Minnesota Standards of
Effective Practice for
Teachers
Adam Bibbs
Gustavus Adolphus College:
Secondary Education
Health & Physical Education
January 2008
1
Table of Contents
A. 10 Standards
Standard 1: Subject Matter
P. 3
Standard 2: Student Learning
P. 14
Standard 3: Diverse Learners
P. 35
Standard 4: Instructional Strategies
P. 60
Standard 5: Learning Environment
P. 67
Standard 6: Communication
P. 76
Standard 7: Planning Instruction
P. 88
Standard 8: Assessment
P. 160
Standard 9: Reflection and Professional Development
P. 171
Standard 10: Collaboration, Ethics, and Relationships
P. 183
B. Unit Plan
P. 92
Standard 7: Indicator D
C. Lesson Plan
P. 70
Standard 5: Indicator N
D. Instructional Adaptations for Disabilities
P. 39
Standard 3: Indicator B
E. Instructional Adaptations for English Language Learners P. 17
Standard 2: Indicator E
F. Understanding of Diverse Cultures/Races
P. 173
Standard 9: Indicator I
G. Instructional use of Technology
P. 62
Standard 4: Indicator L
H. Impact on Student Learning Project
Appendix
2
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.”
3
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.
4
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.
5
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:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6
Principle 2:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Application:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Example in own words:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7
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.
8
Justin Schramm and Adam Bibbs
Grade Level: 10th
Course Name: Health
Lesson: Multidisciplinary
1. Objective/ Purpose/ Rationale
The 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 Question
Standard 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 Students
We 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. Purpose
The 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
9
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 Lesson
Following 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)
10
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 Required
While 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 instruction
In 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.
11
10. Assessment of Objectives
During 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 Assessment
Journals 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 Needed
The 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 used
1. 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
12
disorders, headaches, insomnia, coronary artery disease, and other potentially lifethreatening 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.
13
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.”
14
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.
15
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.
16
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:
17
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
18
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
19
Backhand Stroke
Illustration
Critical Cues
 Ready
position
 Eyes up
 Knees
bent
 Arms
loose
 Butt
down









Yes
No
Comments
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
20
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.
21
Adam Bibbs
Grade Level: 10th
Course Name: PE 10
Lesson: #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 Questions
Standard 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 Students
I 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. Purpose
The 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 Set
In 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.
22
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 Rationale
The 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
Dress Beginning
0-4
4-34
Anticipatory Set: Talk about cultural connections.
Research Topics
37-47
47-62
Gymnasium
Journaling
Warm up
Squad leaders in front to lead stretching and the
warm up.
Middle
Dribbling



Define
Drills
Application
Cues
Organization
-bullying
-violence
-research
Computer lab
T
ssssss
ssssss
ssssss
-journaling
importance
Gymnasium
T
sssss
sssss
sssss
sssss
sssss
ss
-go ahead
leaders
-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
T
ss
ss
ss
ss
ss
ss
23
62-82
82-84
Dress
84-90
T
Partner shooting
ss
ss ss
Shooting
 Define
 Drills
 Application
Ending
Closure
ss
-bring it in
-review
-ask questions
ss
ss
lightening
------- baskets --------s
s
s
s
s
s
s
s
Squads
T
sssss
sssss
sssss
sssss
ss
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
24
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 paper
7. 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?”
25
“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 minutes
For 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 up
o 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 Tag
o 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)
26

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 shots
o Set shot
o Jump shot
o 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 minutes
Review
“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 Required
While 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
27
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 Objectives
The 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 Assessment
Journals 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 Needed
Clumpner, R. (2003). Sports Progressions. Champaign, IL: Human Kinetics
Mood, Musker, & Rink (2003). Sports and Recreational Activities. New York, NY:
McGraw Hill.
Classroom analysis
Folders
Journals
Pencils
White board for directions
Markers
Watch
Handouts (see chronology)
Dribbling Skill analysis
Shooting Skill analysis
CD player
27 basketballs
28
6-8 basketball hoops
Cones
Pennies/Jerseys
Library
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 No
The student was on task during research, drills, and activities
The student displayed a positive attitude
The student was able to work well with others
The student displayed respect for everyone and all pieces of equipment
The 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.
29
3. Objectivity of Web Documents



What goals/objectives does
this page meet?
How detailed is the
information?
What opinions (if any) are
expressed by the author?
4. Currency of Web Documents



When was it produced?
When was it updated'
How up-to-date are the links
(if any)?
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?
Objectivity


Determine if page is a mask for
advertising; if so information might be
biased.
View any Web page as you would an
infommercial on television. Ask yourself
why was this written and for whom?
Currency



