year trip.

Safety concerns: Students will keep an eye out for others while in the pool. Students will treat equipment and others with respect. Students will follow physical education rules. Must have a bathing suit. Be cautious of people who struggle to swim. Have safety equipment as nearby as possible. NO RUNNING on the pool deck

LessonTime Description Cues Organization

BeginningSet Induction:

153

0-1

1-5

Today we are going to learn some survival skills in the pool. Has anyone ever swum in their clothes before?

Warm up activity- With clothing on and a swimsuit underneath the students will jump into the shallow end of the pool and do 10 bobs in the pool, along with 5 jumps into the pool, no diving.

“No running”

O OO I- - - - - - - - - - -O I O I OO I O IO I O (Pool Deck)

5-10

10-15

15-20

Middle

Major task 1 : Survival floating:

Extension 1: Using the shirt to float:

Have students tuck their shirt into their pants. Remind students of how to perform a back float. From this point have the students keep the opening of the sleeve under water. Now, they must blow into the shirt through the collar, keeping the collar tight to their face. This is the easiest of the floats to perform.

Have students remove the shirt and tie knots into the sleeves of their shirt and the waist line of the shirt. Again they will use the collar opening of the shirt, and blow air into the shirt to make a detachable floatation device. Remind students to keep the opening of the collar tight as to not let any of the air get loose.

Extension 2: Using the Pants to float:

Students will remove their pants and tie knots into the pant legs at the bottom of

“Legs up” “Look to the sky” “Chin up” “Arch the back” “Keep sleeve openings

under water” Put collar tight around

the mouth and blow air into the shirt.

“Tie a knot in each sleeve and the waist”

Blow air into the collar keeping it tightly closed around the face by using a drawstring/hand.

“Tie a knot into the pant legs”

Blow air into the waist

Random formation in the pool

Random formation in the pool

154

20-25

25-28

28-30

30-35

35-36

36-41

41-48

their pants. Again using a similar method as before, the students will blow air into the jeans at the waist and create a detachable floatation device.

Extension 3: What to do when temperatures drop:

Students will practice a huddle type of float. This float is one in which each person comes together to form a ring/line. The purpose is for the participants to radiate body heat to each other. Probably need to use lifejackets for this exercise.

Students will remove wet clothes when done.

Major Task 2-The skills Pre-test:Extension 1-The back float:

With their clothes removed and their bathing suits on, the students will demonstrate their back float ability for five minutes.

Perform the test

Extension 2- Treading Water: This time students

will try and use their knowledge of treading water to attempt to do it for 5 minutes.

Perform the test

Extension 3- Swim Test Students will be able

to use any stroke that they want to complete 2 laps of the pool (down and back = 1) without touching the bottom of the pool.

Perform test, and when students finish

and keep it tightly closed around the face by using a drawstring/hand.

“With your group, huddle up”

The temperature is getting lower”

Put your knees up into a ball.

“Try not to kick, or use your arms while back floating”

“Try and remain still”

“Use arms and legs to stay afloat”

“try and minimize your movement”

“Stroke of your

Random formation in the pool

Random formation in the pool

Random formation in the pool

Random formation in the pool

155

they can come out of the pool and gather by the board.

choice” “Try to finish before

class is over”

Use line formations across the pool

O O O O

O O O O

O O O O

O O O O

48-50 EndingClosure: Lesson review

What were the survival skills we learned today?

When could we use these strategies?

semi-circleO O

O OO O

X

References:

Mood, Musker, and Rink. (2003). Sports and Recreational Activities. Mcgraw Hill publishing.

AssessmentCanoeing Skills Observation Checklist

156

Student Name

Forward Reverse Draw J-Stroke Pry

Tim

Christina

Gerald

Key:+ = consistently performs stroke correctly using all cuesN = performs stroke correctly the majority of the time, at times has to think about cues- = performs stroke incorrectly the majority of the time

Paddling Obstacle Course

This is an open, flatwater tandem canoe assessment. Anchored buoys are placed in the shape of a square, each side at least 6 boat lengths long. The instructor anchors in center of the square. Paddlers begin in corner one and do the following:-Port urn circle around buoy 2 and continue to buoy 3.-Starboard circle around buoy 3.-Paddle backward to buoy 4.-Stern to buoy, port pivot turn around buoy 4.-Paddle in to the instructor’s boat and perpendicular dock.-Leave dock and paddle to buoy 1; bow to buoy starboard pivot turn until bow returns to buoy 1.

Note: Paddlers must not change paddling sides during the assessment.

Evaluation

We plan on implementing a summative evaluation for our outdoor education curriculum by using pre and post tests to gather evidence of student learning that will take place over the course of the semester. We will then analyze this information to find out how well we met our goals and objectives for the course. Also we will be conducting surveys that

157

we will issue to parents and students to evaluate our outdoor education program with our curriculum goals and objectives in mind. We use this type of evaluation because the outdoor education curriculum is very different from the traditional physical education curriculum. We want our curriculum to be meaningful and educational experience for all of our students, and we believe that through student/parent input and data from the pre/post test we will be able to continue to develop more comprehensive and effective physical education curriculum specifically in outdoor education.

Standard 7: Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Reflection:

After completing these two assignments I realized how important and time consuming it can be to implement effective components within the curriculum. Planning

158

can be frustrating because to create an effective plan you must collaborate with other colleagues to make the best plans possible. It is very difficult to get together with others who have busy schedules and this is why some curriculums come up short.

I believe that planning is the most important tool that can be used to reach student needs and curricular goals because when a lot of different minds are brought together a more comprehensive curriculum will be created. The first step of the planning process is to create a committee to oversee the curriculum so it can be assessed and evaluated continuously. The committee needs to be like a collaborative team with principals, district staff, teachers, aids, parents, and other community members, so many opinions can be shared to adjust the curriculum and its goals. When all these people are brought into the planning process, we will be more likely to discuss and implement effective goals to meet student’s needs.