How many dead links are on the page?
Are the links current or updated
regularly?
Is the information on the page outdated?
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 . . .
30
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.
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"Â (p. 46).
works Last name, initial(s). (Year of publication). Title. City, state (if city is
cited: 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.
31
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.
Tripp (2005) has claimed that the assertions put forward by Van Zandt are
erroneous.
works NOTE: Begin with the author of the chapter or selected work, not the editor of
cited: 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 Last Name, initial(s). (Year of publication). Title of article. Title of Journal,
cited: 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.
32
works Last name, initial(s). (Year of publication). Title of article. Title of Journal,
cited: 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
JSTORÂ 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.
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/primarysources.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,
33
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
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:
34
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.”
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.
35
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.
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 Minnesotabased 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.
36
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.
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.
37
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,
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
2. Bill Alewine
F
M
Gifted
38
3. Maria Louise
4. Pat Allen
5. Bruce Archer
6. Earl Armiger
7. Joe Awad
8. Judy Hellmuth
9. Anna Henderson
10. Susan Henry
11. George Hermach
12. Bob Hill
F
M
M
M
M
F
F
F
M
M
13. Dick Hiltner
14. Joan Potter
15. Bruce Powell
16. Mandy Priddy
17. Phyllis Proctor
18. Marie Puliatti
19. Barbara Rakestraw
20. Stanley Ratner
21. Dennis Sherwood
22. Pam Siegel
23. Ken Simmons
24. Martha Taylor
25. Sergio Viencet
M
F
M
F
F
F
F
M
M
F
M
F
M
ELL
LD
Gifted
ADHD
ADD
Hearing
Impaired
EB/D
Physical
EB/D
Asperger’s
ELL
Profiles and IEP Goals
Learning Disabled: Joe Awad
Joe 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
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.
39
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
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.
40
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
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:
41
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.
3. Bill will take a position in the schools student government.
Gifted: Anna Henderson
42
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.
Modifications for Profile Students
Groups
43
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 1
George
Joe
Toni
Judy
Earl
Group 2
Maria
Sergio
Martha
Bruce
Pat
Group 3
1.
2.
3.
4.
5.
Susan
Stanley
Marie
Dick
Ken
Group 4
Anna
Bob
Mandy
Dennis
Phyllis
Group 5
1.
2.
3.
4.
5.
Bill
Joan
Barbra
Pam
Bruce P
Joe
44
For 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.
George
George 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.
Susan
Susan 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.
Pam
We 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.
Joan
Joan 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
Stanley
Stanley 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.
Bill
Bill 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.
Anna
45
Anna 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 Maria
The 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
Phyllis
Phyllis 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.
Bob
Because 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 Bibbs
Tony Stadthere
Andrea Peterson
Course Name: Health
Lesson Topic:
Alcohol
_Grade Level: 7 _
Name of Lesson: Effects of Alcohol
Lesson 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:
Basic communication skills
Procedures for activities
Any 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
46
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
Role Call
Bridging Statement
Content Covered
I. Short term effects
A. Thread the needle Activity (Attached)
II. Long term effects
A. Long term effects Activity (Attached)
4. Closure – Journaling Activity (Attached)
Time
1–3
3–5
5 – 20
20-40
40-50
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
Chalk
6 pairs of gloves
A watch
6 needles
Thread
30 effects packets
6 large pieces of paper
6 sets markers
30 sheets of paper
Short term effects of Alcohol
Over 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.
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.
47
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: Alcohol
Grade Level: 7th
Health Literacy: Responsible and productive citizenship
Life 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 Needle
Infusion: No
Inclusion: Yes
Objective: After this activity, List 5 short term effects of alcohol, as assessed during
discussion questions
Materials:
6 pairs of gloves
A watch
6 needles
Thread
Time Allowed: 15 minuets
Over 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.
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.
48
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 needle
3. On the command of “Go” have students start
4. Make sure to time them
5. 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.
. 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.
49
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.
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.
50
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: Alcohol
Grade Level: 7th
Health Literacy: Responsible and productive citizenship
Life 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
Infusion: No
Inclusion: Yes
Objective: After this activity, students will be able to list 5 long term physical effects of
alcohol consumption, as assessed during discussion questions.
Materials:
51
30 effects packets
6 large pieces of paper
6 packs of markers
Time Allowed: 20 minuets
Description: 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 system
Directions:
1. Give directions
2. Divide up groups
3. Hand out supplies
4. 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: Alcohol
Grade Level: 10th
Health Literacy: Responsible and productive citizenship
Life 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 journal
Infusion: No
Inclusion: Yes
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: 10
52
Description: 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 directions
2. Have students journal
3. 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 Plan
The 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 Plan
During 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 learning
This will be addressed in both activities one and two. Students will work together to
complete both tasks.
Individual Accountability
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 learning
Even 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.
53
The 5 Components of Cooperative learning
Criteria for Success
Academic and Social Skills
Positive Interdependence
Individual Accountability
Expected Behaviors
54
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.
55
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
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
56
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).
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
57
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
58
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.
59
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.”
60
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.
61
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
62
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.
63
Tennis Block Plan
Adam Bibbs
Day 1
Day 2
Beginning
Beginning
Have 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 the history, rules,
scoring, etiquette, and terms of tennis. Introduce the
concepts of the serve.
Anticipatory Set: Introduce Tennis Unit. Review all
safety rules and procedures. Introduce today’s
activities.
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.
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.
Middle
Middle
Major Task 1: Grips (eastern forehand, western
forehand, two handed backhand)
Extension 1: Hammer Drill
Extension 2: Ball Dribble Drill
Extension 3: Air Ball Dribble Drill
Major Task 1: Overview of Tennis
Major Task 2: Short Serve
Extension 1: Toss Drill
Extension 2: Mirror Serve Drill
Extension 3: Change of Distance Drill
Extension 4: Serve and Return Drill
Application Activity: Mini Kings Court
End
Major Task 2: Groundstroke (Forehand/Backhand)
Extension 1: Groundstroke Fundamental Drill
Extension 2: Run and Hit Drill
Extension 3: Rally Groundstroke Drill
Review the cues for the serve.
Application Activity: Around the World
End
Review grip and groundstroke cues. Ask students to
demonstrate with a partner all three of the grips they
tried throughout the day.
Day 3
Day 4
Beginning
Beginning
Heart Rate Monitor Circuit/Activity
Anticipatory Set – Introduction of more strategy
shots.
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.
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.
Middle
Middle
Major Task 1: Volley
Extension 1: The Volley-Volley Drill
Extension 2: Volley-Groundstroke Drill
Major Task 1: Lob Shot
Extension 1: Lob Drill
Extension 2: Volley and Lob Drill
64
Extension 3: Brutal Volley Drill
Extension 3: Lob Everything Drill
Major Task 2: Drop Shot
Extension 1: Drop Shot Target Drill
Extension 2: Drop Shot Option Drill
Extension 3: Drop Shot Approach Drill
Major Task 2: Overhead Shot
Extension 1: Catch the Fly Ball
Extension 2: Hit the Fly Ball
Extension 3: Accuracy Smash Drill
Application Activity: Mini Kings Court
Application Activity: Around the World, and Kings
Court
End
Review cues for the volleys, and drop shots.
End
Review cues for lob and overhead shots.
Day 5
Beginning
Heart 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
Middle
Major Task 1: Long (Regular) Serve
Extension 1: Serving from the baseline
Application Activity: Timed Tennis Tournament
End
Sum up the Tennis unit, and preview the next unit to
be covered.
65
Reflection:
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.
66
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.”
67
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
68
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.
69
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 Bibbs
Grade Level: 10th
Course Name: Physical Education
Unit: Racquetball
Lesson # 5 of 5
1. Objective/Purpose/Rationale
By 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 Students
The 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.
70
4. Purpose
The 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 Set
Good 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 Rationale
The 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 Lesson
Safety 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
Dress
0-10
Beginning
10-15
Warm 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.
Middle
15-40
Major 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