After a curriculum is created it is important to involve this committee tin your other planning processes such as unit and lesson plans. When we have more people to talk to, to get more information about our students we will be able to reach their individual needs more accurately.

When we plan with a purpose in mind we can maximize student learning opportunities through a variety of instructional methods. Even though this whole planning process is hard work and time consuming I look forward to working with others to create the best educational experiences with my students.

Standard 8: Assessment

159

“A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.”

Standard 8: Assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.

A. Be able to assess student performance toward achievement of the Minnesota graduation standards under chapter 3501.

B. Understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional

160

standardized and performance-based tests, observation systems, and assessments of student work.

C. Understand the purpose of and differences between assessment and evaluation.

D. Understand measurement theory and assessment-related issues, including validity, reliability, bias, and scoring concerns>

E. Select, construct, and use assessment strategies, instruments, and technology appropriate to the learning outcomes being evaluated and to other diagnostic purposes.

F. Use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities.

G. Use varied and appropriate formal and informal assessment techniques including observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests.

H. Use assessment data and other information about student experiences, learning behaviors, needs, and progress to increase knowledge of students, evaluate student progress and performance, and modify teaching and learning strategies.

I. Implement students' self-assessment activities to help them identify their own strengths and needs and to encourage them to set personal goals for learning.

J. Evaluate the effect of class activities on both individuals and the class as a whole using information gained through observation of classroom interactions, questioning, and analysis of student work.

K. Monitor teaching strategies and behaviors in relation to student success to modify plans and instructional approaches to achieve student goals.

L. Establish and maintain student records of work and performance.

M. Responsibly communicate student progress based on appropriate indicators to students, parents or guardians, and other colleagues.

Standard 8: Assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.

Indicator E. Select, construct, and use assessment strategies, instruments, and technology appropriate to the learning outcomes being evaluated and to other diagnostic purposes.

161

Artifact: Flag Football Exam created for a 10th grade Physical Education class while student teaching. This flag football exam displays my ability to create unit tests so I can assess what my students learned in this unit. The flag football unit was taught during 5 class periods that consisted of 90 minutes per class period. The exam was based on the information that was taught in class and focused on game play, rules, positions, passing routes, and terminology. The exam was constructed with a wide variety methods to assess learning, which included fill in the blank, multiple choice, matching, true/false, and short answer questions. The students were also provided an extra credit opportunity at the end of exam.

Rationale:This flag football exam was created to assess and evaluate the learning that has

occurred while I have been teaching. I used a variety questioning techniques to see how students perform on certain types of questioning. I also used this assessment to assess how well I covered the information that I expected the students know. When looking over the exam you will find a variety of questions that deal with game play, rules, positions, passing routes, and terminology that I expected the students to know. They were to display these things during game play and now it is time to see if they actually did, and learned more about the game through my lecture, demonstrations, and opportunities for active learning. This assessment displays the basic information that people should know to compete in a functional game of flag football, and if a person doesn’t understand these concepts the game play will be a disaster.

Name:__________________PE 10: Flag Football Exam

74 Points Possible

Directions: Fill in the blank 20 points. Finish the sentence by placing the word that best completes the statement on the blank provided in the sentence. (2 points per blank)

162

1. In class the initial play to begin a game of football was referred to as the _________________.

2. The area or line that no one can cross until the ball is snapped is referred to as the _________________.

3. Pitching the ball to someone who is horizontal and slightly behind you is referred to as a __________________.

4. In class we attempted the extra point from _________________ yards away.

5. Flags need to be worn on the ________________ of the jersey or clothing at all times.

6. A player has possession of the ball, is running down the field, loses control, of the ball, and the ball hits the ground before the player’s flag has been taken by a defender. This is referred to as a _____________, and then the play is dead.

7. Before every play the offense should _______________ and call out ______________ for each player to run.

8. In class, the offense had _____________ downs/plays to score.

9. The defense needs to count to _____________ before they were able to rush the passer.

Directions: Multiple Choice. Circle the letter that best completes each statement. (2 points per question)

10. This penalty is called when a player’s right to catch the ball has been disrupted.a. Pass interruption c. Pass interferenceb. Roughing the Receiver d. Illegal Touching

11. In flag football this action is not allowed.a. Running c. Handing the ball offb. Blocking d. Intercepting the ball

12. A touchdown is worth ____________ points.a. 5 c. 6b. 7 d. 8

13. If a team took longer than _____________ seconds to get ready for a play they lost the play/down.a. 5 c. 10b. 15 d. 20

163

14. After the extra point is attempted the team that scores __________________ the ball to the team that got scored on.a. Gives c. Kicks offb. Throws d. Rolls

15. Once the ball crosses the goal line a player scores a touchdown. The area that they are standing in is referred to as the _________________.a. Red zone c. Mid zoneb. End zone d. Hash mark

Directions: True or False. Mark a (+) for a true statement and a (0) for a false statement. Remember that a statement must be entirely accurate to be considered a true statement. (2 points per question)

____ 16. You may swat away hands of defenders that are trying to grab your flag.____ 17. Once the defense stops the offense on downs the defense becomes the offense and takes over where they made the stop.____ 18. After the extra point takes place the ball is thrown or punted out of bounds and passed the goal line. The team receiving the ball will take possession of the ball at the quarter mark of the field.____ 19. When throwing the ball you do not place your fingers on the laces.____ 20. A great game strategy would be to throw the ball to someone while they are in stride, so they can hit full speed quicker after the catch.____ 21. The receiver snaps the ball to the quarterback to start the play.

Directions: Matching. Place the letter of the term(s) in the blank at the left that best completes or answers the statement. (2 points per question)A. Quarterback B. Half Backs C. Defenders D. Center E. Receivers

_____ 22. This player catches the ball after a pass is thrown._____ 23. This player snaps the ball every play._____ 24. This player throws the ball on most plays._____ 25. This player rushes the passer and covers people going out for passes._____ 26. This player runs the ball the majority of the time.