Cues
Organization
T
-get ropes
-go
sssssss
sssssss
sssssss
-stretch
-get monitors
out
-check out the
board for
directions
-begin
T
ss
ss
ss
ss
ss
ss
71
ss
lifts with the bands or dumbbells.
ss
40-80
80-85
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.
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.
-here are your
teams again
-Assign courts
to teams
-Lets focus
today on our
best shot and
team strategies
-start on the
whistle
-Bring it in
-Good Job
today
-way to stay on
task
-here is the
study guide
-have a good
day
Court 1 2
s
s
s s
s s
s
s
3
s
s
s
s
Gym Divider
Court 4
5
6
s
s
s
s
s s s s s
s
s
s
T
sssss
sssss
sssss
sssss
ss
8. Accommodations Required
A 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 Instruction
In 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 Objectives
Today’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 Assessment
The 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
72
documented in the grade book, so if anyone has a question why they were loosing points
a reason can be provided.
12. Materials/Resources Needed
Heart Rate Monitors
Heart Rate Record Sheets
Jump ropes
Bands
Dumbbells
Racquets
Balls
Gym space
Goggles
73
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.
74
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.
75
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.”
76
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.
77
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 8th 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 Bibbs
Grade Level: 8th
Course Name: Health
Lesson # 1
1. Objective/Purpose/Rationale
By 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 Questions
Throughout 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 Students
At 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
78
participation and answers to questions will give the teacher an idea of the student’s prior
knowledge.
4. Purpose
The 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 Rationale
The 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
Attendance
Pass 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 Required
For 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.
79
9. Differentiated Instruction
Power 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 Objectives
The 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 Assessment
The 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 Needed
Computer
Power point presentation
Handouts of projects
Red Cross Books
80
81
82
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.
83
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.
84
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
85
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.
86
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.
87
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.”
88
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.
89
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.
90
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 shortrange 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.
91
Year Plan
Created by
Adam Bibbs
92
Virtual Class Analysis
Student
Amanda
Ethnic
Background
African American
Disabilities
Interests/Notes
Behavior Disorder
busy with outside
activities, less hw
uninvolved with
outside activities,
likes
discussion/variety
Angelique
Hispanic
Anna
Hispanic
Bob
Asian
Behavior Disorder
Brandon
African American
Math
Erica
Hispanic
Jenny
Caucasian
Jessica # 1
Hispanic
ESL
Jessica # 2
Native American
ADHD
Joe # 1
Native American
Joe # 2
Caucasian
Josh
Kyle
Asian
Caucasian
Laura
Caucasian
Dyslexia
ADHD
likes PE, swimmer,
doesn’t always get
work done
uninvolved in
activities, hates hw,
bad attitude about
school
football, likes class
discussion
track, gymnastics,
loses attention, quiet
(seems bored, not
challenged enough)
Dance, struggles
with reading, bad
attitude
softball, cheer
leader, visual
learner, struggles
with time
management and
homework
hockey, likes group
work, negative
attitude at times
likes PE, bball,
football, gets bored,
active learning
track, has a temper)
hockey, baseball,
football, bball,
bored in school
struggles to make
friends, bored in
school
93
Mary
Hispanic
Depression/Suicide
issues
Mike
African American
Reading
Mohamed
Somali
Nicole
Hispanic
Behavior Disorder
Nolan
Caucasian
Behavior disorder
Ryan
Asian
ADHD
Sammy
Hispanic
Reading
Shakri
Shawn
Somali
Caucasian
ESL
Shea
Stacy
Hispanic
Hmong
ESL
ESL
Susan
Caucasian
Yang
Hmong
lacrosse, has
experienced
discrimination, shy
lacrosse, struggles
with school
didn’t give any
information
running, needs to be
kept on task
weight lifting, pool,
likes group work
football, lifting,
easily stressed out
with school
uninvolved in
outside activities,
needs more time
with things, likes
slower pace
likes PE
likes group work
and picking the
groups, moody,
involved in music
swimming, loud
lacrosse, easily
frustrated
music, academics,
cocky, motivated,
doesn’t like teachers
didn’t supply info
94
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.
95
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.
96
Year Plan (1st Semester)
Course Title: Health
Grade Level: 10
Teacher: Mr. Bibbs
Key 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
1
September
3
2
September
10
3
September
17
4
September
24
5
October 1
6
October 8
7
October 15
8
October 22
9
Unit title
Life Skills
Essential
Question # 4
Life Skills
Essential
Question # 1
Mental and
Emotional
Health
Essential
Questions 2 and
3
Family and
Social Health
Essential
Question # 2
Environmental
Health
Essential
Question # 4
Consumer and
Community
Health
Essential
Questions 1, 3
and 4
Growth and
Development
Essential
Question # 4
Growth and
Development
Communicable
Standards included
1, 2, 3, and 4
5, 6, and7
2, 3, and 5
2, 3, 4, 5, and 6
2, 3, and 7
1, 2, 3, 4, 6, and 7
1 and 3
5 and 6
1, 2, 3, 5, and 6
97
October 29
10
November
5
11
November
12
12
November
19
13
November
26
14
December 3
15
December
10
16
December
17
17
January 2
(wed)
18
and Chronic
Diseases
Essential
Question # 1
Communicable
and Chronic
Diseases
Essential
Questions 3 and
4
Alcohol and
Tobacco
Essential
Questions 1 and
4
Other Drugs
Essential
Questions 1 and
4
Nutrition
Essential
Question # 1
Nutrition
Essential
Question # 3
Personal Health
Essential
Question 2 and 3
Personal Safety
Essential
Questions 1 and
4
CPR
Essential
Question # 3
CPR
3, 6
2, 3, 4, 5, 6, 7
1, 2, 3, 5, 6, and 7
2 and 3
3 and 6
2, 3, 5, 6, and 7
3, 4, 5, 6, and 7
3, 5, and 7
3, 5, and 7
January 7
98
Year Plan (2nd Semester)
Course Title: Physical Education (Team Games)
Grade Level: 10
Teacher: Mr. Bibbs
Key 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
1
January 14
2
January 21
3
January 28
4
Unit title
Volleyball
Skills
Volleyball
Game play
Broomball
Standards included
1-6
(These standards should and will be included in every
lesson taught during the year)
1-6
1-6
(outside)
Floor Hockey
1-6
Swimming
strokes
Water Polo
1-6
Team Handball
1-6
Basketball
Skills
Basketball
Game play
Wiffleball
1-6
Badminton
Skills and
Doubles Game
play
Pickleball
Skills and
Doubles Game
play
Tennis
Skills
1-6
February 4
5
February 11
6
1-6
February 18
7
February 25
8
March 3
9
March 10
10
1-6
1-6
March 17
11
March 24
12
March 31
13
April 7
1-6
1-6
(outside)
14
Tennis
1-6
99
April 14
Doubles Game
play
(outside)
15
April 21
Flag Football
Skills
1-6
(outside)
16
April 28
Flag Football
Game play
1-6
(outside)
17
May 5
Ultimate Frisbee/ 1-6
Disc Golf
(outside)
18
May 12
Softball
1-6
(outside)
100
Black Board
Health Classroom – Seating Chart
Teacher’s Desk
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.
101
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.
Baseball Field
Baseball Field
Ice Rink
Parking
lot
Soccer Field
Football Field
Football Field
Parking
lot
Football
stadium/track
Training Room
Busing Area
Busing Area
Men’s Locker
room
Pool
Gymnastics
room
Gymnasium
Parking
lot
Women’s
Locker
room
Wrestling
Room
Weight Room
Gymnasium
Front
Office
Lunch Area
Front
Office
Library
Health
Classroom
Tennis courts
102
Adam Bibbs
Unit Plan Overview
10th 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 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.
103
Questions that will be answered over the course of the unit:
 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 1
Monday
March 3
Topic: Basketball Overview (History,
Rules and Game play) Preview Research
Project
Question: 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
104
Day 2
Tuesday
March 4
Day 3
Wednesday
March 5
Day 4
Thursday
March 6
Day 5
Friday
March 7
students will be able to
 Identify major rules
 Describe how to play basketball
 Identify major events in the creation
of basketball
Which will be assessed by a jeopardy
game towards the end of the class
period.
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.
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.
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.
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.
105
Day 6
Monday
March 8
Day 7
Tuesday
March 9
Day 8
Wednesday
March 10
Day 9
Thursday
March 11
Day 10
Friday
March 12
Topic: 5 on 5 Tournament
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.
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.
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.
Topic: 3 on 3 Tournament
Question: 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.
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
106
* 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 Figures
Benefits of Basketball
Basketball History
Basketball Rules
Procedural:
Journaling
Presentation
2 Page Paper
Basketball 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
107
participate in the activity, through the use of the skill analysis peer critiques will take
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
108
they don’t fully complete the task they will need to find time outside of class to complete
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 points
Directions – 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.
b.
c.
d.
the shooting position
the triple threat position
a rebound
a steal
2. After a missed shot, a jumping into the air to retrieve the ball is referred to as
______________.
a.
b.
c.
d.
a turnover
a foul
a rebound
a pivot
109
3. The backdoor cut is a strategy used to _______________.
a.
b.
c.
d.
get open for a pass
gain better positioning for a rebound
maneuver to steal the ball
none of the above
4. The boundary line parallel to the basket is the _____________.
a.
b.
c.
d.
free throw line
the side line
half court line
the baseline
5. This situation results in the offensive player shooting two free throws.
a.
b.
c.
d.
a defensive player steals the ball
the offensive player misses a shot
the offensive player dribbles out of bounds
the defensive player fouls a person while in the act of shooting
True or False – 10 points
Directions – 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 points
Directions – Match the statement with the correct choice. Each answer is worth 2 points.
___11. The initial start of the game
___12. Considered a good shooting position
___13. Getting the ball to a teammate
a. assist
b. Tip-off
c. Pass
110
___14. Getting the ball to a teammate leading to a direct score
___15. Positioning yourself between the basket and your opponent
d. Box-out
e. Squaring up
Short Answer – 30 points
Directions – 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
111