Directions: Short Answer. Answer the following questions completely. Be sure that your responses answer each part of the question and are specific.

27. Explain in detail from start to finish how to punt the ball. (Hint: Hand placement, body positions need to be included) (5 points)

164

165

Standard 8: Assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.

Indicator L. Establish and maintain student records of work and performance.

Artifact: Grade Book Reports/Records. These were created and kept up to date during the student teaching experience. The progress reports provide information that includes the students overall grade, and scores on particular assignments. Students and parents are able to access these online to see what is missing along with what they did well on, and can even read teacher comments to see where students lost points on particular projects.

Rationale: Establishing and maintaining ways to keep track of student work and performance

are important things that a teacher needs to do to effectively communicate student’s achievement and progress in the class being taught. Keeping tract and logging student’s work into a data system provides a sufficient aid for the teacher and the student. The teacher can use this system to show parents how students have been doing in their class in general, and how they have performed on assignments and tests. It is also helpful for the student because they can keep track of their grade better and keep track of the work that may be missing. Using this system can help a teacher communicate to parents what areas their child needs to improve on, and helps the parent identify where they can intervene and help out at home by reinforcing information that is taught at school.

In this artifact you will find student’s names, their grades that they are currently receiving in the class, and scores on assignments that have been collected. This artifact displays my ability to use technological resources to adequately display my student’s work and progress, because it is a well organized system that displays scores on assignments and calculates grades based on the score put in by the teacher. This is a system that can be accessed online by students and parents. They can log on and view any class and read teacher comments to see where they need to improve to get higher scores on future assignments.

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Subject : Health 8 October 25, 2007 Teacher : Frey, TomPeriod : 7 Term : Qtr 1

Student Points Grade Locked

Wellness Act. 9/1225

Decision-Making

9/1325

Unit 1 STD. Guide9/1420

Unit 1

Exam9/1435

Accident Chain9/2725

Bauman, Stephanie 98/385= 25.4% F LI 14 18 23 LI

Brown, Thomas 227/385= 58.9% F 19 21 13 27 LI

Carlson, Megan 337/385= 87.5% B+ 22 25 17 31 23

Cummings, Meagan 300/385= 77.9% C+ 19 23 15 30 23

Darge, Kelli 328/385= 85.1% B 25 25 17 31 21

Davis, Wyatt 301/385= 78.1% C+ 25 23 19 32 24

Figueroa, Jose 59/275= 21.4% F LI 19 15 25 LI

Filzen, Alexis 165/385= 42.8% F 17 23 LI 29 LI

George, Christine 336/385= 87.2% B+ 25 24 14 33 24

Goedeke, Samantha 307/385= 79.7% B- 25 21 15 31 17

Hoehn, Rachel 287/385= 74.5% C 25 23 17 30 20

Johnson, Anna 288/385= 74.8% C 18 23 17 33 22

Kauffmann, Megan 309/385= 80.2% B- 25 25 18 30 22

Kempenich, Nicholas 0/0= 0.0% . . . . .

Lager, Ashley 322/385= 83.6% B 25 25 18 29 LI

Maier, Pace 347/385= 90.1% B+ 25 23 19 33 20

Miller, Julia 344/385= 89.3% B+ 23 24 17 33 24

Neary, Erin 136/385= 35.3% F 23 23 LI 32 LI

Osborne, Morgan 330/385= 85.7% B 25 25 17 34 24

Peterson, Samuel 327/385= 84.9% B 24 22 17 33 24

Ranslow, Danielle 277/385= 71.9% C- 20 21 18 25 22

Regenscheid, Emily 313/385= 81.3% B- 21 23 18 30 23

Roach, Nathan 353/385= 91.6% B+ 25 23 19 33 23

Schott, Amara 213/385= 55.3% F LI 23 16 30 25

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Smith, Jordan 230/385= 59.7% D- LI 25 17 30 22

Smith, Kerala 366/385= 95.0% A 25 25 19 29 24

Soderlund, Mary 277/385= 71.9% C- 20 23 15 31 23

Steckman, Felicia 260/385= 67.5% D+ 18 22 16 29 22

Welp, Ashley 347/385= 90.1% B+ 21 21 16 30 20

Willaert, Whitney 344/385= 89.3% B+ 19 25 19 31 23

Wilmes, Jordan 299/385= 77.6% C+ 20 22 13 26

Student

Word of Week 10/110/110

CPR-AED Exam10/245

Handbook Sections

10/585

First Aid Exam10/815

First Aid Demo10/980

Word of Week 10/910/910

Letter To Self

10/1630

Bauman, Stephanie 0 32 LI 11 LI 0 LIBrown, Thomas 0 26 59 12 35 0 15Carlson, Megan 5 34 74 15 61 0 30Cummings, Meagan 0 33 71 14 47 0 25Darge, Kelli 0 32 70 14 63 0 30Davis, Wyatt 0 39 50 13 46 10 20Figueroa, Jose 0 LI LI LI . 0 .Filzen, Alexis 0 34 29 12 1 0 20George, Christine 0 39 72 13 62 0 30Goedeke, Samantha 0 35 45 14 59 0 30Hoehn, Rachel 0 23 73 10 21 0 30Johnson, Anna 0 39 50 13 43 0 30Kauffmann, Megan 0 38 47 11 63 0 30Kempenich, Nicholas . . . . . 0 .Lager, Ashley 10 34 79 15 67 0 20Maier, Pace 10 24 66 13 74 10 30Miller, Julia 0 37 75 14 63 10 24Neary, Erin 10 LI LI 14 LI 10 24Osborne, Morgan 0 30 76 13 66 10 10Peterson, Samuel 0 38 75 13 56 10 15Ranslow, Danielle 0 26 62 11 42 0 30Regenscheid, Emily 0 33 65 13 57 0 30Roach, Nathan 10 29 73 13 50 10 30Schott, Amara 0 34 LI 12 73 0 LISmith, Jordan 0 24 53 10 29 0 20Smith, Kerala 10 38 79 13 64 10 30Soderlund, Mary 0 32 62 13 58 0 LISteckman, Felicia 0 28 33 13 34 0 30Welp, Ashley 10 30 70 12 62 10 30Willaert, Whitney 10 33 83 14 57 0 30Wilmes, Jordan 0 26 60 13 62 10 30

Student Phobia Sheet Video Notes Letter From

168

10/1615

10/235

Paula10/25

10Bauman, Stephanie . . .Brown, Thomas . . .Carlson, Megan . . .Cummings, Meagan . . .Darge, Kelli . . .Davis, Wyatt . . .Figueroa, Jose . . .Filzen, Alexis . . .George, Christine . . .Goedeke, Samantha 15 . .Hoehn, Rachel 15 . .Johnson, Anna . . .Kauffmann, Megan . . .Kempenich, Nicholas . . .Lager, Ashley . . .Maier, Pace . . .Miller, Julia . . .Neary, Erin . . .Osborne, Morgan . . .Peterson, Samuel . . .Ranslow, Danielle . . .Regenscheid, Emily . . .Roach, Nathan 15 . .Schott, Amara . . .Smith, Jordan . . .Smith, Kerala . . .Soderlund, Mary . . .Steckman, Felicia 15 . .Welp, Ashley 15 . .Willaert, Whitney . . .Wilmes, Jordan . . .

Reflection: Assessment techniques whether they are formal or informal are essential things

that a teacher needs to incorporate in their everyday classes. Doing this aids teachers to build a positive environments that students can learn in and their knowledge level can be more easily displayed and documented. There are a wide variety of assessment methods that can be used in my content areas. Assessments need to revolved around the unit and course objectives and should adequately be able to represent student learning.

In the Health and Physical Education settings I enjoy using different types of assessments that display the cognitive, psychomotor, and affective domains of learning. To assess the cognitive domain I like to use written tests and projects as representations of student learning. These things can be used as artifacts to display to parents and

169

students, what the student knows or doesn’t know about a certain subject. To satisfy the psychomotor domain I like to use skill tests in which the students need to demonstrate that they know how to perform a certain skill. Teachers need to have evaluation forms and checklists so students know how they are being evaluated, which makes the assessment more meaningful. As for assessing the affective domain of learning I tend to use observation as my main tool, and I write down notes about the students dealing with how they act, and how they communicate with others during certain activities.

Assessments are important because they help you keep logs of student progress so you can meet your student’s needs more easily. When we stay organized and use a variety of different assessments we create more learning opportunities for students and they have a chance to access reports and feedback on how they are doing in your class. Staying organized and using a variety of assessments also helps teachers display evidence to parents how students are performing in the class, and it keeps parents well informed so if they need to help their child out they can see exactly what their child needs help with by looking at the assessment forms and grade sheets.

Standard 9: Reflection and Professional Development

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“A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.”

Standard 9: Reflection and Professional Development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.

A. Understand the historical and philosophical foundations of education.

B. Understand methods of inquiry, self-assessment, and problem-solving strategies for use in professional self-assessment.

C. Understand the influences of the teacher's behavior on student growth and learning.

D. Know major areas of research on teaching and of resources available for professional development.

E. Understand the role of reflection and self-assessment on continual learning.

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F. Understand the value of critical thinking and self-directed learning.

G. Understand professional responsibility and the need to engage in and support appropriate professional practices for self and colleagues.

H. Use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice.

I. Use professional literature, colleagues, and other resources to support development as both a student and a teacher.

J. Collaboratively use professional colleagues within the school and other professional arenas as supports for reflection, problem-solving, and new ideas, actively sharing experiences, and seeking and giving feedback.

K. Understand standards of professional conduct in the Code of Ethics for Minnesota Teachers in part 8700.7500.

L. Understand the responsibility for obtaining and maintaining licensure, the role of the teacher as a public employee, and the purpose and contributions of educational organizations.

Standard 9: Reflection and Professional Development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.

Indicator I: Use professional literature, colleagues, and other resources to support development as both a student and a teacher.

Artifact: Because of the Kids Reflection. This paper was created in Methods course as part of the education program at Gustavus Adolphus College. This is a reflection on the book Because of the Kids. The purpose of this reflection was to analyze the cultural differences between two teachers (one white and one black) in the classroom.

Rationale:The ability to reflect is one of the essential keys to successful teaching. Although

it can’t always be done in-depthly on everything, because it is time consuming, successful teachers constantly reflect on situations, and lessons in their heads after school

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or right after lessons so they can change or improve their overall effectiveness. Some times teachers need alternative resources to reflect on their own teaching so they may turn to colleagues or professional literature.

In this case the source happens to be a book called Because of the Kids. This book takes a look at two teachers, one black and one white, and compares the cultural differences in their teaching in an urban setting. To describe this book and the cultural differences I reflected on it and put together some ideas on how I need to adapt my teaching so I can relate to all my students, and don’t struggle in any future setting that I may teach in. Reading and reflecting on this book has opened up my eyes, and given me a head start, so I know how to relate and deal with all types of students especially those who come from a different culture than myself. When we break down the barriers of unfamiliarity the sky is the limit.

Because of the Kids Reflection

Because of the Kids is an interesting book that attempts to portray the racial and

cultural differences within schools. The book is a study conducted by two teachers, one

African American woman, and one Caucasian woman. The African American woman

(Jenifer) is observing the Caucasian woman’s (Karen) teaching in attempt to figure out

why she has not been able to reach her African American students in the classroom. This

puzzled Karen because she considered herself as an excellent teacher and she’d been able

to reach her white students in the past. The book addresses both of the teacher’s

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experiences that have led them to where they currently are, describes how both of them

teach, analyzes their mentoring experience, and identifies how teachers can become

familiar with African American students to meet their needs. The main ideas that I

grasped from this book were the cultural differences between white people and black

people in the classroom.