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
The information I gave was interesting or important to
others.
1pt
1pt
1 pt
1 pt
Delivery
1pt
1pt
1pt
1pt
Organization
1pt
1pt
1pt
1pt
Resources
1pt
I was well informed about my topic and identified cultural
connections.
I used an effective and appropriate attention-getting
device.
I added supportive detail to the main point(s).
I maintained eye-contact most of the time.
My pronunciation was clear and easy to understand.
My voice could be heard easily by the entire audience.
My body language was not too tense or too relaxed.
I organized ideas in a meaningful way.
The body of the presentation contained support for, or
details about, the main point(s).
I used helpful transitions between main points (e.g., "First
of all..." or "Similarly..." etc.).
A strong conclusion was present.
I used resources that addressed the topic thoroughly.
112
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

2 page paper – Assesses literacy skills, and understanding of
different cultures
32 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
 Note Taking – Assesses listening/note taking skills
The 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 development
These 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 sheets
113
Unit Exam: 20%
Journals: 15%
Paper: 10%
Presentation: 5%
Resources and Materials used:
Clumpner, R. (2003). Sports Progressions. Champaign, IL: Human Kinetics
Mood, Musker, Rink (2003). Sports and Recreational Activities. New York, NY:
McGraw Hill.
Folders
Journals
Pencils
15 Basketballs
6-8 Basketball Hoops
Large Gymnasium
Skill analysis handouts
Rubrics
Jeopardy questions
Study guide
Web page evaluation guide
Cones
Pennies/Jerseys
CD player
Shorts, Shirts, Shoes
White board – for journaling prompts
Markers
Library
Computers
Watch
114
Adam Bibbs
Grade Level: 10th
Course Name: PE 10
Lesson: #1
1. Objective/Purpose/Rationale
The 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 Questions
Standard 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 Students
I 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. Purpose
The 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.)
115
“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)
(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 Rationale
I 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
Amanda
Mike
Joe # 2
Jenny
Group 2
Bob
Sammy
Laura
Yang
Group 3
Nicole
Josh
Susan
Mohamed
Group 4
Nolan
Jessica # 1
Shawn
Group 5
Shakri
Brandon
Jessica # 2
Angelique
Group 6
Shea
Mary
Kyle
Erica
Group 7
Stacy
Anna
Ryan
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
0-15
Activity
Beginning
Anticipatory Set: Globetrotter Clip
Journaling: see detailed description below
Cues
Organization
-look at
the tv
-look at
the
journal
prompt
TV
T
sssssss
sssssss
sssssss
116
15-35
35-70
70-90
Middle
Jigsaw activity: description below
-find own
area
-share
your
portion
with your
group
Application Activity: Jeopardy game: description
below
-get with
Ending: description below
Give the unit overview and present unit projects
Exit cards
-everyone
your
group for
the game
get into
your
squads
T
g1
g2
g3
g4
g5
g6
g7
T
g1 g2 g3 g4 g5 g6 g7
T
sssssss
sssssss
sssssss
sssssss
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 minutes
Directions (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.
117
 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.
 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.
118
5.
6.
7.
8.
9.
Teach basic of the foul shot, set shot, and lay-up.
Begin offensive and defensive play with one-on-one situations.
Manipulate the rules to bring out better play (no dribbling, three passes).
Mix some game play with skill work in each lesson once a unit gets started.
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-ofbounds 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-ofbounds 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 goals
b. Fumbles
c. 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.
119


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
(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 often
b. failure of substitutes to report to proper officials
c. unsportsman-like conduct
d. use of illegal number on uniforms
e. touching the backboard or rim illegally
 Personal fouls include:
a. charging
b. blocking
c. pushing
d. holding
e. tripping
f. 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 15minute 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.
120
(Section 4)
Basketball Court:
 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
121
 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
 “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.
122
5. A coin flip will determine who gets to choose the first category. The
team that answers the question right controls the board.
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
Categories
1. 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 guide
3. 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 - Pivot
4. Miscellaneous
 100 – Name two benefits of basketball. – physically active, cooperative
skills, development, social skills, and building friendship
123