The first major cultural difference would have to have been unfamiliarity with

African American students. This was the case for Karen, a white teacher who didn’t

necessarily know much about her students and their culture. Black teachers basically

grow up in a white world and are expected to assimilate because the world is dominated

by white people. White teachers grow up with blinders on and are not forced to

understand the African America culture because it isn’t prevalent to them. This happens

and then all of a sudden you get a job in a diverse or urban area and you don’t know

anything about your students, which puts up a barrier because you can’t relate to them.

This unfamiliarity will lead to comfort issues where you might not be able to be yourself

and you won’t know how to open up to your students. Karen’s teaching was a prime

example of this because she didn’t know much about her students so she was unable to

reach them. She put together sound lesson plans but didn’t think about the student’s

backgrounds so when she taught the barbarian lesson she offended her students. Due to

her lack of understanding of her students she saw this as acting and didn’t understand that

she had offended them until it was pointed out to her by Jenifer.

Another issue of unfamiliarity was when the students said “because we raw”.

Language can become a major barrier when we teach people who we are unfamiliar with.

Karen should have used this opportunity to ask what the student meant by these words

174

but she chose to ignore it and lost out on a major opportunity to show her students that

she cared about their culture and background. We need to embrace these opportunities to

the fullest so we can learn more about our students.

The last two cultural differences that I found important to analyze are the roles of

authority and expressiveness. Jenifer was seen as an authority figure while Karen was

not. I believe this is due to their up bringing in their cultures. White people tend to not to

be as expressive or vocal as black people are, which makes it more difficult to view white

people as an authority figure. An example of this would be the difference between Karen

and Jenifer’s family relationships. In Karen’s family there would be no yelling and they

would wait for the problem to disappear, and in Jenifer’s family they would yell and

attempt to talk out the problem right away. Karen lacked classroom management and

when she tried to be an authority figure she failed miserably because she was taught to

avoid confrontation. A key finding in the survey that the teacher’s found about their

student’s perceptions was that they found black teachers to be more authoritative.

Overall I thought this was an interesting book that showed me some cultural

differences in teaching that I had not been aware of. I’m glad that I read this book

because I now know how important it is to know the students who you may not be

familiar with. I’m also glad that I read this book because it was kind of an eye opening

experience because I had never really thought about some of the cultural differences

covered in this book. It’s a great thing that I have time to practice getting to know more

about students before I get out and teach, and I hope that by reading this book I won’t get

myself into some of the situations that Karen fell into.

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Standard 9: Reflection and Professional Development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.

Indicator E. Understand the role of reflection and self-assessment on continual learning.

Artifact: Golf Lesson Plan Reflection. This reflection was created in a Physical Education Methods course taken at Gustavus Adolphus College. In order to complete this reflection, a lesson was taped by the instructor of the course. A few days after the lesson was taped, I watched the lesson and responded to the reflection questions given by the instructor. The purpose of this assignment was to give myself a chance to evaluate my teaching style and technique.

Rationale:The ability to reflect is one of the essential keys to successful teaching.

Reflection is very time consuming, but it is needed for revisions and developing more sound curriculums. Teachers need to possess the ability to reflect so they can build off of

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prior experiences to create more sound future experiences for themselves and their students. This benefits both teachers and students because you are continuing your professional development and at the same time changing with the times to keep up with the new knowledge your students are gathering through technology and other means.

From observations, I believe that when reflection is present the teaching process and transitions from lesson to lesson, and year to year tend to go smoother. When reflection is put into place the possibility of getting out dated increases, and when this happens we tend not to be able to connect with or reach our students because we are labeled as dinosaurs. When you reflect the most important thing to do is to focus on carrying out what you reflected on, in your next experience.

This artifact does just that. I planned a golf lesson, taught it, video taped it, watched it, and reflected on it. Going through this process really helped me identify what kind of a teacher I am, and what my strengths and weaknesses are. Now that I have reflected on this teaching experience I can revamp my lesson and re-teach it in the future. This will be a continuing process because there will always be changes to make to lessons to make them more effective, and this is one of the things I will learn to do with more teaching experience.

Reflection Questions (Golf Lesson)

1. Did the activity you planned actually occur? If not, why not?

Yes I thought the activity I planned went really well. The two major activities that I planned were the chip and pitch shots. These two shots were taught as short game strategies to place the ball on the green. I then set up a game where the students had to decide which shot they should use to get the ball on the green, and incorporated the putt to place the ball into the cup. This activity went very well because everyone had fun and I saw many students experience some success.

2. Were your objectives realistic? Did other ones emerge during the lesson?

I thought that the objectives stated exactly what they should know and be able to do by the end of the lesson, and they were able to perform to the best of their ability. The class as a whole showed much success and improvement in my lesson because Riley did an excellent job drilling the cues for the grips, stance, and the swing, making my job a lot easier, so I didn’t have to spend too much time going over these again. If any objectives

177

occurred throughout this lesson it would have to do with safety because I did my best to explain the importance of space and paying attention.

3. Did the learners’ actual knowledge and skills correspond to your expectations? Did any discrepancies cause you to modify the lesson?

Yes I witnessed it through the improvement in the chip, pitch, and putt game. The competition got much better as their skills improved, and you could see some of the competitiveness come out when the game started. I had very low expectations at the beginning of the lesson because I didn’t think anyone had much of a golf background with the exception of Riley. My expectations were blown away because everyone did really well, and I wanted to jump in to see how I could have done against them. I didn’t modify the lesson while I was teaching because I thought I put a lot of preparation into the lesson ahead of time, so it went smoothly. After watching the video I found many modifications that I could make to this lesson for the next time I teach it. Examples for modifications would be to find an activity for a person that can’t perform in the activities being taught, incorporating a skill analysis for the people waiting so they can assess the person shooting, and using stations to manage the environment better.

4. Did you cover what you planned? Did you plan too much or too little content to cover?

I covered everything I wanted to by planning accordingly in my lesson plan. I accomplished what I wanted by progressing from one skill to the next and then incorporating them into the game. For the class size that I had for this lesson it worked out well, but with a class of 30 ninth graders I would need more space and most likely another putting green to play the game. It would take more time to collect the balls and get everyone going again after they get back to the shooting area. In my opinion the best method in teaching is trial and error. I can teach a lesson one way to my first class and as the day goes on I can change it to make the best lesson possible, so the next time I use this lesson no modifications will have to be made.

5. Did the procedures work? If not, what went wrong?

Yes procedures and drills were performed correctly after directions and practice. The cues I gave them were very easy to understand, so they experienced a lot of improvement in their overall swing and the skills introduced. I thought that the procedures and progressions worked so well that everyone experienced some success at some point in the game. One procedure that I felt that was not always followed was the rule that no one shall move ahead of the ball that is farthest of the pin. Some of the students got anxious and went to their ball right away and I had to use more management to get them to obey the rules. This could definitely happen with immature ninth graders, so I have to make sure I have clear rules and consequences for violators.

6. Did the results you anticipated occur? If not, what went wrong?

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Yes I expected the skills previously taught to improve and the new skills to progress throughout the lesson. Like I stated earlier I expected Riley to be the best because of his background, but I didn’t expect to see Chris and Tony tie him for the best score in the game. I was really impressed that they kept up with a collegiate golfer. I expected everyone to have a good time while they played the game, and it really shows that you have a good lesson when a person who was struggling, like Blythe was, is having a great time and doing their best to improve at the same time.

7. Did you provide sufficient resources? What else was needed?

This was something that I was forced to do. I am not a good golfer by any means so I consulted 2 books, Riley, and Coach Brown, who used to teach golf. These resources made me feel very comfortable in my teaching because they broke the information down so I could understand it easily. These resources made me look knowledgeable about golf when I had no idea how to teach anything related to golf a week before the lesson. During the lesson I used Riley, but I don’t think I used him enough. I could have had him demonstrate earlier in the lesson and share some of his expertise by having him give the students some tips for success that I might not know.

8. Did you get adequate feedback on the lessons? What did you learn from the feedback? Did the learner get sufficient feedback?

Yes I got a lot of feedback through body language. A person’s body language never lies, and this helped me determine how my lesson went. For the most part everyone looked like they enjoyed the activities. I also got feedback by asking questions through reviewing the skills, and this helped me determine if the students really understood how to execute the skill. If something wasn’t clear the students did a great job holding me accountable by asking me questions and I did my best to answer them. I thought I did a decent job of moving around and monitoring the students to see if they were performing the skill correctly, and if they weren’t I did my best to give them a tip for success. I wish I would have had more time at the end of the lesson to get some feedback from the students, to see what they think I could have improved on.

9. Was the time adequate? Was the time used efficiently?

I thought it worked out perfectly and checked the watch many times to make sure time requirements were met. I would have liked to have more time spent on the game but you always have to factor in the time it takes to collect equipment and head inside. For this unit I believe it is inevitable to keep the students active at all times because so much instruction and management is needed to maintain a safe environment for all the students. As I stated in a previous question, I believe that my time arrangements would be a little different with a class of 30 students, and I would use trial and error to see what works and doesn’t work. I feel like the majority of the time was used efficiently with instruction, management, and activity times but I could have eliminated some of the waiting time by providing the students a skill analysis to evaluate the student performing the skill.

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10. Were the follow-up activities done? Were they effective?

The follow up activities went really well because I saw them implemented into the game. The follow up skills got a little redundant because they were basically the same thing for both skills, but they served well. On an individual level I think everyone experienced some improvement with skills taught and learned something from the information presented. Now everyone in this class can go out and attempt these skills on their own sometime in the future to further improve on them. This is very important because golf is a lifetime sport/activity that can be done by virtually anyone, so it is a good idea as a physical educator to encourage people to play golf and stay active.

11. Learning Time Analysis Timeline. What did you do well? Identify 3 goals you will work on between now and your next teaching opportunity.

Before looking at my Learning Time Analysis Timeline, I thought my lesson was successful for the most part. When analyzing the percentages the only one that was in the range that it should be was the waiting time. I think that the main reason my percentages were off were due to the activity I was teaching. Golf is a sport of etiquette and has many safety issues that must be taken into account. An adequate physical educator must spend time drilling these issues into their students to maintain a safe environment. So, I feel that my percentages can be justified because instruction and management have to a big part of the lesson to provide your students with an acceptable learning environment. Another reason these percentages may be off is because at times the lesson can be in the activity, management, and instruction stages at the same time. It is a possibility that my percentages were right on, because I do feel I gave the students adequate instruction to perform the skill, and enough time to be active. After reviewing my lesson I found that there are a few things that I should work on before I teach another lesson. The first thing I will do is make sure my lesson is appropriate for everyone and if it is not I can come up with an alternate activity for that person(s) to do. The next thing I need to work on is using gender fair language. A few times on the tape I heard myself saying “you guys” when I should have used a word like everyone or another word along those lines. Even though I thought I organized my lesson well, I can still work on this because you can never be too organized. I think I could have set my lesson up into stations and made specific areas for certain skills. The last thing I will work on is my overall presentation. I felt like I read too much off my lesson plan, and I used some awkward filler words like um and ah at times. I have been working on my presentation for years now and it has improved tremendously over the years. The only way to get better is through practice and I believe that through all the classes I’ve been taking and will take my overall presentation will be very sound by the time I graduate.

Management – 18%Instruction – 37%Activities – 38%Waiting – 7%

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Reflection:After completing these two assignments I realized how important reflection is for

professional development. Reflection is simply another word for learning. What distinguishes it from some other forms of learning is that reflection grows out of experience. Through reflection teachers analyze concepts, evaluate experiences, and form opinions on many topics. Critical reflection provides teachers with the opportunity to examine and question their beliefs, opinions, and values. It involves observation, asking questions, and putting facts, ideas, and experiences together to derive new meaning and new knowledge. It is also the process of looking back on the implications of actions taken, good and bad, determining what has been gained, lost, or achieved, and connecting these conclusions to future actions and larger societal contexts.