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
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 Jeopardy
Category – 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?
124
(HAND THIS OUT) – RUBRICS ARE ATTACHED UNDER RESOURCES – hand
them out too
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 unit
o 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 minutes
o Hand out exit cards
o “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 Required
1. 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.
125
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.
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 Instruction
In 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 Objectives
During 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 Assessment
Journals 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 down
50% - participation
20% - exam
15% - journals
10% - Paper
5% - Presentation
126
12. Materials/Resources Needed
Clumpner, R. (2003). Sports Progressions. Champaign, IL: Human Kinetics
Mood, Musker, & Rink (2003). Sports and Recreational Activities. New York, NY:
McGraw Hill.
Classroom analysis
Folders
Journals
Pencils
White board for directions
White board for the jeopardy game
Markers
Watch
Study Guide (see chronology)
Handouts (see chronology)
Teacher Name: Mr. Bibbs
Student Name:____________________________________
Date: _________________
Project: Cultural Figure Presentation Rubric
CATEGORY
RESPONSIBILITIES
Content
The information I gave was interesting or important to
others.
1pt
1pt
1 pt
1 pt
Delivery
1pt
1pt
1pt
1pt
I was well informed about my topic and identified cultural
connections.
I used an effective and appropriate attention-getting
device.
I added supportive detail to the main point(s).
I maintained eye-contact most of the time.
My pronunciation was clear and easy to understand.
My voice could be heard easily by the entire audience.
My body language was not too tense or too relaxed.
127
Organization
1pt
1pt
1pt
1pt
Resources
1pt
1pt
1pt
1pt
I organized ideas in a meaningful way.
The body of the presentation contained support for, or
details about, the main point(s).
I used helpful transitions between main points (e.g., "First
of all..." or "Similarly..." etc.).
A strong conclusion was present.
I used resources that addressed the topic thoroughly.
I used resources that reflected different perspectives.
I used credible electronic resources.
I cited my sources using the required format.
Score /16 Total Possible Points
Cultural Paper
32 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
128
4. Resources 6 points
(3pts) In text citations
(3pts) Bibliography
129
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 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
130
it is based on. This step by step process demonstrates my ability to plan and develop a
physical education curriculum.
131
Raarup Middle School
Physical Education
Curriculum
"Education is not the answer to the question. Education is the means to the answer to all
questions." - William Allin
132
Table of Contents
School Mission Statement
Page 3
Program Philosophy
Page 4
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
133
Physical Education School Mission Statement
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.
134
Physical Education Program Philosophy
Independent School District 507 Physical Education Vision 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
135
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
These objectives pertain but are not limited to:
 Working as a team
136





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.
137
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.
138
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, selfexpression, 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 Sports
Goal 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.
B. Basketball is an endurance activity that will help achieve and maintain fitness.
139
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 gymnasium
B. 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 Activities
Goal 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.
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
140
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.
8th 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.
141
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.
142
Program Scope and Sequence
Goal Area
Canoeing
Objective






Social
Cognitive







Kayaking
Rock
Climbing
Respect for others
Following
instructions
Following Rules
Self-Advocacy
Respect for
Equipment
Team work
Participation
7th
8th
I
I
I
I
I
I
R
M
I
R
M
I
R
M
I
R
M
I
R
M
I
R
M
I
I
R
R
I
R
M
M
I
I
I
I
I
I
M







Strokes
Docking
Launching
Portaging
Wet Exit
Recover
Swimming

I

Climbing
(Ascending and
Descending)
Tie knots
Belaying
Transverse
Climbing
Grips



Cooking
Set up tents
Navigate with a
I
I
I



Camp
Outdoors
Strokes
Docking
Launching
Portaging
Inflation of
clothes
Swimming
6th
I
I
I
I
143


First Aid/CPR




GPS/ Compass
Reading Maps
Fishing
I
I
I
I
I
I
Splinting
CPR
Wound care
Environmental
Illnesses
Objective Delineations for Each Goal
Goal: Canoe
Total Number of Objectives: 6
Objectives:
 Strokes
 Docking
 Launching
 Portaging
 Inflation of clothes
 Swimming
Rank
2
4
5
6
3
1
Goal: Kayak
Total Number of Objectives: 7
Objectives:
 Strokes
 Docking
 Launching
 Portaging
 Wet Exit
 Recover
 Swimming
Rank
3
5
6
7
2
4
1
Goal: Social Cognitive
Total Number of Objectives: 7
Objectives:
 Respect for others
 Following instructions
 Following Rules
 Self-Advocacy
 Respect for Equipment
 Team work
 Participation
Rank
4
2
1
7
5
3
6
Goal: Rock Climb
Total Number of Objectives: 5
144
Objectives:
 Climbing (Ascending and Descending)
 Tie knots
 Belaying
 Transverse Climbing
 Grips
Rank
5
3
4
2
1
Goal: First Aid
Total Number of Objectives: 4
Objectives:
 Splinting
 CPR
 Wound care
 Environmental illnesses
Rank
4
1
2
3
Goal: Camp Outdoors
Total Number of Objectives: 5
Objectives:
 Cooking
 Set up tents
 Navigate with a GPS/Compass
 Reading Maps
 Fishing
Rank
4
1
2
3
5
Program Goal Emphasis
Goal
1. Canoe
2. Kayak
3. Social
Cognitive
4. Rock Climb
5. First Aid
6. Camping
Outdoors
Grade 6
0
0
50
Grade 7
0
0
50
Grade 8
20
20
10
Program Weight
20/3 = 6.67
20/3 = 6.67
110/3 = 36.67
0
0
20
30/3 = 6.67
50
0
50
0
10
20
110/3 = 36.67
20/3 = 6.67
Available Instruction Time
Level
# of
Week/Ye
#
#
Total
Minu Total
Hours/Ye
145
Grad
es
Middl 3
e
Scho
ol
ar
Min/Cla
ss
Classes/We Min
ek
36
40
2½
s
10%
10,80 9,72
0
0
Hours
Availab
le
162
ar
54
Average Objective Mastery Times
Goals
Canoe
Kayak
Social
Cognitive
Rock Climb
First Aid
Camping
Outdoors
Objective
Strokes
Strokes
Follow Rules
One
180
180
120
Two
200
200
180
Three
220
220
160
Average
200
200
153
Grips
CPR
Setting up
tents
120
240
120
160
300
180
200
280
160
160
273
153
Category
Social Cognitive
Outdoor Activities
SUM
Estimated Average
153
986
# of Objectives
7
27
34
Weighted Average
1071
26622
27693
Content included in the Curriculum
Goal
% Goal Weight
1. Canoe
2. Kayak
3. Social
Cognitive
4. Rock Climb
5. First Aid
6. Camping
Outdoors
17%
21%
21%
# of Program
Objectives
34
34
34
# of Objectives for this
goal
6
7
7
15%
11%
15%
34
34
34
5
4
5
Program Policies
Time Allotment
 Class - 50 minutes
146