This is the process of professional development. In order to be a successful teacher one must reflect at least weekly to assess how things are going in his/her classroom. I know that this is something I have found helpful so far in the student teaching process. It gives me a chance to look back and evaluate how I have changed, whether it be in my teaching, management, or whatever else it may be. Through the use of journaling I have been able to write about experiences and situations that have occurred so far this semester. When the week is done I like to go back and analyze what

181

I could have done different, or if I handled it the best possible way I could have. As my teaching develops so does my ability to reflect on experiences, and I hope that this continues so I can create the best possible atmosphere for myself and my students so they are able to learn and achieve great things in and outside my classroom.

Standard 10: Collaboration,

Ethics, and Relationships

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“A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.”

Standard 10: Collaboration, Ethics, and Relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.

A. Understand schools as organizations within the larger community context and understand the operations of the relevant aspects of the systems within which the teacher works.

B. Understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning.

C. Understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect.

D. Understand the concept of addressing the needs of the whole learner.

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E. Understand the influence of use and misuse of tobacco, alcohol, drugs, and other chemicals on student life and learning.

F. Understand data practices.

G. Collaborate with other professionals to improve the overall learning environment for students.

H. Collaborate in activities designed to make the entire school a productive learning environment.

I. Consult with parents, counselors, teachers of other classes and activities within the school, and professionals in other community agencies to link student environments.

J. Identify and use community resources to foster student learning.

K. Establish productive relationships with parents and guardians in support of student learning and well-being.

L. Understand mandatory reporting laws and rules.

Standard 10: Collaboration, Ethics, and Relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.

Indicator G: Collaborate with other professionals to improve the overall learning environment for students.

Artifact: Physical Education Block 3 Facilities Schedule. After first quarter ended there was a teacher work day where all the teachers that teach Physical Education during the 3rd

block of the day, got together to plan out which facilities they will be using for the rest of the semester. This was put together because there are only basically three facilities to use when it is too cold to go outside.

Rationale: This facilities schedule was put together to improve the quality of the units being

covered in the physical education classes so students can perform the skills being taught in the best learning environment. Throughout the first quarter of the year there had been many times where space would be an issue and there wouldn’t be enough facilities to

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carry out the plan for the day. For a inexperienced teaching like myself it was difficult to deal with, because I would create a plan for the day, but would then have to change it in a matter of a few minutes when I found out a different class would be in the facility I was planning to use. Due to this happening a few times it was decided that all the Physical Educators that teach during block three needed to get together and sort out planning of the use of facilities, because it will be tougher to change plans or go outside since the weather will be getting colder. This meeting took about an hour and fifteen minutes and was very productive because all the teachers were able to communicate with one another to plan a more sound physical education curriculum for the students.

PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE

Date Period WrestlingFloor

FitnessCenter

Gym“A”

Gym“B”

Pool WeightRoom

GymStage

Lobby

11/5 5

11/5 6

11/6 5 Laura Tom Steve Keith

11/6 6 Steve Tom Laura Keith

11/7 5 Laura Tom Steve Keith

11/7 6 Keith Steve Tom Laura

185

11/8 5 Laura Tom Steve Keith

11/8 6 Steve Tom Laura Keith

11/9 5 Keith Laura Tom Steve

11/9 6 Keith Steve Tom Laura

PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE

Date Period WrestlingFloor

FitnessCenter

Gym“A”

Gym“B”

Pool WeightRoom

GymStage

Lobby

11/12 5 Keith Steve Laura Tom

11/12 6 Keith Steve Laura Tom

11/13 5 Steve Laura Tom Keith

11/13 6 Steve Laura Tom Keith

11/14 5 Keith Steve Laura Tom

11/14 6 Keith Steve Laura Tom

11/15 5 Steve Laura Tom Keith

11/15 6 Steve Laura Tom Keith

11/16 5 Keith Steve Laura Tom

11/16 6 Keith Steve Laura Tom

186

PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE

Date Period

WrestlingFloor

FitnessCenter

Gym“A”

Gym“B”

Pool WeightRoom

GymStage

Lobby

11/19

5 Tom Laura

Steve Keith

11/19

6 Steve Laura Tom Tom Keith

11/20

5 Keith Laura

Steve Tom

11/20

6 Keith Laura Tom Tom Steve

11/21

5 Keith

11/21

6 Keith

11/22

5 No School

No School

No School

No School

No School

No School

No School

No School

11/22

6 No School

No School

No School

No School

No School

No School

No School

No School

11/23

5 No School

No School

No School

No School

No School

No School

No School

No School

11/23

6 No School

No School

No School

No School

No School

No School

No School

No School

187

PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE

Date Period

WrestlingFloor

FitnessCenter

Gym“A”

Gym“B”

Pool WeightRoom

GymStage

Lobby

11/26

5 Tom Tom Laura

Keith

11/26

6 Keith Tom Steve

Steve

Laura

11/27

5 Tom Tom Laura

Keith

11/27

6 Tom Steve

Steve

Laura

Keith

11/28

5 Keith Tom Tom Laura

11/28

6 Keith Tom Steve

Steve

Laura

11/29

5 Tom Tom Laura

Keith

11/29

6 Tom Steve

Steve

Laura

Keith

11/30

5 Keith Tom Tom Laura

11/30

6 Keith Tom Steve

Steve

Laura

188

PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE

Date Period

WrestlingFloor

FitnessCenter

Gym“A”

Gym“B”