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
147


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.
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 1
Setting 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 2
Introduction
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 3
Using the GPS
device to locate
Way
points/navigation
points
Day 4
Introduction
to Map
reading
Reading a
compass
Day 5
Introduction
to cooking
(gathering
and storing
food)
Day 6
Cooking
Strategies
over an open
fire
Day 7
Fishing
Strategies
Day 8
Canoeing
and
portaging
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.
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.
By the end
of the lesson
the students
will be able
to proper
build a fire
with out
using paper
or gas.
By the end
of the lesson
the students
will be able
to cook
traditional
camp fire
foods such
as hot dogs,
hamburgers,
beans, etc.
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.
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 9
First 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.
Lesson Plans
149
Day 10
Weekend
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.
Geocaching Lesson Plan (Sample # 1)
Grade: 8
Unit: Outdoor Education
Equipment:
 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 purposes
Behavior 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




Time
0-10
Watching for cars, animals, and other obstacles in the outdoors
Being familiar and aware of the surroundings
Weather conditions
Hazards in the outdoors
Description
Beginning
Cues
Organization
150
Set Induction:
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.
-hide
-search
-find
T
-log
book
-prizes
s s s s s
s s s s s
Demonstrate how to use the GPS device
Rules of geocaching
1. Take something from the cache.
2. Leave something in the cache.
3. Write about it in the logbook.
Responsibility
1. 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.
Etiquette
1. Do not move the cache after you find it
2. Sign the log book
3. If you take something out of the cache put
something else in it.
10-46
Application Activity:
Geocaching
Groups 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
-take
-replace
-write
-team
work
-careful
s s
s
s s
s
T
s s
151
46-50
class.
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.
s
T
ss
s
s s
s
ss
s
Caches: Baseball Fence, Pittman Volley ball court, basketball court
Group 1
1. Chris
2. Tina
3. Shea
Group 2
1. Riley
2. Sam
3. Erin
Group 3
1. Andrea
2. Vicky
3. Tony
Swimming Survival Skills Lesson Plan (sample #2)
152
Grade: 8
Unit: Outdoor Education
Equipment:
 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. swimsuit
2. 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
Lesson
153
Time
0-1
1-5
Description
Beginning
Set Induction:
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.
Cues

“No running”





“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.
Organization
O
O
O I- - - - - - - - - - OI
OI
O
OI
OI
OI
O
(Pool Deck)
Middle
Major task 1: Survival floating:
5-10
10-15
15-20
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.



“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.
Random formation in
the pool
Random formation in
the pool
Extension 2: Using the Pants to
float:
 Students will remove
154
20-25
25-28
28-30
30-35
35-36
36-41
their pants and tie
knots into the pant
legs at the bottom of
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







41-48
“With your group,
huddle up”
The temperature is
getting lower”
Put your knees up into
a ball.
Random formation in
the pool
Random formation in the
pool
“Try not to kick, or
use your arms while
back floating”
“Try and remain still”
Random formation in the
pool

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)
“Tie a knot into the
pant legs”
Blow air into the waist
and keep it tightly
closed around the face
by using a
drawstring/hand.

“Use arms and legs to
stay afloat”
“try and minimize
your movement”
Random formation in the
pool
155

without touching the
bottom of the pool.
Perform test, and
when students finish
they can come out of
the pool and gather by
the board.


“Stroke of your
choice”
“Try to finish before
class is over”
Use line formations
across the pool
O
O
O
O
48-50
O
O
O
Ending
Closure: Lesson review
 What were the survival
skills we learned today?
 When could we use these
strategies?
O
O
O
O
O
O
O
O
O
semi-circle
O O
O
O
O
O
X
References:
Mood, Musker, and Rink. (2003). Sports and Recreational Activities. Mcgraw Hill
publishing.
Assessment
156
Canoeing Skills Observation Checklist
Key:
Student Forward Reverse
Name
Draw
J-Stroke
Pry
Tim
Christina
Gerald
+ = consistently performs stroke correctly using all cues
N = 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
157
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
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.
158
Reflection:
After completing these two assignments I realized how important and time
consuming it can be to implement effective components within the curriculum. Planning
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.
160
B. Understand the characteristics, uses, advantages, and limitations of different types of
assessments including criterion-referenced and norm-referenced instruments, traditional
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 interference
b. Roughing the Receiver
d. Illegal Touching
11. In flag football this action is not allowed.
a. Running
c. Handing the ball off
b. Blocking
d. Intercepting the ball
12. A touchdown is worth ____________ points.
a. 5
c. 6
b. 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. 10
b. 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 off
b. 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 zone
b. 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.
166
Subject : Health 8
Period : 7
Student
Bauman, Stephanie
Brown, Thomas
Carlson, Megan
Cummings, Meagan
Darge, Kelli
Davis, Wyatt
Figueroa, Jose
Filzen, Alexis
George, Christine
Goedeke, Samantha
Hoehn, Rachel
Johnson, Anna
Kauffmann, Megan
Kempenich, Nicholas
Lager, Ashley
Maier, Pace
Miller, Julia
Neary, Erin
Osborne, Morgan
Peterson, Samuel
Ranslow, Danielle
Regenscheid, Emily
October 25, 2007
Teacher : Frey, Tom
Term : Qtr 1
Unit
Unit
Wellness Decision- 1
Accident
1
Act.
Making STD.
Chain
Points Grade Locked
Exam
9/12
9/13 Guide
9/27
9/14
25
25
9/14
25
35
20
25.4%
98/385=
LI
14
18
23
LI
F
58.9%
227/385=
19
21
13
27
LI
F
87.5%
337/385=
22
25
17
31
23
B+
77.9%
300/385=
19
23
15
30
23
C+
85.1%
328/385=
25
25
17
31
21
B
78.1%
301/385=
25
23
19
32
24
C+
21.4%
59/275=
LI
19
15
25
LI
F
42.8%
165/385=
17
23
LI
29
LI
F
87.2%
336/385=
25
24
14
33
24
B+
79.7%
307/385=
25
21
15
31
17
B74.5%
287/385=
25
23
17
30
20
C
74.8%
288/385=
18
23
17
33
22
C
80.2%
309/385=
25
25
18
30
22
B0/0= 0.0%
.
.
.
.
.
83.6%
322/385=
25
25
18
29
LI
B
90.1%
347/385=
25
23
19
33
20
B+
89.3%
344/385=
23
24
17
33
24
B+
35.3%
136/385=
23
23
LI
32
LI
F
85.7%
330/385=
25
25
17
34
24
B
84.9%
327/385=
24
22
17
33
24
B
71.9%
277/385=
20
21
18
25
22
C81.3%
313/385=
21
23
18
30
23
B-
167
Roach, Nathan
Schott, Amara
Smith, Jordan
Smith, Kerala
Soderlund, Mary
Steckman, Felicia
Welp, Ashley
Willaert, Whitney
Wilmes, Jordan
Student
Bauman, Stephanie
Brown, Thomas
Carlson, Megan
Cummings, Meagan
Darge, Kelli
Davis, Wyatt
Figueroa, Jose
Filzen, Alexis
George, Christine
Goedeke, Samantha
Hoehn, Rachel
Johnson, Anna
Kauffmann, Megan
Kempenich, Nicholas
Lager, Ashley
Maier, Pace
Miller, Julia
Neary, Erin
Osborne, Morgan
Peterson, Samuel
Ranslow, Danielle
Regenscheid, Emily
Roach, Nathan
Schott, Amara
Smith, Jordan
Smith, Kerala
91.6%
B+
55.3%
213/385=
F
59.7%
230/385=
D95.0%
366/385=
A
71.9%
277/385=
C67.5%
260/385=
D+
90.1%
347/385=
B+
89.3%
344/385=
B+
77.6%
299/385=
C+
353/385=
Word of
Week
10/1
10/1
10
0
0
5
0
0
0
0
0
0
0
0
0
0
.
10
10
0
10
0
0
0
0
10
0
0
10
25
23
19
33
23
LI
23
16
30
25
LI
25
17
30
22
25
25
19
29
24
20
23
15
31
23
18
22
16
29
22
21
21
16
30
20
19
25
19
31
23
20
22
13
26
CPRWord of
Handbook First Aid First Aid
AED
Week
Sections Exam Demo
Exam
10/9
10/5
10/8
10/9
10/2
10/9
85
15
80
45
10
32
LI
11
LI
0
26
59
12
35
0
34
74
15
61
0
33
71
14
47
0
32
70
14
63
0
39
50
13
46
10
LI
LI
LI
.
0
34
29
12
1
0
39
72
13
62
0
35
45
14
59
0
23
73
10
21
0
39
50
13
43
0
38
47
11
63
0
.
.
.
.
0
34
79
15
67
0
24
66
13
74
10
37
75
14
63
10
LI
LI
14
LI
10
30
76
13
66
10
38
75
13
56
10
26
62
11
42
0
33
65
13
57
0
29
73
13
50
10
34
LI
12
73
0
24
53
10
29
0
38
79
13
64
10
Letter
To
Self
10/16
30
LI
15
30
25
30
20
.
20
30
30
30
30
30
.
20
30
24
24
10
15
30
30
30
LI
20
30
168
Soderlund, Mary
Steckman, Felicia
Welp, Ashley
Willaert, Whitney
Wilmes, Jordan
Student
Bauman, Stephanie
Brown, Thomas
Carlson, Megan
Cummings, Meagan
Darge, Kelli
Davis, Wyatt
Figueroa, Jose
Filzen, Alexis
George, Christine
Goedeke, Samantha
Hoehn, Rachel
Johnson, Anna
Kauffmann, Megan
Kempenich, Nicholas
Lager, Ashley
Maier, Pace
Miller, Julia
Neary, Erin
Osborne, Morgan
Peterson, Samuel
Ranslow, Danielle
Regenscheid, Emily
Roach, Nathan
Schott, Amara
Smith, Jordan
Smith, Kerala
Soderlund, Mary
Steckman, Felicia
Welp, Ashley
Willaert, Whitney
Wilmes, Jordan
0
0
10
10
0
32
28
30
33
26
62
33
70
83
60
13
13
12
14
13
58
34
62
57
62
Phobia Sheet Video Notes
10/16
10/23
15
5
.
.
.
.
.
.
.
.
.
15
15
.
.
.
.
.
.
.
.
.
.
.
15
.
.
.
.
15
15
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
0
0
10
0
10
LI
30
30
30
30
Letter From
Paula
10/25
10
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
169
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
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.
170
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.”
171
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.
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.
172
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
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.
173
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
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
174
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
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.
175
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.
176
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