Pool WeightRoom

GymStage

Lobby

12/3

5 Tom Laura

Laura

Steve

Keith

12/3

6 Keith Tom Tom Steve

12/4

5 Tom Laura

Laura

Steve

Keith

12/4

6 Tom Tom Steve

Keith

12/5

5 Keith Tom Laura

Laura

Steve

12/5

6 Keith Tom Tom Steve

12/6

5 Tom Laura

Laura

Steve

Keith

12/6

6 Tom Tom Steve

Keith

12/7

5 Keith Tom Laura

Laura

Steve

12/7

6 Keith Tom Tom Steve

189

PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE

Date Period WrestlingFloor

FitnessCenter

Gym“A”

Gym“B”

Pool WeightRoom

GymStage

Lobby

12/10 5 Tom Steve Laura Keith

12/10 6 Keith Tom

12/11 5 Tom Steve Laura Keith

12/11 6 Tom Keith

12/12 5 Tom Steve Laura

12/12 6 Keith Tom

12/13 5 Tom Steve Laura Keith

12/13 6 Tom Keith

12/14 5 Keith Tom Steve Laura

12/14 6 Keith Tom

PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE

Date Period

WrestlingFloor

FitnessCenter

Gym“A”

Gym“B”

Pool WeightRoom

GymStage

Lobby

12/17

5 Keith Tom Steve Laura

12/17

6 Keith Steve Laura Tom

190

12/18

5 Tom Steve Laura Keith

12/18

6 Tom Steve Laura Keith

12/19

5 Keith Steve Laura Tom

12/19

6 Keith Steve Laura Tom

12/20

5 Tom/Keith

Tom/Keith

LauraSteve

12/20

6 Tom/Keith

Tom/Keith

LauraSteve

12/21

5 Keith Tom/Keith

Tom/Keith

LauraSteve

12/21

6 Keith Tom/Keith

Tom/Keith

LauraSteve

PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE

Date Period

WrestlingFloor

FitnessCenter

Gym“A”

Gym“B”

Pool WeightRoom

GymStage

Lobby

12/31

5 No School

No School

No School

No School

No School

No School

No School

No School

12/31

6 No School

No School

No Schoo

No Schoo

No Schoo

No School

No Schoo

No Schoo

191

l l l l l1/1 5 No

SchoolNo School

No School

No School

No School

No School

No School

No School

1/1 6 No School

No School

No School

No School

No School

No School

No School

No School

1/2 5 Steve Laura Tom Tom Keith

1/2 6 Tom Steve Laura

Keith

1/3 5 Keith Laura Tom Tom Steve

1/3 6 Keith Tom Steve Laura

1/4 5 Steve Laura Tom Tom Keith

1/4 6 Tom Steve Laura

Keith

PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE

Date Period WrestlingFloor

FitnessCenter

Gym“A”

Gym“B”

Pool WeightRoom

GymStage

Lobby

1/7 5 Tom Tom ElemSwim

Keith

1/7 6 Keith Tom Steve Laura Elem

1/8 5 Tom Tom Swim Keith

1/8 6 Tom Steve Laura Elem Keith

1/9 5 Keith Tom Tom Swim

1/9 6 Keith Tom Steve Laura Elem

1/10 5 Tom Tom Swim Keith

192

1/10 6 Tom Steve Laura Elem Keith

1/11 5 Keith Tom Tom Swim

1/11 6 Keith Tom Steve Laura Elem

PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE

Date

Period

WrestlingFloor

FitnessCenter

Gym“A”

Gym“B”

Pool WeightRoom

GymStage

Lobby

1/14

5 Steve Laura Tom Tom Keith

1/14

6 Tom Steve Laura

Keith

1/15

5 Keith Laura Tom Tom Steve

1/15

6 Keith Tom Steve Laura

Laura

1/16

5 Steve Laura Tom Tom Keith

1/16

6 Tom Steve Laura

Keith

1/17

5 Keith Laura Tom Tom Steve

1/17

6 Keith Tom Steve Laura

1/1 5 No No No No No No No No

193

8 School School School

School

School

School School

School

1/18

6 No School

No School

No School

No School

No School

No School

No School

No School

Standard 10: Collaboration, Ethics, and Relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.

Indicator K: Establish productive relationships with parents and guardians in support of student learning and well-being.

Artifact: An e-mail from a mother addressing her concerns about her daughter. This e-mail was from a parent who has been concerned with her daughter’s performance and behavior in school. The student has had some issues this year in school so the parent has been communicating with the teachers to follow up on her daughter’s progress.

Rationale: This artifact displays my ability to effectively communicate with parents to

support the well being of my students. In this particular situation the student has been having some issues at home and in school especially when having to deal with stress. She doesn’t cope well and can lash out with burst of anger at times. She has been seeing a therapist to learn how to cope with her stress, and the mother wants to stay informed to see if the therapy has been helping and if her behavior is improving. Through the use of e-mail I was able to respond to the mother’s concerns and hopefully build a level of communication that will benefit her daughter’s educational needs. When teachers can keep parents informed with what is going on and build strong means of communication it can be much easier to help students with the problems they face on a daily basis so we can ensure that we support the student’s well being.

194

Reflection:By forming relationships with parents and colleagues within Saint Peter Middle

and High School I believe I have been able to support student learning and well being. The two artifacts described provide evidence that I can form positive relationships so students can learn in an environment that is suitable for them. Building these relationships is one of the many challenges that is included in the teaching profession, and it must be done to create a positive learning atmosphere as well as part of being an effective educator. When we are able to create these relationships with other teachers and parents we can be on the same page to create the best learning environment for all of our students. We need to do this because sometimes students need modifications and accommodations that we may not be aware of, but if we communicate with other teachers and parents we can make adjustments more easily. It is a great feeling when all teachers and parents are on the same page because students, or what I like to call the middle men, don’t always relay messages to their parents and barriers can but put between teachers and parents. This is why I feel that teacher/teacher and teacher/parent meetings should be held monthly so everyone is in the loop, and so their student can be successful. Building these collaborative networks is an ongoing process and is an essential tool to break barriers between teachers and other teachers, and as well as parents.

195

196