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.
177
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
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
178
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?
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
179
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.
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
180
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%
181
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
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.
182
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 wellbeing.”
183
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.
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.
184
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
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.
185
PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE
Date
Period Wrestling Fitness Gym Gym
Pool
Weight Gym
Center
“A”
“B”
Room
11/6 5
Laura
Tom
Steve
Keith
11/6 6
Steve
Tom
Laura
Keith
11/7 5
Laura
Tom
Steve
Keith
Steve
Tom
Laura
11/8 5
Laura
Tom
Steve
Keith
11/8 6
Steve
Tom
Laura
Keith
Floor
Lobby
Stage
11/5 5
11/5 6
11/7 6
Keith
11/9 5
Keith
Laura
Tom
Steve
11/9 6
Keith
Steve
Tom
Laura
PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE
186
Date
Period Wrestling Fitness Gym
Gym
Pool
Weight Gym
11/12 5
Floor
Keith
Center “A” “B”
Room
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
Lobby
Stage
PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE
Date
Perio
d
Wrestlin
Fitnes
Gym
Gym
Pool
Weigh
Gym
Lobb
y
187
g
s
Floor
Cente
r
Tom
“A”
“B”
t
Stage
Room
11/1
9
5
11/1
9
6
Steve
11/2
0
5
Keith
11/2
0
6
Keith
11/2
1
5
Keith
11/2
1
6
Keith
11/2
2
5
No
School
No
No
School Schoo
l
No
Schoo
l
No
Schoo
l
No
School
No
Schoo
l
No
Schoo
l
11/2
2
6
No
School
No
No
School Schoo
l
No
Schoo
l
No
Schoo
l
No
School
No
Schoo
l
No
Schoo
l
11/2
3
5
No
School
No
No
School Schoo
l
No
Schoo
l
No
Schoo
l
No
School
No
Schoo
l
No
Schoo
l
11/2
6
No
School
No
No
School Schoo
No
Schoo
No
Schoo
No
School
No
Schoo
No
Schoo
Laura
Laura
Laur
a
Steve
Keith
Tom
Tom
Keith
Laur
a
Steve
Tom
Tom
Tom
Steve
188
l
3
l
l
l
l
PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE
Date
Perio
d
11/2
6
5
11/2
6
6
11/2
7
5
11/2
7
6
11/2
8
Wrestlin
g
Fitnes
s
Floor
Center
Gym
Gym
“A”
“B”
Pool
Weigh
t
Room
Keith
Tom
Tom
Laur
a
Stev
e
Stev
e
Laur
a
Tom
Tom
Laur
a
Keith
Tom
Stev
e
Stev
e
Laur
a
Keith
5
Keith
Tom
Tom
Laur
a
11/2
8
6
Keith
Stev
e
Stev
e
Laur
a
11/2
9
5
Tom
Tom
Laur
a
Keith
Tom
Tom
Gym
Lobb
y
Stag
e
Keith
189
11/2
9
6
Tom
Stev
e
Stev
e
Laur
a
11/3
0
5
Keith
Tom
Tom
Laur
a
11/3
0
6
Keith
Stev
e
Stev
e
Laur
a
Tom
Keith
PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE
Date Perio
d
Wrestlin
g
Fitnes
s
Floor
“A”
Center
Tom
Laur
a
12/
3
5
12/
3
6
Keith
12/
4
5
Tom
12/
4
6
12/
5
Keith
Tom
Gym
Gym
Pool
Weigh
t
“B”
Room
Keith
Laur
a
Stev
e
Tom
Tom
Stev
e
Laur
a
Laur
a
Stev
e
Keith
Tom
Tom
Stev
e
Keith
Laur
Laur
Stev
Gym
Lobb
y
Stag
e
190
5
a
a
e
12/
5
6
Keith
Tom
Tom
Stev
e
12/
6
5
Tom
Laur
a
Laur
a
Stev
e
Keith
12/
6
6
Tom
Tom
Stev
e
Keith
12/
7
5
Keith
Laur
a
Laur
a
Stev
e
12/
7
6
Keith
Tom
Tom
Stev
e
Tom
PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE
Date
Period Wrestling Fitness Gym
Floor
12/10 5
12/10 6
Keith
12/11 5
Tom
Center “A”
Tom
Steve
Gym
“B”
Laura
Pool Weight Gym
Room
Keith
Lobby
Stage
Tom
Steve
Laura
Keith
191
12/11 6
Tom
12/12 5
Tom
12/12 6
Keith
12/13 5
Tom
Steve
Keith
Laura
Tom
Steve
12/13 6
12/14 5
Keith
Tom
12/14 6
Steve
Laura
Keith
Tom
Keith
Laura
Keith Tom
PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE
Date
Perio
d
Wrestli
ng
Floor
12/1 5
7
Keith
12/1 6
7
12/1 5
Fitne
ss
Cente
r
Tom
Gym
Gym
“A”
“B”
Pool
Weig
ht
Gy
m
Room
Stag
e
Steve
Laura
Keith
Steve
Laura
Tom
Tom
Steve
Laura
Keith
Lobb
y
192
8
12/1 6
8
Tom
Steve
Laura
Keith
12/1 5
9
Keith
Steve
Laura
Tom
12/1 6
9
Keith
Steve
Laura
Tom
Tom/Kei
th
Tom/Kei
th
12/2 5
0
Laur
a
Steve
Tom/Kei
th
12/2 6
0
Tom/Kei
th
Laur
a
Steve
12/2 5
1
Tom/Kei
th
Keith
Tom/Kei
th
Laur
a
Steve
12/2 6
1
Tom/Kei
th
Keith
Tom/Kei
th
Laur
a
Steve
PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE
Date
Perio
d
Wrestlin
g
Floor
Fitnes
s
Cente
Gym
Gym
“A”
“B”
Pool
Weigh
t
Gym
Lobb
y
Stage
Room
193
r
No
No
School Schoo
l
No
Schoo
l
No
Schoo
l
No
School
No
Schoo
l
No
Schoo
l
12/3
1
5
No
School
12/3
1
6
No
School
No
No
School Schoo
l
No
Schoo
l
No
Schoo
l
No
School
No
Schoo
l
No
Schoo
l
1/1
5
No
School
No
No
School Schoo
l
No
Schoo
l
No
Schoo
l
No
School
No
Schoo
l
No
Schoo
l
1/1
6
No
School
No
No
School Schoo
l
No
Schoo
l
No
Schoo
l
No
School
No
Schoo
l
No
Schoo
l
1/2
5
Steve
Laura
Tom
Tom
Keith
1/2
6
Tom
Steve
Laur
a
Keith
1/3
5
Keith
Laura
Tom
Tom
Steve
1/3
6
Keith
Tom
Steve
Laur
a
1/4
5
Steve
Laura
Tom
Tom
Keith
1/4
6
Tom
Steve
Laur
a
Keith
PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE
Date
Period Wrestling Fitness Gym
Gym
Pool
Weight Gym
Lobby
194
Floor
1/7
5
Center “A”
Tom
“B”
Tom
Elem
Room
Keith
Stage
Swim
1/7
6
Keith
Tom
Steve Laura Elem
1/8
5
1/8
6
Tom
Steve Laura Elem
1/9
5
Keith
Tom
1/9
6
Keith
Tom
Tom
1/10 5
Tom
Tom
Swim Keith
Swim
Steve Laura Elem
Tom
Tom
Swim Keith
1/10 6
Tom
Steve Laura Elem
1/11 5
Keith
Tom
1/11 6
Keith
Tom
Keith
Tom
Keith
Swim
Steve Laura Elem
PHYSICAL EDUCATION BLOCK 3 FACILITIES SCHEDULE
Dat
e
Perio
d
Wrestlin
g
Fitnes
s
Floor
Cente
r
Gym
Gym
“A”
“B”
Pool
Weigh
t
Gym
Lobb
y
Stage
Room
195
1/1
4
5
Steve
1/1
4
6
Tom
1/1
5
5
Keith
1/1
5
6
1/1
6
Laura
Tom
Tom
Keith
Steve
Laur
a
Keith
Laura
Tom
Tom
Steve
Keith
Tom
Steve
Laur
a
Laura
5
Steve
Laura
Tom
Tom
Keith
1/1
6
6
Tom
Steve
Laur
a
Keith
1/1
7
5
Keith
Laura
Tom
Tom
Steve
1/1
7
6
Keith
Tom
Steve
Laur
a
1/1
8
5
No
School
No
No
School Schoo
l
No
Schoo
l
No
Schoo
l
No
School
No
Schoo
l
No
Schoo
l
1/1
8
6
No
School
No
No
School Schoo
l
No
Schoo
l
No
Schoo
l
No
School
No
Schoo
l
No
Schoo
l
196
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 email 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.
197
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.
198